zilongwang/ReadingBank huggingface dataset:
Grottke O, Braunschweig T, Spronk HM, Esch S, Rieg AD, van Oerle R, ten Cate H, Fitzner C, Tolba R, Rossaint R. Increasing concentrations of prothrombin complex concentrate induce disseminated intravascular coagulation in a pig model of coagulopathy with blunt liver injury. Blood. 2011;118:1943-51. Supplemental table 1: Hemodynamic variables and lactate levels. Data are shown as mean ± standard deviation (SD). In each group, n=9 animals initially. *P<0.05 vs. control group; †P<0.05 vs. TXA–FCH group; ‡P<0.05 vs. PCC25 group. Between-group differences are presented hierarchically as follows: IDA and PCC50 (‡,†,*) PCC25 (†,*) TXA–FCH (*) control. Mean arterial pressure [mmHg] Cardiac output [l/min] Lactate [mmol/L] Baseline Control TXA–FCH PCC25 PCC50 IDA — — — — — — — — — — 1.8 ± 0.7 1.7 ± 0.9 1.7 ± 0.5 1.2 ± 0.3 1.8 ± 1.3 After dabigatran Control TXA–FCH PCC25 PCC50 IDA 62 ± 2 61 ± 5 62 ± 4 62 ± 3 61 ± 3 3.7 ± 0.3 3.9 ± 0.5 4.0 ± 0.4 4.0 ± 0.3 3.9 ± 0.3 2.3 ± 0.2 1.8 ± 0.5 2.1 ± 0.7 1.9 ± 0.6 2.5 ± 0.3 12 min Control TXA–FCH PCC25 PCC50 IDA 41 ± 7 46 ± 8 42 ± 4 43 ± 8 42 ± 5 3.0 ± 0.5 3.3 ± 0.5 3.5 ± 0.6 3.0 ± 1.0 3.5 ± 0.7 2.4 ± 0.3 2.1 ± 0.4 2.2 ± 0.5 2.1 ± 0.5 2.7 ± 0.2 trauma
Chapter Activity Report 2015-16 Alpha Chapter, University of Michigan College of Pharmacy Activity Table Category of Activity1 Title of Activity Brief Description2 How Does This Activity Align With the Rho Chi Mission Statement? Years the Activity has Been Ongoing If Activity has Been Ongoing for >1 Year, What Evaluations Have Been Done to Assess the Success of the Activity and What Improvements Have Been Done Over the Past Year? # of participating members # of students/ impacted Financial Information for the Activity Intellectual Leadership Activity PEERS Tutoring Program A tutoring session schedule is set before the start of each semester, so that sessions are timed several days prior to pharmacy exams. Rho Chi members volunteer to staff these sessions, so that tutoring was provided free of charge on a walk-in basis. These sessions further the Rho Chi mission by promoting academic excellence within our College. 3 Extensive evaluation of this program has been ongoing throughout the 2015-16 academic year, as it struggled with low numbers of both students seeking study assistance and Rho Chi volunteers. Executive board members met several times with College administration to explore ways in which to make the program more effective; changes to the program will likely take place during the next academic year. 17 42 This program did not require funding.
Intellectual Leadership Activity Study Tips Event Rho Chi members presented strategies for academic success to P1 and P2 students. Presented topics included the best places to study, resources for struggling students, study strategies of Rho Chi members, and prioritization of time. After the presentation, a panel of Rho Chi members took questions from the audience. This aligns with Rho Chi's mission to foster leadership development among chapter members and to promote intellectual excellence within the College of Pharmacy. 1 N/A 11 61 This event did not require funding. College of Pharmacy Event Shadow Program Students are matched with volunteer pharmacists working in a career of interest to the student for a subsequent shadow experience This program creates career exploration opportunities for students. 2 At the end of the fall and winter semesters, which corresponded to the end of each shadow experience period, surveys were sent out to both the student and pharmacist participants to assess how the program can be improved. We continued the practice of sending out a list of potential questions for the shadowing student to ask the pharmacist, as was suggested by a survey respondent during the prior year. 4 85 This program did not require funding.
The University of Michigan Rho Chi chapter is submitting the following summary of our activities throughout the 2016-2017 academic year. Meetings Please provide information on meetings held in the following tabular format Date Attendance Agenda Action Steps 10 executive board members Transition materials and position to the new executive board 1. Introductions 2. Orientation activities 3. Information transition for recurring events/programs (Project PEERS, Shadow Program, Induction Ceremony, additional projects) 4. Elections 5. Individual position transition and explanation of roles 6. Goals for next year To be determined by the new executive board 2 executive board members 1. Discuss Rho Chi goals and initiatives 2. Identify contacts for Induction Ceremony planning 3. Determine new member and certificate lists 1. Contact University of Michigan College of Pharmacy administration 2. Determine Induction Ceremony date 3. Update all executive board members on discussion
with chapter advisor 5 executive board members 1. Finalize transition 2. Induction ceremony overview 3. Assign project leads for the shadow program, project PEERS, and the journal club series 4. Establish precedence for future meetings 5. Summer event discussion – golf outing, welcome picnic 6. Review other Rho Chi events and event ideas – study tips, middle school/high school outreach 1. Update listserv 2. Confirm check amount for new members 3. Email new members 4. Discuss induction ceremony details with PLS 4 executive members 1. Discuss induction ceremony details – food, certificates/pins, photographer, guest speaker 2. Updates – shadow program, project PEERS, journal club series, welcome picnic 1. Make menu 2. Inform PSGC of speaker choices 3. Look into award options Strategic Planning: What goals were set that relate to the Rho Chi mission? During the 2016-17 academic year, we aimed to: 1. Expand the shadow program by recruiting more preceptors from various pharmacy career backgrounds to provide students with a greater wealth of shadowing experiences 2. Restructure the Project PEERS tutoring program in order to increase attendance so that more students derive benefit 3. Add a new, innovative event such as one focused on teaching students how to do a journal
Market Square. Students had time to sign up for review sessions for students. We also discussed potential fundraising options including hooded sweatshirts, travel mugs, lanyards, and bagel sales. to members was provided to the organization. Members signed up to volunteer at our table for the Health and Wellness Fair to promote education regarding over-the-counter medication toxicity. 20 Discuss final details regarding the Health and Wellness Fair. Discussed details of having a Drug Name Spelling Bee. Organized a committee to organize the Spelling Bee event for later in the month. Discussed potential collaboration with Phi Lambda Sigma in a leadership lecture series. Remaining review sessions and groups were announced, and each group was asked to designate a leader. A survey was sent out to get feedback concerning the organizations’ future activities due to waning interest and participation with activities outside the tutoring program. Spelling Bee committee members organized the event with reserving a room, gathering contestants, and inviting faculty judges/mediators. 18 This meeting was held to wrap up the activities for Members submitted their ideas for improvement for next semester and signed up
Appendix 1 Chapter Activities Report [Chapter Name, School Name] Activity Table Category of Activity1 Title of Activity Brief Description2 How Does This Activity Align With the Rho Chi Mission Statement? Years the has Been If Activity has Been Ongoing for >1 Year, What Evaluations Have Been Done to Assess the Success of the Activity and What Improvements Have Been Done Over the Past Year? How Many in the How Many Students and/or Patients were impacted by the Activity? Financial Information for the Activity [Budget Required, Fundraising Amount] Intellectual Leadership Activities Mock Patient Workshop Second year students were given the opportunity to work up a patient case and then present the patient to a Rho Chi member. After the encounter, second year students were provided feedback to make their presentation more fluid and strengthen their assessment and plan Advocated for the improvement of communication skills and academic excellence for non-members. In addition, the event encourages the professional growth of Rho Chi members by requiring them to provide meaningful feedback to younger colleagues 2 A survey was sent out to all attendees and responses were positive. The event was held over the course of 2 days to ensure more students could participate. 11 48 N/A Intellectual Leadership Activities BPS 121 Review Session Covered Vanco, AG, and Digoxin dosing models to prepare students for a course that has been historically challenging Designed to improve students’ understanding of material and promote academic excellence 2 Covered dosing models rather than pharmacokinetic models because they have been historically more challenging. 4 ~ 20 P2 students N/A
Intellectual Leadership Activities Student Guide to APPEs P4 Student evaluations of rotation sites were collected and shared with other SOP student to help them choose which rotation sites they wanted to attend This activity provides the entire student body with information that is helpful during their time in school 7 Feedback is collected from students and faculty. The amount of information continues to be updated from the students who just finished the rotations recently 5 ~366 students The Associated Students of the School of Pharmacy (ASSP) will make a contribution to subsidize licensing fees for one of the students who submits an evaluation and wins the raffle College of Pharmacy Events P1 Meet and Greet Casual social with food and snacks for first-year students to meet current Rho Chi members It provided an opportunity for Rho Chi members to introduce themselves to the first years and promote academic excellence. 1 N/A 6 ~40 $150 for food and snacks from Rho Chi funds Appendix 2 Rho Chi Chapter Annual Budget Report ITEM Amount Debited ($$ spent) Amount Credited ($$ raised) Balance Comment Balance forward $3,820.44 Balance from Last year National report $1690.00 Certificate/pin replacements $285 Initiation banquet $616
Meetings: Date Attendance Agenda Action Steps 9/4/2014 5/5 officers; 17/22 total members Establish goals for year New activity ideas Blood drive Professional Lecture Series with Phi Lambda Sigma Koch Lecture speaker candidates Business card sale Participate in small group student teaching roles Prepare list of speakers for Professional Lectures Series Present Semester at a Glance Give September Health Talk Conduct business card sale 10/2/2014 5/5 officers; 15/22 total members Posters, Professors, and Progress event planning Student poster presentation or special topics informational session Rho Chi t-shirts Discuss business card sale Lab card revision Student tutoring preferences Professional Lecture Series Koch Lecture candidates Develop material for Top lecture for students Contact professors for Posters, Professors, and Progress Obtain Rho Chi T-shirts for members to wear at events Give October Health Talk Provide assistance to second year students in preparing for capstone 11/4/2014 5/5 officers; 15/22 total members Details of Posters, Professors, and Progress event New member initiation Toys for Tots program Ongoing and new Health Top student lecture Clinical pharmacokinetics tutoring session Professional Lecture Series Advertise for Posters, Professors, and Progress event Prepare thank-you notes for participating faculty Give November and December Health Talk Reserve location for initiation Create new material for spring Health Present Top Drugs Lecture 1/8/2015 5/5 officers; 21/22 total members Initiation banquet planning Finalize Koch Lecture details Faculty awards for initiation Gift for the Phi Lambda Sigma charity auction Professional Lecture Series Rho Chi Annual Meeting and funding Reserve room for Koch Lecture Invite Koch Lecture speaker Finalize details for initiation Repeat business card sale Give January Health Talk Donate gift for Phi Lambda Sigma charity auction 2/5/2015 5/5 officers; 18/22 total members Rho Chi Annual Meeting Student Special Topics Electives informational session Laboratory cards revision and sale Vote for delegate and alternate delegate and submit Prepare invitations and awards for faculty awards Give February Health Talk
Appendix 1 Chapter Activities Report Template Alpha Theta, University of Colorado Activity Table Category of Activity1 Title of Activity Brief Description2 How Does This Activity Align With the Rho Chi Mission Statement? >1 Year, Eval /improve Have Been Done to Assess the Success of the Activity? Financial Info Intellectual Leadership Activities Success Series 3 part collaboration with PLS and Wellness Center. 1) Rho Chi Tips and Tricks Presentation tips and study guide making ideas) 2) Time management presentation presented by PLS 3) Stress management presented by an NP at the Wellness Center Contributed to the development of intellectual leadership; fosters collaboration with other organizations and resources on campus First year Evaluated the success of the Tips and Tricks presentation last year along with the additional need for time and stress management Improvement: developed a success series Part 1: 5 Part 2: 2 Part 3: 2 Part 1: 40 Part 2: 10 Part 3: 10 N/A Speaker events Variety of guest speakers came to our general meetings to share experiences and share potential career opportunities including academia and fellowships Contributed to the development of intellectual leadership; fosters collaboration among pharmacists and students 2nd year Improvements: Different presenters were chosen based on member feedback and interests 24 0 Speakers donated their time Industry Panel Provided an opportunity for students to learn about industry pharmacy positions. Collaborated with IPhO organization and Regis University Rho Chi. Contributed to the development of intellectual leadership; fosters collaboration 8th year Discussed event with collaborating officers. New speakers this year, advertised to all pharmacy students at both CU and Regis. 8 35 Catering provided by Nuclear Pharmacy Tour Students were led on a tour of nuclear pharmacy at Cardinal Health Stimulates critical inquiry to advance practice by exposing students to a unique field. 4th year Feedback from last year and tour leader. Improvements: Picked a date that worked best for P1’s as they are the most students in attendance. 0 18 Tour leader his time Residency overview session for P1/P2’s Co-hosted with ACCP, PLS. Provided a general overview of residencies and opportunities for questions. Foster collaboration; stimulate critical inquiry by introducing students to residency 3rd year Feedback from faculty and previous officers. Evaluation of curriculum changes within the P1 classes. 3 22 Faculty donated their time presenter
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(This set is to check understanding of vocabulary) Card Set E (cut apart) 0 card set E 1 card set E 2 card set E 3 card set E 4 card set E 5 card set E 6 card set E 7 card set E 8 card set E
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Minimise transport and holding for captured horses prior to transport. Mares and dependent foals are not separated. assessed as potentially suitable for rehoming, captured horses that can be transported humanely will be made available for rehoming by appropriately skilled horse rehoming groups. A horse once received by the relevant horse group or person becomes the property of that group or person. If transport conditions and distances are likely to result in poor welfare outcomes for horses, horses are not suitable for rehoming or in ill health, or there is no rehoming opportunity available, these horses may need to be humanely put down at capture sites. Where possible, carcasses of horses will be removed from capture sites and disposed of appropriately (possibly by burial). Location-based control and removal methods 2. Where and how horses will be managed. Control location Management objective Priority Management approach Control Removal Areas not currently occupied by wild horses Prevention 1 In the of a new feral horse incursion, horses will be removed using trapping or other capture methods. Captured horses will be offered for rehoming if safe and humane transport is possible. Bogong High Plains Remove all horses. Limit potential into Bogong High Plains. 2 Trapping Captured horses will be offered for rehoming if safe and humane transport is possible. Cobungra populations Removal/Containment. Prevent spread back into BHP. 3 Trapping Captured horses will be offered for rehoming if safe and humane transport is possible. Eastern Alps populations (see sub population descriptions Asset Protection 2-3 Trapping, supplemented by potential mustering in suitable locations. Captured horses will be offered for rehoming if safe and humane transport is possible. Eastern Alps: Davies Plain Asset protection through reduced horse abundance. 2 Trapping, potentially supplemented by mustering in suitable locations. Captured horses will be offered for rehoming if safe and humane transport is possible. Eastern Alps: Nunniong (State Forest) protection through reduced horse abundance. 3 The open, relatively flat terrain of the Nunniong area and good access make it a suitable location for an initial mustering trial. Trapping will also be used. Captured horses will be offered for rehoming if safe and humane transport is possible.
Horseriding - the high country around Bright, Mount Beauty, and Omeo VicMap 1:50,000 Bogong Alpine Area Tracks riding is not permitted Mountain Creek Nature Walk Roper Lookout Walking Track Wallace Hut Walking Track Mt Cope Walking Track Mt Loch Walking Track Australian Alps Walking Track (Swindlers Spur, Basalt Temple T Spur and Duane Spur Walking Tracks) Carmichael Falls Walking Track Wire - Dinner Plain Walking Track Feathertop Area Bungalow Spur Walking Track North West Spur Walking Track Razorback Walking Track North Razorback Walking Track Diamantina Spur Walking Track Mount Bogong Area Granite Flat Walking Track Eskdale Spur Walking Track Staircase Spur Walking Track Quartz Ridge Walking Track T Spur Walking Track Duane Spur Walking Track North West past Cleve Cole Hut toward Mount Bogong Tracks where riding is permitted all year Mountain Creek Track Moncrief Gap Track Little Bogong Track Big River Fire Track East Kiewa Fire Track Wild Dog Fire Track Little Arthur Fire Track Staff Camp Creek Fire Track Springs Creek Fire Track West Kiewa Track Dungey Track Bon Accord Walking Track (part of) Machinery Spur Track (part of) Alternative to Australian Alps Walking Track Machinery Spur - Westons Spur Kelly Track - Track 107 - Kangaroo Creek Track - Long Spur Horseriding - valleys and bluffs around Mansfield, Howqua Valley and Whitfield VicMap 1:50,000 Buller - Stirling VicMap 1:50,000 Tamboritha - Moroka VicMap 1:50,000 Howitt - Selwyn Bush Maps of Victoria - Watersheds of the King, Howqua and Jamieson Rivers Tracks where riding is not permitted Paradise Falls Walking Track Paradise Falls - Little Falls Walking Track Australian Alps Walking Track (north of Mount Howitt) Cobbler Lake - Cobbler Walking Track Sheepyard Flat Heritage Walking Track Viking Wilderness Horses are not permitted in wilderness areas Defined camping areas A marked route has been specified providing access through the Howqua Hills Historic Area, using the High Track. Access through the park from 4 mile onwards should be via the Low Track. Howqua Hills Historic Area Horse yards are provided at: Tunnel Bend Flat (for groups) Fry’s Flat (for larger groups) A booking system for the yards has been implemented, all group sizes are advised to book to ensure camp space. Designated horse yards - Camps in the Alpine National Park 7 Mile Flat Ritchies Hut Bluff Hut Pikes Flat Mitchell’s Flat King River Hut
Objective 4 To facilitate the supply of social housing. [New] Strategy 4.1 Facilitate the redevelopment and renewal of social housing to better meet community needs. [16.01-5p9] Strategy 4.2 Facilitate the delivery of high quality social housing to meet the of Victorians. [16.01-1p6] Strategy 4.3 Recognise that the provision of social housing is facilitated through a range of funding, delivery and partnership models with external housing providers. [Update] Strategy 4.4 Determine the costs, benefits and opportunities of including social housing in identified urban renewal precincts before beginning structure planning or rezoning land. [Update] Strategy 4.5 Facilitate the renewal of existing social housing sites through planning and development controls. [Update] Particular provisions 1. Clause 52.41 – Government Funded Social Housing Guidelines for decision makers Guidelines: 1. Social housing should be located in residential areas, activity centres and strategic redevelopment areas, close to services and public transport or on an existing site with the potential for renewal. [Update] 2. Social housing established early in the life of a growth area should be located where there is access to services and public transport. [Update] Strategic planning guidelines Strategic planning should: 1. Plan for an appropriate quantity, quality and type of social housing in housing strategies. 2. Consider the provision of social housing in precinct structure and activity centre structure plans. 3. Recognise that there are a number of factors, including joint partnerships and existing landholdings that inform the location of social housing. 08.02-gnut-01 Housing diversity and affordability Local policy: Gumnut C## dd/mm/yyyy Local policy tailored for each municipality can be inserted here if required 08.03 08.03-S-01 Design of housing State Policy VC## dd/mm/yyyy Objectives and strategies Objective 1 To support well-designed housing. [New] Strategy 1.1 Design development to provide good amenity for residents.
Locations Location information (postcode) was provided by 973 participants. Postcode data was well distributed across the north-east region, and into ACT and NSW. More than 400 postcodes were provided by participants, including locations in Australia, America, England, and Italy. The top 10 postcodes included: 3875 (Bairnsdale, VIC), 3070 (Northcote, VIC), 2640 NSW), 3000 (Melbourne, VIC), 3699 (Mount Beauty, VIC), 2602 (Lyneham, ACT), 3056 (Brunswick, VIC), 3095 (Eltham, VIC), 3450 (Moonlight Flat, VIC), 3121 (Richmond, VIC) Age range A total of 902 participants provided age information. Age ranges were reasonably well distributed between 40-70 years old. The age group most represented was 65-69, with one in every eight participants in this group. Interest in the plan Information about main interest in the plan was provided by 964 participants, with a question specifically asked about this in the online survey and implied in emails and submissions. Participants could only provide one answer – their main interest in the plan. Responses most frequently indicated ‘Conservation’ as the main interest (75 percent), with ‘Animal Welfare’ the second most frequent response, with 11 percent. ‘Other’ was generally used by participants who did not want to select a single interest, and most commonly reflected interest in all categories. Responses are ranked below: Conservation (75%) Animal welfare (11%) Heritage value of horses (10%) Other (3%) Traditional Owner values (1%) Connection to the park and Parks Victoria Approximately 77 percent of participants used the rarely or a few times a year, and the remaining 23 percent used the Alpine National Park monthly, weekly or daily. Approximately two-thirds (60 percent) of survey participants had not engaged with Parks Victoria in the past 12 months. About the engagement process Levels of satisfaction with the process for comments on the draft plan where positive in 70 percent of the survey respondents. Only 12 percent of participants indicated dissatisfaction with the process.
Key findings Part 1: Management actions and methods A series of management actions and control methods were tested in the draft action plan – these were put to the community specifically within the online survey. The following reporting follows that question structure. Strong support for the management actions The draft action plan included four key management actions: Population control – reducing feral horse numbers and preventing new populations Research and monitoring – undertaking research projects and monitoring activities Traditional Owners – working with Traditional Owners to recognise and protect Aboriginal cultural heritage
emailed/posted the group two draft surveys as a starting point and asked for comments and input. One survey was a 30 page detailed document and one was a short survey. The group felt that the 30 page survey was too long and that patients would respond more favourably to the short survey. 50 questionnaires were provided for patients to complete, out of the 50 questionnaires 9 were returned, completed, the results of the second survey are shown below. Results The response rate to the questionnaire was low but expected. Overall informal feedback from reception suggests that the majority of patients are with the service provided and this is reflected in the results of the survey. However it was noted that the majority of patients do access the surgery via the telephone and that this is where the perceived difficulty in accessing appointments lies. The practice and the vPPG will be discussing more suggestions for ways to encourage patients to use other ways of booking appointments such as online. The need for further advertising is clear. Action Plan Area for development Action required Time scale The majority of appointments are Advertise the online service within the practice and ask the End of Feb 2012
agents, engine oils and lubricants. ALPLA celebrated its 60th anniversary in 2015. Captions: ALPLA-rPET-Zertifikat.jpg: On behalf of ALPLA and PET Recycling Team, denkstatt GmbH calculated the carbon footprint of recycled PET. The study confirms that the carbon footprint of rPET is excellent. The production of rPET involves 79 per cent lower emissions compared to new materials. ALPLA-rPET-Zertifikat-Team.jpg: The results of the study provide clear confirmation of the value of PET recycling for the employees involved. Copyright: ALPLA. Credit must be provided for use of photographs. Additional information for editors: Dominic Fiel (Corporate Marketing Services and Brand Manager), telephone: +43 (0)5574 602 119, email: Pzwei. Pressearbeit, Alexandra Dittrich, telephone: +43 (0)664 3939 353, email:
The Australasian Legal Practice Management Association invites you to submit an abstract for presentation at the 2018 Summit. Online abstract submissions will open on Friday, 22 December 2017 and close on Tuesday, 27 February 2018. The Program Committee seeks abstracts that address one (or more) of Pillars. All abstracts will be considered, however we encourage you to submit your original unpublished abstract(s), which also reflect the 2018 Summit theme, Shaping the future firm – it starts with you. ALPMA members, eligible non-members, professional legal industry presenters, past presenters and those who work within the legal industry are invited to apply. SELECTION PROCESS The abstract must provide an accurate summary of the contents and conclusions of the paper. Submitted abstracts should be written in Arial, 12pt font – please use the Abstract Template provided. The Program Committee will evaluate all abstracts for inclusion in the program. When submitting your abstract you will be asked to include the following: Title of paper Subject theme Description (max 150 words) Key actionable takeaways (3 required) Preferred type of session (Lecture, Workshop, Social or other) Author/s and affiliations Presenting author/s biography (max 250 words) All abstracts submitted for presentation will be reviewed by the Program Committee, who reserve the right to accept or reject any submissions. Upon acceptance, the ALPMA Summit Committee may modify the abstract title and description to fit our marketing style and format guidelines for the purpose of our brochures, website, and other promotions. You will have the opportunity to approve/edit if needed. Successful presenter(s) will receive complimentary registration to the 2018 ALPMA Summit, return economy airfares (if based interstate/overseas) and one night’s accommodation at ALPMA’s preferred accommodation provider. The committee will have final say on all submissions and no further correspondence will be entered into.
