zilongwang/ReadingBank huggingface dataset:
[Exercise Name] After-Action Report/Improvement Plan [On the cover page, insert additional graphics such as logos, pictures, and background colors as desired. The word “Draft” should be included before the phrase “After Action Report/Improvement Plan” on the cover page and in the header/footer of all versions except the final AAR/IP.] [Exercise Date] [Publish Date]
Appendix A: Improvement Plan (IP) The Improvement Plan (IP) specifically details what actions will be taken to address each recommendation presented in the After Action Report (AAR), who or what agency will be responsible for taking the action, and the timeline for completion. *Capability elements: Planning, Organization/Equipment, Training, Exercise and Evaluate/Improve Core Capability Issue/Area for Improvement Recommendation Capability Element Primary Responsible Organization Responsible Organization POC Start Date Completion Date [Core Capability 1] 1.1. [Area for Improvement] 1.1.1. [Recommendation] [Core Capability1] 1.2.[Area for Improvement] 1.2.1. [Recommendation] [Core Capability 2] 2.1. [Area for Improvement] 2.1.1. [Recommendation] [Core Capability 2] 2.2. [Area for Improvement] 2.2.1. [Recommendation]
Appendix A: Improvement Plan (IP) The Improvement Plan (IP) specifically details what actions will be taken to address each recommendation presented in the After Action Report (AAR), who or what agency will be responsible for taking the action, and the timeline for completion. *Capability elements: Planning, Organization/Equipment, Training, Exercise and Evaluate/Improve Core Capability Issue/Area for Improvement Recommendation Capability Element Primary Responsible Organization Responsible Organization POC Start Date Completion Date [Core Capability 1] 1.1. [Area for Improvement] 1.1.1. [Recommendation] [Core Capability1] 1.2.[Area for Improvement] 1.2.1. [Recommendation] [Core Capability 2] 2.1. [Area for Improvement] 2.1.1. [Recommendation] [Core Capability 2] 2.2. [Area for Improvement] 2.2.1. [Recommendation]
College Endowment Tax N/A Imposes an excise tax of 1.4% on investment income at private colleges with endowments of $250,000/student (estimated to hit 65 to 70 colleges) Imposes an excise tax of 1.4% on investment income at private colleges with endowments of at least $500,000/student (Expected to impact colleges) 529 education savings plans Allows individuals to put money aside to pay for expenses related to expenses, which they can draw down at $2,000/year Expanded 529 plans to include private and public K12 expenses, raises cap to $10,000/year Expanded 529 plans to include private and public K12 expenses, raises cap to $10,000/year Qualified Zone Academy Bonds (QZABs) Allows public agencies (including districts) to use bonds that can be used for school renovation/repair Eliminated Unchanged Advance Refunding Bonds Allows states and localities to issue tax-exempt ARBs to refinance debt at lower interest rates Eliminated Eliminated Private Activity Bonds Allows states and municipalities to issue/back tax-exempt bonds Eliminates the tax exemption for PABs Unchanged
NursingCAS OptomCAS OTCAS Application Service Name Nursing’s Centralized Application Service Optometry Centralized Application Service Occupational Therapy Centralized Application Service Association American Association of Colleges of Nursing Association of Schools and Colleges of Optometry American Occupational Therapy Association Number of Schools 185 schools participate in NursingCAS 21 schools and colleges participate in OptomCAS 67 OT programs with 6 additional locations Contact Information (617)-612-2880 Applicant Contact: 617-612-2888 . 617-612-2860
Opening Date* October 15, 2014 (new application software) July 1 July 17 Submission Date** October July 1 July 17 Deadlines Deadlines vary by program Deadlines vary by school and range from December 2015 Deadlines vary by program. Letters of Recommendation Up to 6 references may be submitted through the Evaluator Portal. References must be attached to a specific designation in order for the schools to access it. Recommendation letters must be sent directly to OptomCAS by the evaluator electronically. References should come directly from the evaluator to OTCAS electronically. Standardized Test Scores You can self-report to NursingCAS. Send official test scores directly to programs. Official OAT scores must be sent to optometry schools and colleges when the exam is taken. Applicants are asked to self-report OAT scores on the OptomCAS application. If required by program, GRE and TOEFL test scores must be entered on the OTCAS application. Any other scores should be sent directly to the program. Transcripts Official transcripts should be sent by schools directly to NursingCAS Send official transcripts directly to OptomCAS by the school or college’s deadline. Send official transcripts directly to OTCAS. Social Media PharmCAS PTCAS SOPHAS Application Service Name Pharmacy College Application Service Physical Therapist Centralized Application Service Schools of Public Health Application Service Association American Association of Colleges of Pharmacy American Physical Therapy Association Association of schools of Public Health Number of Schools 111 pharmacy programs participate in PharmCAS 176 schools participating 42 Schools participate in SOPHAS Contact Information 617-612-2050 TTY: 617-612-2060 617-612-2040 617-612-2090 Opening Date* July 14, 2014 July 1, 2014 September 2014-
2A. AASB 124 Related Party Disclosures Illustrative examples for when Key Management Personnel (KMP) declaration of related party transactions would be required Related party relationships Scenario KMP Related party Whether information is required to be declared Declaration required? Information for KMP to disclose in their declaration checklist CEO’s sister is employed as a nurse at the Royal Children’s Hospital CEO of the Royal Children’s Hospital Sister The CEO’s sister is not in a senior position (i.e. an executive) that has decision-making responsibility. No perceived ability for this relationship to influence transactions between the public hospital and the agency. No None. Deputy Secretary’s son is a tax partner of a large accounting firm providing PPP advisory services to DET. Deputy Secretary of DET Firm where son is a partner The Deputy Secretary’s son is a tax partner in a large firm with multiple partners and does not have any influence on his firm for the provision of PPP advisory services. No perceived ability for this relationship to influence transactions between the accounting firm and the department. No None. Cabinet Minister’s wife has been appointed Secretary of another department (DTF). Cabinet Minister (who is Portfolio Minister of DHHS) Wife The Minister’s wife is in a senior (executive) position with decision-making responsibility for a department. Perceived ability to influence or be influenced in her appointment. Perceived ability to influence transactions by the existence of this relationship. Yes The KMP would need to declare any involvement he may have had in his wife’s appointment. He would also need to declare the nature of the amount and terms and conditions of any transactions influenced by the existence of this related party relationship.
