zilongwang/ReadingBank huggingface dataset:
of large numbers of Hispanic are changing the challenge facing the delivery of elder care in Texas and USA. Unit Objective 2 : Be able to discuss how long term care may need to adjust to an Hispanic elder population in Texas and in USA White elders in Texas? Unit6 The Asian Experience Chinese American Contribution to USA On-Lok Aging in Japan, China and India Japan and China Moving in Similar Direction China: Urban vs. Rural Aging Unit Objective 1 : Be able to explain how On Lok model contributed to community care in USA. Unit Objective 2 : Be able to explain the particular challenge to serving Korean and Chinese elders in place like Dallas, Texas Readings: Whitfield and Baker, Chapters 21 Supplemental Papers: Review Papers in Folders on China, India, Bangladesh, Turkey Optional Video: Browse the UNT Libraries' Video on Demand (VoD) to view Asian Experience selections via the link in the Videos folder on Course Homepage. Summarize chapters in text- Chapter 21 - and review papers the supplemental paper - Folders – China etc. Why are the challenges for Asians elders in USA with the aging : newly arrived and long term residents of USA? Oct 12 Midterm Examination = 20% Will cover Units 1 – 6 - Questions will be Available October 20 - Due on or before October 31. Answer the Midterm questions using a Word or Text file - submit to Instructor Assignment Dropbox (Remember to put your name, title and date on submitted documents.) Oct 13- Oct 31st Unit7 European Experience and Readings: Summarize Chapter 6 in Nov 2nd
Elderly Care Systems: Great Britain and Switzerland Great Britain: Inexpensive Comprehensive Care Switzerland: Decentralization with Universal Coverage The Development of Geriatric Medicine Individualism vs. Collectivism: Positives and Negatives Unit Objective 1 : Be able to compare and contrast the various way health care systems are organized in world. Unit Objective 2: Be able to discuss why UK or Great Britain was a major influence on the creation of our elder care system in USA . Whitfield and Baker, 32 Olsen Chapter 6 Supplemental Papers: Folders: Switzerland, United Kingdom. Olsen and Chapter 32 in Whitfield : Do a page on the National Health Service and the development of the Geriatric Service in UK? Do page in the lessons for USA reform of our national health care system from experience of UK and Switzerland program design. *Socio-Cultural Clinical Case Study Due : November 8th Unit8 Poverty and Inequality in Aging in the US Native Americans and Aging Differential Adjustment to Chronic Conditions Unit Objective 1 : Be able to discuss the number of Native American in USA today and special issues of elder care in • Readings: Whitfield and Baker, Chapters 31, 27 Olsen Chapter 7 • Supplemental Reading: Papers in Supplemental Reading American Indians Folder. • Optional Reading: Book: Dale Van Ebery. Disinherited: The Lost Birthright of the American Indian, Summarize the chapters in texts and review the papers in the Folder – American Indian. Write small essay on differential status of American Indian in USA. Nov 9
located near ORCA DECO were destroyed. Nothing could be saved. 238 jobs lost and a financial loss reaching 4 billion CFA 2 GANDOUR Perfume factory Fire July 2013 YOPOUGON (Abidjan district) Short circuit in electrical installations 2 persons injured, premises, and the factory totally burnt down. Over 1 500 jobs lost as well as goods and equipment 3 Electrical grid 225 kV substation Break of the 225 kV cable May 2013 ABOBO (Abidjan district) Default not eliminated Interruption of electricity supply in Abidjan and in several cities as well as impact on interconnections with Mali and Burkina Faso 4 AZITO thermal plant Electricity generation Fire December 2012 YOPOUGON (Abidjan district) Dysfunction of a turbine Loss of the thermal plant 5 Electrical grid 225 KV line Broken lightning protection wire May 2013 ADJAME (Abidjan district) Default not properly eliminated Complete black out. Interruption of electricity supply on national territory 6 ERT 1 Electrical energy transportation Broken lightning protection wire May 2013 VRIDI Fall of the lightning protection wire on the conductors Break of three conductors. A taxi cab damaged due to the cable fall. Fire in nearby barracks, no access to neighbouring companies due to the interruption of road traffic. The AZITO site disaster resulted from the malfunction of one of the turbines in an explosive environment. Periodical inspection would have avoided this explosion. Implementation of IEC 60079-1 which covers factors relating to inspection and maintenance, could have helped to prevent such a disaster. The use of IEC 60079-10-1 and IEC 60079-14 could have helped the selection of appropriate equipment compliant with IEC 60079-1 to be installed in such an
South Carolina General Assembly 118th Session, 2009-2010 H. 3381 STATUS INFORMATION House Resolution Sponsors: Rep. Merrill Document Path: l:\council\bills\ms\7158mm09.docx Introduced in the House on January 29, 2009 Currently residing in the House Committee on Ways and Means Summary: State Ports Authority study committee HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 1/29/2009 House Introduced 11 1/29/2009 House Referred to Committee on Ways and Means 11 VERSIONS OF THIS BILL
WHAT CAN YOU DO WITH A BACHELORS DEGREE IN PSYCHOLOGY?... Careers with a B.A. in Psychology Mental Health Behavior Analyst Case Worker Child Protection Worker Corrections Officer Counselor Aide Day Care Center Supervisor Director of Volunteer Services Drug/Substance Abuse Counselor Employment Counselor Family Service Worker Group Home Coordinator Mental Retardation Unit Manager Probation/Parole Officer Program Manager Rehabilitation Advisor Residential Youth Counselor Social Service Director Veterans' Advisor Business Area Administrative Assistant Advertising Agent Advertising Trainee Airline Reservations Clerk Claims Specialist Customer Relations Insurance Agent Job Analyst Loan Officer Management Trainee Marketing Representative Marketing Researcher Personnel Worker/Administrator Public Information Officer Public Relations Sales Representative Small Business Owner Store Manager Other Affirmative Action Officer
QUOTE PRICE SHEET: Bidder is to complete and return (Bidder is to bid all items and include all shipping and freight cost per line item to be responsive): Bidder Name: Item Description Qty Unit Unit Bid Price* Total Extend Cost A. Description: SBE32 or approved equal Web page: Refer to Minimum Specifications. Brand/Model: 1 ea $ $ Subtotal *Unit bid pricing includes all freight cost; palletizing, packaging, freight charges, etc.) $ Prompt Payment Discount: (Identify if Prompt Payment Discount is available. Offers for 30 days or greater will be included in price evaluation) ____% _____Days Total Cost (Minus any prompt payment discount) $ Above Prices include Standard Freight Time of: ____ Days for Delivery WARRANTY REPAIR FACILITY: Company Name: ________________________________________ Address: _______________________________________________ City: ________________________ State: ____________________ Zip: ________________ Contact Person: _________________________________ Phone: ____________________ FAX: _________________ E-mail: ___________________
Write the letters A, B, C and D in the table to show which chip was in each solution. [2 marks] 3 (a) The table below shows data from an investigation into the effect of different salt concentrations on cells. Pieces of potato are weighed and placed in five different salt concentrations. After 20 minutes, they are removed and re-weighed. Calculate the percentage change for the piece of potato placed in the 0.2 M salt solution and complete the table. Give your answer to two decimal places. [2 marks] (b) Why is it better to calculate the percentage change rather than using the difference in mass as measure of the change in the potato chips? [2 marks]
Addis Ababa, Ethiopia How to send: Applications must be submitted in both a paper and an electronic version in a standard text (Microsoft Word) and calculation (Microsoft Excel) format: Paper version One (1) original and two (2) copies in A4 or letter size, each separately bound and inserted together in one envelope, must contain the following completed documents, for which the Annexes A, B and III of these Guidelines must be used: Grant Application Form: Annex A (Part A: Concept Note, and Part B: Full Application Form), Budget: Annex III (worksheet 1 ‘Budget’, and worksheet 2 ‘Sources of funding’), Logical Framework : Annex B The ‘Checklist’ and the ‘Declaration by the Applicant’ (Part B Section VI respectively Section VI of the Grant Application Form) must be stapled and enclosed separately in the same envelope. Electronic version A copy of the above-mentioned documents, containing exactly the same information, must also be provided in electronic format (USB flash disc/flash memory/thumbnail drive) and enclosed in a separate envelope. Each of the three components of the application (Grant Application Form, Budget and Logical Framework) must be submitted in a separate electronic file. Please do not split the Grant Application Form into several different files. Part A (Concept Note) and Part B (Full Application Form) must be separated. Note that applicants will be disqualified if both sections are lumped together in one electronic file. To facilitate the processing of applications, the electronic version must be provided in Microsoft Word and Excel formats. The envelopes containing the Paper Version and the Electronic Version of the application must be inserted in one outer envelope sealed that must bear the following labels: In the middle part of the envelop back To: Programme Management Unit African Union Research Grant Department of Human Resources, Science and Technology African Union Commission Roosevelt Street
The following tentative course outline (all inclusive) is subject to "in class" changes as considered necessary by the Course Director. Required Textbook: Larson, Project Management, Custom Publication, 2015, McGraw-Hill Education, ISBN 9781259451591 This is a custom textbook created from E.W. Larson; and Gray, C.F. : Project Management: The Managerial Process, 6th Edition. McGraw-Hill/Irwin, New York, NY (2014) Lecture Date Topics Readings Assignments 1 Jan 11 Introduction, Modern Project Management Organization Strategy and Project Selection Ch 1,2 2 Jan 18 Organization: Structure and Culture Ch 3 3 Jan 25 Defining the Project Ch 4 4 Feb 01 Estimating Project Times and Cost Developing a Project Plan Ch 5,6 Quiz #1 (Ch.1,2,3,4) 5 Feb 08 Developing a Project Plan (Cont’d…) Ch 6 6 Feb 15 Managing Risk Ch 7 Assignment 1 Due Feb 22 NO CLASS - Reading Week 7 Feb 26 Sunday COMMON MIDTERM EXAM - Chapters 1, 2, 3, 4, 5, 6 and 7 (TIME: 10:30am – 1:00pm, and LOCATION TBA) 8 Mar 01 Scheduling Resources and Costs Ch 8 9 Mar 08 Reducing Project Duration Ch 9 10 Mar 15 Progress and Performance Measurement and Evaluation Ch 13 11 Mar 22 Project Closure Oversight Ch 14,16 Assignment 2 Due Quiz #2 (Ch.7, 8,9,13) 12 Mar 29 Review 13 COMMON COMPREHENSIVE FINAL EXAM All the above chapters (Cumulative) (Apr 7 - 24) (Date, time & location to be announced on registrar/university website) MARKING SCHEME: 2 Quizzes and 2 Assignments 20% Midterm Exam 30% Final Exam 50% Total 100% Note: There will be no lecture, no quiz, no assignment/s due date and no exams on days when University announced “no classes”. If there is any contradiction in above schedule, please bring in my notice, it will be corrected. Classroom Conduct NO Use of Electronic Gadgets during lectures, all must be switched off You are not allowed to use any electronics gadget during lectures, like Laptop, Netbook, Ipad, Tablets, smart Phones, etc.
Location of Experience Use Site/Other Setting Identifier Duration of Experience (in wks/yr) # of Sessions per week per fellow Estimated Average # of new patients per fellow per session Average # of follow-up patients per fellow per session Role of Fellow in Care of Patients - Designate as: Primary Provider (PP) (C) List the 5 most common patient diagnoses encountered in this setting PP C PP C PP C PP C PP C PP C PP C PP C Conferences 1. List regular subspecialty and interdepartmental conferences, rounds, etc. that will be a part of the program. Identify the "SITE" by using the corresponding number as appears on the first and second pages of this form. Indicate the frequency, e.g., weekly, monthly, etc., and whether conference attendance is required (R) or optional (O). List the role of the fellow in this activity (e.g., conducts conference, presents case and participates in discussion, case presentation only, participation limited to Q&A component, etc.). Add rows as necessary. [PR IV.A.3.g]
Females Only Yes No Details Yes No Details Age Periods Began Premature Cycle Length (average # days from first day of period to first day of next period) Stillbirths Period Length Miscarriages Flow Abortions Discomfort Tubal Pregnancy PMS (pre-menstrual syndrome) Pregnancy Complications Number of Pregnancies Vaginal Deliveries (what year/s) Full term Cesarean Sections (what year/s) Medications Please list any medications you are currently taking:___________________________________________ Please list any known drug allergies you have and your reaction to them:
Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. (A)(1) Effective beginning with the 20152016 school year, the State Department of Education shall establish a twoyear pilot program to be known as the General Educational Development (GED) Camp Pilot Program, which must emulate existing volunteer programs in the State to develop, implement, support, and monitor GED Camps that provide a volunteerbased system to assist people who do not have a high school diploma earn their GED certificates and advance to higher education, the military, an occupation, and so forth. (2) To ensure that the program concentrates on areas served by technical colleges, the GED Camp program must be implemented in each of the service markets of the technical college system. (B) The GED Camp program should focus on the use of volunteers to provide tutorial assistance for community members without a high school diploma who seek to obtain a GED certificate using a concentrated “boot camp” model lasting approximately six to eight consecutive weeks during which students must: (1) undergo direct instruction by teacher volunteers and test for vocational interests; (2) participate in college and career readiness workshops related to interviewing skills, resume building, enrollment, and education financing; and (3) receive direct and indirect mentoring. (C) Based on the outcomes achieved by the GED Camp program, the State Department of Education shall make recommendations regarding statewide expansion of the program to the General Assembly before July 1, 2017. In keeping with federal and state requirements for tracking adult education, GED Camp programs shall report outcomes to the State Department of Education. For the duration of the twoyear pilot, programs using the GED Camp program model shall report these outcomes annually to the State Department of Education by June fifteenth for the previously completed school year. The State Department of Education may prescribe additional outcome measures to be tracked by the GED Camp programs. The State Department of Education shall in turn report the program outcomes annually to the Senate Education Committee and the House Education and Public Works Committee by December first for the previously completed school year.
Wen-mei W. Hwu 2011-2-7 Elsevier Science & Technology Jakub Kurzak, David A. Bader, Jack Dongarra 2010-12-07 CRC Press Jason Sanders; Edward Kandrot 2010-7-29 Wolfgang Engel 2010-07-01 A K Peters
株式会社フィックスターズ, 土山 了士, 中村 孝史, 飯塚 拓郎, 浅原 明広, 三木 聡 2010-1-22 池田成樹 2010-1-1 青木尊之; 額田彰 2009-11-1 工学社 张舒, 褚艳利 2009-10-1 DynoMedia Inc.
New Application: Child Abuse Review Committee for Pediatrics ACGME COMMON SUBSPECIALTY SECTION Institutions Using the table below, provide a summary of the program’s leadership and support staff, including the name and percent FTE protected time. 1.0 FTE is greater than or equal to 40 hours per week. Add rows as needed. [PR I.A.2.-3.] Program Leadership Name % FTE Protected Time for the Administration of the Program (excluding Scholarly Activity) Program Director % Associate Program Director(s) % % % % % % Administrative/Support Personnel Number of Administrative Personnel % FTE in This Fellowship Program for Each e.g., Fellowship Coordinator 1 100% e.g., Administrative Assistant 1.5 100%/50% % % % % % Faculty Research Complete the table below regarding the involvement of faculty members in research. Add rows as needed. [PR II.B.5-5.b).(3); II.B.5.f)-f).(2)] Name # of Current IRB-Approved Research Projects Total # of Current Funded Research Projects # of Current Research Projects with Peer-Review Funding (Subset of Total # in Previous Column) # of Presentations at National Scientific Meetings in Last 5 Years # of Publications in Journals in Last 5 Years Program Director: Review
Recommendations: Your recommendations should be based on the content already shared in the report. Things to focus on may include, but are not limited to, the following: custody of the child; placement; services; interactions and a recommendation based on the type of hearing. For example, if it’s a: Removal hearing or modification to remove the child, what is your position? Permanency hearing, what do you recommend as the permanency option that best meets the child’s needs? Termination of parental rights hearing, do you recommend that parental rights should be terminated? If not, what is your recommendation and basis for the recommendation. Respectfully submitted by, /s/ (name), CASA Advocate This report was filed through the Iowa Electronic Document Management System for registered filers to this case. Paper copies provided to:
Valenzuela 29 O’Connor 28 GRADE 6 # STUDENTS Kennedy 79 Woodbury Lewis Orchestra 6 GRADES 7/8 # STUDENTS Silvas 171 Kirby Ysaguirre Schultz Ashley Gutierrez Ysaguirre Harmon Orchestra 1 STEP 1 FHS 1 TOTALS # STUDENTS PRE-K 18 KINDER 88 GRADE 1 70 GRADE 2 73 GRADE 3 92 GRADE 4 69 GRADE 5 86 GRADE 6 85 GRADE 7 82 GRADE 8 92 GRAND TOTAL 755
All Agencies have been written to in light of the new rules from NHSI prohibiting the use of agency staff who also have substantive contracts with other NHS Trusts. Directorate detail is shown under respective area charts and further described below: Adult Spend decreased to 15.47% (15.49% last month). Main reasons are: Agency workers are covering vacancies in the AMHT’s to ensure that caseloads are not excessive. Agency workers have been met with to explore what would encourage them to move to a permanent contract and what they find more attractive about agency work. Feedback from these meetings has been shared with the Director of HR. There are long lines of Agency workers across the services ensuring that continuity of care is maintained. Users of most agency are Kestrel and Allen Wards with other areas remaining high. Agency staff were used to cover vacancies, sickness absence and required due to patient acuity levels. Children & Young People Spend has decreased by 2.06% to 5.94% Main users of agency are: Oxon CAMHS & PCAMHS Bucks CAMHS services Highfield Unit Marlborough House, Swindon Cotswold House Oxford Cotswold House, Marlborough Older People’s Spend has decreased to 8% (9% last month). Agency spend decreased in most areas of the Directorate except for Community Hospitals. Main users of agency are: City, Didcot, Wallingford and Witney Community Hospitals. Older Peoples Mental Health Inpatient Wards. Corporate
HU attends ElAR's 50th Jubilee Celebration Haramaya University attended the exhibition organized to celebrate the 50th Golden Jubilee of Ethiopian Institute of Agricultural Research (EIAR) in Addis Ababa. The exhibition took place from the 25th - 27th February, 2016 at the head quarter of the institute. EIAR was celebrating its achievements and contributions to Ethiopian agriculture with the motto “50 years of Service for Ethiopian Agriculture”. The exhibition was a show of collaborations EIAR had had over the years with universities, research centers and different stakeholders. The exhibition was officially commenced with a speech from FDRE’s Deputy Prime Minister, Ato Demeke Mekonnen; and in attendance were His Excellency, Ato Tefera Deribew, Minster of Ministry of Agriculture and Natural Resources (MoANR), Ato Addisu Legesse and honorable guests. Also attending were former academic and administrative staff members and students of HU. HU has been in collaboration with EIAR since the institution’s inception in 1966 and graduates of the University have served the institution throughout its service years. HU has exhibited its succession of improved varieties of cereals and pulses. In addition, researches results of camel products, mushroom and developments in bio-fertilizers were also shown to the exhibitors. The reaction from exhibition viewers and former affiliates of HU was overwhelming and the three days exhibition was a success. The University has received an appreciation certificate and commemorative trophy at the official closing ceremony held at on 28 February for its contributions in the Groundnut research sector and the partial sponsorship it provided for the anniversary celebration.
SECTION 33 47 13.16 POND AND RESERVOIR LINERS USING REINFORCED COMPOSITE GEOMEMBRANE PART 1 GENERAL SCOPE The scope of work covered by this specification is for the manufacture, supply, and installation of a [24 | 30 | 40] mil polyethylene Reinforced Composite Geomembrane (RCG) for primary retention and/or containment applications. REFERENCES ASTM International D 751 Standard Test Methods for Coated Fabrics D 1204 Standard Test Method for Linear Dimensional Changes of Nonrigid Thermoplastic Sheeting or Film at Elevated Temperature D 2136 Standard Test Method for Coated Fabrics—Low-Temperature Bend Test D 4218 Standard Test Method for Determination of Carbon Black Content in Polyethylene Compounds by the Muffle-Furnace Technique D 4437 Standard Practice for Non-destructive Testing (NDT) for Determining the Integrity of Seams Used in Joining Flexible Polymeric Sheet Geomembranes D 4533 Standard Test Method for Trapezoid Tearing Strength of Geotextiles D 4833 Standard Test Method for Index Puncture Resistance of Geomembranes and Related Products D 5261 Standard Test Method for Measuring Mass per Unit Area of Geotextiles D 5641 Standard Practice for Geomembrane Seam Evaluation by Vacuum Chamber D 5884 Standard Test Method for Determining Tearing Strength of Internally Reinforced Geomembranes D 6241 Standard Test Method for Static Puncture Strength of Geotextiles and Geotextile-Related Products Using a 50-mm Probe D 7002 Standard Practice for Electrical Leak Location on Exposed Geomembranes Using the Water Puddle Method D 7003 Standard Test Method for Strip Tensile Properties of Reinforced Geomembranes D 7238 Standard Test Method for Effect of Exposure of Unreinforced Polyolefin Geomembrane Using Fluorescent UV Condensation Apparatus D 7703 Standard Practice for Electrical Leak Location on Exposed Geomembranes Using the Water Lance Method D 7007Standard Practices for Electrical Methods for Locating Leaks in Geomembranes Covered with Water or Earthen Materials D 7747 Standard Test Method for Determining Integrity of Seams Produced Using Thermo-Fusion Methods for Reinforced Geomembranes by the Strip Tensile Method D 7953 Standard Practice for Electrical Leak Location on Exposed Geomembranes Using the Arc Testing Method E 96 Standard Test Methods for Water Vapor Transmission of Materials G 154 Standard Practice for Operating Fluorescent Light Apparatus for UV Exposure of Nonmetallic Materials
Entries Required for Refunding Bond Issues – Full Accrual Funds (All entries made in the Ledger.) To retire the old issue: Debit 2601 LT Bonds Payable—Non Current Debit 2602 Premium on Bonds Payable (if applicable) Credit 1104 Cash (for amount going to escrow) Credit 2616 Discount on Bonds Payable (if applicable) Debit/ Credit 1908/ 2617 Refunding eferred utflows or Refunding eferred nflows1 1This amount is the difference between the reacquisition price (credit to 1104) and the net carrying amount (net of the debits to 2601 and 2602 and the credits to 2616). To record amortization of the Deferred Interest Expense – Refunding in subsequent years: Debit/ Credit 69102 Bond Interest Debit/ Credit 1908/ 2617 Refunding eferred utflows or Refunding eferred nflows The new issue recorded as .
If an agency offers early retirement to its employees (and the offer is accepted), then the agency has created a pension liability. Pension payable entries required – Full Accrual Funds Entry to record the : Debit 61402 Retirement – Other Credit 2604 Pension Payable – Non Current Entry to record the payment: Debit 2604 Pension Payable – Non Current Credit 1104 Cash Adjustment needed at fiscal year-end to record the amount that will be paid during the next fiscal year: Debit 2604 Pension Payable – Non Current Credit 2624 Pension Payable – Current This entry should then be reversed after fiscal year-end. Pension payable entries required – Modified Accrual Funds Entry to ecord the : (ecorded in the Ledger.) Debit 61402 Retirement – Other Credit 2604 Pension Payable – Non Current Entry to ecord the ayment: (To be recorded in the Ledger Debit 61402 Retirement – Other Credit 1104 Cash (ecorded in the Ledger.) Debit 2604 Pension Payable – Non Current Credit 61402 Retirement - Other
Compensated Absence Entries – Full Accrual Funds All entries are made in the edger. Entry made by to record the amount of compensated absences due in one year. Debit 61905 Compensated Absences – Nonbudget Credit 2625 Comp Abs - Current Compensated Absence Entries – Modified Accrual Funds All entries are to be made in the edger Entry made by to record the amount of compensated absences due in one year. Debit 61905 Compensated Absences – Nonbudget Credit 2625 Comp Abs – Current Entry made by to record the amount of compensated absences due in more than one year. Debit 61905 Compensated Absences – Nonbudget Credit 2605 Comp Abs – Non Current Compensated Absence Entries – (Full Accrual Funds All entries are to be made in the ledger.
all project Activities specified in Schedule 1 of the Conditions of Grant were completed all Project Milestones specified in Schedule 1 of the Conditions of Grant were completed all Key Performance Indicators specified in Schedule 1 of the Conditions of Grant were met. Where obligations established in the Conditions of Grant were not met, identify these and provide an explanation of circumstances and consequences. Table 2: Project activities, milestones and KPIs TIME FRAME PLANNED ACTIVITIES AND MILESTONES PROJECT ACTIVITIES AND MILESTONES COMPLETED IDENTIFIED KEY PERFORMANCE INDICATORS KEY PERFORMANCE INDICATORS OUTCOME Dec 2014 Complete Draft Survey Instrument Confirm all project team member roles Draft Survey questionnaire developed over December- February 2015 Team members roles confirmed Draft Questionnaire developed, grouped, and refined by February 2015 Achieved in February 2015 Jan 2015 Complete Right Now tech development for survey implementation, response collection and collation Test survey process Right Now team appraised, but involvement on hold until first trial of the complete survey was implemented. Not required until successful implementation and administration of survey Feb 2015 Implement pilot online survey to commencing undergraduate student offers Develop support and resource packages and communications approach. Pilot Rex Survey administered to a limited number of commencing students (paper and online version) via general link at the student portal Support packages could not be determined until first analysis of responses and subsequent identification of “factors” and Significant number of responses General validity of survey tested and refined Development of Key Support packages Achieved Achieved Pending until results could be collated for the identification of the seven factors and their respective suites of feedback responses and recommendations
Healthy Potluck Sign-up Example For more ideas, see Sample meals that meet the Guidelines, Page R-9 in the Healthy Nutrition Guidelines Implementation Guide. POTLUCK THEME: Taco bar POTLUCK THEME: Sandwich and salad bar Category Name of dish Category Name of dish Drinks Bottled fizzy water Diet soda Drinks Bottled fizzy water Iced tea Vegetable Green salad with baked tortilla strips Shredded lettuce Diced tomatoes Chopped fresh cilantro Sautéed onions, peppers, mushrooms Vegetable Chopped lettuce Sliced tomatoes Sliced cucumbers Artichoke hearts Sliced peppers Sliced tomatoes Grains Whole wheat tortillas Corn tortillas Mexican style brown rice Grains Whole wheat bread Gluten free bread Rye bread Protein Vegetarian whole black beans Shredded grilled chicken breast Low-fat shredded Mexican cheese Protein Garbanzo beans Sliced cheese: Cheddar, Swiss, Colby, part skim mozzarella Sliced lean turkey Hardboiled eggs Snacks Low fat, baked tortilla chips Snacks Sunflower seeds Gluten-free rice crackers Condiments Low-fat ranch salad dressing Homemade salsa Guacamole Low-fat sour cream Condiments Oil and vinegar dressing Hummus Low-fat mayonnaise Mustard Sweets Fresh pineapple slices Sweets Fruit salad Banana bread
Implementation Plan Checklist for Agencies and Sites Use this checklist to adopt and implement the Healthy Nutrition Guidelines. Submit the completed checklist with your application for recognition and success story. Agencies can work towards recognition for the Choose Well program at the same time as working towards Washington Wellness’ Team WorkWell’s Zo 8 Award. Name of applicant: Position: Contact information: email: phone: Where do you work? How would you describe your worksite? State Executive Agency Site of State Executive Agency Other agency or organization (voluntary adoption) ACTIVITY DUE BY ALIGNMENT WITH ZO 8 AWARD Adopt a healthy nutrition policy and send copy to the Department of Health. Include the contact information for your agency or site’s point-of-contact July 1, 2014 Standard 6.1 Gain policy support for wellness programs Communicate policy change to employees Standard 6.4 Inform employees of environmental supports Complete workplace assessments and send to Department of Health (check all that apply): Environmental assessment (required for all) Implementation Tool for Cafeterias Implementation Tool for Institutions December 31, 2015 Standard 3.4 Collect data about your organization Implement all applicable guidelines (check all that apply): Vending Meetings and Events Cafeterias Institutions December 31, 2016 Standard 5.4 Choose awareness activities, and Standard 6.3 Get environmental support for wellness. (State Agencies only) Promote HealthCare Authority’s Employee Health Assessment Annually Standard 5.2 Promote Health Assessment Complete at least four activities to promote healthy eating in the workplace (describe activities below): 1. 2. 3. 4. February 1 of each year Standard 5.1 Choose activities and interventions, and Standard 5.4 Choose awareness type activities Submit a success story February 1 of each year N/A Submit application for recognition with this completed implementation checklist February 1 of each year N/A Please submit all forms to the Department of Health at
7/11 – The Internet & the First Amendment Objective: Lecture on the internet’s impact on First Amendment law and changes. Understand the importance and impact of net neutrality, and the controversial but precedent-setting case law that stems from the issue. Readings: Net Neutrality, pg. 482-483; check Sakai for additional material 7/12 – Prior Restraint Objective: Lecture on the development and history of prior restraint, and its mixed relationship with the First Amendment. Be able to identify what prior restraint is, and what the courts have ruled on it in the past; also, understand the relationship between prior restraint and the internet. Readings: Reread Chapter 2, pgs. 58-71; check Sakai for additional material 7/13 – Spill-over Day & In-class Practice Hypothetical Objective: This day is built into the schedule for “spill-over” purposes. Historically, the schedule of this course can be interrupted by excellent class discussion, and as such I plan for the need of an “extra” day of lecture to ensure you’ve been given all the material. If such a day is not needed, this class will be reserved for exam prep. Readings: None, but use this time to catch-up on the readings and study! 7/14 – Mid-term Exam! Regular Class Time (1:15-2:45PM in Rm 33) Bring a Scantron + #2 Pencil 7/17, 18, 19 – Libel Objective: Lecture on who can sue for libel, the six elements of a libel case, the different types of plaintiffs in a libel case, and the defenses against a libel claim. Be able to identify and differentiate the different types of plaintiffs, defense options, and the elements necessary to prove libel in a case. Readings: Chapters 4 & 5 of the Trager textbook. 7/20 & 21 – Privacy Objective: Lecture on the status of privacy in the United States and the different laws that grant citizens privacy in a journalism and Ad/PR context. Understand the three privacy torts discussed, the related case law, and the subsequent privacy-related issues, such as surveillance, the use of drones and big data. Readings: Chapters 6 & 7 of the Trager textbook.
Quiz questions An experiment was done to see how the distance from a light source affected the rate of photosynthesis. Three aquatic plants were used: Elodea, Cabomba and Hornwort were used. The number of bubbles at each distance was counted. The experiment was done three times for each species. With each experiment the 10 cm distance was done first, then the 20 cm distance and so on. The plants were all bubbling at about the same rate before the experiment The following data was obtained: Mean number of bubbles produced over a 10 minute period Distance from the light source Elodea Cabomba Hornwort 10 cm 0 100 120 20 cm 0 25 90 30 cm 0 11 60 40 cm 1 6 30 50 cm 0 4 0 What can be done to improve the table? [1 mark]
2018-2019 SAC. Both Ms. Finkel & Mrs. Nunez accept the nomination to co -chair SAC. The position for secretary will be open for nominations at the next SAC meeting. Principal Report 2018-2019 After School Program Last SAC meeting all voting SAC members voted and showed a high interest in Sawgrass starting their own after school program. We have officially started the process of starting “Panther Academy” which will allow to have more of a faculty buy in, and will be run by teachers from Sawgrass. This will allow for us to have more applied learning programs as well as smaller group sizes. Safety Forum Meeting District held county wide safety meeting. The forum consisted of a panel of parents, teachers, district employees to help ensure kids are safe in school. Front office camera will be installed in the school over the summer (PTA purchased) Broward county is working to have SRO’s in every school Florida is currently the 44th ranked state for school safety FSA testing Currently 3rd grade has finished testing, and 4th & 5th grade are still finishing up testing- this will be going until May 9th. Swimming Pre-K & Kinder are currently in swim central and this will be going till the end of the year. Stem night- May 3rd, dinner will be served & the Museum of Science will be there to provide STEM activities Aladdin will be on May 23rd @ 6:30 for parents Young Athletes Program- May 10 @ 8:30 am, Special Olympics for Pre-K
Recipient Complications - Infectious Disease Case Report FOR RED CROSS USE ONLY Case ID number: Surveillance event number: Section II: Transfusion History Total number of Red Cross products you are reporting: ______(If the total number of products exceeds the lines available, use additional copies of this page to record). Red Cross-Supplied Blood Products For Transfusion Service Use For Red Cross Use Only Unit number Product name or code Transfusion date Unit involved* Collection date Date last tested (or N/A) Retest date (or NA or LTF) Follow-up test results Cleared No Yes R NR No Yes N/A No Yes R NR No Yes N/A No Yes R NR No Yes N/A No Yes R NR No Yes N/A No Yes R NR No Yes N/A No Yes R NR No Yes N/A No Yes R NR No Yes N/A No Yes R NR No Yes N/A *Unit involvement recorded by: ________________________________________ (Identity/date—Case investigator can initial at medical director’s direction.)
Das, A. Andrew. (CC). St. Louis: Concordia, 2014. De Boer, Martinus C. (NTL). Louisville: Westminster John Knox, 2011. Dunn, James D. G. (BNTC). Peabody: Hendrickson, 1993. *Fee, Gordon D. Galatians (PCS). Blandford Forum, Dorset: Deo, 2007. *Witherington, Ben, III. . Grand Rapids: Eerdmans, 1998. ----- *deSilva, David A. A Sri Lankan Commentary on Paul’s Letter to the Galatians. Eugene, OR: Cascade, 2011. Ngewa, Samuel. (ABCS). Grand Rapids: Zondervan, 2010. Perkins, Pheme. Abraham’s Divided Children: Galatians and the Politics of Faith (NTinC). Harrisburg: Trinity, 2001. EPHESIANS *Arnold, Clinton E. (ZECNT). Grand Rapids: Zondervan, 2010. Barth, Markus. (AB). Garden City: Doubleday, 1974. _______________. (AB). Garden City: Doubleday, 1974. Best, Ernest. (ICC). Edinburgh: T & T Clark, 1998. Hoehner, Harold. . Grand Rapids: Baker, 2002. *Lincoln, A. T. (WBC). Dallas: Word, 1990. Thielman, Frank. (BECNT). Grand Rapids: Zondervan, 2010. ----- Bruce, F. F. (NICNT). Grand Rapids: Eerdmans, 1984. Fowl, Stephen E. (NTL). Louisville: Westminster John Knox, 2012. *Klein, William W. “,” in Expositor’s Bible Commentary, vol. 12: Ephesians-Philemon. Rev. ed. Grand Rapids: Zondervan, 2006. Merkle, Benjamin L. Ephesians (EGGNT). Nashville: B & H, 2016.
Lesson Element Piliavin et al (1969) Subway Samaritan Instructions and answers for teachers These instructions cover the student activity section which begins on 6 and which consists of six activity sheets. This lesson element supports OCR A Level Psychology. When distributing the activity section to the students either as a printed copy or as a Word file you will need to remove the teacher instructions section. Mapping to the specification Define key terminology Describe the background to the study Describe and evaluate the research conducted by Piliavin et al General teacher guidance Introduction Previous research had demonstrated that ‘diffusion of responsibility’ could be the reason why people choose not to help in an emergency situation - a theory proposed by Darley and Latané in an effort to explain the murder of Kitty Genovese. However, this research had been conducted in a laboratory setting, therefore Piliavin et al. aimed to investigate what factors affect helping in a real-life, natural environment. Piliavin et al. designed a field experiment, using covert observation to test several variables and their effect on helping behaviour. These included the responsibility of the victim (drunk/cane,) race of the victim, effect of modelling and effect of group size. They conducted the study on the New York subway, over several months, staging an accident in which a passenger (actor) collapsed. Results did not find evidence for diffusion of responsibility, but rather that people were making a rational decision to help based on the cost vs. reward heuristic.
Acronym Definition PBM Pharmacy benefit manager PCA Primary care association PCN Processor code number PDF Professional dispensing fee PDL Preferred drug list PDP Prescription drug plan PED Children’s hospital PHCP Public Hospital Pharmacy Coalition PHS U.S. Public Health Service PHSA Public Health Service Act PPA Pharmaceutical pricing agreement PPACA Patient Protection and Affordable Care Act (Affordable Care Act) PPO Preferred provider organization PPS Prospective payment system PSAO Pharmacy services administrative organization PSPC Patient Safety and Clinical Pharmacy Services Collaborative PTAN Provider transaction access number PVP Prime Vendor Program RRC Rural referral center RWI Ryan White Part A (formerly Title I) RWII Ryan White Part B (formerly Title II) RWIID Ryan White Part B (formerly Title II) ADAP Direct Purchase RWIIR Ryan White Part B (formerly Title II) ADAP Rebate Option RW4 Ryan White Part D (formerly Title IV) SCH Sole community hospital SNHPA Safety Net Hospitals for Pharmaceutical Access SPA State plan amendment SPAP State pharmaceutical assistance program SPNS Ryan White Part F (formerly Special Projects of National Significance) SSA Social Security Act STD Sexually transmitted disease clinic
Table 2: 340B ID Site-Specific Drug Universe From Table 1, list the 340B ID of the entity and any child sites or associated sites registered in 340B OPAIS in the column heading to the right and document the following: 340B ID# 1: 340B ID # 2: 340B ID # 3: Document the location name. Name Name Name Document the physical address, including suite number of the site Address Address Address Do providers write prescriptions for patient self-administration that are filled with 340B drugs? Yes or No Yes or No Yes or No Does this location administer drugs as part of outpatient encounters? Yes or No Yes or No Yes or No 4a. Document type(s) of drug inventory in this site. 340B WAC GPO 340B WAC GPO 340B WAC GPO 4b. Document all purchasing accounts used (wholesaler/ manufacturer). Include name and account number for each inventory type used. 340B Account# with__ WAC Account# with__ GPO Account# with __ 340B Account# with__ WAC Account# with__ GPO Account# with __ 340B Account# with__ WAC Account# with__ GPO Account# with __ 4c. Document inventory management method used. Physical Virtual Both Physical & Virtual Physical Virtual Both Physical & Virtual Physical Virtual Both Physical & Virtual 4d. Document automated dispensing devices used. Device Name Device Name Device Name 4e. Document the inventory tracking system used. Specify software name, if applicable. Vendor software Paper tracking log Electronic tracking log Vendor software Paper tracking log Electronic tracking log Vendor software Paper tracking log Electronic tracking log Does this site carve-in Medicaid and bill 340B drugs to Medicaid? Yes or No Yes or No Yes or No 5a. Document all Medicaid and/or NPI numbers used to bill 340B drugs to Medicaid. Note: Billing numbers used to carve-in Medicaid must be listed in the Medicaid Exclusion File. Billing numbers used Billing numbers used Billing numbers used Document all Medicaid and/or NPI numbers used to bill drugs to Medicaid. Billing numbers used Billing numbers used Billing numbers used 340B ID Specific Drug Operations Environment completed by: (name, title, and date)
Standard Met? Compliance Checklist Approaches/ Options Notes 18. Required manual manipulations of the accumulator will be minimal. Manual manipulations of the accumulator are often required by the entity staff when drugs are purchased directly, purchased through a specialty distributor, not purchased by the pharmacy (e.g., or when handling certain controlled substances (CII). Software may be able to accept electronic data interface (EDI) invoices from alternate suppliers as well as primary wholesalers. Software must have a mechanism to record purchases outside the EDI mechanism (including alternate suppliers and borrow-lends). 19. The software will have the capability to provide adequate reports for auditing of accumulations and dispensations for compliance with the 340B Program. Reports typically enable the entity to audit the accumulator for the following: • Compare drug purchased with drugs dispensed to all inpatients and outpatients. • Patient eligibility should include provider and location of service. • Audit for addition of new CDMs and new NDCs to ensure correct mapping of the drugs to all for appropriate accumulations. • Review multipliers that will be used to purchase appropriate package size versus charge codes used in billing (e.g., a multiplier of 10 is needed for infliximab that is billed in units of 10 mg but purchased in units of 100 mg). The software vendor may send out an annual audit review report. A summary of all filters, data reports, payors, providers, special rules, and other indicators is provided so that the entity can review data for accuracy. The vendor essentially assists with identifying potential areas of liability.
COURSE SYLLABUS Semester: Year: 2013 Statement: provides high-quality education which leads to academic success, career development, and personal enrichment that fulfill diverse community needs. Course (Discipline): Manufacturing Technology Number: 253 Section: IAI#: Course Title: Industrial Pneumatics Length of Course (Weeks): 16 Credit Hours: 3 Lecture Hours: 2 Lab Hours: 2 Contact Hours: 4 Meeting Day(s): Times: Building: Classroom #: Syllabus can be found on Blackboard website at . Dean, College to Careers in Advanced Manufacturing __Ray Prendergast_______ E-mail Address: rprendergast@ccc.edu Phone #: 773-838-7786 Address: 7500 South Pulaski Road Chicago, IL 60652 Office hours: Course Description: A study of the basic principles of pneumatics with emphasis on schematics, valves, actuators, compressors, instrumentation, applications, and troubleshooting. Course also includes the use of supplier catalogs and technical manuals. Writing assignments, as appropriate to the discipline, are part of the course. Course Prerequisites: Eligibility for Math 98 and Reading 99, or Consent of Department Chairperson. Students Course is Expected to Serve: Students enrolled in the Manufacturing Technology program who are also interested in Factory Automation. Course Objectives: Develop an understanding of schematic diagrams of pneumatic systems. Identify pneumatic system component parts and understand their function. Understand the theory and operation of a complete pneumatic system. Understand a variety of applications for pneumatic circuits. Demonstrate a systematic approach for the maintenance and troubleshooting of pneumatic systems. Understand best practices in workplace safety in the operation of pneumatic systems.
Producer: Project or Contract: Location: County: Farm Name: Tract Number: Index Cover Sheet Specifications Cost Estimate & Project Bid Form Operation & Maintenance Utility Safety/ One-Call System Information Description of work: NRCS Review Only Designed By: Date Checked By: Date Approved By: Date The Practice Purpose(s): (check all that apply) Reduce erosion from wind and water. Maintain or increase soil health and organic matter content.
Cover Crop Washington: Conservation Practice Job Sheet WA-340 Cover Crop Grant County, WA. Definition Grasses, legumes, forbs, or other herbaceous plants established for seasonal cover and conservation purposes. Purpose Conservation Cover: Reduces erosion from wind and water. Increases soil organic matter. Capture and recycle or redistribute nutrients in the soil profile. Promotes biological nitrogen fixation and reduce energy use. Increases bio-diversity. Suppress weeds. Manage soil moisture. Minimize and reduce soil compaction. Where Used Cover crops are used on lands requiring vegetative cover for natural resource protection. Wildlife Cover crops can enhance wildlife objectives, depending on the vegetative species used and management practiced. Using native or adapted vegetative species can improve the wildlife values of a cover crop as well as biodiversity. Avoid mowing during nesting periods. Connecting land areas with cover crops provide escape and travel cover. Resource Management System Cover crops are normally established concurrently with other practices as part of a resource management system for a conservation management unit. They should be annually installed when vegetative material is needed as green growth of residue to protect an area against wind and water erosion or to enhance the nutrient and organic contents of the soil resource. A cover crop is considered part of the crop rotation. Cover crop residue shall not be burned. Specifications Site-specific requirements are listed on the specification sheet. Additional provisions are illustrated on the job sketch sheet. Specifications included in this job sheet are prepared in accordance with the NRCS Field Office Technical Guide. .