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 National Strategies for Health Care Providers: Pesticides Initiative
Component A: Make the case for practitioners — Develop an effective case statement to convince primary care providers of the need to incorporate occupational and environmental health and pesticide awareness into their practice settings. Component B: Define practice...
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Component A: Make the case for practitioners — Develop an effective case statement to convince primary care providers of the need to incorporate occupational and environmental health and pesticide awareness into their practice settings. Component B: Define practice skills and guidelines — Produce National Guidelines that recommend practice behaviors and guidelines for the recognition, management, and prevention of pesticide exposures, for all practicing health care providers; define accompanying content related to
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=50
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=50
model programs. <span class="highlight">Component</span> A: Make the case <span class="highlight">for</span> change in educational settings — Develop an effective case statement to convince decision-makers about the need <span class="highlight">for</span> environmental health and pesticide education in medical and nursing educational institutions. <span class="highlight">Component</span> B: Define competencies and integration strategies <span class="highlight">for</span> curricula — Produce National Guidelines that recommend competencies specific to the <span class="highlight">recognition</span>, management and prevention <span class="highlight">of</span> pesticide exposures, <span class="highlight">for</span> all basic and advanced training in medicine
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=55
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=55
E D U C A T I O N 44 National Strategies <span class="highlight">for</span> Health Care Providers: Pesticides Initiative Implementation Plan EDUCATION <span class="highlight">COMPONENT</span> B: Define Competencies and Integration Strategies <span class="highlight">for</span> Curricula Statement Produce National Guidelines that recommend competencies specific to the <span class="highlight">recognition</span>, management and prevention <span class="highlight">of</span> pesticide exposures, <span class="highlight">for</span> all basic and advanced training in medicine and nursing; define accompanying content areas; suggest methods <span class="highlight">of</span> integration into curricula; and provide access to
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=63
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=63
E D U C A T I O N 52 National Strategies <span class="highlight">for</span> Health Care Providers: Pesticides Initiative Implementation Plan EDUCATION <span class="highlight">COMPONENT</span> C: Assess Educational Settings Statement Conduct an assessment <span class="highlight">of</span> the target audience <span class="highlight">of</span> educational institutions to determine: (a) amount <span class="highlight">of</span> existing coursework, (b) faculty members’ current knowledge and skill levels, and comfort with teaching pesticide-related topics, and (c) how faculty and educational institutions will best respond to educational programs and <span class="highlight">information</span>
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=69
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=69
gynecology, emergency medicine, or preventive medicine/public health). � Commitment <span class="highlight">of</span> staff time (part-time health educator and administrative support). � Existing and proposed partnerships within the academic health center to ensure that the faculty champion’s work reaches all schools within the institution. � Teaching and curriculum development <span class="highlight">component</span>, including baseline <span class="highlight">analysis</span> <span class="highlight">of</span> student knowledge and skills. � Institutional change <span class="highlight">component</span> with specific strategies articulated <span class="highlight">for</span> changing
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=76
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=76
<span class="highlight">Component</span> A: Make the case <span class="highlight">for</span> practitioners — Develop an effective case statement to convince primary care providers <span class="highlight">of</span> the need to incorporate occupational and environmental health and pesticide awareness into their practice settings. <span class="highlight">Component</span> B: Define practice skills and guidelines — Produce National Guidelines that recommend practice behaviors and guidelines <span class="highlight">for</span> the <span class="highlight">recognition</span>, management, and prevention <span class="highlight">of</span> pesticide exposures, <span class="highlight">for</span> all practicing health care providers; define accompanying content related to
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=77
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=77
P R A C T I C E 66 National Strategies <span class="highlight">for</span> Health Care Providers: Pesticides Initiative Implementation Plan the United States should incorporate environmental considerations in prevention, education, management, and referral. <span class="highlight">Component</span> F: Create incentives <span class="highlight">for</span> change — Identify and promote a number <span class="highlight">of</span> incentives to incorporate appropriate prevention, <span class="highlight">recognition</span>, and management <span class="highlight">of</span> pesticide-related health conditions into health care practices. Specifically: (1) provide grant support to practicing providers
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=81
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=81
P R A C T I C E 70 National Strategies <span class="highlight">for</span> Health Care Providers: Pesticides Initiative Implementation Plan PRACTICE <span class="highlight">COMPONENT</span> B: Define Practice Skills and Guidelines Statement Produce National Guidelines that recommend practice skills and guidelines <span class="highlight">for</span> the <span class="highlight">recognition</span>, management, and prevention <span class="highlight">of</span> pesticide exposures, <span class="highlight">for</span> all practicing health care providers; define accompanying content related to expected behavior; suggest methods <span class="highlight">of</span> integration into practice and training settings; and provide access
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=85
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=85
P R A C T I C E 74 National Strategies <span class="highlight">for</span> Health Care Providers: Pesticides Initiative Implementation Plan PRACTICE <span class="highlight">COMPONENT</span> C: Assess Knowledge and Skills <span class="highlight">of</span> Practitioners Statement Conduct an assessment <span class="highlight">of</span> the target audience <span class="highlight">of</span> primary care providers to determine: (a) providers’ current knowledge; and (b) how providers will best respond to educational programs and <span class="highlight">information</span> resources. This assessment will be comprised <span class="highlight">of</span> a literature review and a range <span class="highlight">of</span> needs assessment analyses. Expected Outcomes
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=94
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=94
P R A C T IC E National Strategies <span class="highlight">for</span> Health Care Providers: Pesticides Initiative Implementation Plan 83 PRACTICE <span class="highlight">COMPONENT</span> F: Create Incentives <span class="highlight">for</span> Change Statement Identify and promote a number <span class="highlight">of</span> incentives to incorporate appropriate prevention, <span class="highlight">recognition</span>, and management <span class="highlight">of</span> pesticide-related health conditions into health care practices. Specifically: (1) provide grant funding to practicing providers <span class="highlight">for</span> interventions and research related to pesticide poisonings and exposures; (2) create free and
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http://www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=100
www.neefusa.org/pdf/ImplementationPlandocument.pdf#page=100
credibility and usefulness <span class="highlight">of</span> resources by establishing a national review board to evaluate them. <span class="highlight">Component</span> A: Inventory existing resources — Determine what educational and <span class="highlight">information</span> programs and materials <span class="highlight">for</span> health care providers exist currently in education and practice settings and what gaps should be filled. <span class="highlight">Component</span> B: Establish a national review board — Create a national body to determine assessment criteria and evaluate existing resources, with the goal <span class="highlight">of</span> identifying, selecting, and assessing the ideal
Smithsonian: Computer Oral History Collection: Mina
Computer Oral History Collection, 1969-1973, 1977 11 Mina Rees Interview, March 19, 1969, Archives Center, National Museum of American History For additional information, contact the Archives Center at 202.633.3270 or archivescenter@si.edu But I do think that the whole reco...
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Computer Oral History Collection, 1969-1973, 1977 11 Mina Rees Interview, March 19, 1969, Archives Center, National Museum of American History For additional information, contact the Archives Center at 202.633.3270 or archivescenter@si.edu But I do think that the whole recognition that there is no specific mathematical training for an applied mathematician, and that he needs to be a good mathematician and interested in problems, came out of the experience in World War II. MERZBACH: It seems to
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http://invention.smithsonian.org/downloads/fa_cohc_tr_rees690319.pdf#page=11
invention.smithsonian.org/downloads/fa_cohc_tr_rees690319.pdf#page=11
Computer Oral History Collection, 1969-1973, 1977 11 Mina Rees Interview, March 19, 1969, Archives Center, National Museum <span class="highlight">of</span> American History <span class="highlight">For</span> additional <span class="highlight">information</span>, contact the Archives Center at 202.633.3270 or archivescenter@si.edu But I do think that the whole <span class="highlight">recognition</span> that there is no specific mathematical training <span class="highlight">for</span> an applied mathematician, and that he needs to be a good mathematician and interested in problems, came out <span class="highlight">of</span> the experience in World War II. MERZBACH: It seems to
J. Mack Robinson College of Business
browser doesn't appear to be supporting it. Please visit our FAQ section for more information. J. Mack Robinson College of Business The Robinson College of Business J. Mack Robinson College of Business at Georgia State University (GSU) in Atlanta offers nation...
Open Questions on the Correlation Between Television and Violence
marijuana, disciplinary problems in the Coast Guard, experiences with foreign prostitutes, lax attention by local police and the F.B.I. when he stalked women, and -- significantly -- an obsession with an actual mass-murder. The killer was not so much pushed over the edge by a movie as alread...
Independent Evaluation of the Alignment of the California Standards Tests (CSTs) and the C...
A ppendix D . W orkshop M aterials for Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format of Depth-of-Knowledge (DoK) Rating Sheet for CST Standards Enter rating of 1 to 4 DOK Rating Form in blanks below. ELA Content Standa...
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A ppendix D . W orkshop M aterials for Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format of Depth-of-Knowledge (DoK) Rating Sheet for CST Standards Enter rating of 1 to 4 DOK Rating Form in blanks below. ELA Content Standards Grade 2 CALIFORNIA CONTENT STANDARDS: READING CODE 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features of reading. They select letter patterns and know how to translate them
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=187
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=187
A ppendix D . W orkshop M aterials <span class="highlight">for</span> Panelists H um an R esources R esearch O rganization (H um R R O ) P age D -7 Example Format <span class="highlight">of</span> Depth-<span class="highlight">of</span>-Knowledge (DoK) Rating Sheet <span class="highlight">for</span> CST Standards Enter rating <span class="highlight">of</span> 1 to 4 DOK Rating Form in blanks below. ELA Content Standards Grade 2 CALIFORNIA CONTENT STANDARDS: READING CODE 1.0 WORD <span class="highlight">ANALYSIS</span>, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students understand the basic features <span class="highlight">of</span> reading. They select letter patterns and know how to translate them
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http://www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=188
www.cde.ca.gov/ta/tg/sr/documents/alignmentreport.pdf#page=188
C ST and C A PA A lignm ent R eport (D R A FT 2-5-2007) CALIFORNIA CONTENT STANDARDS: READING CODE 2.2 Comprehension and <span class="highlight">Analysis</span> <span class="highlight">of</span> Grade-Level-Appropriate Text: use appropriate strategies when reading <span class="highlight">for</span> different purposes (e.g., full comprehension, location <span class="highlight">of</span> <span class="highlight">information</span>, personal enjoyment) NA* 2.3 Comprehension and <span class="highlight">Analysis</span> <span class="highlight">of</span> Grade-Level-Appropriate Text: make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles
The Trial of Monty Terry
requirement, the discount rate, and open market operations, which has a subsequent impact on the federal funds rate.) 6. What are the similarities between monetary policy and fiscal policy? (Both use tools to solve macroeconomic problems and thereby stabilize the economy featuring growth in the GDP...
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requirement, the discount rate, and open market operations, which has a subsequent impact on the federal funds rate.) 6. What are the similarities between monetary policy and fiscal policy? (Both use tools to solve macroeconomic problems and thereby stabilize the economy featuring growth in the GDP without inflation.) 7. What are some of the weaknesses of fiscal policy as compared with monetary policy? (Weaknesses of fiscal policy include problems with timing, including the lag in recognition that a
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http://www.frbatlanta.org/publica/extra_credit/2007/spring/lessonTrialofMontyTerry.pdf#page=8
www.frbatlanta.org/publica/extra_credit/2007/spring/lessonTrialofMontyTer...
requirement, the discount rate, and open market operations, which has a subsequent impact on the federal funds rate.) 6. What are the similarities between monetary policy and fiscal policy? (Both use tools to solve macroeconomic problems and thereby stabilize the economy featuring growth in the GDP without inflation.) 7. What are some <span class="highlight">of</span> the weaknesses <span class="highlight">of</span> fiscal policy as compared with monetary policy? (Weaknesses <span class="highlight">of</span> fiscal policy include problems with timing, including the lag in <span class="highlight">recognition</span> that a
Development of Performance Level Descriptors for the California Standards Tests (CSTs) and...
Appendix A: Mathematics PLDs Specific Descriptors: Statistics, Data Analysis, and Probability Advanced students: • Identify best representation for a given set of data. • Find probability of independent and dependent events. Proficient students: • Fi...
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Appendix A: Mathematics PLDs Specific Descriptors: Statistics, Data Analysis, and Probability Advanced students: • Identify best representation for a given set of data. • Find probability of independent and dependent events. Proficient students: • Find all possible outcomes of a situation to determine the probability of a particular outcome. • Find the mean, median, and mode of a data set. Basic students: • Interpret a graph to evaluate information. • Identify the possible outcomes for
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http://www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=109
www.cde.ca.gov/ta/tg/sr/documents/pldreport.pdf#page=109
Appendix A: Mathematics PLDs Specific Descriptors: Statistics, Data <span class="highlight">Analysis</span>, and Probability Advanced students: • Identify best representation <span class="highlight">for</span> a given set <span class="highlight">of</span> data. • Find probability <span class="highlight">of</span> <span class="highlight">independent</span> and dependent events. Proficient students: • Find all possible outcomes <span class="highlight">of</span> a situation to determine the probability <span class="highlight">of</span> a particular outcome. • Find the mean, median, and mode <span class="highlight">of</span> a data set. Basic students: • Interpret a graph to evaluate <span class="highlight">information</span>. • Identify the possible outcomes <span class="highlight">for</span>
CAHSEE Study Guides: English-Language Arts
Program Improvement More... School/Teacher Recognition Academic Achievement Awards Distinguished Schools Teachers of the Year More... Testing
Cube definition and properties
sometimes referred to as the Platonic solids. Parts of a cube FaceAlso called facets or sides. A cube has six faces which are all squares, so each face has four equal sides and all four interior angles are right angles. See Definition of a square. In the figure above,...
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