Therefore, when assessing materiality, this should be done in consultation with council’s audit committee and external auditor and considers both the size and nature of the transaction, individually and collectively. Disclosure Requirements AASB 124 contains disclosure requirements to enable users of financial statements to understand the potential effect of the relationship on the financial statement. Key requirements are discussed below. KMP Compensation in aggregate and for each of the following categories: Short-term employee benefits Post-employment benefits Other long-term benefits Termination benefits Relationships between council and its subsidiaries, irrespective of whether there have been transactions between them. Amounts incurred by council for the provision of KMP services that are provided by a separate management entity. Where related party transaction have occurred (this is for all categories of related parties including related entities, KMPs, KMPs’ close family member/controlled entities and any other related parties council has identified): The nature of the related party relationship; Information about the transactions, outstanding balances and commitments including terms and conditions;* Separate disclosure for each category of related party. *In respect to the 4(b), the types of transactions disclosed can include: Purchase/sales and lease of goods, property and other assets Rendering or receiving of goods, services, property and other assets. Guarantees given or received Commitments
2:30 – 4:00 p.m. Introduce ‘Course Scheduling Policy’ 9:00 a.m.; ITV: NM / PCR; FB / B-102 October 30 10:30 a.m. / 7402 December 14, 2018 2:30 – 4:00 p.m. #16 Tuesday, December 4, 1:15 p.m. .; ITV: NM / PCR; FB / B-102 Tuesday, December 4 10:00 a.m. /7402 SPRING SEMESTER 2018 - 2019 January 25, 2019 #6, 14 February 8, 2019 #2, 11 March 15, 2019 #4, 7 April 19, 2019 #12
Instructions: Complete according to the guide Field operations in natural disasters and submit for registration. Task No Distributor Date task requested Pick up location Arrive time Destination (GPS preferred/road) Owner/contact & phone Load (e.g. No x type/size of bales, CVD no.) Date task complete Registered by: Date registered:
Total Estimated Hours and Costs Fixed Price Services Schedule Include a summary level schedule (Gantt chart) for the fixed priced services described above. When directed by the task force and/or SCOJD, the Fixed Price Services Section may also include any of the activities described in the Time and Materials Services Section of this document, as well as other services that have historically been considered as time and materials services. Naming and numbering schemes should be adjusted to accommodate all fixed price services and presented in a reasonable and understandable manner similar to that used in the Time and Materials Services Section. Service Units AASHTO has established an arrangement with several of its contractors to offer the opportunity for agencies to acquire special fixed-fee increments or units of contractor-provided service for consultation and support to assist an agency in implementing and/or supporting AASHTOWare products or projects. Service units may be used for the execution of work at an agency’s site or at the contractor’s site depending upon need. Further details on the purchase and use of service units are contained in the annual AASHTOWare catalog. Service Unit Work Description In general, a contractor, on a scheduled or ad hoc basis, may provide additional assistance to users to assist in product/project implementation, support, and/or training processes. Examples of service unit activities include, but are not limited to, the following activities: Planning and conducting training events; Implementation planning; Technical assessment/technical planning; Application installation and configuration; Data mapping and/or interface development of current agency systems data to a product; Configuring of generic field windows; Configuring of custom templates; Conversion development to take data from existing agency systems and load into a product. If service unit work is to be provided as part of the MSE, provide a budget for the work as described in section 4.2.
