zilongwang/ReadingBank huggingface dataset:
Learning Plan ELA 2 Learning Objective Course objectives/ANMC competencies Resources, Strategies, Activities Time-line Evidence Outcome What are you going to learn? Include knowledge/skills/attitude To which course objective/s, ANMC competencies does your learning objective relate? How do you plan to learn? When and where do you plan to learn? How will you demonstrate your learning? What evidence will be included in your portfolio? Provide evidence of how you achieved your objectives? Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011).
Competency 8: Develops effective strategies to implement and support collaborative midwifery practice Student Assessor Element 8.1: Demonstrates effective communication with midwives, health care providers and other professionals Element 8.2: Establishes, maintains and evaluates professional relationships with other health care providers Competency 9: Actively supports midwifery as a public health strategy Student Assessor Element 9.1: Advocates for and promotes midwifery practice, within the context of public health policy Element 9.2: Collaborates with, and refers women to, appropriate community agencies and support networks Competency 10: Ensures midwifery practice is culturally safe Student Assessor Element 10.1: Plans, implements and evaluates strategies for providing culturally safe practice for women, their families and colleagues REFLECTIVE AND ETHICAL PRACTICE Competency 11: Bases midwifery practice on ethical decision making Student Assessor Element 11.1: Practices in accordance with the endorsed Code of Ethics and relevant state/ territories and commonwealth privacy obligations under the law Competency 12: Identifies personal beliefs and develops these in ways that enhance midwifery practice Student Assessor Element 12.1: Addresses the impact of personal beliefs and experiences on the provision of midwifery care Element 12.2: Appraises and addresses the impact of power relations on midwifery practice Competency 13: Acts to enhance the professional development of self and others Student Assessor Element 13.1 Assesses and acts upon own professional development needs
2017 Cumulative record of portfolio requirements Student’s name: ___________________________________________ Student’s ID: __________________ required Achieved ELA 1 Achieved ELA 2 Achieved ELA 3 Achieved ELA 4 Achieved ELA 5 Achieved ELA 6 Running Total (update in pencil only) Final TOTAL Antenatal Care Antenatal visit 100 Abdominal palpation 10 Complex pregnancy care 15 Intrapartum Care Labour and spontaneous vaginal birth 30 Active care 1st stage labour 10 Vaginal examination 10 Complex Intrapartum care 15 Postpartum Care Normal postpartum care 100 Complex postpartum care 10 Neonatal Care Physical Examination of the newborn 20 Complex neonatal care 10 Continuity of Care Experiences Commenced 15* Completed Learning University lecturer name, signature and date evidence reviewed and assessed as complete * Students who hold a current registered nurse registration will be exempt from 5 CoCE and will only be required to engage in a minimum of 10 (approx. 5 CoCE/ year)
Learning Plan ELA 3 Learning Objective Course objectives/ANMC competencies Resources, Strategies, Activities Time-line Evidence Outcome What are you going to learn? Include knowledge/skills/attitude To which course objective/s, ANMC competencies does your learning objective relate? How do you plan to learn? When and where do you plan to learn? How will you demonstrate your learning? What evidence will be included in your portfolio? Provide evidence of how you achieved your objectives? Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011). Learning Plan ELA 3 Learning Objective Course objectives/ANMC competencies Resources, Strategies, Activities Time-line Evidence Outcome
What are you going to learn? Include knowledge/skills/attitude To which course objective/s, ANMC competencies does your learning objective relate? How do you plan to learn? When and do you plan to learn? How will you demonstrate your learning? What evidence will be included in your portfolio? Provide evidence of how you achieved your objectives? Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011).
Student Name: _______________________________________ Date Venue Area of attendance RM/ MO Signature & Date University facilitator signature & Date
2017 Cumulative record of portfolio requirements Student’s name: ___________________________________________ Student’s ID: __________________ required Achieved ELA 1 Achieved ELA 2 Achieved ELA 3 Achieved ELA 4 Achieved ELA 5 Achieved ELA 6 Running Total (update in pencil only) Final TOTAL Antenatal Care Antenatal episode of care 100 Abdominal palpation 10 Complex antenatal care 15 Intrapartum Care Labour and spontaneous vaginal birth 30 Active care 1st stage labour 10 Vaginal examination 10 Complex intrapartum care 15 Postpartum Care Postnatal episode of care 100 Complex postpartum care 10 Neonatal Care Physical examination of the newborn 20 Complex neonatal care 10
Learning Plan ELA 5 Learning Objective Course objectives/ANMC competencies Resources, Strategies, Activities Time-line Evidence Outcome What are you going to learn? Include knowledge/skills/attitude To which course objective/s, ANMC competencies does your learning objective relate? How do you plan to When and where do you plan to learn? How will you demonstrate your learning? What evidence will be included in your portfolio? Did you achieve your objectives? Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011). Learning Plan ELA 5 Learning Objective Course objectives/ANMC competencies Resources, Strategies, Activities Time-line Evidence Outcome
What are you to learn? Include knowledge/skills/attitude To which course objective/s, ANMC competencies does your learning objective relate? How do you plan to learn? When and where do you plan to learn? How will you demonstrate your learning? What evidence will be included in your portfolio? Did you achieve your objectives? Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011).
Student Name: _______________________________________ Date Venue Area of attendance RM/ MO Signature & Date University facilitator signature & Date
2016 Cumulative record of portfolio requirements Student’s name: ___________________________________________ Student’s ID: __________________ TOTAL required Achieved ELA 1 Achieved ELA 2 Achieved ELA 3 Achieved ELA 4 Achieved ELA 5 Achieved ELA 6 Running Total (update in pencil only) Final TOTAL Antenatal Care Antenatal episode of care 100 Abdominal palpation 10 Complex antenatal care 15 Intrapartum Care Labour and spontaneous vaginal birth 30 Active care 1st stage labour 10 Vaginal examination 10 Complex intrapartum care 15 Postpartum Care Postnatal episode of care 100 Complex postpartum care 10 Neonatal Care Physical examination of the newborn 20 Complex neonatal care 10
Learning Plan Learning Objective Resources, Strategies, Activities Course objectives/ (NMBA) competencies Time-line Evidence Outcome What are you to learn? Include knowledge/skills/attitude How do you plan to learn it? To which course objective/s, ANMC competencies does your learning objective relate? When and do you plan to learn? How will you demonstrate your learning? What evidence will be included in your portfolio? Provide evidence of how you achieved your objectives? Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011).
Student Name: _______________________________________ Date Venue Area Hours of attendance RM/ MO Signature & Date University facilitator signature & Date
2018 Cumulative record of portfolio requirements Student’s name: ___________________________________________ Student’s ID: __________________ TOTAL required Achieved ELA 1 Achieved ELA 2 Achieved ELA 3 Achieved ELA 4 Achieved ELA 5 Achieved ELA 6 Running Total (update in pencil only) TOTAL Antenatal Care Antenatal episode of care 100 Abdominal palpation 10 Complex antenatal care 15 Intrapartum Care Labour and spontaneous vaginal birth 30 Active care 1st stage labour 10 Vaginal examination 10 Complex intrapartum care 15 Postpartum Care Postnatal episode of care 100 Complex postpartum care 10 Neonatal Care Physical examination of the newborn 20 Complex neonatal care 10
13. Programme Structures* 14. Awards and Credits* Level Module Code Module Title Credit rating Year 5 Level 7 (Stage 3) DG4001 DG4002 DG4003 Integrated Clinical Care Integrated Clinical Knowledge Health and Professionalism 40 40 40 Bachelor of Dental Surgery Requires 720 credits at Level 4 or above, with a minimum of 120 credits at Level 7, 280 credits at Level 6 or above and 580 credits at Level 5 or above. (the BDS is awarded without classification, except BDS with Honours upon achievement of an APM at or above 70%; - APM calculated on modules at Stage 2 and 3 with the exception of those indicated *) Year 4 Level 6 (Stage 3) DG3002 DG3003 DG3004 DG3005 DG3006 DG3007* Clinical Skills 3 Clinical Knowledge 3 Health Promotion and Population Studies Part 2 Minor Oral Surgery Knowledge Oral Diseases Professional Awareness 3 40 20 20 10 30 40 BSc (Hons) Dental Science Requires 360 credits including a minimum of 220 at Level 5 or above and including 100 credits at Level 6 BSc Dental Science Requires 320 credits including a minimum of 180 at Level 5 or above and including 60 credits at Level 6 Year 3 Level 5 (Stage 2) DG2005 DG2006 DG2007 DG2008 DG2009 DG2011* Clinical Skills 2 Clinical Knowledge 2 Health Promotion and Population Studies Part 1 Pharmacology and Therapeutics Human Health and Disease Part 2 Professional Awareness 2 40 20 10 20 30 40 Year 2 Level 5 DG2001 DG2002 DG2003 DG2004 DG2010* DG2012 Oral Development and Anatomy Clinical Skills 1 Clinical Knowledge 1 Human Health and Disease Part 1 Professional Awareness 1 Prosthetics Skills and Knowledge 20 15 15 40 40 10 Year 2 Level 4 DG1001* DG1002* Foundation Clinical Skills Foundation Clinical Knowledge 10 10 Year 1 Level 4 DG1003* DG1004* DG1005* Body Cells and Structure Body Systems and Nutrition Body Locomotion and Control 40 40 40 * Modules do not contribute to APM 15. Personal Development Planning Given that this programme is specifically designed to develop the skills and knowledge of students to enable them to achieve registerable status with the GDC, then the “career development” aspect of PDP is clearly addressed within this programme.
Model 1 Model 4 Omnibus Tests of Model Coefficients 32.435 30.547 -2 Log likelihood 42.300 44.239 Cox & Snell R Square 0.452 0.432 Nagelkerke R Square 0.603 0.576 Hosmer and Lemeshow Test 5.158 (0.741) 8.631 (0.576) Note: The figures in brackets represent significance values Table 6 : Linearity Test B Sig. Corporate tax rate on profit % by Log -2.129 .129 GDP US$ (Billions) by Log .006 .149 Compensation Level US$ by Log 1.243 .285 Productivity of Labour US$ by Log .717 .525 Availability of Skilled Labour by Log .534 .931 University Education Importance by Log -5.624 .389 Persons with Tertiary Education % by Log 2.699 .038 Language Skills are Meeting the Needs of Enterprises by Log -17.855 .006 Constant -46.612 .073
SECTION C: English Language competency You must demonstrate your English language competency in one of the following ways: English is your primary language and you have attended and satisfactorily completed at least six years of primary and secondary education taught and assessed in English in one of the recognised countries, including at least two years between years 7 and 12. Please complete table below Date Level of Education Educational Institution Recognised country (if applicable) Study Status Example Study Commenced 01/2005 Study Completed 12/2010 Primary Secondary Frankston Secondary School Frankston, Vic Australia Full time Part time Study commenced Study completed Study commenced completed Primary Secondary Australia New Zealand South Africa United States Canada Republic of Ireland United Kingdom Full time Part Time Study commenced Study completed Study commenced completed Vocational Tertiary Australia New Zealand South Africa United States Canada Republic of Ireland United Kingdom Full time Part Time Extended education pathway
Happy Planting and Warmest Regards, John Bach Important Dates in this Calendar at a Glance January 9th- Plant lettuce trial 1a January best planting days: 23rd & 24th January 24th- Plant lettuce 1b February 8th- Plant radishes trial 2a February 8th- Measure and weigh lettuce 1a February best planting days: 22nd & 23rd February 23rd – Plant radishes for trial 2b February 23rd- Weigh and measure lettuce from 1b March 8th- Plant radishes trial 3a March 10th- Measure and weigh radishes from 2a March best planting days: 22nd-25th March 25th- Plant radishes trial 3b March 25th - Measure and weigh radishes from 2b April 7th - Measure and weigh radishes from 3a April 8th- Plant lettuce for trial 4a April best planting days: 22nd & 23rd April 23rd – Plant lettuce for trial 4b 24th- Measure and weigh radishes from 3b May 6th- Plant bush beans trial 5a May 8th- Measure and plant-out lettuce from 4a May best planting days: 21st- 22nd May 22nd – Plant bush beans trial 5b May 23rd- Measure and lettuce from 4b June 2nd – Measure and weigh lettuce from 4a June 5th- Measure and bush beans from 5a June 6th- Plant beets for trial 6a [after 10 am PST] June 17th- Measure and weigh lettuce from 4b June best planting days- 20th-21st (best of year) June 21st- beets trial 6b June 21st Measure and plant-out bush beans from 5b July 1st- Count and weigh bush beans pods from 5a July 6th- Measure and plant-out beets from 6a July 17th- and weigh bush bean pods from 5b July best planting days: 18th-20th Trial Trial Trial
Reynolds, Kate L. and Lloyd C. Harris (2009), "Dysfunctional Customer Behavior Severity: An Empirical Examination," Journal of Retailing, 85 (3), 321-335. Ward, James C. and Amy L. Ostrom (2006), “Complaining to the Masses: The Role of Protest Framing in Customer-Created Complaint Web Sites,” Journal of Consumer Research, 33 (December), 220–30.
PRIVACY ACT STATEMENT AND DISCLOSURE CONSENT FORM AUTHORITY: The authority for obtaining information on this form is 5 USC 301 and 44 USC 3101. Executive Order 9397 of 22 November 1943 authorizes use of your Social Security Number. PRINCIPAL PURPOSE: To screen applicants who want to volunteer as a Youth Sports Coach. ROUTINE USE(S): This form will be utilized by the civilian and military members of the Provost Marshall on a need to know to check Provost Marshall records for history or indications of conditions which could deem applicants unsuited for coaching Youth Sports. DISCLOSURE OF INFORMATION: Disclosure is voluntary. However, failure to do so may result in denial of permission to coach Youth Sports. Information collected will be submitted to the Youth Sports Director. ______________________________ __________________________________________ DATE APPLICANT APPLICANT SPONSOR Name: _____________________________ Name: _____________________________ SSN: _____________________________ SSN: _____________________________ DOB: _____________________________ DOB: _____________________________ Driver’s license No. & State Driver’s license No. & State ___________________________________ ___________________________________
100 Passaic Avenue Belleville, New Jersey 07109 Web-site: www.bellevilleschools.org Date: September 14, 2015 Dear Parents/Guardians: On behalf of the administration and staff of Belleville High School, I would like to invite you to attend our annual OPEN HOUSE on the evening of Monday, September 30, 2015. The evening will begin with a meeting of the Home & School Association and the High School Administration at 6:15 p.m. in the high school auditorium. Following this brief meeting, we will proceed with a simulated daily student schedule. I believe the schedule is self-explanatory. You will be spending a period of time with each of the teachers involved with the student’s academic work. Where lunch periods are indicated, you may visit the guidance counselors, the administration, or tour the building located on the lst & 2nd floor of the high school. Refreshments will be available during the course of the evening compliments of the Belleville High School Administration. Attached to this letter is a blank student schedule which you will have your child complete. Instruct your child to use a MONDAY SCHEDULE FOR 1ST SEMESTER and to be accurate regarding class room and teacher. Throughout the school year, we host several activities for parents to join us. Some of the programs include Career & College Fair Day on October 16, 2015, (explanation on college admissions), Financial Aid Night on January 21, 2016 and the Scholastic Awards Ceremony on June 2, 2016. In order to continue their effectiveness, please join our association and become a participant. The purpose of this evening is for you to become acquainted with the curriculum and staff of Belleville High School. Unfortunately, time will not allow each teacher to speak about an individual student’s progress, however, if you wish to talk to a teacher or a counselor about a particular situation involving a student; feel free to make an appointment with the teacher or the counselor. REMEMBER – OPEN HOUSE IS NOT A CONFERENCE NIGHT. The entire staff encourages your attendance at the OPEN HOUSE as we feel very proud of what we have to offer the students of Belleville High School. We will look forward to seeing you on this evening. _______________________ Mr. Russell C. Pagano Jr. Principal "All children can learn and we are going to find a way to teach them."
Anne Sophie Hansen_________________________________________________________________ Bibliografi Aaker, A. Aaker (2010) ’Building Strong Brands’ 2. udgave Pocket
Andersen, et al. (2007) ’Klassisk og Moderne samfundsteori’ 5. udgave 3. Oplag Forfattere og Hans Reitzels Forlag Andersen, Sophie E. (2006) ’A new world –a new brand world: fire perspektiver på brands og branding’ Udgivet af center for Virksomhedskommunikation Brinkmann, Svend & Tanggaard, Lene, (2010) ’Kvalitative metoder – en grundbog’ 1 udgave, 2. Oplag. Hans Reitzels Forlag Buhl, (2008) ’Branding og brandingstrategier’, kap. 1.2 i ’Integreret markedskommunikation’ (s. 41-55) 1. udgave Forlaget Samfundslitteratur, Frederiksberg Cova, Bernard & Cova, Véronique (2002) ’Tribal marketing: the tribalisation of society and its impact on the conduct of marketing’ in ’European Journal of Marketing’ (s. 1-27) Online publication: http://ygourven2.online.fr/webcom/cova-tribe-2001.pdf Dahl, Henrik, (2005) ‘Hvis din nabo var en bil’ 2. udgave Akademisk Forlag, København
Fombrun, Charles J. & Riel, C. B. M. (2007) ‘Developing a reputation platform’ kap. 6 i ‘Essentials of corporate communication. Implementing practices for effective reputation management’ (s. 131-159) Routledge Gabriel, Yiannis (2000) ’Storytelling and Sensemaking’ kap. 2 i ‘Storytelling in Organizations. Facts, fictions, and fantasies’ (s. 31-51) Oxford University Press Gadamer, Hans-Georg, (1999) ’Forståelsens historicitet som det hermeneutiske princip’ i Hermeneutik en antologi om forståelse’ (s. 127-183) 1. udgave Nordisk Forlag A/S, Haslev Gulddal, Jesper og Møller, Martin, (1999) ’Fra filologi til filosofi – introduktion til den moderne hermeneutik’ i ’Hermeneutik en antologi om forståelse’ (s. 9-46) 1. udgave Nordisk Forlag A/S, Haslev Hansen, F.T, (2001) Kunsten at navigere i Kaos – Om dannelse og identitet i en multikulturel verden. 2. udgave Kroghs Forlag Holm, Andreas H., (2011) ’Videnskab i virkeligheden’ 1. udgave.
Oak Chan Elementary School 5th Grade Back to School Night Mrs. Wolking I would like to take the opportunity to welcome you and your child to a challenging and exciting school year. I am looking forward, with great pleasure, to working with this year’s class. It is in your best interest that we work together to aide in his or her education. Therefore, please be diligent about checking PowerSchool Parent. I will also be in close contact with you throughout the year regarding your child’s progress in the classroom. Sincerely, Melissa Wolking
Lyle S Briggs K-8 2018-2019 Back to School Lyle S. Briggs Phone: (909) 628 – 6497 Ms. Scrugham: corine_scrugham@chino.k12.ca.us Class Schedule: M/T/Th/F 8:15-8:40 Attendance/Homework Check Morning work 8:40-10:25 ELA 10:25-10:38 Recess 10:40-11:00 SSR 11:00-12:30 Math 12:30-1:10 Lunch 1:10-1:35 Math continued 1:35-2:45 Social Studies/Science 2:45-2:55 Agenda/Clean up Wednesday (minimum day release 11:45) 8:15-8:25 Attendance/Homework Check 8:25-9:10 PE/Band 9:10-10:10 ELA 10:10-10:40 10:40-11:35 Math 11:35-11:45 Agenda/Clean up Other Curriculum: Monday: PE 8:25-9am Computers 1:10-2pm Tuesday: Band 11:45-12:30 Wednesday: PE/Band 8:25-9:10 Thursday: Second Step 12-12:30 Friday: Reading Buddies 9-9:30 Library 9:40-10:10 PE 10:40-11:15 Computers 11:45-12:30 Classroom Expectations: See attached matrix Second STEP Positive Behavior Intervention Support (PBIS) at Briggs is designed to ensure that each student has the opportunity to learn in a safe and secure environment. Our Schoolwide expectations for all grade levels are: Be Respectful Be Responsible Be Safe Discipline rooted in PBIS best practices is about teaching students appropriate behaviors in addition to teaching academic content. In order to support appropriate behaviors Schoolwide expectations lessons, classroom matrix lessons, and socio-emotional learning through Second STEP lessons are taught by teachers.
Train your anaerobic system! ***Free weights and medicine ball work ***Jump training to improve approaches and blocks ***Speed training—hill sprints, stair sprints, line drills, etc… ***Core work—planks, ab workouts, inch worms Increase your power! Improve your core! Basic Fitness Terms: *Power: The ability to perform an explosive movement in as short of time as possible. *Strength: The ability to produce force. *Speed: The ability to get from point A to point B as quickly as possible. *Coordination: The Ability to organize two or more movement patterns to achieve a specific movement goal. *Quickness: Reaction time and movement time in response to a stimulus. *Agility: The ability to stop, start, and change the direction of the body or body parts rapidly and in a controlled manner. Revised from “Conditioning for Volleyball” . Strength and conditioning Schultz’s Style Step off bleacher with one foot, stick landing, then jump. Eyes up Step off box with both feet. Stick landing. Rise up on toes Alternating leg box jumps Bulgarian lunge. Back foot rests on step. Squat and hold. Glute bridge bridge with one leg extended up or out Glute bridge with med ball Glute bridge with diagonal leg sweep. Fire hydrant with leg extended Hip circles: On all fours, rotate bent leg in a circle. Gluteus medius abductor with bands “Clam” Down dog split with knee drives Side step with bands Goblet hop Tuck jumps
hold with single arm row Plank with leg lift. Rest on forearm. Both ankles in dorsiflexion Med ball walk with arms extended overhead curl. Bow extension with kettle ball Med ball roll out. Push ups with feet on box Medicine ball tricep extension behind head Towel pull for lats Tricep extension with resistance band behind back Resistance band bent over row Wood choppers Push ups Staggered push up with hands at 2-8 and 10-4 Spiderman push up. Throw with med ball. Push ups alternating on and off med ball Medicine ball anterior deltoid raise It would be advisable to work on your core throughout the summer vs two days before preseason. It will make you better for ALL sports. Components of the Best Volleyball Player Commitment Volleyball Skills Physical Conditioning Athletic Ability/Physical Abilities Work Ethic Mental Preparedness Discipline, Intensity, Consistency, Effort, Competitiveness Communication Self-Confidence Attaining your established goals Fitting into your team “role” Attitude Game Day Performance--“Gamer” Personality
Leadership is a must. The leader(s) are respected by the staff and other players. A leader helps form a communication bridge between players and coaches. She is able to head off problems before they become issues, and take issues from players to coaches (and vice versa) if necessary. A leader sets a standard of excellence for others to follow. She is consistent in her attitude and actions, on and off the court. "Success has always been easy to measure. It is the distance between the team's origins and the team's final achievement...." Michael Korda The concept of leadership is that good leaders are made, not born. You must have the desire and will power to become an effective leader. Good leaders are continually working and trying to improve their leadership skills! “Champions are made from something they have within them; a dream, a desire, a vision.”
Back to Work Season Record August 26 Gators vs Stephen Argyle L 25-20, 10-25, 24-26, 15-25 September 2 Gators vs Roseau L 12-25, 30-25, 12-25 September 4 Gators vs Freeze W 19-25, 25-10, 26-24, 25-18 September 6 Ada Borup Tourney Gators vs East Forks W 25-15, 25-22 Gators vs KCC L 15-25, 17-25 Gators vs WEM L 25-17, 24-26, Gators vs Underwood W 25-17, 25-21 Gators vs WEM W 25-16, 23-25, 15-13 (1st place) September 11 Gators vs LOW W 25-12, 25-14, 15-25, 25-20 September 13 Pony Invitational at Warren Gators vs Red Lake Falls W 25-18, 25-16 Gators vs Stephen/Argyle L 18-25, 22-25 Gators vs Mahnomen W 25-14, 25-11 Gators vs Fertile-Beltrami W 25-16, 15-25, 15-9 (3rd place) September 16 Gators vs Warroad W 20-25, 25-19, 25-17, 25-18 September 18 Gators vs WAO W 25-16, 25-14, 24-26, 25-17 September 25 Gators vs Grygla/Goodridge L 17-25, 10-25, 22-25 September 29
1. What is “Sciatica”? a. The sciatic nerve is the LARGEST nerve in the body. (It is actually split nerves). b. It travels from the LOWER BACK down the back of the LEG into the foot. c. Pain running down the back of the LEG, caused by a problem in the BACK. d. Sciatica sufferers may experience PAIN, numbness, or TINGLING in the leg. 2. Who Is Chad Madden? a. How I came to specialize in back and pelvic pain. b. 1,462,791…the most viewed Sciatica AND LOWER BACK PAIN video. (Search for Sciatica and exercises) c. Pain Free Motion for Your Lower Back d. Top 10 Burning Questions for Sciatica Report. 3. First step: Is the pain, numbness or tingling RE - PRODUCIBLE ? a. If so, then it is likely REDUCIBLE. b. Do you have pain with standing? Walking? Sitting? Lifting? Changing positions? (Getting in and out of a car, getting dressed or getting out of bed in the morning?) 4. The #1 Single Biggest Mistake Sciatica and Back Pain Sufferers Make: a. They IGNORE it. i. IGNORE it. ii. ALTER it. iii. HANDLE it. 5. The 3 Common Causes of Lower Back Pain and Sciatica a. Herniated DISC. Pain with bending forward. b. Stenosis, DDD, Disc Degenerative Disease. Pain with standing or walking. c. SI Joint or PELVIC Problem. Pain with sitting. 6. How do we treat it successfully? EUROPEAN style physiotherapy a. HANDS ON PT to MOVE the PELVIS AND LOWER BACK. b. STRETCHING exercises to stabilize the pelvis. c. And occasionally TRACTION.
Supervisors will ensure that no employee is required to lift beyond his or her capabilities. Upon request, employees are to receive assistance in lifting. Employees - Employees are to report any unsafe act associated with this policy to their supervisors. Employees are to report any injury to their immediate supervisors. Employees that are assigned lifting belts are to maintain them and have them replaced when torn or frayed. Employees must attend the company Back Safety Training program before being authorized to use lifting belts or related personal protective equipment. Safety Department - Safety Department will provide prompt assistance to managers/unit heads, supervisors, or others as applicable on any matter concerning this safety policy and procedure. Safety will assist in developing or securing the required training and will provide Back Safety training at the request of managers/unit heads. Safety will also work with Purchasing Departments ensure that all newly purchased lifting related equipment and supplies comply with current safety regulations. Additionally, Safety will provide consultative and audit assistance to ensure effective implementation of this safety policy and procedure. Training Employees who perform manual lifting shall attend Back Safety training on proper lifting techniques. Back belts are not to be used or assigned to employees until they complete the Back Safety training. Training shall be provided upon initial employment and/or new job assignment. Periodic refresher training shall be conducted at the discretion of the supervisor. Training will include, but is not limited to, proper lifting techniques, proper use of the back belt, injury prevention, and behavior modification. Risk Factors There are major differences in the ability of individuals to withstand lifting and other demanding physical labor. Because back pain results from different circumstances, an individual’s exposure and personal characteristics affect his or her chances of experiencing lifting related back injuries. Work related risk factors have been identified from various studies and include: • Heavy lifting and heavy work • Frequent lifting • Lifting loads near one’s strength capacity • Occasional very stressful load handling • Sudden unforeseen events (accidents) • Prolonged standing or sitting
We want to help you get back into work, or further your employment ambitions. Please ensure you have read the Back To Work Guidelines before completing this application. Section A – Contact Details Contact Name/s: Full Address & Post Code Contact Number/s Email Address Household Income Do you know if Job Centre Plus or employer can provide this funding? YES / NO Where did you hear about the Back To Work fund? Is this your first funding application with TVH? YES / NO If NO, please give details: This include funds from a Strive course Section B – Funding Details Amount Requested: Up to £500 Which of the following applies to you? This money will go towards: Getting you into work Progressing your career Removing barriers to work Bid Summary (Please summarise what the money is for) Provide a brief outline of what you will use the money for. Section C – Employment Expenses Please tick the items relating to your application Job Interview Training/qualification/accreditation Licence Travel costs Business Equipment (laptops etc) Child Care Clothing Other. Please specify _________________________________ Please provide details of your expense. List the details, where, dates, course etc. For example: The travel costs are for my journey to attend a job interview. I will be travelling on South West trains from Clapham Junction to Woking on the 12 February 2016. The job interview is for an Administrative Assistant position at The Woking Council.
Drop off Points for donations of school supplies will include: 3M Larson Mfg Daktronics First Bank & Trust Local churches including: Ascension Lutheran First Lutheran St. Thomas More Faith Reformed First Lutheran-Volga For more information call any of the following: Jan 605-692-8066 Dawn 605-688-4330 Ext. 212 Joyce 605-690-9803 To volunteer your time on or before distribution date contact Carleen at This project has 501c3 status Gifts are tax deductible Family Back2School Project 1330 Main Ave. S. Brookings, SD 57006 History In 2008 our community came together to help meet the challenge of providing school supplies to those families in Brookings County who struggle with the cost. The Family Back2School Project is the combined effort of many individuals, churches, service groups, and businesses. In 2016 we served over 488 students. Each student receives a new backpack, supplies needed for their particular class, personal hygiene items, and a new pair of shoes. The estimated cost is approximately $65 per child. During the event, families can also visit with representatives from area agencies that offer services in our community. These include the Harvest Table, Feeding Brookings, Dakota Dental, etc. You can help by - Providing school supplies Donating money Volunteering your time
CAUTION where cross-connections are a concern: Commercial & Industrial Bottling Plants Fire Systems Heating & Cooling Systems Mixing Tanks Paint & Ink Mills Plating Works Mortuaries Printing Plants Vet Clinics Hydraulically Operated Equipment Leisure Areas: Campgrounds Parks & Playgrounds Golf Courses Swimming Pools Fountains Recreation Waterfront Areas Travel Trailer Connections Residential Basement & Outdoors Hose Connections Sprinkling systems Swimming pool Hot tub or spa Chemical/photography lab facilities Livestock waterers or tank fillers Cross-Connection Hazard After using a hose attachment to spray his lawn for weeds, Bob disconnected the attachment and took a drink of water from the hose. A short tie later Bob became very ill. What Happened? At some time while Bob was spraying the week killer, the water pressure dropped and the poison he was spraying on the lawn was drawn back into the hose. When Bob took a drink from the hose, he drank water mixed with week killer. If Bob had a hose bib vacuum breaker on his hose connection, he could have prevented this If you have any questions about Cross-connection and Backflow Prevention, call 801-949-5512. Cross- Connection & Backflow Prevention
DANIEL STEELE HAYDEN, ID (208) 651-7268 JC SPRINKLERS P.O. BOX 2066 HAYDEN, ID (208) 665-7150 LES'S SERVICES LESLIE ERICKSON 1163 E. WILBUR DALTON GARDENS, ID 83815 (208) 818-4869 n MCMILLEN LANDSCAPING DEAN MCMILLEN P.O. BOX 2126 HAYDEN, ID. (208) 762-1530 NIGHT RAIN SPRINKLERS P.O. BOX 1805 POST FALLS, ID 83877 (208) 667-6735 NORTH IDAHO SPRINKLERS P.O. BOX 674 POST FALLS, ID 83877 (208) 773-2796 OAKLAND PLUMBING & HEATING P.O. BOX 5205 CDA, IDAHO 83814-1953 (208) 667-4006 PAULSEN'S LANDSCAPE MAINT (208) 683-6090 PREMIER LANDSCAPING NW LLC 853 E. OHIO MATCH RD RATHDRUM, ID 83858 (208) 659-5560 JOSH GIVENS PRESTIGE LANDSCAPE P.O. BOX 3450 POST FALLS, ID 83877 (208) 699-9231 R & J LANDSCAPING & SPRINKLER 1804 W. HONEYSUCKLE AVENUE HAYDEN, ID 83835 (208) 762-9367 ROCKY'S LANDSCAPE & SPRINKLERS LLC ROCKY JEWELL 3921 W. SPIERS AVE BLD 3 CDA, ID 83815 (208) 640-0284 SENSKE LAWN & TREE CARE 7704 AQUA CIRCLE DALTON GARDENS, ID (208) 762-3156 COEUR D’ALENE, ID SPECIALTY SPRINKLERS P.O. BOX 849 RATHDRUM, ID 83858 (208) 687-5312 DAN WALRATH POST FALLS, IDAHO 83854 (208)704-8104/(208) 704-0936 HARD TO SCAPE DANE WOLFE 219 LACROSSE AVE COEUR D'ALENE, ID. 83814 (208) 755-4830
Background Notes – Unbroken Mod. Humanities/Grad. Project Overview Author: Laura Hillenbrand Published: 2010 Genre: Nonfiction, biography, historical Setting: multiple; Torrance, CA; Berlin, Germany; Oahu, Hawaii; Funafuti, Tuvalu; Pacific Ocean; Kawjalein (Execution Island), misc. locations under Japanese control; Long Beach, CA Point of View: Objective – like a reporter (no first person) Themes: Perseverance and Suffering; Human Dignity; Savagery of War Symbols: The Graf Zepelin - is a symbol of what's to come—an era of terrible, and terribly destructive, war. Planes – The Superman and Hornet – the two planes Louie flew on - are reminders of how unpredictable war is, and how many variables are at play at any given moment. They also make it explicitly clear that the men fighting are forced to make do with whatever equipment they're given—for better and for worse. Sharks – While stationed on various Hawaiian islands, the men often pass their time by shooting at and blowing up the sharks nearby. Sharks represent the danger that lurks for Louie and his crewmates, and are also a means for understanding each of the men based on how they handle their presence. Albatross – referenced from Coleridge’s poem “Rime of the Ancient Mariner” – albatross is associated with bad luck. Ignoring the warning from the poem, Louie kills the bird. Suggests the things that happen to the men are a result of killing the bird. Louie is haunted by a metaphoric albatross of his own: the guard they call the Bird (the cruel man who tortured Louie and whom Louie just can’t forget). Key Characters "Louie" Silvie Zamperini Louie is the hero of the story. He's the guy who almost breaks the four-minute mile, gets swept up into World War II, shot down in the Pacific, punches sharks in the face, etc. Russell Allen "Phil" Phillips
Data were collected using an electronic questionnaire on the Survey Monkey© platform over four weeks between January and February 2017. In total 147 respondents commenced the survey and provided valid data for analysis. Quantitative data were imported to SPSS version 22.0 (SPSS Inc., Chicago) for analysis using descriptive statistics. A thematic analysis of the qualitative data was undertaken. Results The results are presented in six themes: Respondent characteristics, utilisation of advanced practice roles, definitions of advanced practice used, planning for advanced practice roles, role outcomes and awareness of related research. Characteristic Number of responding employers (n=147) N % State/Territory in which participant employed: NSW QLD SA NT VIC WA ACT TAS 73 49.7 22 15.0 20 13.6 17 11.6 9 6.1 3 2.0 2 1.4 1 0.7 Health setting: Acute or hospital Community or Primary health care District / region wide Indigenous health Aged or residential care boundary * 105 71.4 21 14.3 7 4.7 2 1. 1 0.7 11 7.5 Role: Director of Nursing/Midwifery Manager Nursing Unit Manager Health Service Manager Other* 69 46.9 44 29.3 16 10.9 6 4.1 12 8.8
INSTRUCTIONS TO APPLICANT o Each applicant is hereby advised that the contents of this Questionnaire will be kept strictly CONFIDENTIAL and no information will be disseminated to any person except when essential to the conduct of proper and official Fire Department business. o The intentional omission or falsification of any material fact is just cause for disqualification or dismissal of a candidate because of dishonesty. o A polygraph examination will determine truthfulness. If you have served in the military, include a copy of your DD 214 with the Background Packet. You must answer every question in this questionnaire. Attach additional pages if there is insufficient space for your answers.
Background Information on Observation Tools Developed for Oregon Spark Ad Hoc Committee September 2017 Importance of Adult-Child Interactions and Need for Observation Tools The proposed Standards have an increased focus on adult-child interactions. Focusing on adult-child interactions makes the revised system more responsive and research based. First, from a family perspective, the relationship that educators have with their children and how they interact is a significant factor in choosing quality child care. Building systems to measure, improve, and provide feedback and support on adult-child interactions helps increase quality that is valued by families. Second, research indicates that adult-child interactions impact child outcomes. QRISs are built to improve and measure quality so that children are learning and prepared for school and life. Adult-child interactions are best measured by observation, and the proposed standards include standards that can be measured trained reliable observers using research based tools. This document was prepared to address some of the questions about observation tools as we look at how we measure adult-child interactions in Oregon’s Spark. Classroom Assessment Scoring System (CLASS) for Oregon Spark 1. What is What exactly does it measure? The Classroom Assessment Scoring System (CLASS) is an observational tool designed by researchers at the University of Virginia and developed by Teachstone. It measures the quality of adult-child interactions and thus learning environments in child care programs. (See the attached chart from Teachstone.) 2. What research was used to develop the CLASS observation tool? CLASS domains and dimensions are based on developmental theory and research suggesting that interactions between children and adults are the primary way of supporting children's development and learning, and that effective, engaging interactions and environments form the foundation for all learning in early childhood classrooms. Teachstone used research-based, valid indicators and behavior markers of interactions and environment in their development of the tool. The Administration for Children and Families selected CLASS, “an instrument that has been validated by over 10 years of research in educational settings,” as a tool for measuring quality in its Head Start programs. Along with the Environmental Rating Scale (ERS) tools, the Office of Head Start (OHS) chose CLASS because it derives from “developmental theory and
Table 2 Summary of the fluids and particles used in hydraulic fracturing fluid in Australia (© Copyright, Economides & Martin 2007; Golder Associates 2010b; DEHP 2012b; APLNG 2011; AGL 2011; Santos 2011; QGC 2011; Arrow Energy 2012b). Injected substance Purpose Products used CAS number Notes Fractures the coal when injected under high pressure Bore water, farm pond water or groundwater previously extracted from coal seams is often used 7732-18-5 Volume of water required is ~0.2 to 1.3 ML per well (USEPA 2011) Proppant Keeps the fractures open once the high pressure fluid is removed Sand Resin-coated sand Ceramics Bauxite (aluminium ore) 99439-28-8 None or proprietary 66402-68-4 90669-62-8 The latest technology advances in proppants include high strength ceramics and sintered bauxite Acid Dissolves calcite in the coal prior to fracturing Hydrochloric acid Muriatic acid Acetic acid 7647-01-0 75-00-3 64-19-7 Not all wells require this treatment because coal seams do not always contain calcite Gelling agent or Clay stabilisers Increases the viscosity of the to allow more proppant to be carried into fractures Guar gum Starches Cellulose derivatives Polydimethyldiallylammonium chloride (Claytrol) Tetramethylammonium chloride (Claytreat 3C) None or proprietary 9005-25-8 9004-34-6 26062-79-3 75-57-0 Not all hydraulic fracturing uses a gel; gel-free fracturing is termed ‘slickwater’ Crosslinker Increase the viscosity of gelling agents Borate salt Ethyl glycol Isopropanol Disodium octaborate tetrahydrate Boric acid Boric oxide 1330-43-4 107-21-1 67-63-0 52869-79-1 1303-86-2 There are different crosslinkers for different gelling agents
INFORMATION ON EXTENDED FAMILY MEMBERS Background Information Maternal Grandmother Maternal Grandfather Paternal Grandmother Paternal Grandfather Name Alias-Maiden Name Step Parent (Y/N) Address Phone Number Date of Birth Place of Birth Race Enrollment Number Marital Status Religion Deceased (Y/N) Cause of Death Indicate the name of any extended relative known to have listed condition. Physical & Mental Health Name Name Name Name Physical Health Heart Disease High Blood Pressure Diabetes Cancer Seizures, Convulsions, Epilepsy Cerebral Palsy Paralysis or Crippling Disorder Multiple Sclerosis Muscular Dystrophy Cleft Palate Club Foot Fetal Alcohol Syndrome Born Drug Addicted ADD/ADHD Mental Retardation Alcohol and Drug Alcohol Use (Y/N) Cigarette Use (Y/N) Marijuana Use (Y/N) Cocaine Use (Y/N) Methamphetamines (Y/N)
2 Shoes: Two pairs of properly fitting shoes (including a pair of all-weather shoes) 12 Friends: Invite friends around to play and eat from time to time 3 Fresh fruit and vegetables once a day 13 School trips: Participate in school trips and school events that cost money 4 Three meals: Three meals a day 14 Home work: Suitable place to study or do homework 5 Meat: One meal with meat, chicken or fish (or vegetarian equivalent) at least once a day 15 Holidays: Go on holiday away from home at 1 week per year 6 Books: Books at home suitable for their age 16 Unmet need for GP specialist 7 Leisure: Regular leisure activity (swimming, playing an instrument, youth organization etc.) 17 Reasons for not consulting GP specialist 8 Equipment: Outdoor leisure equipment (bicycle, roller skates, etc.) 18 Unmet need for dentist 9 Outdoor: Outdoor in the neighbourhood where children can play safely 19 Reasons for not consulting dentist 10 Games: Indoor games (educational baby toys, building blocks, board games, etc.) Source: EU SILC, 2009. At the time of writing, the Social Protection Committee is reviewing these with a view to developing a new deprivation index. Meanwhile, for UNICEF’s Report Card 10 an index has been produced based on these items. Figure 3 gives the proportion of children living in households lacking 3 or 4 child deprivation items. In Iceland, Sweden, Norway and Finland deprivation rates are low, with almost no children reporting lacking 3 of these items. In contrast almost half of the children in Bulgaria lack 3 items, and over half of the children in Romania do. Figure 2: Child deprivation rates EU SILC 2009 Source: Some developed countries (Ireland and the UK) have gone further and adopted a combination of income poverty and deprivation in a so-called consistent or overlapping poverty measure. Given the complexity of relative representations of poverty, and the
The SAC and DCBS School office can check timetables for staff and provide you with their surgery hours, email addresses, room numbers, direct telephone numbers, as well as providing one to one support. Contact Details of DCBS Staff Sr.No. Name Contact Number Email ID Dr. Sumer Singh 0731 2719046 Mrs. Poojae 9993027874 Mr. Sumant Bhushan 9926574883 Mrs. Pratibha Chaurasia 9893334563 pratibhadc@gmail.com Mrs. Nagu 9826060622 rajnidcbs@gmail.com
The report of the ICT Consultation in support of the Meeting on Disability and Development of the 68th session of the United Nations General Assembly in September this year, titled “The ICT Opportunity for a Disability-Inclusive Development Framework”, identified the barriers that people with disabilities experience in accessing and using ICTs such as web services, mobile devices, television and computers. These barriers include the cost of making accessible ICTs and poor implementation of policies to promote the creation of accessible ICTs. Accessible technologies can enable and accelerate the social inclusion of PwDs in education, employment, civic engagement, healthcare, culture, protection and entertainment. Ensuring accessibility and expanding access to assistive technologies should therefore become a key element of national, regional policies to remove the remaining barriers faced by PwDs. This will be fundamental for the post-2015 development agenda and for increasing innovation, strengthening environmental protection and driving social and economic development. In line with the above and in partnership with the Singapore and Moroccan Permanent Missions to the United Nations, the Division for Social Policy and Development (DSPD) of the United Nations Department of Economic and Social Affairs (UNDESA) is organizing a panel discussion on “Accessible Technologies for Persons with Disabilities” on 2 December 2014 at United Nations Headquarters in New York. The event will promote the theme of the 2014 International Day of Persons with Disabilities (IDPD) on “Sustainable Development: The Promise of Technology” and will feature successful policies and innovative best practices on accessible technologies for PwDs. Objectives of the Panel Discussion The key objective of the panel discussion is to identify, exchange, and examine good practices and lessons learned in the planning and implementation of policies and strategies to promote accessible technologies for sustainable development in achieving poverty eradication, social integration and full employment and decent work for all. In particular, the panel aims to: Foster the development and promotion of accessible technologies in order to create fair and equal opportunities for PwDs and support a disability-inclusive development agenda that will contribute to the emerging post-2015 global development agenda;