zilongwang/ReadingBank huggingface dataset:
Staff Development and Collaboration: Participation in the district’s Restorative Practice cohort (if possible) Reflective practitioner exercises during staff meetings and professional development days Self-Regulation teacher leader role Involve Parents: Parent education through newsletters & PAC meetings Feelings Word Curriculum’s school-home partnership activities Involve Students: Feelings Word Curriculum Create/find a self-evaluation tool for the kids to use Develop playground agreement for expected behaviours andsolving problems in peaceful ways Monitor Progress / Adjust Actions: Assess learners 3 a year (October, February & May) in the two following areas: being alert and engaged, and being secure and calm. Student self-evaluation Attendance data Office referrals Backup Documentation Anecdotal evidence (teachers, parents, students) student reflection Office referrals Attendance records Documentation of learning Key evidence of change How did your actions make a difference? Choose 1-3 pieces of evidence to demonstrate the impact your actions have had on student learning to meet your goal. Documentation could include video, survey results, performance standard data, anecdotal evidence, work samples, etc. 2016/2017 APL: Improve student learning through Social Emotional Learning; Develop a common understanding and language amongst teachers, parents and learners for communicating and assessing growth in the areas of self-regulation and peaceful problem solving was a departure from previous academic APL goals. It was the first time the staff was looking at the social learning data and how it was influencing the academic achievement of our learners. We were noticing that there was an increase in anxiety in the student population and we were very curious if different times of year would influence the results in different grade levels. We suspected that the primary learners would improve as the year went on and the increased demands on the intermediate learners would show a need for increased adult support later on in the year. Our findings were that there was improvement in all areas with the least improvement in the areas of being Secure & Calm and Alert & Engaged. The time of year that we were curious about did not seem to influence the children. Although the goal of the APL was to gather data and to begin to intentionally “Notice, Name and Nurture” the strategies that the learners were currently using, there has been some clear evidence that the efforts have made an impact on the learners. See below. Backup Documentation
When should we use the new language described in this guidance? Answer: The new language should be used when you are processing any installation or operating permit where we originally used the <10 exemption. This includes permits for new or modified sources, chapter 31 or administrative modification or any renewal permit. Should DO/Laa staff go back and reissue permits where the <10 exemption was used? Answer: DO/Laa staff should make these changes whenever the permit comes up for revision. At this point DAPC has not decided to search for all past permits issued with the <10 exemption in order to separately revise the permits. Other than renewal or modified permits, Ohio EPA does not currently believe that the Court’s order requires the reissuance of permits where the <10 exemption was used. Can we still use the approach to avoid BAT by putting in the restrictions that keep emissions to below 10 tons per year? Answer: No, the avoiding of BAT approach can no longer be used because under the current court decision, no new or modified sources can avoid the applicability of BAT. Based on this guidance, it was intension, especially as stated in question #10, that permits would no longer be issued without BAT for emissions less that 10 tons per year. Should the September 2006 guidance be used with no BAT or should the subsequent July 2, 2010 guidance overrule the earlier guidance and BAT be set? 8 LAA IT Issues F5 replacement research continues – could be higher expense On-boarding/Off-boarding – Procedures coming Erica Engel-Ishida
Action Plan for Learning School Name: Coquitlam River Elementary School Goal: School Year: 2015-16 Goal / Inquiry Student learning To improve student learning by acquiring and teaching physical and emotional Rationale 1-3 reasons for choosing goal Students can moderate their behaviors and demonstrate self-control Students can persist when faced with difficult problems Students will become aware of personal strategies they can use as coping mechanisms in times of high stress or boredom. References and sources to support actions Mind-Up – McMillian Self-Regulation – Swain and Ana Lenarchuk Brenda Whittam-Neary presentation (twice) Backup Documentation Planned Actions Continuing practices working well (1-3) What will we do differently? (1-3) How will we provide for staff development and collaboration? How will we involve parents? How will we involve students? How will we monitor progress and adjust actions? Our school goal for 2015-16 will be to continue to investigate how teaching and practicing self-regulation techniques can improve learning through increased student engagement. We want our students to experience what “just right” is and to learn and how they can get there if they are not yet ready. In addition, we are also investigating how healthy living initiatives can help with physical self-regulation. Here are some new and continuing initiatives to help meet our goal: NEW:  Active Morning Club 8:15-8:45 AM run by Parent volunteers using the BOKS program to see how movement and nutrition affects self-regulation.  20 minute circuit training 8:55-9:15 AM (optional)  20 minute whole school activity every Friday from 12:50-1:10 PM  CRE will be a part of the Healthy Schools Network  Promoting “5-2-1-0”healthy living mantra  Parent education evenings using students in grades 4-5 as presenters Intramural program at lunch Litterless lunch promotion – healthier eating choices for PAC Hot Lunches Gymnastics program with qualified instructors (October) Cycling BC initiative to bring cycling and safety to primary children (April) Partnership with Roots of PocoSports After-School Programs CONTINUING:
What surprised you? What conclusions / inferences might you draw? How does this inform potential next steps? practices. Our staff has participated in a number of school-wide and district pro-d days with an SEL focus and our student services team and principal have visited some schools within our district to see how our colleagues were implementing SEL practices in their schools. Through these experiences, we are prepared to implement a strategic SEL plan of our own. We plan to continue learning, implementing, reflecting and adjusting as we move forward on our journey. We see SEL as a “process” not a product and have already begun the process of implementing intentional environmental improvements to address the SEL needs of our students. We have already begun “de-cluttering” our school, class by class to create an environment that is calming and conducive to learning. In addition, our foyer and hallway displays are beginning to reflect our shift to a more neutral and calming learning environment. Our inclusive model of support combined with grade-group and school-wide collaboration opportunities has allowed our school to develop a shared understanding of SEL. Staff discussions on this subject, along with the ongoing support and expertise of our student services team, have helped us to work effectively toward this shared goal. Teachers can work collaboratively to address individual and class SEL learning needs. We have investigated and implemented programs such as Mind Up, Zones of Regulation and RULER, and have implemented the school-wide program “Our Hidden Heroes”, with much success. We aim to expand the use of classroom programs already in place and to align our school-wide focus on SEL with district initiatives. Backup Documentation (Delete this section if Literacy is your main goal) Literacy Data Attach the following : Classroom Assessment School Assessment FSA results Literacy Data: Classroom Assessment (District collected) – Attached Classroom Assessment (School collected) - Attached School Assessment - Attached FSA Results (To be added in July, 2015) Satisfaction Survey - Attached Signatures School Name: School Goal: School Year: Submitted by School Planning Council: Title Name Signature Principal Mike Gordon Parent Christine Minty
4 Sundry Creditors (Trade) 33 Installments of deferred receivables 5 Unsecured Loans 34 Inventory 6 Advances/progress payments from customers/deposit from dealers a)Raw Materials (incl. stores) 7 Interest and other charges accrued, but not due for payment b) Stock in process 8 Provision for taxation c) Finished goods 9 Dividend payable d)Other consumable spares 10 Other statutory liabilities (due in 1 year) 35 Advances to suppliers of raw materials and stores/spares consumables 11 Installments of Term payment credits/debentures/ redeemable preference shares (due in 1 year) 36 Advance payment of taxes 12 Other current liabilities and provisions(due in one year) 37 Current Assets 13 Current Liabilities(A+B) 38 Current Assets BALANCE SHEET SPREAD(CONTD) (Applicable for working capital & Term Loans) ( TO REPAYMENT PERIOD IN CASE OF TERM LOANS) LIABILITIES As per Balance Sheet as of ASSETS As per Balance Sheet as of Last Two years Actuals Current Year Est. Last Two Actuals Current Year Est. TERM LIABILITIES ASSETS 14 Debentures (Not maturing in 1 yr) 39 Gross Block 15 Redeemable Pref. Shares 40 Depreciation to date 16 Term Loans 41 Net 17 Deferred Payment Credits OTHER NON CURRENT ASSETS .
Add: Opening SIP Deduct: Closing SIP Sub Add: Opening FGs Deduct: Closing FGs (Cost of 5 Profit (3 – 4) 6 Interest 7 Selling, General &admn. Expenses 8 Operating Profit 9 Other Income/Exp. Add Income Deduct exp. Sub Total ( - ) ( + ) 10 Profit before tax Less provision for tax 11 Net Profit / Loss Dividend Paid / Payable ANALYSIS OF BALANCE SHEET:(Applicable for working capital & Term Loans –for term loans to cover repayment period) LIABILITIES As per Balance Sheet as of As per Balance Sheet as of
NAME: PERIOD: DATE: AP Biology Lab #3 – Mitosis & Meiosis Visit In Mitosis Slides, Identify the stage of the slides presented. (This should be an automatic 4 points) 1. 2. 3. 4. 5. 6. 7. 8. Visit ( ) and complete the ”Online Onion Root Tip” assignment. (This should be an automatic 4 points) Interphase Prophase Metaphase Anaphase Telophase TOTAL # of Cells 36 % of Cells 100% Visit () Work through “3‐I Mitosis”. Make sure you complete the exercises and do the “Analysis of Results I” Fill in the below based on the data assigned to your group (Another automatic 10 points) What is your group #: Interphase Prophase Metaphase Anaphase Telophase TOTAL # of Cells Time (Minutes) 1,440
Attend a ward if possible on the ward you visit. How often does each consultant undertake a ward round? Who was present? Attend a drug Approximately at what time do drug rounds occur? Attend a nursing staff changeover. What times do staff changeovers occur? Was this helpful from a dietitian’s point of view? If there is the opportunity, attend a multidisciplinary meeting. Who else attends? List who completes the following documentation and what it contains: Document Completed by Contains Case Notes Nursing Record Drug chart Bed End file Practice 16: To be able to identify those professionals who work closely with a dietitian. Choose three professions to answer the following questions, one profession per page:
Name of profession: 1. What is the unique contribution of that profession to the care / treatment / rehabilitation of patients? 2. How does that profession train: type, length of training – demand for specific qualifications 3. Try to establish any particular strengths of their professional practice 4. In which areas does their professional practice interact or overlap with that of the dietitian Are there opportunities for joint working between the profession and dietetics Choose three professions to answer the following questions, one profession per page: Name of profession:
Be sure to make your argument central to the essay. Use the sources (editorials) as support for the argument. Part 3 Vocabulary Abstract Ad hominem Alliteration Allusion Anachronism Analogy Anaphora Anecdote Antecedent Antithesis Argument Cacophony Coherence Colloquial Conflict Connotation Deduction Denotation Dialect Diction Didactic Discourse Ellipsis Epigraph Euphemism Euphony Figurative language Hyperbole Imagery Induction Inference Invective Irony Logical fallacy Logos Loose sentence Metaphor Metonymy Motif Onomatopoeia
Oxymoron Parable Parallelism Parody Pathos Pedantic Periodic sentence Personification Persuasion Rhetoric Rhetorical modes Rhetorical question Sarcasm Satire Style Syllogism Symbol Synecdoche Syntax Synthesis Theme Thesis Tone Transition Understatement Voice Additional Useful Information Note: This information will be on the Sunlake High School website. Access it there for active links or copy and paste the link into the browser. How to Read Critically: How to Read Nonfiction:
Summer Assignment for AP Latin and Honors Latin IV In addition to the lines you will read in Latin, you are responsible for reading Books 1, 6, and 7 of Caesar’s Gallic War Commentaries and Books 1, 2, 4, 6, 8, and 12 of Vergil’s Aeneid in English. Because you do not have enough time to read these selections during the term, you are required to read them over the summer. At the beginning of the term we will spend a few days discussing your readings and then you will have two short tests on what you have read. This format of this test will be similar to the short-response questions you had in Latin III but there will be no Latin text involved. These are the names (and the ISBNs) of the texts we will be using in class next year: Caesar, Selections from his Commentarii De Bello Gallico by Hans-Friedrich Mueller (ISBN: 978-0-86516-752-0) Vergil’s Aeneid, Selected Readings from Books 1, 2, 4, and 6 by Barbara Weiden Boyd (ISBN: 978-0-86516-764-3) Virgil, The Aeneid, translated by David West (ISBN: 978-0-14-044932-7) The text we are using for Caesar has all the English readings in the back of the book but the Vergil text does not. That is why I included a separate book of the entire Aeneid in translaton. You are welcome to use whatever translation of the Aeneid you want but I picked this book because it has good summaries of the books and it is easy to read.