Polymer Atoms Function Subunits (monomer) Test Picture Important Simple Sugars C, H, O in a __:__:__ ratio end in -______ Ex. cellulose, glucose Starch Lipids (fats) C, H, O ______________, ______________ energy, insulation ______________ & Glycerol ______________ ______________ ______________ test Proteins C, H, O, & __ (Nitrogen) Build & repair __________ tissue Fight diseases (______________) Send messages (______________) Control reactions (______________) 5. Maintain homeostasis = regulate the body ______________ test _________ matters! Nucleic acids C, H, O, N, & __ (Phosphorus) Control ___________ information Make __________ to make traits ______________ Found in ALL living things! Found in the _________ Examples:
Station 1: Enzymes and Temperature Procedure: Label three depressions A, B, C Place SIX drops of iced yeast solution in depression A. Place SIX drops of room temperature solution in depression B. Place SIX drops of boiled yeast solution in depression C. Now quickly place about 3 drops of H2O2 in each depression. Carefully observe each depression. Record the reaction time and bubble rating for each. If the reaction lasts longer than 1 minute, write “>1”. Data Table 1 Depression Complete Time for reaction Bubble Rating (0-10) A. iced B. room temp. C. boiled Bar Graph 1: Graph the Bubble Rating for each solution 10 9 8 7 6 5 4 3 2 1 iced room boiled Station 2: Enzymes and pH Procedure: Label three depressions A, B, C Place FOUR drops of yeast solution in depression A, B, C. Place TWO drops of vinegar (acid) in depression A. Place TWO drops of water in depression B. Place TWO drops of baking soda water (base) in depression C. Now quickly place about 3 drops of H2O2 in each depression. Carefully observe each depression. Record the reaction time and bubble rating for each. If the reaction lasts longer than 1 minute, write “>1”. Data Table 2 Depression Complete Time for reaction Bubble Rating (0-10) A. acid B. neutral C. base Bar Graph 2: Graph the Bubble Rating for each solution 10 9 8 7 6 5 4 3 2 1 acid neutral base
Intermediate Level Date Time Subject Day 3 26/07/2014 - Saturday Morning - 9.00 – 12.00 54 Accounting & Control Systems Afternoon – 2.00 – 5.00 55 Information Management and Application in Business Day 4 27/07/2014 - Sunday Morning - 9.00 – 12.00 51 Business Mathematics & Statistics Afternoon – 2.00 – 5.00 56 Business Law and Management Final Level Date Time Subject Day 1 19/07/2014 - Saturday Morning - 9.00 – 12.00 58 Taxation Afternoon – 2.00 – 5.00 59 Management Accounting and Business Finance Day 2 20/07/2014 - Sunday Morning - 9.00 – 12.00 60 Advanced Financial Accounting Afternoon – 2.00 – 5.00 61 Auditing Day 3 26/07/2014 - Saturday Morning - 9.00 – 12.00 62 Business Communication - II (Above dates can be changed due to unavoidable circumstances) AAT SRI LANKA EXAMINATION STRUCTURE The following examination structure is effective from June 2010 Examination onwards.
16. Which languages do you know? Language Proficiency attained* Examination passed, if any *State whether you can speak, read or write. 17. Present occupation with designation, if any : 18. (i) Previous appointment/work experience, if any : Sl. No. Post held Employer/ Organization Last pay drawn with pay scale Period with date Nature of duties in brief
I hereby declare that the information given by me in this application is correct to the best of my knowledge and belief. In case of any false statement, I shall be liable to such action as the Authority may deem fit. Date: Signature of Applicant Place:
Provides written notices to the public information chair, newsletter editor, and assistant membership vice president about program details before event deadlines. Works closely with the assistant program vice president to insure that all meetings are announced, well in advance, and invitations are delivered. Plans and coordinates, with the branch executive committee, leadership workshops for the board members. Serves on finance committee. Serves on long range planning committee. Presides at branch meetings in the absence of the president and president-elect. Maintains contact with public interest organizations in the community and county government agencies, industry officers and others who are a likely source of information for branch projects. Works with the state officers to provide policy guidance for the continuing program concerns of the state. Notifies state program development chair of branch projects. Reports on information branch trends, interests, etc., to state committees. Knows AAUW policies that help provide guidance for program direction. IV. ASSISTANT PROGRAM VICE PRESIDENT Serves on the branch board of directors Serves as assistant to the program vice president and on the program development committee. Serves on the committee for the Reassembly Reception with the assistant membership vice president. V. MEMBERSHIP VICE PRESIDENT Serves as a member of the executive committee. Chairs the membership committee, appoints sub-committee chairs to the membership committee and develops and delegates their responsibilities, which may include: Retention of current membership and recruitment of past members that have dropped out. Recruitment of new members.