Further information and support Please refer to local whistleblowing policies for your placement provider The Whistleblowing Helpline – a national services for those in the NHS and social care which provides free confidential advice and information on whether or how to raise a concern. or 08000 724 725 Public Concern at Work – the whistleblowing charity or 020 7404 6609 Raising and escalating concerns in the workplace – HCPC guidance Raising concerns – NMC guidance References Francis R (2013) Report of the Mid Staffordshire, NHS Foundation Trust Public Inquiry. The Stationery Office. NHS Constitution for England (2014) NMC (2013) Guidance on Raising Concerns for Nurses and Midwives Originated by: Date of Approval
ALPS SUBSCRIPTION FORM 2017 - 18 I wish to subscribe to ALPS for 2017-18 at a cost of £1000 (please note invoices will be sent in September 2017) School / Colleage Name Contact Name for contracting purposes Contact Email address for contracting purposes Purchase Order number (if required for the invoice) Do you require us to add VAT on the invoice Please indicate if you do not want to be included in the regional Post 16 data sharing directory of curricular excellence. we do not want to be included in the new regional Post 16 data sharing directory of curricular excellence. Please return by Friday 21st July 2017 to
1 impedance 35 kΩ; amplitude 2 V [p-p] 1 Output: impedance 600 Ω; amplitude 2 V [p-p] Alarm I/O 2/ 1 Serial Port 1 RS485 Network 10M/100M Base-TX Ethernet Video Output 1 BNC, impedance 75 Ω; amplitude 1 V [p-p] General Power 24 V AC, 24 V DC, PoE Power consumption: 8~ 20W Dimensions(ØxH) Ø218 x 298 mm (Ø8.6” x 11.7”) Weight 4.2 kg (9.3 lb) Working Environment –20°C ~ +50°C (-4°F ~ 122°F), Humidity ≤ 95% RH(non-condensing) Dimensions Accessories Ceiling mount In-ceiling mount Pendant mount Wall mount Ordering Information: Part No Description ALPZ2032-2WR Alston Systems, 2MP 22x Indoor Network PTZ Camera
Not available 16. INCLUDE THREE “LETTERS OF RESPONSIBILITY” FROM COMMUNITY LEADERS Please see the attached .docx files ALL MEMBERS OF THE LIBRARY COMMITTEE SHOULD READ THE LIBRARY ACTION PLAN, THE APPLICATION AND SIGN BELOW. I have read the LIBRARY ACTION PLAN and understand what is involved in creating our library. I commit to the success of the library. 1. Musa K.D. Mahmood 2. Gibril Kargbo 3. Joseph Munu 4. Alusine K. Turay
DBQ RUBRIC Updated for the 2015 Exam Name: ____________________ DBQ: _____________________ THESIS (ONE POINT) thesis that directly answers all parts of the question. Does more than re-state. DOCUMENTS (THREE POINTS) Used Analyzed POV, Audience, Context, Purpose D1 2. USES the majority of the documents D2 D3 3. ANALYSIS & POV for majority of the documents D4 D5 4. ANALYSIS & POV for all (or all but one) of the documents D6 D7 EVIDENCE & CONTEXT (TWO POINTS) Outside information [Specific Examples – 3-4] 5. Analysis of HISTORICAL EXAMPLES outside the docs to support thesis Historical Context [Big Picture – At least 2] 6. Connects historical to broader historical events and/or processes Accurate / Relevant / Explicit SYNTHESIS (ONE POINT) 7. Appropriately extends or modifies stated thesis or argument OR Effectively accounts for disparities in the documents OR valid comparisons to other historical periods, geographical areas, etc. TOTAL POINTS: /7 For more information about the APUSH DBQ, visit my website:
References M. (2011). Monastic Spaces and Their Meanings: Thirteenth-century English Cistercian Monasteries. Isd. Harmless, W. (2006). Desert Christians: An Introduction to the Literature of Early Monasticism. Oxford University Press. Johnston, W. M. (2000). Encyclopedia of Monasticism: A-L. Taylor & Francis. Knight., K. (2012). Monasticism. Retrieved from The Catholic Encyclopedia.: Krüger, K., & Rainer Warland, R. T. (2012). Monasteries and Monastic Orders: 2000 Years of Christian Art and Culture. h.f.ullmann. Krüger, K., & Toman, R. (2008). Monasteries and Monastic Orders: 2000 Years of Christian Art and Culture. Atlasbooks Dist Serv. Moffitt, J. (2006). A new charter for monasticism: proceedings. University of Notre Dame Press. Saint Benedict (Abbot of Monte Cassino.), Parry& de Waal. (2010). The Rule of Saint Benedict. Gracewing Publishing. Wilson-Hartgrove, J. (2010). New Monasticism: What It Has to Say to Today's Church. Brazos Press. Yogananda, P. (2016). Monastic Order. Retrieved from Self-Realization Fellowship:
Learning Outcome: WASC Core Competencies (at or near graduation only) I. Process: Critical Thinking / Oral Communication / Written Communication Student Learning Outcome (Please create an outcome statement regarding critical thinking, oral communication and written communication that is relevant to the degree program.) Critical Thinking SLO: Oral Communication SLO: Written Communication SLO: Evidence of Learning (Please the specific assignment, project, or exam used to assess critical thinking, oral communication and written communication.) capstone project presentation performance course-embedded exam assignment standardized test portfolio Critical Thinking SLO: Oral Communication SLO: Written Communication SLO: Collecting and Analyzing the Data How did you select the sample? What was your sample size (number of students)? Provide the percentage of the sample size as compared to the relevant population. How did you assess the student work/data collected? Possible Tools: rubric, exam questions, portfolio samples Attach all assessment tools Critical Thinking SLO: Oral Communication SLO: Written Communication SLO: Expected Level of Achievement What was your target(s) for student performance for this outcome? (This should tie to the methods in you assessed the students and collected and analyzed data in the section above. Keep in mind as this is at or near graduation the expected level of achievement should coincide with an advanced or mastery level.) Critical Thinking SLO: Oral Communication SLO: Written Communication SLO: II. Performance: WASC Core Competencies (at or near graduation only) Required: Critical Thinking
Conference PowerPoints, Handouts and Video links Day 1 - Friday, June 9, 2017 9:00 - 10:45 Auditorium #130 John Costello, Boston Children’s Hospital ALS and AAC: Proactive Assessment, System Design and Implementation PowerPoint: Video Link: 11:00 – 12:00 Auditorium #130 Panel Discussion of pALS Video Link: 1:15 – 3:00 Auditorium #130 Plenary Session Peggy Dellea, MS, OT/L, Boston Children’s Hospital Computer Access: A Mouse by Any Other Name PowerPoint: Video Link: Day 2 - Saturday, June 10, 2017
Cross-College Responsibilities and Accountabilities: 1 Cross College Promote and communicate the meaning of outstanding learning support for students 2 Accountabilities Timetable and plan support within agreed budget parameters to contribute towards sustainability and financial viability of the college 3 Accountabilities Liaise with relevant college colleagues in the planning, delivery and assessment of Learning Support This job description is current as at the date shown below. In consultation with you, it is liable to variation by management to reflect or anticipate changes in or to the job. You are liable to undertake such other duties as may reasonably be required of you, commensurate with your grade, at your initial or present place of work or at any other of the College’s operational sites. Person Specification QUALIFICATIONS & TRAINING Essential Desirable How assessed 1 Maths and English to at least level 2 Y A 2 Educated to at least level 3 Y A 3 Learning Support or similar qualification Y A 4 ELSA training Y A KNOWLEDGE, EXPERIENCE & UNDERSTANDING (CURRENT) 5 Understanding of factors that create barriers to learning and strategies to overcome these Y AIP 6 Knowledge of quality improvement systems and tools to support these Y AI 7 Proven track record and experience of effective quality improvement initiatives and outcomes Y AI SKILLS & ATTRIBUTES 8 Total commitment to the College’s vision, mission and values Y AI 9 Ability to be an outstanding practitioner in both 1:1 and small group settings Y AI 10 Ability to work as part of a team, sharing good practice and successfully coaching others Y AIP 11 Ability to communicate with external stakeholders and students with conviction and clarity Y AIP 12 Ability to challenge staff and students of all backgrounds and encourage reflective decision making Y AI 13 Ability to work in an environment of change, contributing and adapting to new ways of working Y AI 14 Well-developed ability for problem solving and decision making Y AIP 15 Proficient in use of IT systems and solutions Y AI 16 Creative problem solving ability Y AI 17 Resilient and positive Y AI 18 Professional appearance Y AI Key to assessment methods: A = Application
ix Ability to write formal reports and to recommend appropriate strategies to support learning. E x Confident and creative use of IT to promote and enhance learning and to develop the promotion of understanding learning difficulties and disabilities. D A I SKILLS & ATTRIBUTES xi Excellent communication skills E A I xii Sound understanding of and commitment to safeguarding and equality and diversity in the context of education E A I xiii A passion for both, student success and for supporting students with SEN effectively, in to contribute towards the proper inclusion of students with SEN. E A I xiv A flexible and proactive approach; and an ability to react quickly to changes in circumstances and environment E A I xv Self motivated with the ability to be innovative and display initiative E A I xvi Ability to multi task and cope with a demanding work schedule E A I Key to assessment methods: A = Application I = Interview P = Presentation W = Written assessment
12 Enable learning support procedures to be carried out in line with best practice guidelines with regard to safeguarding and equality and diversity 13 Take on the management of projects, as directed by the Academic Learning Support Manager, in order to broaden personal experience 14 To provide, as required, reading/amanuensis, practical assistance and invigilation for both internal and external exams that take place within the College Cross-College Responsibilities and Accountabilities: 1 Participate in Performance Management and professional development activities as required. 2 Value and promote diversity and equal opportunities. 3 Work within health and safety guidelines and be aware of your responsibilities for health and safety. 4 support and adhere to the College approved strategies, policies and procedures. 5 Be responsible for safeguarding and promotion of the welfare of children, young people and vulnerable adults. 6 Support the College’s quality initiatives, promoting the values of the College and ensuring that outputs meet quality standards 7 Provide the best possible service to customers (both internal and external) in line with College standards. This job description is current as at the date shown below. In consultation with you, it is liable to variation by management to reflect or anticipate changes in or to the job. You are liable to undertake such other duties as may reasonably be required of you, commensurate with your grade, at your initial or present place of work or at any other of the College’s operational sites. Person Specification QUALIFICATIONS & TRAINING Essential Desirable How assessed 1 Maths and English to at least level 2 Y A 2 Experience of education to at level 3 Y A 3 Learning Support or similar qualification Y A KNOWLEDGE, EXPERIENCE & UNDERSTANDING (CURRENT) 4 Understanding of College values Y AI 5 Understanding of factors that create barriers to learning and strategies to overcome Y AI 6 Knowledge of quality improvement systems and to support these Y AI 7 Knowledge and/or experience of disabilities and learning difficulties and strategies to support Y AI
12 Enable learning support procedures to be carried out in line with best practice guidelines with regard to safeguarding and equality and diversity 13 Take on the management of small projects, as directed by the Additional Learning Support Manager, in order to broaden personal experience 14 To provide, as required, reading/amanuensis, practical assistance and invigilation for both internal and external exams that take place within the College Cross-College Responsibilities and Accountabilities: 1 Participate in Performance Management and professional development activities as required. 2 Value and promote diversity and equal opportunities. 3 Work within health and safety guidelines and be aware of your responsibilities for health and safety. 4 Fully support and adhere to the College approved strategies, policies and procedures. 5 Be responsible for safeguarding and promotion of the welfare of children, young people and vulnerable adults. 6 Support the College’s quality initiatives, promoting the values of the College and ensuring that outputs meet quality standards 7 Provide the best possible service to customers (both internal and external) in line with College standards. This job description is current as at the date shown below. In consultation with you, it is liable to variation by management to reflect or anticipate changes in or to the job. You are liable to undertake such other duties as may reasonably be required of you, commensurate with your grade, at your initial or present place of work or at any other of the College’s operational sites. Person Specification QUALIFICATIONS & TRAINING Essential Desirable How assessed 1 Maths and English to at least level 2 Y A 2 Experience of education to at least level 3 Y A 3 Learning Support or similar qualification Y A KNOWLEDGE, EXPERIENCE & UNDERSTANDING (CURRENT) 4 Understanding of College values Y AI 5 Understanding of factors that create barriers to learning and strategies to overcome these Y AI 6 Knowledge of quality improvement systems and tools to support these Y AI 7 Knowledge and/or experience of disabilities and learning difficulties and strategies to support these Y AI
SKILLS & ATTRIBUTES 8 Excellent interpersonal skills and an ability to communicate with stakeholders, teachers and learners with conviction and clarity Y AI 9 Ability to take ownership of issues and problems and work creatively to find appropriate solutions Y AI 10 Ability to be able to work independently and/or as part of a larger team Y 11 Ability to work in an environment of change, contributing and adapting to new ways of working Y AI 12 Passionate about educational achievement Y AI 13 Resilient and demonstrates a ‘can do’ attitude and a commitment to outstanding service Y AI 14 Organised and thorough in approach to work tasks Y AI 15 Ability to keep up to date with internal electronic communication, ensuring appropriate responses where required Y AI 16 If working with identified learners with mobility difficulties, an ability to push wheelchairs short distances on both college sites and during off-site visits Y AI 17 Competent in the use of common IT software packages Y AI 18 Attend to personal care needs if required, such as assistance with hoisting, toileting and feeding Y AI 19 Be willing to demonstrate commitment to the demands of the post through regular and punctual attendance Y 20 Professional appearance Y AI Key to assessment methods: A = Application I = Interview P = Presentation MT = Micro Teach session
Lighting Very important Positively 8 Only at night Very important Not so important This is the most important one to me Very much - I need to be able to see well ✓ Sightlines Important to me Positively 9 A lot Important Important Important! Not so much - Signage Does not affect my perception of safety Positively 7 Not unless in an unfamiliar place Extremely important Not so important Doesn't matter to me Not so much - I guess identification of the phones etc. - Maintenance Well-maintained spaces increase my perception of safety Positively 7 Little effect, but can make me feel uncomfortable Important Not so important Super important! Stuff shouldn't be falling apart Yes. If it’s run down I'd feel unsafe. ✓ Social Use of the space More people around make me feel safer More people = more safe 8 A lot - I like a lot of people around. Generally, however if I’m feeling anxious I don't Not important Very important Doesn’t affect me very much unless is negative A lot! ✓ Access to Security I never put much thought into this Positively 8 Important Very important Not so important Doesn't matter to me. Everyone has a phone. Yes! A lot! - Visibility I like having an open/wide field of vision Positively 9 A lot - I feel unsafe if I know others cant see me Very important Important Pretty important to me because it is important to see where you're going - - Accessibility Important Positively 9 Not at all Very important Not so important Des not affect me, but will affect others Not as much. If its only accessible through a dark alley that would ✓
Introduction It is very significant to understand about political, economic, social and religious conditions of Arab before Islam while writing about the pre-Islamic historical period. When we talk about pre-Islamic Arabia, we refer towards Arabian Peninsula in 630’s before the rise of Islam. Many settled communities in Arab region were developed into distinctive civilization. Some of the prominent civilization include Thamud which remained from 3000 BCE to 300 CE, Dilmun which remained from the end of the fourth millennium to 600 CE. When the first millennium of BCE began, Southern Arabia accommodated a number of kingdoms such as Sabaeans Eastern Arabia, and Sassanians from 300 BCE. Before the arrival of Islam, the Arab region comprises of indigenous polytheistic beliefs which include Judaism, Ancient Arab Christianity, Nestorian Christianity and Zoroastrianism. The early Arab traders of Arabian Peninsula established Christianity first when they heard the gospel from Peter the apostle at Jerusalem. In the areas of Southern Arabia, the Ancient Arabic Christianity was strong. Najran was the center of Christianity. In Eastern Arabia, Nestorian Christianity was the dominant religion before the arrival of Islam in that region. Later on, before the start, if Islamic era Christianity was divided into some unorthodox sects such as Gnostics. The Arabs of the pre-Islamic period begin with Arabists when they learned to decipher epigraphic Old South Arabian (10th Century BCE) and Ancient North Arabian and other Arabian writings. With the rise of Himyarite, the Arabian history became more tangible, with the gradual integration of Nabataeans with Qahtanites an expansion of Muslim conquests exceeded in the 7th century. The Islamic Scholar, later on, researched the history through Islamic