zilongwang/ReadingBank huggingface dataset:
and Ethics Standards and AOTA Standards of Practice and use them as a guide for ethical decision making in professional interactions, client interventions, and employment settings. B.9.6 Discuss and evaluate personal and professional abilities and competencies as they relate to job responsibilities. Fieldwork II Master of Occupational Therapy Program FW Content FW Letter FW MOTS Information Sheet Immunization Record Liability Insurance CPR Certification Drug Screen Criminal Background Check Medical Insurance Resource FW WIKI: http://motfieldwork.pbworks.com/w/page/15468986/FrontPage Instructions Six weeks prior to each FW experience, the above content is emailed to the FW contact person, and cc’d to the AFWC. Save the original copy of the FW letter and FW information sheet, and modify as needed for each FW experience. LSUHSC-Shreveport MOT Student Information Sheet Student Name: ____________________________________________________________________________ (Last) (First) (MI)
FW II month/ day/ year Site Information city / state / type of facility (LTAC, o/p peds, etc) FW client age range, diagnosis, OT evaluations and tx techniques MOTS FW II Letter Date: month, day , year
world of higher education to ensure the transition semester will be a smooth one. Join the conversation about support models built on the premise that the shift takes longer than a few months and a successful student isn’t magically molded in one semester. Presenter(s): Jennifer Welsh, Assistant Dean and Director of the First Year Experience, Mitchell College; Kevin Kelly, Assistant Dean of Academic Support, Mitchell College 24. What Comes After the March SAT- College Board Resources for Counselors March SAT testing is over but what comes next? In this workshop, participants will learn about the exciting new College Board resources that are available to counselors so they can get the most out of the SAT experience. We will demo the Khan Academy SAT site, the new online score report system, and other posttest resources that all counselors should be aware of. Presenter(s): Alan Bernstein, Senior Director in the College Board New England Regional Office HS 25. Preparing Students for Careers in Education This presentation will assist school counselors with preparing students to enter into the UConn’s Neag School of Education Integrated Bachelor’s/Master’s (IB/M) Program. Benefits will be shared on pursuing a career in education, and information on how high-school students attain admittance into a teacher preparation program. In addition, it will give an overview of services offered through Neag Academic Advising Office. Presenter(s): Mia Hines, Academic Advisor, The University of Connecticut; Dominique Academic Advisor, The University of Connecticut HS 26. Introduction to Naviance This session will provide a general overview of Naviance for new counselors, graduate students, and even veteran counselors in middle and high school settings who do not have a lot of experience with Naviance. Come discover ways this online tool can enhance your program! Presenter(s): Kimberly Ambroise, CSCA Secretary and Secondary Level VP, School Counselor, B.S., M.S., 6th Year Certificate, Farmington High School MS, HS 27. The Tech-Savvy School Counselor Using technology effectively can enhance the work you are already doing in your school counseling program! This session will focus on tools you can use to improve communication, make lessons engaging, collect data, and even for use with students to support social and emotional needs! Presenter(s): Michelle Catucci, CSCA Past President, School Counselor Department Chairperson, Mark T. Sheehan High School, Wallingford, CT All
Name: _______________________________________________________ Date: ____________________________________ Triangle Application Problems – SOHCAHTOA Angle of Elevation Key Words: Angle of Depression Key Words: Vertical Horizontal Diagonal Determine whether each scenario would represent an angle of elevation or an angle of depression. Ava looks at a bird in a tree Josh climbs up a mountain and looks down at the river below A plane is preparing to land on a runway Beth is flying a kite in the park Determine if each scenario would represent a horizontal, vertical or diagonal distance. The height of a building The length of a runway The string of a kite Distance from the base of a tree to a person The altitude of a plane A rocket launched at an angle 1. A skier drops 51m vertically whiles skiing down a 120 m ramp. What is the angle of elevation? 2. A plane is 8000 ft above the ground. If the ground distance to the runway is 150,000 ft, what is the angle of descent? 3. A telescope is mounted 5 ft above the ground. The telescope is tilted at a 52° angle above the horizontal to see the top of a flagpole. The two are 20 ft apart. How tall is the flagpole?
Causes of Mutations Key Answers are in bold. When multiple answers are correct an example will be given, noted as Ex: Question: Answer AFTER all evidence and analysis are finished What causes genetic mutations? Hypothesis: 1. Evidence: Brain pop quiz: Genetic Mutation Question Genetic mutations are permanent changes in DNA or RNA. What does this mean? Which of the following traits is encoded by your DNA? What types of living organisms have no genetic material at all? Why do most changes to DNA have no effect at all? Which word describes the majority of permanent genetic mutations? What usually happens to a cell whose DNA has been damaged? How are cancerous cells different from normal cells? Which of the following is an example of a beneficial mutation? What a beneficial mutation spreads through an entire population of organisms, that population: When do random, or spontaneous, mutations happen? Answer 1. The changes can't be undone. 2. Your eye color. 3. All living organisms have genetic material. 4. Because the changes are quickly repaired. 5. Injurious. 6. It has trouble manufacturing certain proteins. 7. Cancerous cells divide more frequently than normal cells. 8. When an organism develops immunity to a disease. 9. Has evolved. 10. During cell division.
Morning afternoon Evening Night Child How do you wake up What do you eat for breakfast Tell me about getting ready for school Who are your friends Weekend / hols what’s different What’s school like What do you have to eat at school and when you get home What happens when you get home from school Do you watch TV or play Who is there with you What do you eat What happens at bed time (do they get washed, brush teeth) What do you play and who do you play with What do you do in the evenings What happens when you are in bed How do you sleep What do you sleep in Do you sleep ok Parent How are things when you wake up How is it getting the children ready for school How is the morning for you What do you do when the children have gone of to school What do you think its like for your kids in light of how you feel about the mornings What do you do while children are at school Who are their friends that they see during the day What do they eat during the day What happens when children come home from school Describe meal time What is the afternoon like for you child – how do what you do in the afternoon might affect your child What happens around bed time What would you do in the evening What’s the evening like for their child – again what they have told you about their evening what impact is this having on their child Time everyone settles Friends Sleep What’s night time like for their child – do they sleep through is it unsettled. What they have told you about their evening how could this affect their child Professional Time get up Breakfast School run Engagement at school Good days / bad days Who picks them up – extended family Food Play Previous history influencing current daily routine Bedtime routine Food Teeth Where they sleep Bedroom Damp? Settled Bedtime Washing? Teeth brushing? Analysis Previous history affecting lived experience Appreciation of what the impact of their behaviour is on their child Appreciation of the parent of what needs to change
Other organic fertilizers applied to soils (including compost) Organic fertilizers, other than livestock manures and sewage sludge, applied to soils (including compost). No 3Da3 Urine and dung deposited by grazing livestock Urine and dung deposited by grazing livestock to fields during grazing. The guidance for calculating these emissions is given in Chapter 3B. NH3 - yes, calculated in 3B 3Da4 Crop residues applied to soils All crop residues which are either returned or applied to soils. In the great majority of cases these will be residues from the crop grown in that field which remain on the soil surface. However, in some cases crop residues may be imported to the field in order to act as a mulch or source on nutrients. NH3 - yes, new Tier 1 proposed. 3Db Indirect emissions from managed soils Indirect emissions from managed soils. Indirect emissions of NO. Due to the very few datasets assumed to be the same as for direct emissions. 3Dc Farm-level agricultural operations including storage, handling and transport of agricultural products This source includes not only emissions arising from the handling and storage agricultural products on farms, such as grain, but also emissions during the handling and storage of products produced elsewhere to be used on the farm such as fertilizers and livestock feeds. Soil cultivation and crop harvesting are currently reported to account for 80% of emissions in 3D.* The values for PM do not include emissions from fertilizer, pesticides or from grassland, e.g. hay making. 3Dd Off-farm storage, handling and transport of bulk agricultural products Off-farm storage, handling and transport of bulk agricultural products 3De Cultivated crops Ammonia emissions arising from standing or “cultivated” crops are reported under 3De. This source is distinct from emissions of NH3 that arise from the application of fertilizer to crops (which are reported under 3Da1 and 3Da2a-c). New EFs included * Since PM emissions from livestock production arise from buildings these are calculated and reported in 3B. There are four main sources of emissions from crop production and agricultural soils: fertilizer application (NH3); soil microbial processes (NO); crop processes (NH3 and NMVOCs); soil cultivation and crop harvesting (PM).
ANSWER KEY The correct answer is C. unlikely Color Number of T-Shirts Black 2 Blue 16 Green 15 Orange 1 Yellow 7 The above table show how many T-shirts of each color Mark has in a drawer. What is the probability of Mark picking a red T-shirt? Likely Unlikely Impossible Certain
Example Simplify 1. (x + y) (x + z) (y + z) 2. xy + xz + yzw 3. A + B +CD 4. ABC + ABC + ABC 5. xy + xy + xy+xyz + xyz Answer (x + y).(x + z) Xy + yz zw + xz (A + B) . (C + D) Connot be simplicied further X + y in example 4 above, all the three variable are present in each of four Products (calling AND operation Product). Such expression in which all the variables (either complemented or otherwise) are connected with AND operation in each term and all terms are connected with OR operator, are said to be expression in sop sum of Product term. Each term of SOP form is called minterm. The dual of SOP is POS (Product of sums) and Dual of minterm is a maxterm. Example: (x,y,z)= xy is not in SOP form because variable z is not present in the product. To convert it is SOP form multiply the term with (z+z)=1 F(x,y,z)=xyz+xy,z Now both terms are minterm and f is in SOP form. IMPLEMENTATIONS OF BOOLEAN ALGERA IN COMPUTER Logic circuits Logic Circuits are used to implement Boolean Algebra in computer, they use logic gate as fundamental element in circuit. Following table list all the gates available and the corresponding function. Logical Operation Symbol Gate Output NOT ~,-,! A A AND ./^ A B A.B OR +/^ A B NAND (NOT+NOT) A B A.B=A.B/A .B NOR (NOT + OR) A B A+B=A.B/A XOR A B AB/AB(A*B) (A+B). (A+B)=AB+A.B XNOR / A B AB/AB (A+B).(A+B)=A B+A.B Truth table for these gates is given blow: A B + A
Procedure Activity Procedure (V2) Unique Device Identifier(s) (UDIs) for a Patient’s Implantable Device(s) Medical Equipment (V2) Procedure Activity Procedure (V2) Product Instance 3.2. Document Template Requirements The 2015 Ed CEHRT requires the support of four C-CDA Document Types to support five certification criterion. 2015 Ed CEHRT Criterion C-CDA Document Type(s) Section or Data Element Requirements · CCD · Referral Note · Discharge Summary (Inpatient setting only) · Common Clinical Data Set, · Encounter Diagnoses, · , · unctional tatus, · eason for eferral (ambulatory only), · eferring or transitioning provider’s · name and office contact information · (ambulatory only), and · Discharge instructions (inpatient only) · CCD · Referral Note · Discharge Summary (Inpatient setting only) Data Export §170.315 (b)(6) · CCD Care Plan §170.315 (b)(9) · Care Plan
Yes Care team members (participant) [O] [R] [R] [R] [R] No Provider Name and Contact Information [O] [R] (OP) [R] [R] (OP) [R] (OP) Data Element Section E of Yes Smoking status Social History Smoking Status - Meaningful Use R O O R R R R Yes Health Concerns Health Health Concern Act R R R R Yes Goals Goals Goal Observation R R R R Yes Assessment and Plan of Treatment Assessment (entries not supported) O C-R C-R C-R C-R Yes Assessment and Plan of Treatment and Plan Planned Act O C-R C-R C-R C-R C-R Yes Assessment and Plan of Treatment Plan of Goal Observation O O C-R C-R C-R C-R C-R
Setting Only Yes Laboratory Tests Results Results Organizer R O R R R R No Diagnostic Tests Pending Results Observation R Yes Laboratory Yes Vital signs Vital Signs Vital Signs Organizer R O R R R R Yes Procedures Procedure Activity Act O C-R C-R C-R C-R No Procedure Activity Observation C-R C-R C-R C-R No Procedure Activity Procedure C-R C-R C-R C-R No Intervention Act R R R R Yes Unique Device Identifier(s) (UDIs) for a Patient’s Implantable Device(s) entries Procedure Activity Procedure O O O R R R R Medical Procedure Activity Procedure O O R R R R No Cognitive Status Mental Status Section Mental Status Observation O O R R No Reason for Referral Reason for Patient Referral Act R R R
Altamonte Elementary School 3rd Grade Newsletter Welcome 2017! Let’s keep this new year fresh and exciting. We are ready to learn! Progress Reports will be coming home January 19th. Focusing on… Here’s a preview of the skills we will be working on this month! English/Language Arts (ELA) Focus Skills: September Focus Skills: Main Idea and Key Details, Point of View, Compare and Contrast Grammar: Affixes (prefixes, suffixes), Parts of Speech, Proper nouns Writing: Growing sentences with adding vivid verbs and adjectives. Focus on Narrative pieces. Telling a story to answer our W-H question words. Math Focus Skills: Unit 3: Expanding Multiplication and Division use the properties of multiplication and division understand fractional parts represent fractions on a number line solve multi-step word problems Science Focus Skills: Light and Heat observe that light also gives off heat radiant energy from the sun can heat objects Social Studies Focus: Government World Communties Spelling Lists List 1 shipper dentist swimmer organist seller chemist editor artist tutor tourist investor actress conductor hostess lioness List 2 monster pilgrim surprise contrast hundred explode complete district control address sample instant children inspect substance List 3 create medium piano idea radio video studio violin duo patio rodeo pioneer trio stadium audio List 4 week weak road rode stair stare bear bare write right new knew to too two NOTES HOMEWORK: Students should be reading a minimum of 30 mins every night. Parents should encourage discussion with your child about what they are reading to check for understanding. Please also speak with your child about reading an even amount of fiction and nonfiction books. Math facts are also a necessity for fluency. This will range from adding to subtracting to multiplication facts. Students are also encouraged to work on iReady Reading and Math for 20 minutes per session. PLANNERS: Please check and sign planners nightly! This is our most immediate form of communication with home! DIVIDENDS: If you are interested in being a dividend at our school or for field trips, please fill out the application online to be processed. The process for approval may take anywhere from 1-3 weeks. Even if you have applied in the past, every year, you are required to reapply. Questions? Contact us! Mrs. Ortiz Mrs. Fentress Mrs. Keener Ms. Downer Mrs. Strittmatter Mrs. Adams Ms. Batcheler Mrs. Kindy Susan_Kindy@scps.k12.fl.us
Systems Action Lead Outcomes Measure of Success/ Timeline School Officers to provide feedback regarding personal tutoring HWUMSA & LTES Report created regarding student’s feedback on personal tutoring Feb 2018 Key Improvement Areas for Personal Tutoring identified Present report and proposal to LTEF HWUMSA & LTES via LTEF LTEF to take a view on the identified areas of improvement for personal tutoring Refined proposal to be presented to the AHOS May 2018 Campaign and Communication HWUMSA & AHOS Students well aware about the improved personal tutoring program Improved participation in Personal Tutoring by students Sept 2018 3. Developing the new Learning and Teaching Strategy Action Lead Outcomes Measure of Success/ Timeline Run a promotional campaign to Engage Students in the L+T Strategy Consultation HWUMSA & LTES Large number of student contributions to consultation 6 November – 15 December 2017 Learning and Teaching Strategy Consultation successfully conducted with involvement of students from various course. School Officers to discuss draft new L+T Strategy as a key topic in semester 2 HWUMSA & LTES Report, containing wide range of Student Views March-May 2018 Student views taken on board
Toys for Us trampoline $184 spy kit $51 mountain bike $240 science kit $46 scooter $449 MP3 player $152 roller blades $58 CD boom box $52 board game $19 electric guitar $210 puzzle $6 trumpet $180 hand-held game $72 basketball $15 gaming system $225 telescope $99 remote control car $39 snow cone machine $32 remote control airplane $44 ice cream maker $50 giant gumball machine $95 easy make oven $56 art set $47 frog tank with live frogs $34 make-up kit $31 ant farm $23
Name: _____________________________ date: ____________ TOYS FOR US Recording Sheet Congratulations! You just won a $1,000 gift card to Toys for US. Look at the Toys for Us flier and make a list of what you will buy. Be sure to spend as close as possible to $1,000 without going over. List of items you will purchase:
Materials Selling Bubble Gum task, Bubble Gum Stick Template, scissors, pencils, paper, manipulatives (optional) Rubric Level I Level II Level III Limited Performance Student uses inappropriate solution strategy and does not obtain the correct solution. Not Yet Proficient Student does 1-3 of the following: creates partially-accurate chart showing lengths of bubble gum provides some explanation as to why his/her lengths are correct states which lengths were easiest and trickiest to find and provides some reasoning. Proficient in Performance Student creates chart showing accurate lengths of bubble gum. Student proves that lengths are correct using objects, pictures, numbers, or words. Student states which lengths were easiest and trickiest to find and provides reasoning. Part 1: Display Selling Bubble Gum task on the board. Give each student a copy of the Bubble Gum Stick Template, scissors, and paper. Read: Turner is selling giant sticks of bubble gum at the fair. Customers can buy Turner’s bubble gum in the following lengths: In order to quickly package and sell the bubble gum, Turner has asked you to create a chart showing the different bubble gum lengths. If students need additional support, suggest that they use paper folding and cutting to determine each length.
Demand Analysis Working Group Meeting (DAWG) – A meeting of the DAWG Energy Savings Subgroup was held May 14, 2013. This webinar focused on the CPUC’s Energy Efficiency Potential & Goals project. The Energy Efficiency Potential Study will feed into the Energy Commission’s “incremental uncommitted energy efficiency analysis.” The name for the “incremental uncommitted energy efficiency analysis is likely to be changed. Leading contenders are “achievable energy efficiency analysis” and “projected energy efficiency.” Draft results from the Commercial, Residential and Industrial models were discussed. The big takeaway from this meeting was that the technical and economic potential has increased rather dramatically from the 2011 version of this effort; on the order of 50% higher. The reasons for this increase have primarily to do with technical issues related to implementation of the analysis. The reasons for this change are: The 2013 model calculates the technical potential if all available “sockets” adopted the most efficient measures in a given competition group. For HVAC, this means that all existing air conditioners are replaced with SEER 22 A/C, for example. These most efficient measures often experience very limited adoption, however, because their financial characteristics are less attractive relative to the “moderately efficient” and/or baseline technologies in the competition group. This adoption trend explains, in part, the gap between economic and cumulative market potential that we see in several places. The 2011 model calculated technical potential if all available “sockets” adopted a moderately efficient technology in a given competition group. The savings for these moderately efficient technologies were less (sometimes significantly so) than the most efficient technologies. Thus, this was a major factor contributing to lower technical potential in the 2011 model. Emerging technologies received more attention. Some of the calibration steps increased technical and economic potential though less so with “market” or “achievable” potential. Significant discussion in the meeting related to CAISO’s desire to receive demand forecast information (including disaggregation of energy efficiency forecast impacts) ideally down to the distribution level. The energy efficiency potential
Suggested Scoring Rubric Activity Section Question Location Possible Points Earned Points Part 1: Examine Internetwork Traffic at Branch Step 2c 5 Step 2d 5 Step 2e 5 Step 2f 5 Step 2g 5 Step 2h 5 Step 2i 5 Step 2j 5 Part 1 Total 40 Part 2: Examine Internetwork Traffic to Central Step 1c 5 Step 1d 5 Step 1e 5 Step 1f 5 Step 1g 5 Step 1h 5 Part 2 Total 30 Part 3: Examine Internet Traffic from Branch Step 1c 5 Step 1d 5 Step 1e 5 Step 1f 5 Step 1g 5 Step 1h 5 Part 3 Total 30 Total Score 100
KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text 28 suggested 30 examined 40 unusual 44 lectured 20 squid 21 glanced 28 narrow passageway 30 gurgled 31 grumbled 34 winding 34 muttered 39 groaned 42 journal 44 merely STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text 20 furious 22 situations 23 visible 26 plunged 30 suit of armor 30 dismay 37 burgandy fez 38 tassel 38 rumpled
The _________________________ Date _______________________ The Shot Heard ‘Round the World _________________________________________________ _________________________________________________
More Military Action, p. 114 Describe the capture of Fort Ticonderoga: Benedict Arnold Ticonderoga: Green Mountain Boys: Why is calling someone a Benedict Arnold and insult? Read The Battle of Bunker Hill, p. 114 – 115 and use the pictures to describe the battle: The militia . . . William Prescott . . . The Red Coats . . . The British victory . . .
If there is overlap between columns B and D or columns C and D in the first table, please indicate the strategies you have in place to mitigate conflict by placing an “X” in the appropriate box. Waiver/State Plan Program Admin firewalls State approval of plans of care State monitoring through analysis of referrals State monitoring through survey of beneficiary satisfaction Bene complaint system Other Please add more detail if needed:
Application for Admission(ITTP) For Fall Semester 2015 International Graduate Enrollment 1. Applicant Information Name in English (last/first/middle) Photo Nationality Gender Acquisition Date of Citizenship (yyyy/mm/dd) Marital Status Date of Birth (yyyy/mm/dd) Place of Birth Passport # / Resident Registration # Current Job Classification □ Government officer □ Professor in national Univ. □ Researcher in national institutions □ Etc. * Employees from private institutions can’t apply for ITTP Contact Information Mailing Address : E-mail : Telephone 1 (home) : Telephone 2 (office) : Mobile Phone : Telephone # in Korea (if any): Fax : 2. Intended Program & Major Intended Program MS Ph.D Intended Major Engineering IT Management 3. English Proficiency Test PBT TOEFL CBT TOEFL IBT TOEFL TEPS TOEIC IELTS Other Score English lecture Exempted None Date taken (yyyy/mm/dd)
11. Study Plan Goal of study & Study Plan o goal of study, title or subject of the research and detailed study plan Action Plan after Study o Describe how to contribute to the development of the country or the region you belong to through collaboration with Korean entities. (Specified proposal showing your commitment is preferred)
TABLE 4 ANALYSIS OF CUSTOMER CARE AND PERFORMANCE DIRECTORATE TABLE 5 ANALYSIS OF OTHER AREAS NB: The deficit in ‘other areas’ is due to planned non-recurrent investment decisions taken by senior management – these focus on areas of service enhancement such as staff training or systems changes, particularly in relation to shared services.
In antistrophe 2, the last few lines of Ode IV, who does the chorus place responsibility on for Antigone’s death? Scene 5 Journal Prompt: “Think: all men make mistakes, / But a good man yields when he knows his course is wrong, / And repairs the evil. The only crime is pride” (Teiresias 800). Which details in Creon’s speech (p. 800) in Scene 5 emphasize his role as a tragic character? What does Teiresias want Creon to do? What is ironic about Teiresias being physically blind? How do Creon’s words and actions reveal that he has begun to recognize his own tragic flaw? Paean The chorus rejoices at Creon's decision in a paean, or joyful song, to Dionysus. Look at the diction and identify words that show that joy. Exodus In the Exodus, what major events occur? How does Creon sum up his own tragic end? Open Response How can we relate as readers to Antigone’s situation? Why can Antigone be considered a tragic hero? Why can Creon be considered a tragic hero? Does the Choragos agree with Creon’s final statement: “Fate has brought all my pride to a thought of dust” (l. 146)?
PA Instructional Routines (K-1) Syllables/Parts (Use with multisyllabic words) Blending (hold hand up) Listen. Put these parts together to make a word: buck…et (drop hand) bucket Segmenting Listen. Bucket. Let’s clap and say the parts in bucket. Ready. buck – et (Students clap as they say each part.) Blending Sounds into Words We’re going to play a say-the-word game. I’ll say the sounds slowly, then you say the word fast. (hold hand up) Listen. ssssaaaat What word? (drop hand) sat (Repeat with 3-4 more words.) (Repeat until firm.) (Give individual turns.)
Registration, Completion of Pre-Program Assessment, and Module 1: PrEP Basics DURATION: 90 minutes (1.5 hours) Speaker Notes: Different people have different HIV prevention needs and, for a given individual, prevention needs can change over time. No single prevention intervention can fully address all prevention needs. To prevent HIV infection, a combination of structural, behavioral, and biomedical interventions are used. The combination of prevention approaches used are based on both epidemiological and demographic evidence of what is needed in a particular setting. Combining approaches result in synergies with greater impact than single interventions alone. Antiretroviral drugs (ARVs) are now used as additional tools in combination prevention. The use of ARVs for HIV prevention is well established; we have been using ARVs to prevent transmission of HIV (PMTCT) and for post- exposure prophylaxis (PEP) for many years.
Case Studies Diagnosis Answers Probable Diagnosis Treatment intervention Why/Why Not Prescribe? Antimicrobial: Dose and Duration Comments 1 Non vital tooth peri radicular infection Options for XLA/ RCT. Only If severe enough swelling? Amoxycillin 250mg TDS 5 days 2 Pericoronitis Probably Rx Local irrigation Possible systemic involvement Metronidazole 200mg TDS, 3 days 3 Failed root canal treatment with periapical infection Incision and drainage Systemic involvement Amoxycillin 250mg TDA, 5 day course. Consider combination with metronidazole 200mg. ? double dose of amoxicillin if severe enough. 4 Irreversible pulpitis Options RCT/XLA Not necessary or appropriate. Pain will go with correct intervention. 5 ANUG Rx metro/ hydrogen peroxide Metronidazole H2o2 9 tabs 200mg tds 3 days. 6% h2o2 6 Periodontal disease Initial phase OHI Scaling If onto phase 2 could consider Rx Not necessary or appropriate 7 Periodontal abcess Extract tooth Not necessary or appropriate. Infection will clear once tooth extracted.
Probable Diagnosis Treatment intervention Why/Why Not Prescribe? Antimicrobial: Dose and Duration. Comments 8 IrreversiblePulpitis/periapical infection, deciduous tooth Arrange GA ? (Rx amox sugar free 125mg/5ml. tds) WRONG according to standards, but worth discussing!) Paracetamol 240mg Qds OK for pain. SDCEP would suggest Rx inappropriate here. ? consider amoxil if urgent GA not possible. 9 Decay/ periradicilur infection XLA, as non invasive as possible. Stress infection risk, and requirement to review/ keep close check on xla site No antibiotics. Rx corsodyl 300mls chlorohexidine gluconate 0.2% twice daily and pre extraction may be useful. Give appropriate post-operative advice. Antibiotic cover for bisphosphonates not required 10 Periodontal abcess Extraction is required. no Main problem is NICE , discuss plan for tooth, if xla then contact patient’s son stressing practice protocol. If he wants ABC, ensure he is responsible for provision and supervision. Check with your Indemnity Society if in doubt.
Infrastructure Request for Information Organization Please provide the name, title, address, phone number, fax number, and e-mail address for the individual that would serve as our primary contact servicing the account. Please give a brief history of your organization and discuss the general ownership structure. What year was your organization established? Have there been any changes in the ownership structure of your firm in the past five years? If yes, please explain in detail. What is the name of the entity providing infrastructure investment services? Please give a brief history of this entity and discuss the general ownership structure. Please provide total assets under management and infrastructure assets under management for both the ultimate parent entity and the entity providing infrastructure investment services. Please of all directly related offices (indicate headquarters), the opening date of the office(s), and indicate . Please provide details (and diagrams if available) of the legal structure of the General Partner, and all affiliated management companies or corporations.
access to portfolio reporting systems and client account information. Describe your firm’s approach to securing email and web communications. How does your firm defend against ? How does your firm secure mobile devices such as phones, tablets, and laptops? Have you had your security assessed by a third party? If so, when was this last completed and by which provider? Has your firm ever had a data security breach? If so, please describe the incident as well as the corrective actions. Please provide three references, including contact phone number and email address. Please include, at least, one current and one former client in your references. Please provide us with the following material: A copy of your most recent ADV, if applicable. A copy of the PPM, LP Agreement, and Subscription Agreement. A copy, via email, of your most recent presentation on the product. Chief Compliance Officer Signature
Mobility Agreement Staff Mobility For Training Planned period of the training activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The Staff Member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution Name Universidade de Vigo Faculty/Department Erasmus code (if applicable) E VIGO01 Address Campus Universitario s/n E-36310-Vigo Country/ Country code ESPAÑA ES Contact person name and position Amelia Rodríguez Piña Contact person e-mail / phone ori@uvigo.es The Receiving Institution / Enterprise Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person, name and position Contact person e-mail / phone Type of enterprise: NACE code (if applicable) Size of enterprise (if applicable) <250 employees >250 employees For guidelines, please look at the end notes on page 3.
Define infiltration. The process where liquid goes into the ground rock. The process where the a liquid runs over rocks The process where vegetation captures water Define saturation. Rock that cannot absorb water Rock that is full of liquid. A large collection of rocks in one particular bay What is the difference between permeable and impermeable rock? Permeable rocks are less resistant than impermeable rocks Impermeable rocks are less resistant than permeable rocks Permeable rock allows liquid to infiltrate. Impermeable rock doesn’t allow liquid to infiltrate. What is a slip plane? A line of weakness, along which movement occurs. A gentle slopping coast line Smooth face of a wave cut platform Physical Landscapes in the UK - Coasts Page 11 Question What is wave length? What is wave height? What distance to waves travel? Identify one factor that affects the strength of waves. Identify two characteristics of constructive waves. Identify two characteristics of destructive waves. Define coastal erosion. What does wave fetch mean? What is hydraulic action? What is abrasion? Define weathering. Describe the process of freeze thaw weathering. Describe the process of carbonation. Define swash Define backwash How is material transported along the coastline? Outline the process of longshore drift. Define deposition. Identify the cause of deposition. Suggest one location where deposition occurs along the coastline. What process do destructive waves cause? What process do constructive waves cause? Define infiltration. Define saturation. What is the difference between permeable and impermeable rock? What is a slip plane?
Physical Landscapes in the UK - Coasts Page 13 Question A B C What is a Shoreline Management Plan? A plan that outlines how the coast will be managed. A plan that encourages the rate of erosion. A plan that outlines how the river will be protected List the four SMP strategies. Advance the line, Hold the line, Managed retreat Do nothing Advance the line Hold the coastline Managed retreat Do nothing Advance the line Hold the line Managed retention Do nothing What is cost benefit analysis? The cost of the land must be more than the value of the land it is protecting. The cost of the land must be less than the value of the land it is protecting. The cost of the land must be less than the length of the land it is protecting. HARD ENGINEERING Define hard engineering. Using manmade artificial structures to prevent deposition and flooding. Using natural structures to prevent erosion and flooding. Using manmade artificial structures to prevent erosion and flooding. List two examples of hard engineering. Rock armour, gabions Groynes, beach reprofiling Sea wall, dune regeneration What is the purpose of hard engineering strategies? To absorb the wave’s energy To stop natural processes To reduce the amount of sediment.
WEST WALES INTEGRATED PROGRAMME DELIVERY BOARD 30 JUNE 2017, 10:30AM –1PM Meeting Room 5, Building 2, St David’s Park, Job’s Well Road, Carmarthen SA31 3HB Agenda 1. Welcome and introductions Chair 2. Apologies Chair 3. Notes of previous meeting held on 7 April 2017 and Matters Arising (Attachment) Chair 4. Regional Partnership Board Priorities: Update (Attachments) LD/ME/KP 5. Regional Programme Manager appointments: Update (Verbal) KN 6. West Wales Population Assessment and Area Plan: Update (Attachment) AB 7. 8. ICF: 2017-18 – Revenue Investment Plan and Capital proposals (Attachment) HDUHB Audit (Verbal) Regional ICF Leads meeting and subgroups (Verbal) Integrated Autism Service update (Verbal) IFSS Quarter 4 Report KN KN KN KN SS 9. Regional Workforce: Regional Workforce Group Update (Attachment) Workforce Modernisation (Presentation) KN RD 10. Regional Dementia Strategy and Frailty Programme (Presentation) SM 11. Any Other Business
website evaluation — 15% (due Feb. 17) term paper — 35% (due April 7) final examination — 40% (April 12) Grading Equivalents for This Course: letter grade g.p.a. numerical grade A+ 4.3 95 - 100 A 4.0 85 - 94 Exceptional A- 3.7 80 - 84 B+ 3.3 77 - 79 B 3.0 73 - 76 Above Average B- 2.7 70 - 72 C+ 2.3 67 - 69 C 2.0 63 - 66 Average C- 1.7 60 - 62 D 1.0 50 - 59 Needs Improvement F 0.0 0 - 49 Failure Human Rights Compliance: Brandon University is committed to providing reasonable accommodation for individuals with disabilities. If you need such accommodation, please contact Michelle Magnusson, Accessibility Services Coordinator, Student Services (MCK 106). Students are responsible for registering with the Special Needs Coordinator and for requesting the appropriate accommodation with reasonable advance notice. Statement of Fair Warning: Literature deals with subjects central to the human condition. Works covered in this course can include (but are not limited to) themes of sexuality, violence, and negative views of women. Students may on occasion find some of the worldviews and/or topics discussed in class personally offensive, disturbing, or otherwise troubling. Statement on Academic Integrity: You know plagiarism is wrong. Just don’t do it. See section 3.13 in the 2016-17 Undergraduate Calendar for the consequences. You are responsible for what you hand in, and for when you hand it in. While there may be some flex as to when assignments during the term can be handed in, material will not be accepted without full medical documentation one calendar week after the assignment was due. Short Writing Assignment (10%) Due: January 23, 2017
Add to section 30-2.01C: The 2nd sentence of the 4th paragraph of section 30-1.01C(1) does not apply. Add between the 2nd and 3rd paragraphs of section 30-2.01C: The daily report specified in section 30-1.01C(3)(c) must include: 1. Ambient air temperature before starting daily pulverized roadbed activities including time of temperature reading 2. Calculated cement application rate in lb/sq yd and percent by dry weight of pulverized roadbed 3. Calculated supplementary aggregate application rate in lb/sq yd and percent by dry weight of pulverized roadbed 4. Application rate of sand cover in lb/sq yd Add to the table in the 2nd paragraph of section 30-2.01D(2)(a): Cement spread rate (lb/sq yd) Calibrated tray or equal Test strip and 1 per lot Roadbed Cement mixing Phenolphthalein pH indicator solution Test strip and 1 per lot Loose mix after pulverizing and mixing Moisture content (%) California Test 226 (Determine OMC under California Test 216) Test strip and 2 per day Loose mix after pulverizing and mixing Add to the table in the 1st paragraph of section 30-2.02A: Cement spread rate (lb/sq yd) Calibrated tray or equal Specified rate ± 5% Cement mixing Phenolphthalein pH indicator solution Pink color Moisture content Maximum Minimum California Test 226 (Determine OMC under California Test 216) OMC + 3% OMC Replace Reserved in section 30-2.02B with: Sand cover must comply with section 90-1.02C(4)(c). Sand must not contain clay or organic matter. Replace Reserved in section 30-2.03A with: Do not start pulverized roadbed activities if the ambient air temperature is below 40 degrees F. If the ambient air temperature falls below 40 degrees F, you may only compact and finish the pulverized roadbed. Replace item 3 in the list in the 1st paragraph of section 30-2.03B with: 3. Mix the pulverized pavement, underlying material, water, cement, and supplementary aggregate into a homogeneous and uniform mixture
Economic Freedom Economic Freedom is the freedom to ______ or _________ whatever you want from/to whomever you like. It is free of government intervention, a free market Canada can be considered a ___________ _________-a state which is capitalist but the government uses policies to ensure economic stability Self-Interest and Competition When people act in their own self-interest they are in competition with others which benefits all in the society (supply and demand). Adam Smith saw self-interest as an “___________ __________” that guides individuals to contribute for the good of everyone. However, in some cases the rich get richer and the poor stay poor
Find or create a visual image (e.g. cartoon, picture, drawing etc.) to represent the term Book definition: Personal Definition (put it in your own words) Apply the term in a sentence (in context) What is it not? (opposite terms) Synonyms (similar terms) Vocabulary: Rule of Law Find or create a visual image (e.g. cartoon, picture, drawing etc.) to represent the term Book definition: Personal Definition (put it in your own words) Apply the term in a sentence (in context) What is it not? (opposite terms) Synonyms (similar terms) Vocabulary: Social Contract
Find or create a visual image (e.g. cartoon, picture, drawing etc.) to represent the term Book definition: Personal Definition (put it in your own words) Apply the term in a sentence (in context) What is it not? (opposite terms) Synonyms (similar terms) Vocabulary: Supply and Demand Find or create a visual image (e.g. cartoon, picture, drawing etc.) to represent the term Book definition: Personal Definition (put it in your own words) Apply the term in a sentence (in context) What is it not? (opposite terms) Synonyms (similar terms) Vocabulary: Laissez-Faire
1. Describe the influences of the following events on the development of Liberalism The American War of Independence, 1776 The French Revolution, 1789 The Magna Carta, 1215 Describe the Conflict Influence on Individual Rights How did these events change the Social Contract or Rule of Law 2. a. Describe what is meant by “reasonable limits placed on individual rights” under liberalism and give an example.
Individualism and Collectivism Booklet Evaluation = Accuracy and Perceptiveness Teacher Marking Rubric for this Module 5 10 15 20 25 Booklet is significantly incomplete or wildly inaccurate No significant corrections have been made Booklet is partially incomplete or inaccurate Few significant corrections have been made or the booklet is only corrections Unclear insight Booklet is partially complete and generally accurate Appropriate corrections have been made Predictable insights Booklet is complete and accurate Appropriate corrections have been made Thoughtful insights Booklet is thorough and accurate Appropriate corrections have been made Perceptive insights
Communication and Language- Understanding 30-50 emerging 30-50 developing 30-50 secure Level descriptors Understands uses of objects e.g. what do we use to cut things? Develops an understanding of simple concepts e.g. big/little Beginning to understand how questions. Shows understanding of propositions such as under, on, top, behind by carrying out an action or selecting correct picture. Beginning to understand how and why questions. Responds to simple instructions e.g. to get or put way an object.
First 30 days action strategies: Who is on point? By When? How Communicated? Advising Groups are created school-wide and each student is assigned to an advisor. Use the Advising Toolkit as a resource. () Principal, counselors, teachers (all may serve in the advisor role) One week prior to the start of school Face to face meetings with advisors, face to face meetings with students, communication with parents Train advisors to effectively use resources (including the ILP and CTE pathways) to help students set and reach CCR goals. (Advising Toolkit) Principal and counselors One week prior to the start of school Face to face meeting with advisors Ensure that all parties involved are informed of the benefits of advising students. (Advising Toolkit) Principal, counselors, and advisors During the advisor training At the school open house Face to face meeting with advisors Face to face meetings with parents All leadership and advisors sign a collective Commitment Form to provide evidence of buy-in. (support student career and pathway choices without prejudice) Principal, counselors, and advisors During the advisor training Face to face meeting with advisors Review schedules to ensure that the courses reflect equitable access and opportunity for all students. Principal and counselors Four weeks prior to the start of school Face to face meeting between counselors and principal
Look at specialized (CTE, honors, accelerated, etc.) courses to ensure appropriate distribution of all students. Principal and counselors Four weeks prior to the start of school Face to face meeting between counselors and principal Schools explore scheduling options that will allow for collaboration between content-area teachers and CTE teachers. Principal and counselors 8 months prior to the start of school Face to face meeting between counselors and principal All advisors are trained on as well as course sequences for the pathways. (CTE website) and post-secondary options Principal, counselors, and advisors During the advisor training Face to face meeting with advisors Train advisors on career changes and , including education requirements, salaries, and opportunities. () Principal, counselors, and advisors During the advisor training Face to face meeting with advisors Teachers are trained in integrating the ILP into their curriculum (see ). Identify student career interests that are not currently accessible in the district. (equitable access) Principal and counselors Two weeks prior to the start of school Face to face meeting with teachers Schools provide a variety of opportunities that allow students to explore visual/performing arts, clubs, sports, internships, mentorships, etc. that foster student commitment Principal and counselors 8 months prior to the start of school Face to face meeting between counselors and principal If we are not successful, we will: Who is on point? By When? How Communicated? Evaluate why we were not successful using available data, and use these results to revise the plan for the next 30 days as needed. Principal and counselors At the end of this 30 day period Face to face meeting between counselors and principal