. Table of contents Employee handbook receipt 7 District information 8 Description of the district 8 Mission statement 8 District goals and objectives 8 Board of trustees 9 Board meeting schedule 10 Administration 10 School calendar 12 School Directory 13 Employment Equal employment opportunity 14 Job vacancy announcements 14 Employment after retirement 14 Contract and noncontract employment 14 Searches and alcohol and drug testing 15 Health Safety 16 Reassignments and transfers 16 Workload and work schedules 16 Notification of parents regarding qualifications 17 Outside employment and tutoring 17 Performance evaluation 18
and accepted openly from students, parents, or other persons or organizations in recognition or appreciation of service. Standard 1.6 The educator shall not falsify records, or direct or coerce others to do so. Standard 1.7 The educator shall comply with state regulations, written local school board policies, and other applicable state and federal laws. Standard 1.8 The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. 2. Ethical Conduct toward Professional Colleagues Standard 2.1 The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. Standard 2.2 The educator shall not harm others by knowingly making false statements about a colleague or the school system. Standard 2.3 The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. Standard 2.4 The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. Standard 2.5 The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, sex, disability, or family status. Standard 2.6 The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. Standard 2.7 The educator shall not retaliate against any individual who has filed a complaint with the SBEC under this chapter. 3. Ethical Conduct toward Students Standard 3.1 The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. Standard 3.2 The educator shall not knowingly treat a student in a manner that adversely affects the student's learning, physical health, mental health, or safety. Standard 3.3 The educator shall not deliberately or knowingly misrepresent facts regarding a student. Standard 3.4 The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, sex, disability, national origin, religion, or family status. Standard 3.5 The educator shall not engage in physical mistreatment of a student. Standard 3.6 The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student.
Table of Contents Annexes Abbreviations AAF Australia Awards Fellowships AALP Australia Awards Leaderships Program AAS Australia Awards Scholarships ACIAR Australian Centre for International Agricultural Research ADS Australian Development Scholarships ALAF Australia Leadership Awards Fellowships ALAS Australian Leadership Awards Scholarships ANU Australian National University CEO Chief Executive Officer DCS Development Cooperation Strategy GE Gender Equality
Percentage of Alumni who have promoted gender equality in their organisation Means of Promoting Gender Equality Aid delivery agency Foreign company Vietnamese company Government organization Education Institute Total answered 73 95 102 160 300 Formal Means 42.5% 28.4% 24.5% 31.3% 27.7% Informal Means 56.2% 45.3% 40.2% 46.9% 35.3% Improving organisational systems Almost 94% of alumni made improvements in at least one area of their organisation in the last three years. The main areas that alumni helped to improve were procedures, programs and management systems. Men were more likely than women to make improvements in their organisations. Significantly more men than women made improvements to management systems and policies in organisations. Men were also more likely to improve linkages with other organisations. Women were most likely to improve their organisation’s programs, while men were most likely to improve its management systems. Exhibit 4.19 Percentage of Alumni Improving Organisations in last 3 years (by Gender) Alumni Male Alumni Female Alumni Area of Organisation No. % of Total No. % of Males No. % of Females Procedures 301 45.2 133 40.9 168 36.5 Processes 267 40.1 110 33.8 157 34.1 Management systems 280 42.0 146 44.9 134 29.1 Programs 291 43.7 117 36.0 174 37.8 Services 251 37.7 107 32.9 144 31.3 Links with other organisations 235 35.3 117 36.0 118 25.7 Policies 253 38.0 135 41.5 118 25.7 None of the above 41 6.3 19 5.8 22 4.8 Alumni Make Contributions to Vietnam’s Development Men were more likely than women to report making contributions to Vietnam’s development. Women were more likely than men to report making contributions to education and public health, but men were more likely to make contributions in all other development priority areas. About 28% of women reported making contributions to education, 25% to economics, and 25% to governance and financial management. Exhibit 4.20 Percentage of Alumni Contributing to Development Priority Areas (by Gender)
(B) describe aesthetics; (C) explain the storyline; (D) summarize subject matter; and (E) discuss the use of sound. Unit 4: Ethical Decision Making In this unit, students will examine the standards of ethical conduct, the legal requirements of ethical behavior, and liabilities associated for failure to meet those expectations. Students will demonstrate the constructs of confidentiality and digital etiquette. The culminating activity for this unit will span the entirety of the course as skills learned will be applied in the various projects required for course completion. 15 periods 675 minutes (8) The student applies ethical decision making and understands and complies with laws regarding use of technology in animation. The student is expected to: (A) exhibit ethical conduct related to interacting with others such as maintaining client confidentiality and privacy of sensitive content and giving proper credit for ideas; (B) discuss and apply copyright laws; (C) model respect of intellectual property; (D) demonstrate proper etiquette and knowledge of acceptable use policies; and (E) analyze the impact of the animation industry on society. Technology applications are key to the efficient design and delivery of Animation projects. In this unit, students will use critical thinking and problem–solving skills independently and in groups as to increase the quality of their presentations and projects. The culminating activity for this unit will span the entirety of the course as skills learned will be applied in the various projects required for course completion. 15 periods 675 minutes
(O) understand the basics of audio and video editing platforms such as differences between linear and nonlinear editing systems; and (P) describe various digital platforms, including high definition and standard definition. Students will demonstrate their knowledge of processes by planning and evaluating the production, creating technology specifications, creating and monitoring the budget considerations, and identifying the team roles required for successful completion of the production. Students will understand the casting/audition process and identify the crew, cast, equipment, and location requirements for said production. The culminating activity for this unit will span the entirety of the course as skills learned will be applied in the various projects required for course completion. (14) The student understands the pre-production process. The student is expected to: (A) design and implement procedures to track trends, set timelines, and evaluate progress for continual improvement in process and product; (B) respond to advice from peers and professionals; (C) create technology specifications; (D) monitor process and product quality using established criteria; (E) create a script and identify resources needed to begin the production; (F) identify budgeting considerations for cast, crew, equipment, and location; (G) analyze the script and storyboard development processes for a successful production; (H) identify and participate in the team roles required for completion of a production; (I) identify cast, crew, equipment, and location requirements for a scripted production; and (J) understand the casting or audition process.
(21) The student makes informed judgments about product designs and the designs of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions; and (B) select and analyze original product designs by peers and others to form precise conclusions about formal qualities and historical and cultural contexts, intents, and meanings. Unit 3: AAVTC Systems This unit examines the systems and their interdependence between and among the various pathways in the within the AAVTC cluster. Students will explore the businesses, the economic base, and the artistic and technical sides of each pathway. This unit will culminate with student projects focused on the impact of the cluster on their daily lives. The culminating activity for will include a written analysis of the history of the arts, audio/video technology, and/or communications field. (6) The student understands arts, audio/video technology, and communications systems. The student is expected to: (A) describe the nature and types of businesses in arts, audio/video technology, and communications; (B) analyze and summarize the history and evolution of the arts, audio/video technology, and communications fields of study; (C) analyze the arts, audio/video technology, and communications economic base; and (D) analyze and summarize evidence of interdependence between the technical and the artistic sides of arts, audio/video technology, and communications. This unit will deepen student understanding of the proper use of English language arts in the context of the Arts, Audio/Visual Technology, and Communications projects. Students will have the opportunity to compose and edit documents of varying types and to research and evaluate information for use in AAVTC projects. The culminating activity for the unit will span the entirety of the course as skills learned will be applied in the various projects required for course completion.
Scope & Sequence Course Name: Professional Communications TSDS PEIMS Code: 13009900 Course Credit: .5 Course Requirements: Grade Placement 9-12. Prerequisites: None. Course Description: NOTE: This is a suggested scope and sequence for the course content. This content will work with any textbook or instructional materials. If locally adapted, make sure all TEKS are covered. Total Number of Periods Total Number of Minutes Total Number of Hours *Schedule calculations based on 175/180 calendar days. For 0.5 credit courses, schedule is calculated out of 88/90 days. Scope and sequence allows additional time for guest speakers, student presentations, field trips, remediation, extended learning activities, etc. Unit Number, Title, and Brief Description # of Class Periods* (assumes 45-minute periods) Total minutes per unit TEKS Covered Knowledge and skills. (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to: (B) demonstrate professional standards and personal qualities needed to be employable such as oral and written communication, leadership, teamwork, appreciation for diversity, conflict management, customer service, work ethic, and adaptability. (7) The student applies safety regulations. The student is expected to: (A) implement personal and classroom safety rules and regulations; and (B) follow emergency procedures as needed. (10) The student applies technical skills for efficiency. The student is expected to:
(A) employ planning and time-management skills to relate to professional communications; and (B) use technology to enhance productivity. Unit 2: Communication and Technology Skills Students will use appropriate technology and/or assigned materials to learn and/or review relevant cyber safety procedures. Students will also learn about, discuss, and use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio and video production projects, as well as processes such as personal information management, file management, and file sharing. Students will work together in teams to learn, observe, and demonstrate how to employ and monitor appropriate cyber safety/security measures for the various technology applications and processes. (4) The student understands and examines problem-solving methods. The student is expected to: (A) employ critical-thinking skills independently and in groups; and (B) employ interpersonal skills in groups to solve problems. (5) The student uses technology applications and processes. The student is expected to: (A) use technology applications such as social media, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for audio and video production projects; and (B) use processes such as personal information management, file management, and file sharing. (4) The student understands and examines problem-solving methods. The student is expected to: (A) employ critical-thinking skills independently and in groups; and (B) employ interpersonal skills in groups to solve problems.
Total base: 3841 Essence base: 490 base: 807 base: 585 base: 340 base: 600 Release base: 356 base: 363 base: 300 $2,000 or more per week ($104,000 or more per year) 8% 11% 7% 9% 5% 11% 8% 7% 6% $1,500 – $1,999 per week ($78,000 – $103,999 per year) 10% 9% 10% 12% 7% 9% 10% 7% 9% $1,250 – $1,499 per week ($65,000 – $77,999 per year) 8% 8% 8% 7% 4% 9% 8% 10% 6% $1,000 – $1,249 per week ($52,000 – $64,999 per year) 9% 7% 9% 10% 7% 10% 8% 9% 9% $800 – $999 per week ($41,600 – $51,999 per year) 7% 5% 8% 7% 6% 8% 6% 6% 9% $600 – $799 per week ($31,200 – $41,599 per year) 10% 12% 12% 9% 9% 9% 10% 9% 8% $400 – $599 per week ($20,800 – $31,199 per year) 12% 11% 12% 12% 14% 12% 14% 13% 9% $300 – $399 per week ($15,600 – $20,799 per year) 13% 12% 14% 9% 20% 10% 12% 13% 15% $200 – $299 per week ($10,400 – $15,599 per year) 9% 11% 8% 7% 13% 8% 7% 11% 7% $1 – $199 per week ($1 – $10,399 per year) 8% 6% 7% 10% 9% 8% 9% 5% 11% Nil income 6% 7% 4% 8% 6% 5% 9% 8% 8% Negative income 1% 1% 1% 0% 0% 0% 0% 0% 2%
Participant Name: Staff Name: Provider Agency: ISP Date: Service Type (one per form): Quarter reviewed: Frequency (e.g., 5x/wk): Units Per Encounter (e.g., 15-20): I agree that the information on this form is correct (staff signature): Date signed: ISP QUARTERLY OBJECTIVES REVIEW Reference monthly progress notes to complete this section. TIP: Copy and paste the information from the participant’s last monthly (3rd MPN for each quarter) directly into this report. GOAL PHRASE and OBJECTIVE (condition, behavior, criteria) QUARTERLY REPORT (in GAS format) DECISION Example: Laundry (ADL) After gathering his dirty clothes from his bedroom, Thom will do his laundry following a task analysis, 8/11 steps completed independently (rest of steps need no more than gesture prompts) for one quarter Expected Outcome for this quarter: 4/11 steps completed independently (rest of steps need no more that direct verbal prompts Level of Attainment: --2 Summary: Thom consistently completed 3 steps independently following the task analysis but still required model prompts for the remaining steps. Although this is an improvement from baseline, he has not met the expected outcome for this month. C = Continue R = Revise D = Discontinue _X_C __R __D 1. Expected Outcome for this quarter: Level of Attainment: - Summary: __C __R __D 2. Expected Outcome for this quarter: Level of Attainment: - Summary: __C __R __D 3. Expected Outcome for this quarter: Level of Attainment: - Summary: __C __R __D 4. Expected Outcome for this quarter: Level of Attainment: - Summary: __C __R __D 5. Expected Outcome for this quarter: Level of Attainment: - Summary: __C __R __D
recommendations for the management of CPE: Question 6. Documenting the indication for ongoing antibiotic therapy is not necessary when daily patient rounds are conducted. True or false? False: Documenting the indication (need) for therapy is an important aspect of safe prescribing of any medicine. Documenting the indication, intended duration and review date at the commencement of therapy can also help ensure timely review of the patient’s progress, response to therapy and the decision to change or stop therapy. Learn more: Question 7. If microbiology tests are ordered for a suspected bacterial infection, the responsible clinician should review the results within 24 hours of the results being available. True or false? True: Timely review of the patient’s progress, response to therapy and results of culture and antibiotic susceptibility tests within 24 hours of results being available, can guide decision-making about antibiotic treatment, and enable consideration about whether changing or stopping antibiotics is appropriate. Changes might include switching treatment from broad spectrum to narrow spectrum, changing the route of administration from intravenous to oral, or stopping treatment altogether. Review of treatment is one of nine quality statements included in the Antimicrobial Stewardship Clinical Care Standard. Learn more: Question 8. The group of antibiotics known as ‘beta-lactam antibiotics’ includes penicillins, cephalosporins and carbapenems. True or false? True: The largest group of antibiotics are the ‘beta-lactam’ antibiotics. This group includes penicillins, cephalosporins and carbapenems. Learn more by watching the Antimicrobial Pharmacotherapy presentation, available on the Commission website: Question 9. In Australian hospitals, only a small proportion of hospitalised patients are prescribed antibiotics. True or false? False: Results from the 2015 NAPS survey showed that the prevalence of antimicrobial use (i.e. the percentage of hospital inpatients receiving an antimicrobial on the Hospital NAPS audit day) is estimated to be close to 40%, based on data submitted. Learn more about the 2015 NAPS: Question 10. Taking blood from central or peripheral lines is the False: When obtaining specimens for blood culture, the following points are important to avoid contamination:
Week 1 Assigned Pages: Discussion Leader: Diction Detective: Theme Theologian: Characterization: Inference Inventor: Wednesday Assigned Pages: Thursday Assigned Pages: Friday Assigned Pages: Monday Assigned Pages: Work on your weekly role assignment. Tuesday Group discussion/Role presentations Week 2 Assigned Pages: Discussion Leader: Diction Detective: Theme Theologian: Characterization: Inference Inventor: Wednesday Assigned Pages: Thursday Assigned Pages: Friday Assigned Pages: Monday Assigned Pages: Work on your weekly role assignment. Tuesday Group discussion/Role presentations Week 3 Assigned Pages: Discussion Leader: Diction Detective: Theme Theologian: Characterization: Inference Inventor: Wednesday Assigned Pages: Thursday Assigned Pages: Friday Assigned Pages: Monday Assigned Pages: Work on your weekly role assignment. Tuesday Group discussion/Role presentations Week 4 Assigned Pages: Discussion Leader: Diction Detective: Theme Theologian: Characterization: Inference Inventor: Wednesday Assigned Pages: Thursday Assigned Pages: Friday Assigned Pages: Monday Assigned Pages: Work on your weekly role assignment. Tuesday Group discussion/Role presentations Week 5 Assigned Pages: Discussion Leader: Diction Detective: Theme Theologian: Characterization: Inference Inventor: Wednesday Assigned Pages: Thursday Assigned Pages: Friday Assigned Pages: Monday Assigned Pages: Work on your weekly role assignment. Tuesday Group discussion/Role presentations Weekly Schedule of Roles and Reading Sections
Waldo, Dwight. 1984 [1948]. The Administrative State: A Study of the Political Theory of American Public Administration. New York: Holmes and Meier. Weikart, Richard. 2004. From Darwin to Hitler: Evolutionary Ethics, Eugenics, and Racism in Germany. New York: Palgrave Macmillan. Weikart, Richard. 2009. Hitler’s Ethic: The Nazi Pursuit of Evolutionary Progress. New York: Palgrave Macmillan. Weinreich, Max. 1999 [1946]. Hitler’s Professors: The Part of Scholarship in Germany’s Crimes Against the Jewish People. New Haven: Yale University Press. Warburton, Clark. 1932. “Prohibition and Economic Welfare,” Annals of the American Academy of Political and Social Science 163, 89-97. Wuorinen, John H. “Finland’s Prohibition Experiment.” Annals of the American Academy of Political and Social Science 163, 216-226.
COMMUNITY VISIONING/ ASSET MAPPING A team-based creation of a visual map that locates both community assets (people, places, organizations, business, etc.) and areas of need that are related to the health issue that you are interested in. Entire community Youth only Adults only Seniors/Elders only Other (describe): POLICY, SYSTEM, AND/OR ENVIRONMENT SCAN Convening tribal stakeholders (tribal leaders, health administrators, staff, etc.) to assess existing policies, health care system(s), and the environment to explore how these factors impact health and wellness of community members. Entire community Youth only Adults only Seniors/Elders only Other (describe):
PHOTOVOICE/ VIDEOVOICE A process where community members use photographs, videos and stories from community members to document local assets and needs, advocate for change, and begin the process of planning for action. Entire community Youth only Adults only Seniors/Elders only Other (describe): GATHER EXISTING DATA Gather existing data from various community programs and data sources and consolidate into a single report. Entire community Youth only Adults only Seniors/Elders only Other (describe): OTHER Please, explain your other proposed CHA method below: Entire community Youth only Adults only Seniors/Elders only Other (describe):
Foundational Concept 8 Psychological, Social and Biological Foundations of Behavior Psychological, socio-cultural, and biological factors influence the way we think about ourselves and others. Categories Tufts Courses (list all courses that would satisfy the category description) Category 8A focuses on the notion of self and identity formation. ANTH 148, 188 CSHD 61 PSY 1, 12, 13 SOC 20, 23, 30, 103, 114, 125, 143 Category 8B focuses on the attitudes and beliefs that affect social interactions. ANTH 148, 188 CSHD 61 CH 106 PSY 1, 13 SOC 23, 40 Category 8C focuses on the actions and processes underlying social interactions. ANTH 148, 188 CSHD 61 CH 106 PSY 1, 13, Many 10- and 20- level courses All Sociology Courses, Foundational Concept 9 Psychological, Social and Biological Foundations of Behavior Cultural and social differences influence well-being. Categories Tufts Courses (list all courses that would satisfy the category description) Category 9A focuses on the link between social structures and human interactions. ANTH 148, 188 CSHD 62 PSY 1, 13 All Sociology Courses, Category 9B focuses on the demographic characteristics and processes that define a society. CSHD 142-03 PSY 1, 13 SOC 001
-TABLE OF CONTENTS- QUALITY AND SAFETY Background [1-2] Metrics:/Severity of Illness Patient Level [3-5] Hospital Level [6-8] Quality Improvement Communication [9-10] Training [11] Cost [12-13] PREGNANCY: ANTEPARTUM Maternal Comorbid Disease (Indirect Causes) Obesity [14-15] Respiratory/Pulmonary Asthma [16-17] Infectious Diseases Influenza [18] HIV [19-20] Diabetes [21] Cardiovascular Disease (Non-Hypertensive Disorders of Pregnancy) [22-23] PREGNANCY: INTRAPARTUM Labor Preterm Labor Risks [35-36] Related Therapy[37-40] Induction of Labor Methods [41] Maternal and Fetal Effects [42-44] Other [45] PO Status During Labor [46] Delivery Setting [47] Cesarean Delivery Malplacentation [61-62] Cesarean vs. Vaginal Delivery General [63] Maternal Request [64-65] Infection [66-67] Other [68] Maternal Comorbid Disease (Direct Causes) Hypertensive Disorders of Pregnancy General [24] Risk Factors [25-26] Eclampsia [27-28] Therapy [29-31] Fetal Outcomes [32] Future Disease [33-34] Labor Analgesia Neuraxial Anesthesia Spinal vs. CSE [48] Predictors [49] Dosing [50-56] Evaluation [57] Other Labor Analgesia Hypnosis [58-59] Remifentanil [60] Cesarean Delivery Anesthesia Neuraxial Anesthesia [69-73] General Anesthesia Airway [74-77] Postpartum Hemorrhage [78] Intraoperative Awareness [79] TAP Blocks [80-82] PREGNANCY: POSTPARTUM
Maternal Morbidity/Mortality Postpartum Hemorrhage and Hemostasis Epidemiology/Risk Stratification of PPH [83-85] Prevention and Management of PPH [86-92] Identifying Who’s Sick [93-98] Anesthetic Complications/Side Effects Respiratory Depression [99] Local Anesthetic Toxicity [100] Epidural Hematoma [101-102] Post Dural Puncture Headache [103-105] Nausea/Vomiting [106-107] Post Operative Pain Predictive Tools [108-109] Biological Profiles [110] Chronic Pain [111-113] Other [114-115] FETAL COMPLICATIONS/OUTCOMES TOOLS OF OUR TRADE Timing of Delivery Guidelines [116-117] Fetal outcomes [118-120] Perinatal Exposures Anesthetics [121-123] Other Maternal Medications [124-127] Effect of Delivery Mode [128-130] Technology Ultrasound [134-136] Videotaping [137] Publications [138] Fetal Heart Rate Monitoring [131-133]
Supplemental digital content Supplemental TABLE 1: Data collection protocol On-site observation Operating room area? (Choose name) Emergency intervention? (Yes/No) Information exchange (Yes/No) Clinical performance (Yes/No) Patient Name? Date of birth? Allergies? Anesthesia consent? Perioperative surgical medication? Anesthesia procedure/surgery? Monitoring? IV functioning? All drugs correct? Airway? Respirator function? Suction device function? Pressure limiting valve < 10cmH2O? Oxygen flow > 8 L/min? %FiO2 > 80%? CO2-wave visible? FeO2 > 0.8? ECG visible on patient monitor? SpO2 visible on patient monitor? Blood pressure visible on patient monitor? Blood pressure interval 2 minutes or less? IV running correctly? Suction device function checked? Intended hypnotic available? Intended opioid available? Intended muscle relaxant available? All team members present during entire observation? (Yes/No) Checklist used? (Yes/No) Team member who read the checklist? (Consultant, resident, nurse)
Supplemental TABLE 2: Cross table analyses for subgroups of consultant-led teams APIC group n=99 Control group n=75 Fishers exact test p-value Information exchange >90% 98 (99%) 4 (3%) <0.001 Knowledge of critical information > 90% 85 (86%) 39 (52%) <0.001 Perception of safety > 90% 55 (56%) 18 (24%) <0.001 All outcomes > 90% 49 (49%) 27 (36%) 0.092 4 outcomes > 90% 76 (77%) 51 (68%) 0.23 3 outcomes > 90% 25 (25%) 0 (0%) <0.001 2 outcomes > 90% 29 (29%) 4 (5%) <0.001 1 outcome > 90% 35 (35%) 11 (14%) 0.0029 No outcome > 90% 8 (8%) 32 (43%) <0.001 Information exchange, knowledge of critical information, perception of safety, perception of teamwork > 90% 1 (1%) 25 (33%) <0.001 Information exchange, knowledge of critical information and perception of safety > 90% 32 (32%) 0 (0%) <0.001 Knowledge of critical information and perception of safety > 90% 47 (47%) 0 (0%) <0.001
Appendix 1 ABA Exam Content Related to Perioperative Ultrasound Primary Certification – Basic Topics Neck (Including Doppler Ultrasound for Central Venous Access) Physics of Doppler ultrasound Primary Certification – Advanced Topics Ultrasound-Guided Placement of Invasive Catheters (Arterial, Central Venous) and Nerve Blocks Peripheral and Autonomic Nerve Blocks: Indications, Contraindications, Techniques, Clinical Assessment, Complications, Use of Nerve Stimulators, Use of Ultrasound Heart Function: Heart Tones, Electrocardiogram (ECG), Echocardiography, Doppler, Cardiac Output Echocardiography: Technical Aspects, Complications Echocardiographic Heart Anatomy: Chambers, Valves, Great Vessels, Pericardium, Basic Transesophageal Echocardiography (TEE) Views Diagnosis of Myocardial Infarction and Acute Coronary Syndrome; Clinical, ECG, Enzymes, Echocardiography, Nuclear Techniques Perioperative Diagnosis and Treatment of Ischemia; ECG, TEE Valvular Heart Disease: Diagnosis (Including Echocardiography) Cardiac Tamponade and Constrictive Pericarditis: Diagnosis, TEE, PA Catheter Pulmonary embolism: Diagnosis, TEE findings Maintenance of Certification Monitoring methods: Heart function - heart tones, ECG, echocardiography, cardiac output TEE – ischemic heart disease, valve function, emboli detection, congenital heart disease, pericardial fluid/tamponade, ventricular function and preload assessment Critical Care Medicine Imaging: Cardiac Ultrasound (TTE, TEE) Other Bedside Ultrasound (assessment of intravascular volume, etc.) Renal Diagnostic modalities: Angiography, CT/MRI, Diagnostic x-ray, Ultrasound Obstetric imaging: ultrasound Endocrine imaging: ultrasound Gastrointestinal imaging: ultrasound Procedures: Ultrasound: Indications, application, Physics of Ultrasound, Interpretation