2. All waste managed appropriately Waste management contract Empty locust control pesticide containers and associated waste collected and disposed of by approved waste management contractor. Laboratory waste was similarly disposed of through an accredited contractor. 3. Minimise the intensity, extent and duration of disturbance to native flora and fauna Incidents effectively managed Not applicable, as no control activity undertaken Reduce the proportional use of fenitrothion in control ops Not applicable, as no control activity undertaken Increased successful use of fipronil and larger spacing Not applicable, as no control activity undertaken 4. Contribute to our understanding of natural and managed ecosystems Develop risk assessment process for APLC pesticides, on outcomes of environmental research. The Australian Research Council’s Linkage-funded project to quantify the comparative effects on ecological processes of two locust control agents used by APLC (the chemical pesticide fipronil (Adonis 3UL) and the biopesticide Metarhizium anisopliae var. acridum) continued in 2013-14, with further data collection and analysis. analysis will assist in testing current risk assessment processes. Develop field protocols based on research Relevant research results pending. Program Sub-project Progress (2013-14) 5. disturbance to protected sites/areas Development of the GIS, OpsManager® and PDA handhelds sensitive area maps and database Options to upgrade OpsManager and surveillance software identified, with improved integration with mapping layers and enhanced display through new field devices. Operating systems for new device platforms under development to implement these improvements. Procedures and buffers developed to avoid disturbance No change necessary – current agreed protocols remain appropriate. The potential for locust operations to overlap with areas sensitive to chemical pesticide application are reviewed continuously during the locust season and reviewed as needed in collaboration with the relevant environmental authority. 6. Ensure stakeholders are aware of all environmental obligations and they assist APLC achieve these. Develop environmental aspect into APLC stakeholder training course. No external stakeholder training requested or undertaken Landholder consultation to and after pesticide application Not applicable, as no control activity undertaken
Syndrome Lesion Blood Supply Naming Speech Sentence Production Compr Repetition Reading Writing Global Aphasia Diffuse Left Hemisphere Any or all Poor/ Impaired Non- Fluent Absent Impaired Impaired Poor Poor Broca’s Aphasia 3rd Frontal Convolution MCA – Middle Cerebral Artery Impaired to relatively good; nouns > verbs. Better than Speech Non- Fluent Artic Impaired Impaired; Good Impaired, But better than speech Good, or difficult with compr Impaired; Mirroring speech Aphasia Arcuate fasciculus MCA – Middle Cerebral Artery Variable But paraphasic Fluent Paraphasic Well Structured Paraphasic Good Impaired Good Difficulty reading aloud Impaired Wernicke’s Aphasia Posterior Superior Temporal Lobe MCA – Middle Cerebral Artery Impaired Fluent may be excessive Structured but empty Poor Poor Like Speech Sensory Aphasia Inferior Left Temporal Lobe – Arcuate Fasciculus is spared, but cuts of Broca’s and Wernicke’s from the rest of the brain Posterior Cerebral Artery Impaired Fluent Paraphasia Structured But empty Impaired Preserved Hallmark of TS Aphasia Impaired Impaired Trans- Cortical Motor Aphasia Anterior superior frontal lobe. called “frontal isolation syndrome” because the damage cuts off Broca’s area from rest of language zone. Anterior Cerebral Artery associated with right hemi paresis Variable Nonfluent (almost an absence of speech, problems initiating and speech) Variable Good Preserved Good Mirrors Speech Anomia Frontal Lobe damage to angular gyrus. & inferior temporal gyrus MCA – Middle Cerebral Artery Impaired Fluent but hesitant due to poor word retrieval Structured but impaired by word finding difficulty Good Preserved Good Relatively intact, but word finding difficulties will affect it
Summary of the candidate’s major achievements Role and responsibilities fulfilled by the candidate, actions taken, outstanding accomplishments Year(s) YEAR to YEAR Results observed in his or her milieu to to to to to to to Describe why the candidate deserves the award. Maximum 1 page.
Short Profile Supplier Answers Country Company Name Number Employees Turnover in EUR Last Name, Surname Contact Person Languages Contact Person (German, English, …) Phone Number Fax Number E-Mail Address Company Webpage Reference Customer in D-A-CH-Region * Your business sector ** Commodities / Main Products *** Do you have experience with mass production? yes / no Is or have the automotive industry ever been your customer? yes / no Export Share (%) Do you have any Certificates? ISO 9001, 16949, 14001, … Sector: Total Product Portfolio Please specify or mark with x Welding parts Filters Coolers Flanges Contact Blending parts Sheet metal work Stamp parts Deep drawn parts Pressed Casting - min. weight of parts (kg) Casting - max. weight of parts (kg) Aluminium high pressure die casting Cast aluminium Casting - static Casting - centrifugal Spheroidal cast Cast steel Grey cast iron Turned parts Milled parts Fittings Others - please, specify Others - please, specify Others - please, specify Plastics Sector: Product Portfolio Electronics
Época / moderna: Realismo / Naturalismo 1928 - Uruguay “El hijo”, de Horacio Quiroga Época / moderna: Vanguardismo 1933 - Chile “Walking around”, de Pablo Neruda / moderna: Vanguardismo 1934 – Cuba “Balada de los dos abuelos”, de Nicolás Guillén Época / moderna: “Generación del ‘27” 1936 - España La casa de Bernarda Alba, de Federico García Lorca Época / moderna: “Generación del ‘27” 1936 – España “Prendimiento de Antoñito el Camborio en el camino de Sevilla”, de Federico García Lorca / moderna: El Modernismo 1940 – Puerto Rico “A Julia de Burgos”, de Julia de Burgos Época / moderna: 1944 – Cuba “Mujer negra”, poema de Nancy Morejón Época / moderna: El Boom “Los Cristeros” 1953 – México “No oyes ladrar los perros”, de Juan Rulfo Época / moderna: El Boom “El cuento fantástico” 1954 - México “Chac Mool”, de Carlos Fuentes Época / moderna: 1956 – Argentina El hombre que se convirtió en perro, de Osvaldo Dragún / moderna: El Boom 1956 – Argentina “El sur”, de Jorge Luis Borges Época / moderna: El Boom 1960 - Argentina “Borges y yo”, de Luis Borges Época / moderna: El Boom 1962 - Colombia “La siesta del martes”, de Gabriel García Márquez
Correspondence Address Email ID 5. Educational Qualifications : (Starting from 10th Onwards) Sl.No. Qualification Regular / Corres / Part Time Period Year of Passing Div / % of Marks Original Verified Copy obtained Remarks From To YES / NO YES / NO (a) (b) (c) (d) (e) (f) 6. Other Courses / Training Sl.No. Name of Course / Training Institute / Organisation Period Original Verified Copy obtained Remarks From/To YES / NO YES / NO (a) (b) (c) 7. Experience (Starting from the current job) Sl.No. Name of the Organisation Experience As (Grade / Desig) Period Last Salary (Gross / Month) Total Exp Exp Cert. / Salary Cert Remarks From To YES / NO (a)
should be minimal judicial review and requires plaintiffs to overcome the constitutionality presumption. To mention an example of Levinson’s Q-type implicature involving this idea, found later in the argument: …Rational basis, Mr. Clement – is a problem in your briefing. You seem to say and you repeat it today that there is[sic] three tiers, and if ….(Windsor, 111, lines +> …and you repeat it today that there is three (not more or less) tiers… The Q-type involves number words such as “three” and relates to Horn’s idea of scalar implicatures. In the SCOTUS context, all parties realize that the legal notion of “rational basis” involves three levels of form for judicial review, with “rational basis” being the least onerous form. The other two forms (see below) are considered more stringent, and relate to other phases of constitutional review as noted below. The lawyer, Mr. Clement, goes on to say, …This Court, even when it’s applied more heightened scrutiny….(Windsor, 74, lines 22-23). The implicature of this compound suggests a uses different standards of judicial review and could be read as, +>Even when this Court’s review has been closer, more searching…. But again, in constitutional law, the concept of heightened scrutiny is understood to refer to levels of “intermediate” or “strict” scrutiny in judicial review of constitutional questions – which further implies that a plaintiff’s case can be potentially determined by the level of constitutional review that a court determines to use. The structure of the tiers of scrutiny is an important characteristic of another constitutional idea, Equal Protection analysis, discussed below.
APLSC 2016 Entry Form A list of events for APLSC 2016 is listed below. Please fill in your personal details and nominate which events you wish to compete in. Please also include a current time for each event (if available) for event seeding. ATHLETE INFORMATION: First Name Last Name Date of Birth Gender M / F Club / Branch Email Australian Pool Life Saving Championships 2016 List: Please select events you wish to compete in by nominating current times for each event (if applicable). If not please select ‘NT’ for No Time. Please note this event listing is subject to change. Event # Event Please nominate a current time to enter each event or select ‘NT’ for No Time DAY 1 55 Men 19 CPR 56 Women Under 19 CPR 1 Men Under 19 200 Obstacles 2 Women Under 19 200 Obstacles 3 Men Under 16 200 Obstacles 4 Women Under 16 200 Obstacles 5 Men Open 200 Obstacles 6 Women Open 200 Obstacles 7 Men Under 14 100 Obstacles 8 Women Under 14 100 Obstacles 9 Men 30 & Over 100 Obstacles 10 30 & Over 100 Obstacles 11 Men Open 4x50 Obstacles Relay 12 Women Open 4x50 Obstacles Relay 13 Mixed Under 16 4x50 Obstacles Relay 14 Under 19 4x50 Obstacles Relay 15 Men Under 14 50 Manikin Tow 16 Women Under 14 50 Manikin Tow 17 Men 16 12.5 Line Throw 18 Women Under 16 12.5 Line Throw 19 Men Open 12.5 Line Throw 20 Women Open 12.5 Line Throw 21 Men 30 & Over 12.5 Line Throw 22 30 & Over 12.5 Line Throw 23 Men Under 19 12.5 Line Throw 24 Under 19 12.5 Line Throw 25 Men 14 10 Line Throw 26 Women Under 14 10 Line Throw 27 Men Under 14 100 Manikin Carry 28 Women Under 14 100 Manikin Carry 29 Men Under 19 100 Manikin Tow 30 Women Under 19 100 Manikin Tow 31 Men Under 16 100 Manikin Tow 32 Women Under 16 100 Manikin Tow 33 Men Open 100 Manikin Tow 34 Women Open 100 Manikin Tow 35 Men 30 & Over 100 Manikin Tow
4-Year Universities Offering A+ Scholarships/ Incentives* Updated October, 2016 University Conditions Avila University Kansas City, MO A+ Recognition Scholarship $500 annually for full-time freshman Columbia College Columbia, MO A+ Grant New students: up to $2500, renewable Transfer students: up to $2500, renewable Culver-Stockton College Canton, MO A+ Scholarship $1500 available to first year students only Evangel University Springfield, MO Missouri A+ Recognition Admission prior to March 1st $1000 for first-time freshmen (maximum 30) Renewable with 2.0 cumulative GPA Fontbonne University St. Louis, MO A+ Scholarship New students: $1,000 Admission to March 1 Hannibal-Lagrange University Hannibal, MO A+ Acknowledgement Scholarship $3000 award available to freshmen not eligible for other scholarships Renewable with 3.0 GPA Kansas City Art Institute Kansas City, MO A+ Scholarship $1,000 for four Student must notify KCAI during application process Missouri Southern State University Joplin, MO A+ Leadership Scholarship $1,000 per academic year Renewable with 2.50 GPA Missouri State University Springfield, MO A+ Recognition Scholarship $2000 total ($500/ year) Renewable every year with a 3.25 GPA Not stackable with other university-funded scholarships Missouri Valley College Marshall, MO A+ Incentive Half Tuition Admission prior to March 15 Missouri Western University St. Joseph, MO A+ Scholarship Admission prior to February 1st $1500 competitively awarded to first-time freshmen Must have at least 3.0 GPA in high school Renewable 8 semesters with 3.25 GPA Northwest Missouri State Univ. Maryville, MO A+ Scholarship Accepted for admission by 1 $3000 ($1500/ year; 2 years) Limited number awarded HS GPA 2.50 or 21 ACT Northwest GPA 3.30 to Park University Parkville, MO A+ Scholarship Admission deadline December 1 Half Tuition 3.25 high school GPA/ 24 ACT/ 1100 SAT Renewable 4 with 3.25 GPA Southeast Missouri State University Cape Girardeau, MO A+ Scholarship Award limited to a maximum of 6 semesters
Stars2/ Permitting Call 5/17/2016 9:30AM-11:30AM Meeting found under "Meeting Center" Password for meeting: stars24u Call in # 1-877-668-4490 Access code: 639 921 250 # Topic Speaker 1 Mike Hopkins/ Andrew Hall 2 3 4 5 6 7 LAA IT Issues CITRIX Roll out update Erica Engel-Ishida
Warm Hand-off (non-billable) Primary care provider directly introduces the patient to the behavioral health, mental health, dental health, social worker, or substance use provider at the time of the medical visit Health center staff should open the patient’s health record and record this ET when patient is successfully accepted and services are provided as defined in the definition section Home Visit Health center visits the patient’s home for reasons unrelated to assessment, diagnosis, treatment, or Maternity Case Management. home visits include but are not limited to: A community health worker visiting patient’s residence to support the family, a parenting class, a clinical pharmacist visiting to assist with medication management and reconciliation Health center staff should open the patient’s health record and record this ET upon completion of the home visit as defined in the definition section Coordinating Care: Clinical Follow-up and Transitions in Care Setting Health center staff speaks with patient (including family or representative) or speaks with another health professional regarding the patient’s recent care at an outside health organization (ER, hospital, long-term care facility, etc.) to: Arrange a follow-up at the health center or other ET, or Speaks with patient to update care plan and educate on preventive health measures, or Assists patient with a transition in their care setting Health center staff should open the patient’s health record and record this ET when they have verified the patient received or needs to receive health services from a different provider, and completed 1, 2, or 3 listed in the definition section. Coordinating Care: Dental During primary care visit, patient and health center staff identify that patient has dental health care needs, and coordinates with dental professionals by assistance with dental appointment set-up or speaking directly with the dental provider regarding patient’s dental care needs Health center staff should open the patient’s health record and record this ET when they have confirmed that the primary care provider set-up a dental appointment and/or had spoken with the dental provider
List of Projects, Programmes or Portfolios Applicants need to provide a list of programmes or portfolios (APM Level A) or projects (APM Level B) that the applicant has managed or been involved in to meet the minimum experience requirements corresponding to the APM Level applied for. This includes; duration, key deliverables, budget and complexity of the projects, programmes or portfolios; and the role, responsibility and extent of engagement of the applicant in each of the projects, programmes or portfolios used. The applicant is required to indicate which of these are proposed for the Stage 2 - Report and will be further developed if the application is successful. Projects, Programme or Portfolio Details No. Project/ program/ portfolio name Applicant Role Applicant Responsibilities Start (MM/YY) and finish (MM/YY) dates and (months) Applicant’s duration on project/ programme/ portfolio in months Budget (£M) Level of Complexity Low/ Medium/ High with referenced assessment (if applicable) Additional applicant information may include, resources, man days, phases of work, life cycle seen and line management responsibility (as required) Indicate if proposed for Stage 2 - Report 1 Project EXAMPLE Project manager for Project No. 2 Command, and leadership activities of 5 strategic projects within organisation. (36 months total) 20 months – came in part way through programme after £1.6M High (see appendix 3 sheet 1) 5 direct reports - PMs , 2nd reports for 55 staff, approx.. 250 non-direct, multi-lifecycle and international. Deliverables are still ongoing with regular operational handover to BAU. Yes
AP Human Geography Pre-Course Assignment Welcome to the exciting geographic journey that awaits you in AP Human Geography! The purpose of the following pre-course assignment is to get you in the habit of thinking geographically. Throughout your summer, challenge yourself to think about the where and why of your summer experiences. Keep up with world events. Occasionally pick up a copy of National Geographic, Time, Newsweek, or The Economist and read a few articles. Become more aware of the physical and human landscape that surrounds you. There are two parts to the pre-course assignment. Part one is a book study that requires you to read an approved book (list included) and write a 5 paragraph narrative essay. Part two is an analysis of three current events & periodicals in a 2 paragraph essay. If you are taking AP Human Geography YEAR ROUND on the A-B SCHEDULE with MR. SULLIVAN, this will be DUE on TUESDAY, AUGUST 8th – the 1st day of school!!! You can contact Mr. Sullivan at: SSullivan@bryan.k12.ga.us
Contact Info Dettie Del Rosario Phone: 510-466-7260 Fax: 510-587-7852 Earvin Robinson Phone: 510-466-7226 Fax: 510-835-4078 Dianna York Phone: 510-466-7253 Fax: 510-587-7877 Nick Shere Phone: 510-466-7241 Fax: 510-835-4078 Nicanor Custodio Phone: 510-587-7860 Fax: 510-835-4078 Tina Du Phone: 510-587-7872 Fax: 510-835-4078
Roundtable Topic January 21, 2009 Maximum 4 February 18, 2009 Maximum 4 May 20, 2009 Maximum 4 July 15, 2009 Maximum 4 September 16, 2009 Maximum 4 November 18, 2009 Maximum 4 Dinner Passes As a Corporate Partner, your company receives four dinner passes a year for Roundtables. Passes may be used at your discretion, either one at a time or all at once. We use a paperless pass system. In order to use a pass, go to the Roundtable registration page on the NCA website and look for the Corporate Partner prompt to complete your registration process. As a safeguard, we contact you as your company’s main point of contact should someone attempt to use one of your passes without permission. As of 2009, passes are issued on an annual use it or lose it basis. Hosting Rules Corporate Partners have the option of hosting one Roundtable a year. As a host, you may set up an exhibit in the meeting room where you can perform product demonstrations and distribute literature. You may also distribute your company’s literature at each place setting prior to the start of the program. Raffles and other giveaways are permitted and well loved by our members. Please let us know before the event so we can add the drawing to the evening’s agenda. Exhibits are restricted to the size of a 3’ x 6’ table. For those with tabletop exhibits, we will provide a table on request. Set up is no later than 5:00 p.m. and tear down is immediately after the event. Hosts do not receive additional dinner passes. Representatives from your company use one or more of the four passes included with the Partner package or register as a paying guest. As with Professional Day, representatives of your company paying for the Roundtable register according to their personal APMP-NCA membership status. Hosts have the option of sitting at the head table or with potential customers anywhere in the room. A 125 word write-up about your company appears in the evening’s program.
8 Send out board meeting agenda 9 10 11 12 13 15 Send meeting reminder notice 16 17 18 Board Meeting 6:00 19 20 22 23 24 25 26 27 March 2010 SoCal APMP Activity Calendar 1 Send out meeting reminder to members, finalize host locations and speaker 2 3 4 5 6 8 9 10 11 12 13 15 Send out meeting reminder to members 16 17 18 Membership Meeting 6:00 (virtual) 19 20
22 23 24 25 26 27 April 2010 SoCal APMP Activity Calendar 1 Quarterly Report Due 2 3 5 Send out board meeting agenda 6 7 8 9 10 12 Send board meeting reminder notice 13 14 15 Board Meeting 6:00 16 17 19 20 21 22 23 24
American Midwifery Certification Board 849 International Drive, Suite 205 Linthicum, MD 21090 Phone: 410-694-9424 Toll-Free: 866-366-9632 Fax: 410-694-9425 AMCB Certified Nurse Midwife (CNM) Available Available American Nurses Credentialing Center 8515 Georgia Avenue, Suite 400 Silver Spring, MD 800-284-2378 ANCC ACNP-BC Adult Acute Care NP-BC Exam available thru 12-31-2014 revised for 2014 A-G ACNP Adult–Gero Acute Care NP Exam launched 2013 Available ANP-BC Adult NP Exam available thru 12-31-2014 revised for 2014 A-G PCNP Adult-Gero Primary Care Exam launched 2013 Available GNP-BC Gerontological NP Exam available thru 12-31-2014 revised for 2014 FNP-BC Family NP Available revised for 2014 PNP-BC Pediatric NP Exam renamed 2013 revised for 2014 PPNP-BC Pediatric Primary Care NP Available 2013 Available PMHNP-BC Psychiatric-Mental Health NP Exam available thru 12-31-2014 revised for 2014 PMHNP-BC Family Psychiatric-Mental Health NP Available revised for 2014 PHMCNS-BC Adult Psychiatric-Mental Health CNS Exam revised 2014 revised for 2014 PHMCNS-BC Child-Adolescent Psychiatric-Mental Health CNS Exam revised 2014 revised for 2014
ACNS-BC Health CNS Exam revised 2014 revised for 2014 GCNS-BC Gerontology CNS Exam revised 2014 revised for 2014 PCNS-BC Pediatric CNS Exam revised 2014 revised for 2014 APHN Advanced Public Health Nursing Available Available National Board for Certification and Recertification of Nurse Anesthetists 8725 W. Higgins Road Suite 525 Chicago, IL 60631 Toll Free: (855) 285-4658 Fax: (708) 669-7636 Certification Inquiries: Recertification Inquiries: NBCRNA Certified Registered Nurse Anesthetist (CRNA) Available Available. Transition to Continued Professional Certification (CPC) Program National Certification Corporation for Obstetric, Gynecologic and Neonatal Nursing Specialties 142 E. Ontario Street, 1700, Chicago, IL 60611 312-951-0207 . NCC NNP Neonatal NP Available Available WHNP Women’s Health NP Available Available PNCB
Bylaw No 44 – Umpiring (deleted) Bylaw No 46 i & ii – Umpiring Bylaw No 50 d – Trophies – A1 Team of the year Bylaw No 58 a, b, d, d, h, - Rep Team & Officials Bylaw No 67 – Fines table Bylaw No 53 g – Rep Team & Officials Bylaw No 54 i & k – Rep Team – Selections Bylaw No 59 b – Rep Team – Code of conduct
Associations between CD36 gene polymorphisms and metabolic response to a short-term endurance training program in a population - Supplementary Material Authors: Avindra F. Jayewardene a* BAppSc Yorgi Mavros a PhD (yorgi.mavros@sydney.edu.au) Tom Gwinn a BAppSc, BSc (tom.gwinn@sydney.edu.au) Dale P. Hancock b PhD (dale.hancock@sydney.edu.au) Kieron B. Rooney a PhD (kieron.rooney@sydney.edu.au) Institutions: a Exercise Health and Performance Faculty Research Group, Faculty of Health Sciences, University of Sydney, Lidcombe, NSW, Australia. b School of Molecular Biosciences, Faculty of Science, University of Sydney, Camperdown, NSW, Australia. Corresponding Author: Avindra F. Jayewardene Address: C42 - Cumberland Campus, Faculty of Health Sciences, The University of Sydney, Lidcombe, NSW, 2141, Australia. Ph: +61 2 9351 9403; Fax: +61 2 9351 9204; E-mail:
Feedback form - Mentoring program The purpose of this form is to evaluate the mentoring programme. It should be completed by the participating mentees. The feedback will be used to improve the effectiveness of the programme and future trainings. Title of Training: Date: Location: Planning and preparation Somewhat agree Disagree The overall preparation leading up to the training was sufficient I had access to supporting documents before the training I the supporting resources included in the audit pack useful for carrying out the tasks I had a clear understanding of the objectives and my responsibilities before the training I the objectives and expected outputs of the training relevant Comments/suggestions for improvement: Field activities Agree Somewhat agree Disagree Checklists for interviews, site inspections and opening/closing meetings were available Adequate guidance and support was provided by the mentor during the training I felt comfortable asking questions during the audit and the daily meetings Questions asked were addressed by the mentor either directly or during daily meetings The time allocated for each task was adequate
response is achieved. Continue assessing the patient and review after the 10mg bolus dose. A challenge is positive if one or more of the following results are achieved: An improvement in UPDRS score of 20% of baseline score More than 25% improvement in walking time Alleviation of specific symptoms, e.g. pain, dystonia, non-motor presentations such as urinary retention, gastric disturbances, anxiety. Successful Apomorphine therapy in the community is achieved with effective shared care between primary, secondary and or tertiary centres. Patients, families and healthcare professionals must have access to specialist support. A full range of educational materials, videos, DVDs and training is available free of charge. Intermittent subcutaneous injections are used to reverse disabling ‘OFF’ periods in conjunction with oral therapy. These are suitable for patients who experience unpredictable ‘OFF’ periods. ‘OFF’ symptoms can include pain, marked dystonia, freezing and immobility, swallowing and speech problems. Some patients experience a range of non-motor symptoms including depression, gastric and elimination problems. An individual therapeutic dose is established for each patient. A 10 year review of 161 patients at the Middlesex Hospital showed that once the correct dose has been established it changes very little (Hughes, 1995).
NAME: D.O.B Hospital no. Consultant: DATE No. PROBLEM GOAL NURSING PLAN SIGNATURE REVIEW DATE Uncontrolled Parkinson’s disease. Motor fluctuations and sustained unpredictable ‘OFF’ periods, resulting in poor quality ‘OFF’ time. To maximise ‘ON’ time Safe administration of Apomorphine Improve quality of life Ensure Apomorphine is prescribed correctly. 50mg = 1 x 10ml syringe, 100mg = 2 x 10ml To be during waking hours / over night Ensure Domperidone 20 mg tds is prescribed 72 hours before starting apomorphine If using a 10ml volume ensure the spacer is attached to the APO-go pump. Slide plunger up/down to loosen. Unscrew the syringe plunger, leaving black bung at the top. Attach the syringe to the pump by firmly pressing the syringe onto the pump and clicking the syringe wings into place under the clips (by twisting the syringe). Stand pump in its rest on the tray. Attach the connecting tube to the syringe. the pre filled syringe add 10ml or 20ml to the APO-go syringe (see instruction sheet) Remove the connecting tube. Attach the butterfly needle with extension tubing to the leur lock of the syringe. Turn the pump ON by pressing and holding the red ON/OFF button. Check the pump settings: Ensure the 10 or 20 in the left-hand corner of the pump display match the correct volume of infusion. Refer to the instruction manual if it doesn’t. the pump reads the following settings: d . F . . The pump will then read a number, this is the amount of time in hours and minutes the infusion will run for. It does not have to run for this length of time! Prime the line by pressing and holding the BLUE d button. Repeat this until the line is fully primed. Turn the pump OFF, red button.
Table 1.1: National Evaluation of the Transition Care Program timetable Report Name July - 2005 August - 2005 September - 2005 October - 2005 November - 2005 December - 2005 January - 2006 February - 2006 March - 2006 - 2006 May - 2006 June - 2006 July - 2006 August - 2006 September - 2006 October - 2006 November - 2006 December - 2006 January - 2007 February - 2007 March - 2007 April - 2007 May - 2007 June - 2007 July - 2007 August - 2007 September - 2007 October - 2007 November - 2007 December - 2007 Regional Characterization Study1 Quality Assessment Models of Transition Care Recipient Snapshot Study Controlled Comparison Cost and Effects Study 1: In the Regional Characterization Study, population data were estimated at 30 June 2006; Aged Care places at 31 December 2005 and 30 June 2006; Australasian Rehabilitation Outcomes Centre provided data as at 30 June 2006
• 213 Combination places Functional Change (as measured using the MBI at admission and discharge for the TC episode) • Overall - Mean admission MBI 67.3 - Mean discharge MBI 79.1 • Community - Mean admission MBI 77.1 - Mean discharge MBI 85.8 • Residential - Mean admission MBI 60.5 - Mean discharge MBI 72.3 • Overall - Mean admission MBI 64.3 - Mean discharge MBI 76.9 • Community - Mean admission MBI 73.7 - Mean discharge MBI 84.8 • Residential - Mean admission MBI 51.1 - Mean discharge MBI 65.0 • Overall the groups appear similar, however, the functional status at of residential based TC and community-based TC recipients in the NETCP appears lower than the ICRS sample Hospital Readmission (one or more in the follow-up period) • 3 months follow-up - Overall 21% • 6 follow-up - Overall 22% • A breakdown by type of TC was not presented in the ICRS report • 3 months post ACAT approval - Overall 37% - Community 39% - Residential 35% • 6 months follow-up - Overall 47% - Community 51% - Residential 43% • ICRS used data for hospital readmissions which may have underestimated the true incidence Living at home at follow-up • 3 months follow-up - Overall 81.6% • 6 months follow-up - Overall 81.5% • A breakdown by type of TC was not presented in the ICRS report • 3 months post ACAT approval - Overall 78% - Community 96% - Residential 55% • 6 months post ACAT approval - Overall 70% - Community 93% - Residential 42% • The difference between ICRS and NETCP possibly reflects the higher proportion of community dwelling TC recipients in ICRS Economic analysis • Cost-benefit approach • Residential costs $236 per day or 10,500 per episode • Community costs $86 per day (5,300 per episode) • Overall cost benefit of 4.7 million in savings • Cost-effectiveness approach • Taking into account costs of hospital readmissions and residential aged care admissions in the follow-up period, at six months post ACAT approval TC cost $344 per additional day of survival without institutional care • Two different approaches were used. ICRS implicitly assumed that the average 65 day LOS in TC would have been spent entirely in residential aged care in the absence of TC. Hospital costs were not taken into account in ICRS
DCA levy share(1) $M Net Cwlth financing requiremnt(2) $M DCA Fund Earnings(3) $M DCA Fund Cwlth accum balance $M 2014-15 2,687 364 58 2,381 2015-16 2,864 588 176 4,833 2016-17 3,008 1,551 278 6,568 2017-18 3,158 4,605 293 5,414 Notes: (1) From Table 3 (2) From Table 2A for 2014-15 and 2015-16, Table 6 for 2016-17 and 2018-19 (3) DisabilityCare Australia Fund earnings assumed at 5% pa; 6 months earnings assumed in year of collection on levy net financing requirement Table 8 shows the build-up of surpluses in the DCA Fund that arise from the States’ share of the DCA levy less the payments made to the States from the DCA Fund, plus the States’ share of the earnings on the accumulated balances in the DCA Fund. The surplus is held by the Commonwealth. TABLE 8: DCA Fund: States’ share DCA levy States’ share(1) $M Payments to States(2) $M DCA Fund Earnings(3) $M DCA Fund States’ accum balance(4) $M 2014-15 825 0 21 846 2015-16 854 68 62 1,694 2016-17 884 186 102 2,494 2017-18 915 321 140 3,228 2018-19 947 1,813 140 2,502 Notes: (1) From Table 3 (2) 2015-16 Budget No 3, Table 2.7, P 39 (3) DisabilityCare Australia Fund earnings assumed at 5% pa; 6 months earnings in year of collection (4) Notional States’ share, but held by Commonwealth
Mapping of organisations in Indonesia in disaster risk reduction (MOIDRR) University of Sydney, NSW, 2006 June, 2015 ISSN: 2203-7381 This research was funded by the Department of Foreign Affairs and Trade through the Australian Development Research Awards Scheme under an award titled “Promoting the inclusion of people with disabilities in disaster management in Indonesia”. Disclaimer: The views and opinions expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Department of Foreign Affairs and Trade or the Australian Government. The Commonwealth of Australia accepts no responsibility for any loss, damage or injury resulting from reliance on any of the information or views contained in this publication. Project Directors Professor Gwynnyth Llewellyn, Director, Centre for Disability Research and Policy and Professor of Family and Disability Studies, Faculty of Health Sciences, University of Sydney Dr Alex Robinson, Country Director, Arbeiter-Samariter-Bund Germany, Indonesia Office Project Team Centre for Disability Research and Policy, Faculty of Health Sciences, University of Sydney Dr Michelle Villeneuve, Senior Lecturer Sarina Kilham, Research Associate Ms Alexandra Lewis-Gargett, Research Associate Dr Wing Young Man, Research Associate Dr Filippo Dall’Osso, Research Associate Arbeiter-Samariter-Bund Germany, Indonesia Office Ms Pradytia Pertiwi, Project Manager Ms Cahya Wulandari, Senior Trainer/Facilitator Ms Fahrunnisaa Project Officer Ms Safitri, Project Officer Ms Wulan Wiyat Wuri, Project Research Assistant Mr Regisda Machdy Fuadhy, Project Research Assistant Suggested Citation: Centre for Disability Research and Policy, University of Sydney and Indonesia (2015). Technical Report 1. Mapping of Organisations in Indonesia in Disaster Risk Reduction [MOIDRR]. University of Sydney, NSW 2006. University of Sydney Cover Artwork: Courtesy of Sunshine's Community Access Program Art Studio Further information: