zilongwang/ReadingBank huggingface dataset:
ONE DGS The One DGS Recognition Program was established to ensure RECOGNITION there are multiple and varied ways to publicly and privately PROGRAM acknowledge the contributions made to improve or enhance the service provided to DGS clients, or to make DGS a “ to Work.” This program offers both formal and informal components to ensure the recognition is tailored to the recipient and the individual desiring to show his or her appreciation. The departmental formal award program is comprised of the following awards: The Director’s Award Excellence in Service Award Excellence in Solutions Award Excellence in Success The Pathfinder Award Community Involvement The Director’s The Director’s Award is the most prestigious award DGS offers. Award This Award is presented to one employee and/or team in each Division or specified area annually for noteworthy accomplishments that contribute to all three aspects of the DGS Mission of Service, Solutions, and Success. Details on each facet are contained in the Excellence in Service, Excellence in Solutions and Excellence in Success Awards.
Employer Directory Career Day for All Majors Thursday, 24, 2016 11:30 am – 1:30 pm Tomezsko Lounge Dress for Success Bring Your Resumes Schedule of Events 11:30 – 12:10 * Employer Panel Q&A 12:15 – 1:30 * Networking with Employers For additional details, visit: Penn State Brandywine * Career Services A. Duie Pyle
Table on characteristics of the included PROMs PROM* (reference to first article) Construct(s) Target population Mode of administration (e.g. self-report, interview-based, parent/proxy report etc) Recall period (Sub)scale (s) (number of items) Response options Range of scores/scoring Original language Available translations * Each version of a PROM is considered a separate PROM. Other characteristics which may be extracted are: ‘administration time’; ‘year of development’; ‘conceptual model used’; ‘recommended by standardization initiatives for [a specific patient population or for the construct to be measures]’, ‘number of studies evaluating the instrument’; ‘completion time (minutes)’; ‘Full copy available’; ‘licensing information and costs’. Table on characteristics of the included study populations Population Disease characteristics Instrument administration PROM Ref N Age Mean (SD, range) yr Gender % female Disease Disease duration mean (SD) yr Disease severity Setting Country Language Response rate A 1 2 3 B 1 Other characteristics which may be extracted are ‘study design’, ‘patient selection’.
PROM A (ref) PROM A (ref) PROM A (ref) Pooled or summary result (overall rating) PROM Country (language) in which the PROM was evaluated Measurement error Criterion validity Hypotheses testing Responsiveness n Meth qual Result (rating) n Meth qual Result n Meth qual Result (rating) n Meth qual Result (rating) PROM A PROM A PROMA Pooled or summary result (overall rating)
Empty Hazardous Material Container Management: Empty Container Disposal Table Container type / size UCSB Hazardous Waste Collection Non-Hazardous: Place in general solid waste trash bin or recycling bin Return to supplier Containers that held substances Required or Triple Rinse following Bench Top Treatment Rules No No Glass, plastic, fiber, or metal containers 5 gallons / 20 liters or less No Yes, deface the No All containers greater than 5 gallons or 20 liters Required No No Aerosol containers No Yes No Lecture bottles and cylinders Required No No Compressed gas cylinders (all sizes) Required, if supplier will not accept returns. No Yes, if refillable (most lecture bottles are not refillable). To be considered Liquid container - no liquid can drain from the container when tilted in any direction (no continuous flow). Solid container (powder, sludge, grease, thick resin, crystals, etc.) - the walls of the container must be scraped clean and cannot contain any adhered or encrusted materials. Aerosol container - must have its contents and pressure completely dispensed, the spray mechanism in place and functional.
Sample Employment Contract This contract of employment is entered into between (hereinafter referred to as ‘Employer’) and (hereinafter referred to as ‘Employee’) on under the terms and conditions of employment below : 1. Commencement Effective from of Employment until either party terminates the contract. for a fixed term contract for a period of * day(s) /week(s) / month(s)/ year(s), ending on . 2. Probation Period No Yes * day(s) / week(s)/ month(s) 3. Position and Section Employed 4. of Work 5. Working Hours at days per week, hours per day from *am/pm to *am/pm and *am/pm to *am/pm Shift work required, hours per day from *am/pm to *am/pm or *am/pm to *am/pm work required, at working day(s) per *week/ month, totalling hour(s). Others (details of the arrangement on working hours and total working hours) 6. Meal Break from *am/pm to *am/pm, *with/without pay Not-fixed, at *minutes/hour(s) per day, *with/without pay Meal break *is/ is not counted as working hour(s). 7. Rest Days On , *with / without pay On rotation, day(s) per *week/month, *with / without pay (The employee is entitled to not less than 1 rest day in every period of 7 days) 8. Wages (a) wage rate Basic wages of $ per * hour/ day plus the following allowance(s) : Meal allowance of $ per * day / week/ month Travelling allowance of $ per * day / week/ month Please put a “” in the clause(s) as appropriate * Please delete the word(s) as inappropriate (2/2017) Attendance allowance of $ (amount)
(Is the parameter to be monitored?) (Is the parameter to be monitored?) (Is the parameter to be monitored?) (Define the frequency / or continuous?) (Is the parameter being monitored?) (if not included in project budget) (Is responsible for monitoring?) During activity preparation Appropriate marking and site organisation before starting works On the site Review of the site Before starting works To ensure safety and security Included in project budget Contractor and supervision Quality control of construction materials (especially paints, solvents, chemicals) Control contractor’s documentation related to the procurement of materials On the site (in manufacturer’s declaration) Control of documentation (specification of materials) By direct checking During the procurements Before work Because of compliance with the materials in project design documentation and to control if there are illicit substances in the materials (in manufacturer’s declaration) Negligible costs, Included in project budget Environment Consultant Contractor and Supervision During activity implementation of the noise On the site Control of working time (only day is allowed) Control if the equipment is and used properly) Daily To reduce the impact of the noise on workers and neighbourhood) Negligible costs, Included in project budget Contractor and Supervision Air quality (dust emission) On the site Visually Daily To reduce the impact of the dust on workers and neighbourhood) Negligible costs, Included in project budget Contractor and Supervision Waste management (including hazardous and non-hazardous waste, construction waste, paints, On the site Control of the separation and temporary storage of the waste To prevent mixing of hazardous and non hazardous waste and improper storage and disposal of the waste Included in project budget Contractor and Supervision
solvents, chemicals) Control of records of lasting waste disposal When needed, ie whenever the waste is transported from the site Worker’s safety On the site Control of using of PPE Daily Because of security and safety of workers Negligible costs, Included in project budget Contractor and Supervision Traffic and pedestrian safety On the site and around the site Control if the site is marked properly and if the traffic regulation is implemented during transportation of materials and waste disposal. During the works execution and transportation of materials and waste Because of security and safety of pedestrians and other participants in traffic Negligible costs, Included in project budget Contractor and Supervision During activity supervision During supervision activity it is necessary to control the implementation of the measures in the Sections A. General Conditions, B. General Rehabilitation and /or Construction Activities, F. Toxic Materials, and Traffic and Pedestrian Safety On the site Preparation of the report on EMP implementation By direct observation and control of documentation At least once a month Once a week To control the implementation of the EMP Included in project budget Supervision Environment Consultant
(Is the parameter to be monitored?) (Is the parameter to be monitored?) (Is the parameter to be monitored?) (Define the frequency / or continuous?) (Is the parameter being monitored?) (if not included in project budget) (Is responsible for monitoring?) During activity preparation Appropriate marking and site organisation before starting works On the site Review of the site Before starting To ensure safety and security Included in project budget Contractor and supervision Quality control of construction materials (especially paints, solvents, chemicals) Control contractor’s documentation related to the procurement of materials On the site (in manufacturer’s declaration) Control of documentation (specification of materials) By direct checking During the procurements Before work start Because of compliance with the materials in project design documentation and to control if there are illicit substances in the materials (in manufacturer’s declaration) Negligible Included in project budget Environment Consultant Contractor and Supervision During activity implementation of the noise On the site Control of working time (only day shift is allowed) Control if the equipment is right and used properly) To reduce the impact of the noise on workers and neighbourhood) Negligible costs, Included in project budget Contractor and Supervision Air quality (dust emission) On the site Visually Daily To reduce the impact of the dust on workers and neighbourhood) Negligible costs, Included in project budget Contractor and Supervision management (including hazardous and non-hazardous waste, construction On the site Control of the separation and temporary storage of the Daily To prevent mixing of hazardous and non hazardous waste and improper
waste, paints, solvents, chemicals) Control of records of lasting waste disposal When needed, ie whenever the waste is transported from the site storage and disposal of the waste Included in project budget Contractor and Supervision Worker’s safety On the site Control of using of PPE Because of security and safety of workers Negligible costs, Included in project budget Contractor and Supervision Traffic and pedestrian safety On the site and around the site Control if the site is marked properly and if the traffic regulation is implemented during transportation of materials and waste disposal. During the execution and transportation of materials and waste Because of security and safety of pedestrians and other participants in traffic Negligible Included in project budget Contractor and Supervision During activity supervision During supervision activity it is necessary to control the implementation of the measures in the Sections A. General Conditions, B. General Rehabilitation and /or Construction Activities, F. Materials, and Traffic and Pedestrian Safety On the site Preparation of the report on EMP implementation By direct observation and control of documentation At once a month Once a week To control the implementation of the EMP Included in project budget Supervision Environment Consultant
Service and lubricate the compressor as per the manufacturer’s specification. Other: Other: Other: Other: Annual check Date Signature / / Tick or comment Check condition of 50mm line markings defining operator zones and access walkways. Review safety operating procedure and update if necessary. Other: Other: Other: Other: Other: Follow-up actions e.g. Yellow line for operator zone repainted 14/12 John Smith
Inspect internal morse tapers for burrs/scratches. Remove any raised metal with appropriate reamer. Other: Other: Other: Other: Annual Date Signature / / Tick or comment Check condition of 50mm line markings defining operator zones and access walkways. Review safety operating procedure and update if necessary. Other: Other: Other: Other: Other: Follow-up actions e.g. Yellow line for operator zone repainted 14/12 John Smith
Other: Other: Other: End of semester checks Date / / / / Follow-up actions Signature Tick or comment Tick or comment E.g. blade and pulley alignment adjusted 02/18 John Sem 1 Sem 2 Conduct visual check for damage to switch gear (cracks, broken push buttons, etc.) Arrange for immediate repair of any faults. Lubricate lightly according to manufacturer’s specification. Clear away excessive build-up of dirt, grass, any oil from in and around the guards, engine components or cutting blades, etc. Check that the catcher is functional and that latches and securing mechanism are in sound condition. Check lubricate and service the ride on mower to manufacturer’s specifications. Check, pneumatic and hydraulic systems if fitted. Adjust if necessary or service. Check that the seat belts and dead man switch (if fitted) functions and are in good order.
Check security of all fixed guards. Examine bolts used for mounting the motor to the machine. Re-tighten if necessary. Check the security of machine mountings to the floor or base block. Examine rubber tyres on bandsaw wheels for cracking or perishing. Replace if necessary. Annual check Date Signature / / Tick or comment Check condition of 50mm line markings defining operator zones and access walkways. Review safety operating procedure and update if necessary. Check extraction rate. Other: Other: Other: Other: Follow-up actions e.g. Yellow line for operator zone repainted 14/12 John Smith
LIST OF BENEFICIARIES TO ATTEND THE 11TH SESSION OF PACIFIC and OCEANIA Nr Name Country Organization 1. EATOCK Cathryn Anne F Australia Aboriginal Rights Coalition - Australia 2. KAUMOANA Cadence F New Zealand Te Kura Kaupapa Maori o Hoani Waititi Marae 3. Dunstan M Papua New Guinea Kere Foundation for People Empowerment NORTH AMERICA Nr Name Country Organization 1 JEAN VICK Amanda F Canada Gitanmaax Band 2 MICKLIN William M USA Ewiiaapaayp Band of Kumeyaay Indians 3. SHERMAN Ben M USA World Indigenous Tourism Alliance EUROPE Nr Name Country Organization 1 PETROV Stephan M Russian Federation Yakutia – Our Opinion 2 NEMECHKIN Vasilii M Russia, Republic of Mordovia Youth civic movement of Mordovian people 3. TODYSHEV Mikhail M Russian Federation Elders Council of the Shor People ARCTIC
Nr Name Country Organization 1 ANINGMIUQ Annie F Canada Canada World Youth AFRICA Nr Name Country Organization 1 TILLA Abdoulaye F Niger Association TUNFA 2. OCEN Ismael M Uganda Ocean One Social Research Centre 3. NDIKUMANA Evariste M Burundi Association Espoir pour les Jeunes Batwa 4. MELOK Sontika Ole M Kenya My Chosen Vessels 5. SABRI Abdellah M Morocco TAMAYNUT 6. ELEKE Deborah F Nigeria Niger Delta UPR Coalition (NDUPRC) 7. BOUKHEROUF Belkacem M Algeria Association Culturelle Taftilt ASIA Nr Name Country Organization 1 Renu F India JHARKHAND Indigenous and Tribal Peoples Action 2 JOEMAN Beverly Edlyn F Malaysia JARINGAN ORANG ASAL SEMALAYSIA (JOAS)
3 CHANDRA HAJANG Shohel M Bangladesh KAPAEENG Foindation 4. YU MON Thin F Myanmar Chin Human Rights Organization 5. CHHAKCHHUAK Lalremruata M India Zo Indigenous Forum 6. KRISTIANI NDOEN Monica F Indonesia Aliansi Masyarakat Nusantara 7. RAI Raju M Nepal Kirat Youth Society (KYS) LATIN AMERICA Nr Name Country Organization 1 SANCHEZ VALBUENA Solandry D’Alfonso F Colombia Comité Cívico pro desarrollo del Puerto Estrella 2 BERNAL Maria Belen Constanza F Argentina Consejo Nacional de la Mujer Indígena 3. PIYÃKO Benki M Brazil Associação Ashaninka do Rio Amônia, APIWTXA 4. MISS Pablo M Belize Maya Leaders Alliance 5. CONDE CHOQUE Antonio M Bolivia Centro de Estudios Multidisciplanarios – Aymara (CEM – Aymara)
Academy” on back. Navy blue shorts are to be of same shade and material of T-shirt, but do not require logo. Shorts shall not be shorter than mid-thigh. This is measured with arms straight at sides with fingers extended. The bottom of shorts shall be at or below fingertips. SWEAT PANTS – Navy blue sweatpants. J. SWEAT SHIRT – Navy blue sweatshirt with trainee’s last name on front and “EMS Academy” on back. K. WORKOUT FOOTWEAR – Athletic shoe with white socks. Suggested Uniform and Boot Vendors: Santa Rosa Uniform, Santa Rosa Red Wing Shoe Santa Rosa Good to Go Military Surplus, Cotati Emergency Equipment and Management, Petaluma
DRAFT EMS Constituent Group Meeting Schedule October 16- 18, 2018 Renaissance Golf Village Resort, St. Augustine, FL Tuesday, October 16, 2018 St. Augustine Ballroom C St. Augustine Ballroom A St. Augustine Ballroom B 8:00 a.m. – 9:25 a.m. Opening EMS Welcome Meeting / EMS Strategic Visions Committee / Drug Shortage Update Room Reconfiguration 9:35 a.m. – 10:55 a.m. Medical Care Committee/EMS Quality Managers Ad Hoc Paramedic Shortage Committee Florida Association of County EMS (FACEMS) Florida Association of Rural EMS Providers (FAREMS) 11:00 a.m. – 12:30 p.m. Disaster Response Committee PIER Committee 12:30 p.m. – 1:30 p.m. Lunch 1:30 p.m. – 3:25 p.m. Florida Association of EMS Educators EMS Advisory Council / Education Committee EMS Data Committee/EMSTARS Briefing Florida Association of EMS Providers 3:30 p.m. – 5:30 p.m. Florida Aeromedical Association (FAMA) Florida EMS Pilots Association (FLEMSPA) Florida Neonatal Pediatric Transport Network Association (FNPTNA) Biospatial/National Collaborative for Biopreparedness Training/Demo Access to Care Committee Wednesday, October 17, 2018
8:00 a.m. – 9:25 a.m. Medical Directors Florida Fire Chief’s Association (FFCA) – EMS Section Florida Council of EMS Chiefs 9:30 a.m. – 12:00 a.m. Legislative Committee EMS for Children Committee 11:00 a.m. – 12:00 p.m. 12:00 p.m. – 1:00 p.m. Lunch 1:00 p.m. – 2:55 p.m. Grant Workshop Florida Ambulance Association Communications 3:30 p.m. – 4:25 p.m. Ad Hoc EMS Reimbursement Committee International Trauma Life Support (ITLS) 4:30 p.m. – 5:30 pm Cardiac Arrest Registry to Enhance Survival (CARES) Update and Training Pre-Council Meeting Wednesday, October 17, 2018 St. Augustine Ballroom E 8:00 a.m. – 1:00 p.m. Florida Committee on Trauma (FCOT) and Association of Florida Trauma Coordinators (AFTC) Thursday, October 18, 2018 St. Augustine Ballroom C 9:00 a.m. – 12:00 p.m. EMS Advisory Council Meeting 1:00 p.m. – 5:00 p.m. Trauma Advisory Council Meeting -
Race / Ethnicity 2 46-47 ERC Date of Birth - yyyymmdd 8 48-55 ERC Domicile 3 56-58 ER Level 2 59-60 ER Enrollment Status 1 61 ER Highest Degree Held 2 62-63 ER Degree Level Sought 2 64-65 ERC First Major CIP Code 6 66-71 ERC First Option Code 4 72-75 (optional) ERC Second Major CIP Code 6 76-81 (optional) ERC Second Option Code 4 82-85 (optional) ERC Degree-Seeking Status 1 86 ER Total Term Enrolled/Earned Credit Hours 3 (99v9) 87-89 ER Full-time / Part-time Override 1 90 (optional) ER Reason for FT / PT Override REASOVR 1 91 (no longer collected) ER Earned Full-time Equivalency 3 (9v99) 92-94 (optional) ER Total Audited Credit Hours 3 (99v9) 95-97 ER Total Graded Credit Hours 3 (99v9) R Cumulative Credit Hours Earned 4 (999v9) ER Last Institution Attended 6 ER Initial Transfer Credits 4 (999v9) ER Total Transfer Credits 4 (999v9) ER MHEC Participant 1 ER Remedial Math Credit Hours 3 (99v9) ER Element Standard Name Length Status Location Remedial English Credit Hours 3 (99v9) ER Remedial Reading Credit Hours 3 (99v9) ER Other Non-Credit 3 (99v9) ER High School Student 1 132 ER Total Term Quality Points 4 (99v99) R Term Grade Point Average 3 (9v99) R Cumulative Grade Point Average 3 (9v99) R Withdrawal Code 2 (optional) R
General. to flat file record layout. Standard Name: TRANSSCH Description: Last Institution Attended by a Transfer Student Length: 6 Definition: The 6-digit federal FICE code or IPEDS UnitID for the most recent institution from which the student transferred. Codes: 000000 = Unknown IPEDS and FICE codes, as available, are detailed HH. FICE may also be searched via the online HH (select a School Year in the first question, and Search or Verify option in the second question, and then select Next). Comments: This data element applies to all transfer students, including both new and continuing students. Institutions should report the FICE or IPEDS UnitID of the last institution attended by a transfer student. The institutional code for the last institution from which the student transferred should be reported in both fall enrollment and term registration files. Purpose: This element may be used on the DHE 07-2 form.
Hyperlink Resources: Manual Year: 2012 Codeset Name: CREDHOUR3 CodesetFormat: ##v# CodesetComments: digit value of actual number of hours with an implied decimal included (##v#). CodesetExample: 16.5 credit 12 credit hours=120 Value Description 000 to highest Acceptable Values (include leading 0s). Implied decimal ##v# Field Name: CALYEAR Descriptor Long: Calendar Year Field Position: E: 11-14; R: 11-14; C: 11-14 Field Length: 4 Field Status: Current Definition: The Calendar year for the census (Fall Enrollment), end-of-term (Term Registration), or commencement data (Completions) being reported for the accompanying record. Comments: The year reported is the four digits of the calendar year for which the reported data apply. For example, a fall 1993 enrollment record is coded "1993', a degree conferred record for a degree conferred upon a student during the August 1993 graduation ceremony also be coded "1993', a degree conferred during the spring 1994 graduation ceremony would be Hyperlink Resources: Manual Year: 2012 Codeset Name: YEAR CodesetFormat: #### CodesetComments: Four digit value for year (YYYY) CodesetExample: Description YYYY YYYY (e.g. 2010) Field Name: CAMPUSID Descriptor Long: Student Campus I.D. or Last Name Position: E: 35-44; R: 35-44; C: 35-44 Field Length: 10 Field Status: Current Definition: Campus student identification number or ten character of a student's last name Comments: This data element should be left-justified. If a campus assigns student identification numbers other than the social security number for student identification, record 10 characters of that number in this field. If, however, a campus uses the social security number as the student identifier, record up to 10 capital letters of the student's last name in this field. Hyperlink Resources:
Comments: This is the score received from the student or from the American College Testing (ACT) service that specifies the actual of the score the student received on the ASSET Reading Skills test. Hyperlink Resources: Manual Year: 2016 Codeset Name: DEPRECATED99 CodesetFormat: ## CodesetComments: CodesetExample: Value Description 99 Variable is deprecated please use "99" Name: ASSETSS Descriptor Long: ASSET Study Skills Score Field Position: E: 190-191 Length: 2 Field Status: Deprecated Definition: Comments: Column(s) should be included in flat file or CSV submissions to maintain file structure Hyperlink Resources: Manual Year: 2016 Codeset Name: DEPRECATED99 CodesetFormat: ## CodesetComments: CodesetExample: Description 99 Variable is deprecated please use "99" Field Name: ASSETWS Descriptor Long: ASSET Writing Skills Score Field Position: E: 184-185 Field Length: 2 Field Status: Deprecated Definition: an entering or recently enrolled student received on the ASSET Writing Skills placement exam. Comments: This is the score received from the student or from the American College Testing (ACT) service that specifies the actual value of the score the student received on the ASSET Writing Skills test. Hyperlink Resources: Manual Year: 2016 Codeset Name: DEPRECATED99 CodesetFormat: ## CodesetComments:
CodesetExample: Value Description 000000 Not Applicable 000001 to 999997 Acceptable Values (see Crosswalk) 999998 Institution from Foreign Country with no FICE/IPEDS code 999999 Unknown FICE/IPEDS Code Field Name: TRMGPA Descriptor Long: Term Grade Point Average Position: R: 137-139 Field Length: 3 Field Status: Current Definition: The college grade point average a student receives for the courses taken or completed and graded during the term being reported. Comments: Hyperlink Resources: Manual Year: 2016 Codeset Name: GPA CodesetFormat: #v## CodesetComments: Three digit value with implied decimal to hundereths place (#v##) CodesetExample: GPA of 3.0=300 Value Description 000 point average actually zero (use 999 for Not Applicable or not available yet) 001 to highest Acceptable Values (include trailing 0s) 999 No GPA, not applicable (pass/fail/audit coursework only or not currently available (e.g. incomplete) Field Name: VETERAN Descriptor Long: Military Status Field Position: E: 326; R: 263 Field Length: 1 Field Status: Required Definition: Student’s veteran status. Comments: Students identified here may or may not be receiving benefits. Hyperlink Resources: Manual Year: 2016 Codeset Name: VETERAN CodesetFormat: C CodesetComments: CodesetExample: Value Description 0 Non Veteran/Military 1 Veteran 2 Active Duty (including reservists) 3 Military Spouse/other dependants 9 Unknown
EMT AEMT Paramedic Minimum Scope of Practice Patient Assessment Advanced first aid and OTC Medications with LEMSA approval Transportation of ill & injured persons Use of adjunctive breathing aids, administration of oxygen Automated external defibrillator Cardiopulmonary resuscitation Use of tourniquets and hemostatic dressings for bleeding control Pulse oximetry Humidifiers Continuous positive airway pressure All EMT skills Perilaryngeal airways Tracheo-bronchial suctioning Institute intravenous (IV) catheters, saline needles or other cannulae (IV lines) Administer 4 drugs/solutions intravenously Glucose measuring Establish and maintain pediatric intraosseous access Obtain venous and/or capillary samples Measure blood glucose Administer 7 drugs in a route other than intravenous All EMT & AEMT skills and medications Laryngoscope Endotracheal (ET) intubation (adults, oral) Valsalva’s Maneuver Needle thoracostomy & cricothyroidotomy Naso/orogastric tube insertion/suction Monitor thoracostomy tubes Monitor/adjust potassium (< 40 mEq/L) IV lines Utilization & monitoring of electrocardiographic devices Administer 25 medications BPAP (Bi-level positive airway pressure)/PEEP (Positive pressure) Notable Optional Skills (added at the local level) Perilaryngeal airways Epi pens Duodote kits Naloxone Previously certified EMT-IIs have additional medications approved by the local EMS agency. EMS Agencies may add additional skills and medications if approved by the EMS Authority. Written and Skills Administered by the National Registry of EMTs Administered by the National Registry of EMTs Administered by the National Registry of EMTs Length of Certification or Licensure 2 year certification with verification of skills competency every 2 years 2 year certification with verification of skills competency every 2 years 2 year licensure without retesting Refresher Course/ Continuing Education 24 hour refresher course or 24 hours of CE every two years 36 hours of CE every 2 years 48 hours of CE every 2 years Certification & License Provisions Certified locally statewide Certified locally statewide Licensed by State valid statewide local accreditation
APPENDIX F EMS Personnel Scope of Practice Matrix 2017 Public Safety Personnel EMT Advanced EMT Paramedic Authorized Skills (CCR §100018) Scope (CCR §100063) Basic Scope (CCR §100063) Basic Scope (CCR §100146)
Perform CPR & AED Perform patient evaluation Treatment for shock Provide airway support including: Head-tilt/chin lift; jaw thrust; Manage manual airway obstructions; recovery position. Perform spinal immobilization Perform splinting Irrigate eye Assist with oral glucose administration Assist with epinephrine and naloxone Assist in emergency childbirth Control hemorrhaging by direct pressure, pressure bandages, tourniquets, wound packing, and hemostatic dressings Apply chest seals and dressings Perform simple decontamination techniques All Public Safety Skills Perform patient assessment Render basic life support, rescue and emergency medical care Administer advanced first aid and OTC medications with LEMSA approval Transport ill and injured persons Administer adjunctive breathing aids Administer of oxygen Extricate patients Conduct field triage Use mechanical restraints Assist with administration of prescribed devices Use of pulse oximetry Administer continuous positive airway pressure All EMT skills Use of perilaryngeal airways Use of tracheo-bronchial suctioning Institute intravenous (IV) catheters, saline locks, needles or other cannulae (IV lines) Administer IV glucose, isotonic balanced salt solutions, and naloxone Establish pediatric intraosseous access Obtain venous and/or capillary blood samples Measure blood glucose Administer 7 in a route other than intravenous: Nitroglycerine Aspirin Glucagon Inhaled beta 2 agonists Activated charcoal Naloxone Epinephrine All Public Safety, EMT, & AEMT skills and medications Use of laryngoscope, to remove foreign bodies with magills Use of lower airway adjuncts, esophageal airway, perilaryngeal airways, stomal intubation, Endotracheal (ET) intubation (adults, oral) Perform Valsalva’s Maneuver Perform needle thoracostomy & cricothyrotomy Perform naso/orogastric tube insertion/suction Monitor thoracostomy tubes Monitor/adjust potassium (< 40 mEq/L) IV lines Utilization & monitoring of electrocardiographic devices Defibrillation Perform cardiac pacing Perform synchronized cardioversion Administer 25 medications positive airway pressure (BPAP) and positive end expiratory pressure (PEEP) Institute intraosseous (IO) needles or catheters Use of pre-hospital laboratory devices APPENDIX G References
1. 2. Information to be included on the Instructor’s Course Syllabi: Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus. Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
Advanced Features 9/17 Python 101 cont. File IO Introduction to the NumPy package Chapter 4 9/24 NumPy cont. Matplotlib and data visualization Chapter 9 10/1 Advanced visualizations 10/8 Fall Break – No Class 10/15 Introduction to the Pandas package Chapter 5 10/22 Pandas cont. Chapter 7/8 10/29 Pandas cont. Chapter 7/8 11/5 Introduction to “Data Analytics” Introduction to Sklearn package 11/12 Sklearn cont. 11/19 SciPy package 11/26 Special Topics 12/3 Special Topics cont. 12/10 Last Class – Final Presentations 10- Assignments and Grades: 1. Assignments:
Strategy, Vision and Operational Aspects What is your BYO strategy? Remote work allowed Non corporate devices allowed Windows 10 Technical Scenarios Select the Windows 10 scenarios discussed during the workshop Enterprise upgrade Upgrade readiness Compatibility Device provisioning Device reset Mobile device management Kiosks and experience lockdown Common mobile device management One store experience One development platform Unified identity Next generation credentials Device health detection Data separation Internet Explorer Always protected Other
□ Two or More (Not Hispanic or Latino) Referral Source (check one): □ Banner □ Flyer □ Print Ad □ State Employment Agency □ Employee Referral □ Other □ On-line Ad □ Job Fair EMStar Ambulance is an Equal Opportunity Employer that values diversity
ATTACHMENT X: PAYMENT APPLICATION AND CERTIFICATION Excel version is available at PAYMENT APPLICATION AND CERTIFICATION TO: PAYMENT APPLICATION # ADDRESS: INVOICE # PAYMENT PERIOD FROM: PAYMENT PERIOD TO: PROCUREMENT # VOUCHER # (for use by owner) PROJECT NAME PROJECT ID # I certify that, to the best of my knowledge and belief, this Application for Payment with the attached Schedule of Values, represents a true and reasonable estimate of the work performed during the stated period and I further certify that the work completed to date under this contract is in full accordance with the terms of the Contract. Contract Payment Status Total Activity Current a) Original Contract Amount $ b) Previous Change Orders No (Net + or-) $ Contractor: c) New Change Orders (Net + or-) $ - (Net + or-) $ - (Net + or-) $ - Signature d) Adjusted Contract $ d=(a + b + c) Engineer/Architect/Project Manager Certification: e) Total Completed to Date $ - I certify that, to the best of my knowledge, this payment application represents a true and correct statement of the work performed and is in conformance with the terms of the Contract. f) Previous Earnings $ - g) Earnings This Application $ - g=(e - f) h) Balance to Finish $ - h=(d - e) City Project Manager/Engineer/Architect i) Total Retainage 0.00% $ - Checked and Approved: $ - $ -
Area 4: Continuing Professional and Leadership Development (CPLD) Emerging Expanding Secure Sustainable TS Lead school is the sole deliverer of CPLD. Initial CPLD programmes are in place or planned. Yet to undertake evaluation of impact. Needs and capacity of Lead school largely inform CPLD programme content and delivery. Quality Assurance processes are being developed. CPLD meets the needs of the Lead TS school and external participants. A needs analysis of the TSA and region has been carried out and has informed the CPLD offer. The alliance has identified strategic partners to assist it to expand its offer – including both other schools within the alliance and external bodies. The CPLD offer is sustainable. At this stage, the CPLD offer may focus on teachers rather than wider staff roles or Governors. Participant evaluation is embedded TS Lead school is main deliverer of CPLD. Evaluation of impact undertaken in planning and delivery of CPLD. Local and national needs are considered in CPLD programme content and delivery. Quality Assurance processes are in place. CPLD meets the needs of the main groups of staff in schools. There is a clear model (or culture) underpinning the delivery of all CPLD. Delivery of CPLD is distributed within the TS Alliance according to strengths. This is reviewed annually. Evaluation of impact into planning and delivery of CPLD. national and international needs are considered in CPLD programme content and delivery. Clear scanning of the horizon informs planning of CPLD offer. Quality Assurance is integrated. CPLD meets the needs of the full range of staff in schools. Clear and consistent model (or culture) underpinning the delivery of all CPLD. Questions to support judgement To what extent does the TS: Make the ongoing professional development of identified members of the workforce (e.g SLEs, LLEs, lead practitioners, programme facilitators) a core part of the culture of the alliance? Base their professional and Leadership Development on the identified learning needs of pupils, the curriculum and resulting pedagogy across the Alliance? Have a team approach to delivery that ensures the right people with the right skills set and knowledge can deliver the professional learning required and in a manner that impacts positively on outcomes? Have a sustainable model in place based on sound financial planning? Draw on other partnerships to sustain and enhance their offer? Base its provision on evidence of what works? opportunities for the workforce to lead, engage in and learn from research?
Original Posts 10 posts 10 photos with captions 10 pins with captions 5 blogs 20 tweets 3 videos Shared Posts 5 posts 5 posts 5 repins 5 re-blogs 10 retweets 5 links Reply to Other Posts 5 replies 5 comments 5 comments 5 comments 10 replies 5 comments “Likes” 5 5 likes 5 likes 5 likes 5 likes 5 “Follow” 5 people 5 people 5 people 5 people 5 people 5 subscriptions
Gr & CL Surname Name Mark or % before mod. Mark or % after mod. Mark adjusted on mark sheet () Comments 1 2 3 4 5 6 7 8 9 10 Signature Date Internal moderator Cluster moderator (Subject member) District moderator (Subject Adviser) Provincial moderator EMS: PROJECT (Please use a separate checklist for each grade) LEVEL OF MODERATION (indicate with X) School (Internal) Subject group (Cluster) District (Subject adviser) Province Date of Project Date of Moderation Name of Moderator Post of Moderator (indicate with x) 7 8 9 7 8 9 7 8 9 7 8 9
13. Does the numbering in the memorandum correspond with the numbers in the question 14. Was the exam paper and marking memo internally moderated? Any available of this moderation? COMMENTS ON PRE-MODERATION: DATE for re-submission after corrections to the question paper and assessment instrument were made DATE for acceptance of the final version of the question paper and assessment instrument B. Evidence of Learner performance (Post Moderation) School Cluster District Prov. Comments 1. Is evidence of internal moderation in the learner evidence submitted? 2. Is marking in accordance with the marking memorandum? 3. Does the mark reflect the actual standard of learners’ answers? 4. Were marks added correctly per question, per section and in total? 5. Have the marks been accurately recorded on mark sheets? COMMENTS ON POST-MODERATION C. LEARNER EVIDENCE space for moderators at all moderation levels) Gr & CL Surname Name Mark or % before mod. Mark or % after mod. Mark adjusted on mark sheet () Comments 1 2 3 4 5
6 7 8 9 10 Signature Date Internal moderator Cluster moderator (Subject group member) District moderator (Subject Adviser) Provincial moderator EMS COGNITIVE LEVEL GRID TASK CASE STUDY DATA RESPONSE CLASS TEST PROJECT JUNE EXAM NOV EXAM 7 8 9 (Tick the applicable) Section Question TOPIC covered per task/question Remembering Understanding (define, list, name, illustrate, explain, classify, compare, etc.) Applying Analysing (Illustrate, discuss, prepare, distinguish, differentiate, classify, criticize, etc.) Evaluating Creating (Select, support, debate, evaluate, develop, rewrite, design, develop, etc.) TOTAL per sub- question A 1.1 Supply /Econ 2 1.2 Assets/Fin Lit 2 4
10:28 – 11:53 Lunch (Starts at 10:29) 10:29 – 11:14 10:01 – 11:01 Period 4 Core 4 11:55 – 12:55 Elective 2 11:17 – 12:02 Core 2 11:03 – 12:28 Lunch (Starts at 11:04) Period 5 Elective 1 12:58 – 1:43 Core 3 12:05 – 1:30 Lunch (Starts at 12:05) Core 3 12:30 – 1:30 Period 6 Elective 2 1:46 – 2:30 Core 4 1:32 – 2:30 Core 4 1:32 – 2:30 2016 – 2017 EMS Early Release Schedule Period 6 Grade 7 Grade 8 Homeroom 7:30 – 7:35 7:30 – 7:35 7:30 – 7:37 Period 1 Core 1 7:37 – 8:27 Core 1 7:37 – 8:27 Elective 1 7:40 – 8:10 Period 2 Core 2 8:30 – 9:17 Core 2 8:30 – 9:17 Elective 2 8:13 – 8:43 Period 3 Core 3 9:20 – 10:07 Elective 1 9:20 – 9: 50 Core 1 8:46 – 9:33 Period 4 Core 4 10:10 – 11:24 Lunch (Starts at 10:11) Elective 2 9:53 – 10:23 Core 2 9:36 – 10:23 Period 5 Elective 1 11:27 – 11:57 Core 3 10:26 – 11:40 Lunch (Starts at 10:27) Core 3 10:26 – 11:40 Period 6 Elective 2 12:00 – 12:30 Core 4 11:43 -12:30 Core 4 11:43 – 12:30 Lunch (Starts at 11:17)
Operation procedures Qualification exam Knowledge, Skills, and Attitudes (KSA) Indicators Value Key Word(s) Definition Performance Ability 4 Highly Proficient Performs competency quickly and accurately. Instructs others how to do the competency. 3 Proficient Performs all parts of the competency. Needs only a spot check of completed work. 2 Partially Proficient Performs most parts of the competency. Needs help only on hardest parts. 1 Limited Proficiency Performs simple parts of the competency. Needs to be told or shown how to do most of the competency. Knowledge of Skills d Complete Theory Predicts, isolates, and resolves problems about the competency. c Operating Principles Identifies why and when the competency must be done and why each step is needed. b Procedures Determines step-by-step procedures for doing the competency. a Nomenclature Names parts, tools, and simple facts about the competency. Knowledge D Evaluation Evaluates conditions and proper decisions about the subject. C Analysis Analyzes facts and principles and draws conclusions about the subject. B Principles Identifies relationship of basic facts and states general principles about the subject. A Facts Identifies basic facts and terms about the subject. Affective *5 Characterization by Value Acting consistently with the new value. *4 Organization Integrating a new value into one's general set of values, giving it some ranking among one's general priorities. *3 Valuing Showing some definite involvement or commitment. *2 Responding Showing some new behaviors as a result of experience. *1 Receiving Being aware of or attending to something in the environment.
Peer challenge comments Area 2: Infrastructure Emerging Expanding Secure Sustainable There is no business model yet established. The infrastructure to deliver the TS vision are in the process of being established. Systems to track the TS budget and plan are being developed. The organisational of the fully realised TS are not yet known. A costing structure is being developed for TS work. Clear roles and responsibilities are being developed. There is a business model in place for the TS. The infrastructure to deliver the TS vision is established. Systems for budget tracking and planning are developed. The organisational needs of the fully realised TS are understood and are largely met. A costing structure is developed. Clear roles and responsibilities within TS infrastructure are developed. There is a well-established business model for the TS. The budget is well managed to deliver the TS vision. The organisational needs of the fully realised TS are met by the TS infrastructure. There is a clear and effective costing structure. are clear roles and responsibilities within the TS infrastructure that are understood by key leaders. Business well established, refined and sustainable. (Costs of TS infrastructure met by the TS core grant) Clear budget tracking and planning in place. Administrative staffing meets organisational needs. costing structure that is reviewed and refined systematically. Clear roles and responsibilities within TS infrastructure agreed, reviewed and refined and understood by all. Questions to support judgement To what extent does the TS have in place: an established, refined and sustainable ‘business model’? clear budget tracking, forecasting and planning? clear costing structures that are reviews and refined systematically?
Competitiveness is genuinely balanced with collaboration (data shared and strengths recognised) Embedded systems in for measuring impact. Area 5: Improvement through School to School Support (S2SS) Best fit overall judgement Emerging (1), Expanding (2), Secure (3) or Sustainable (4) Evidence to support best fit judgement Key actions to move Teaching school to next maturity level. Peer challenge comments
Society and Creative Collaboration: Science, Business, Education, Government, Medicine, Sports, Music, Literature, Entertainment, Art, Social Entrepreneurship, Nature. Field Trip Reports: Learning from observing, questioning and applying. Objectives: 1. As a leader, learn to find insight from everywhere. 2. Learning to Pass it On: Practice sharing insights and extracting maximum learning from peers. Sawyer, K. (2007). genius: The creative power of collaboration. New York, NY: Basic Books. Chapter 11, “Creating the Collaborative Economy”: pp 219–226. Homework Due: Trip Due today. Be prepared to teach the class what you learned from your field-trip Instruct the class on how to give your Leadership Group feedback so they can bring the feedback to class next week. Should summarize to a 0-10 point score for your group from the rest of the class. Class 8 – 12/14/2013 Integrating: Personal and group insights from the course; celebrating changing perspectives; owning future leadership goals Objectives: 1. Learning to Pass it On: How to lead others by sharing insights in creative, collaborative ways that encourage creative extensions by the “learners.” 2. Integrate learning (self, group, “organization”) and practice leading closure for a collaborative team when their task is complete. Assigned Reading: Brown, S, MD. & Vaughan, C. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. New York, NY: Penguin. Chapter 8, “A World at Play”: pp 195–218. Homework Due: Complete whatever feedback process is requested by each of the Leadership Groups. Complete whatever feedback process you designed for giving feedback to the people in your own Leadership Group. Send a summary numerical score for each person (0-10) to the instructor. Self-Refection – Personal Growth Insights and Implications “document” is due (10 points). This paper/project includes a set of goals and plans for continuing to expand and apply knowledge and skills in leading creative collaborative groups. Complete the “Participation Grade Input” handout and give to the instructor by end of course. (Participation is worth 35 points) Complete the course feedback survey – How well did the organization accomplish its mission? What is your "Return on Investment." (10 points)
These words merit less time and attention (They are concrete and easy to explain, or describe events/ processes/ideas/concepts/experiences that are familiar to your students) These words merit more time and attention (They are abstract, have multiple meanings, and/or are a part of a large family of words with related meanings. These words are likely to describe events, ideas, processes or experiences that most of your students will be unfamiliar with) Page 49 – fiercer – more violent or intense Page 49 – gloomy – partially or totally dark; feeling of sadness or hopelessness Page 50 – swooping – flying down through the air suddenly Page 50 – flurry – a large amount of something that happens or comes suddenly Page 50 – furious – very angry Page 50 – bonfire – a large but controllable fire Page 50 – set alight – to apply something to an object or material that will cause it to burn Page 52 – embers –small pieces of glowing or smoldering material from a dying fire Page 49 – Dreamtime – the ancient time when the Earth and the first people were created, according to some Australian Aboriginals Page 49 – quarrel – (noun) an angry dispute between two or more parties (verb) to engage in an angry dispute Page 49 – quarrelsome – having a tendency to argue with others Fun Extension Activities for this text and other useful resources:
IAT/7 — PA-RAST/17 International Civil Aviation Organization Seventh Information Analysis Team Meeting (IAT/7) Seventeenth Pan America — Regional Aviation Safety Team Meeting (PA-RAST/17) Lima, Peru, 10 to 12 June 2014 Attending: IAT/7 Meeting (10 June 2014) PA-RAST/17 Meeting (11 – 12 June 2014) REGISTRATION FORM 1. Name 2. Position 3. Organization 4. Country 5. Telephone 6. E-mail Please send this form to: E-mail: