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JANE WILLIAMS, PhD, RN Dean and Professor of Nursing School of Nursing, Rhode Island College 600 Mt. Pleasant Avenue, Providence, RI 02908 TEL: 401 456-9608: FAX: 401 456-8206 Email: firstname.lastname@example.org CURRENT EMPLOYMENT Rhode Island College, Dean and Professor of Nursing, School of Nursing, 1975-present; initial appointment as assistant professor, 1975; appointed Professor, 1995, Department Chairperson, 2000, and Dean, 2007. EDUCATION University of Rhode Island, College of Nursing, Kingston, Rhode Island, Ph.D., Nursing, 1995. New York University, School of Education, New York, New York, M.A., Major in Education and Minor in Nursing, 1968; University of Michigan, School of Nursing, Ann Arbor, Michigan, B.S.N. with Distinction, 1966. PUBLICATIONS Williams, J., Brumbaugh, M. & Vares, L., (2006), “Education to improve interdisciplinary practice of health care professionals: A pilot project”, Medicine & Health, Rhode Island, 89 (9), p. 312-313. Mosser, N., Williams, J. & Wood, C. (2006), “The use of progression testing throughout nursing programs: How two colleges promote success on NCLEX-RN”. Annual Review of Nursing Education. Vol.4, p. 305-319. Newman, M. and Williams, J. (2003) "Educating Nurses in Rhode Island: A lot of diversity in a little place", Journal of Cultural Diversity, Vol. 10, No. 3, p. 91-95. Williams, J., (2001) “The Clinical Notebook: Using Student Portfolios to Enhance Teaching and Learning, Journal of Nursing Education. Vol. 40, p. 135-137. Ferszt, G., Massotti, E., Miller, J. & Williams, J. (2000) “Art on Rounds: Research Study of an in-patient oncology unit”, Illness Crisis and Loss. Vol. 8, No. 2, pp. 189-199. Williams, J. (1999) “When Interns Meet Managed Care” [Letter to the Editor]. New York Times, p. 30A. Williams, J., Wood, C., & Cunningham-Warburton, P. (1999) “A Narrative Study of Chemotherapy-Induced Alopecia”. Oncology Nursing Forum. Vol. 26, pp. 1463-1468. Willliams, J. (1999) “Health Policy Tool Kit Helps Students to Get Involved”. ONS Newsletter, 14 (9) p 5.
X-TYPE DATE 05/04 Amended 09/04 XT100-08 TECHNICAL BULLETIN SERVICE Driveshaft Vibration – Diagnostic Method – Repair MODEL 2002-04 MY X-TYPE VIN C00001-E02938 Remove and destroy Bulletin XT100-08, dated 05/04. Replace with this Bulletin. Revisions are marked with a bar and in bold text. Issue: A new procedure has been developed for use after the WDS Vehicle Vibration Analyzer (VVA) has confirmed a vehicle vibration. Action: After a driveshaft vibration has been confirmed using WDS VVA, follow the workshop procedure outlined below. WORKSHOP PROCEDURE Note: There is no Labor Time Allowance to carry out road test diagnosis. Jaguar recommends a claim of 0.50 hrs. as straight time for VVA. Warning: Driveshaft bolts are one-time use only. Use new bolts for the final repair. Existing bolts may be reused throughout the diagnostic procedures. Raise vehicle on twin-post lift. Check for alignment of the green line on the rear differential flange with white paint spot on the rear of the driveshaft. If not aligned continue from step 3; if aligned continue from step 16. Remove the rear driveshaft joint to rear differential flange bolts and links where accessible. Rotate the driveshaft and remove the remaining rear driveshaft joint to rear differential flange securing bolts and links. Displace driveshaft from the rear differential flange. Remove and discard the gasket from the rear differential flange (where installed). Clean the mating faces. Install a new gasket to the rear differential flange, if previously installed. NOTE: THE INFORMATION IN TECHNICAL BULLETINS IS INTENDED FOR USE BY TRAINED, PROFESSIONAL TECHNICIANS WITH THE KNOWLEDGE, TOOLS, AND EQUIPMENT TO DO THE JOB PROPERLY AND SAFELY. IT INFORMS THESE TECHNICIANS OF CONDITIONS THAT MAY OCCUR ON SOME VEHICLES, OR PROVIDES INFORMATION THAT COULD ASSIST IN PROPER VEHICLE SERVICE. THE PROCEDURES SHOULD NOT BE PERFORMED BY “DO-ITYOURSELFERS.” DO NOT ASSUME THAT A CONDITION DESCRIBED AFFECTS YOUR CAR. CONTACT A JAGUAR RETAILER TO DETERMINE WHETHER THE BULLETIN APPLIES TO YOUR VEHICLE. Date of issue 05/04 Amended 09/04
About Greenfield Community School: Greenfield Community School (GCS) provides a high quality, creative and challenging international education based on the International Baccalaureate Philosophy. We foster within each student, staff member and community member an enduring passion for learning and empowering each individual to become a caring global citizen. Our philosophy - Where vision lives, children flourish, and learning is at the heart of our community. www.gcschool.ae
Perspective Cardiac Stem Cell Therapy and the Promise of Heart Regeneration Jessica C. Garbern1 and Richard T. Lee2,* 1Department of Medicine, Boston Children’s Hospital, Boston, MA 02115, USA Stem Cell Institute, the Brigham Regenerative Medicine Center and the Cardiovascular Division, Department of Medicine, Brigham and Women’s Hospital and Harvard Medical School, Boston, MA 02115, USA *Correspondence: email@example.com http://dx.doi.org/10.1016/j.stem.2013.05.008 2Harvard Stem cell therapy for cardiac disease is an exciting but highly controversial research area. Strategies such as cell transplantation and reprogramming have demonstrated both intriguing and sobering results. Yet as clinical trials proceed, our incomplete understanding of stem cell behavior is made evident by numerous unresolved matters, such as the mechanisms of cardiomyocyte turnover or the optimal therapeutic strategies to achieve clinical efﬁcacy. In this Perspective, we consider how cardiac stem cell biology has led us into clinical trials, and we suggest that achieving true cardiac regeneration in patients may ultimately require resolution of critical controversies in experimental cardiac regeneration. Introduction The race is on: throughout the world, basic and clinical investigators want to be the ﬁrst to identify new approaches to regenerate cardiac tissue and to prove the effects of these therapies in patients with heart disease. Despite substantial progress in treating many types of heart disease, the worldwide heart failure burden will remain enormous through this century. The potential of stem cells and the scope of the heart failure problem have fueled a stampede to be the ﬁrst to achieve human heart regeneration. Cell transplantation approaches are attractive given their...
On May 17, 2013, in Bridgeport, Connecticut, an accident occurred on Metro-North’s New Haven Line, when an eastbound Metro-North train of 8 cars, traveling 74 mph, derailed and came to rest on an adjacent track. Approximately 20 seconds later, a westbound Metro-North train on that adjacent track struck the derailed train. As a result of the accident, more than 50 people, some seriously injured, were hospitalized, rail operations were suspended, and millions in property damage occurred. • On May 28, 2013, a second accident occurred when a Metro-North train in West Haven, Connecticut, that was traveling 70 mph, struck and killed a Metro-North maintenance-ofway (MOW) employee who was part of a roadway work group performing railroad maintenance on a construction project. • On July 18, 2013, a third accident occurred when a CSX Transportation freight train derailed while traveling over Metro-North’s system. No one was injured, but property damage was significant. • On December 1, 2013, the fourth accident occurred when a Metro-North train of 7 cars traveling south from Poughkeepsie, New York, to Grand Central Terminal in New York City, derailed as it approached the Spuyten Duyvil Station. All cars derailed and the front cab came to rest close to the Harlem River. Four passengers were killed, and more than 70 were injured. Rail operations were suspended, and millions of dollars in property damage alone was sustained. On December 3, 2013, 2 days after the fourth and most serious of these accidents, FRA sent a letter to MTA expressing support for Governor Andrew Cuomo’s directive that MTA hold a safety stand-down, and directing Metro-North to implement a Confidential Close Call Reporting System (C3RS) (Appendix 2). Additionally, FRA issued Emergency Order 29 and Safety Advisory 2013-08. • Emergency Order 29, issued on December 6, 2013, required Metro-North to take immediate action to prevent excessive train speeds by identifying and prioritizing highrisk areas, modifying its existing signal system to ensure speed limits are obeyed, and 1 requiring a higher level of engagement and communication among operating crewmembers in areas in which major speed restrictions are in place. • Safety Advisory 2013-08, issued on December 10, 2013, urged railroads to provide additional training, increase the frequency of operational testing, and reinforced the importance of communication between crew members. The purpose was to ensure that all railroads adhere to Federal regulations and railroad operating rules regarding maximum authorized train speed limits. On December 16, 2013, FRA launched Operation Deep Dive, an assessment of Metro-North’s operations and safety compliance. More than 60 technical and human factor experts comprising 14 teams, conducted a 60-day comprehensive safety assessment of Metro-North. With assistance from the Federal Transit Administration, these experts reviewed and assessed Metro-North’s safety-related processes and procedures, its compliance with safety regulations and requirements, and its overall safety culture. In assessing Metro-North, the Deep Dive team evaluated:...
The Foreign Policy and National Security Implications of Global Climate Change About the Authors Kurt M. Campbell is CEO and co-founder of the Center for a New American Security and former deputy assistant secretary of defense for Asia and the Pacific. Leon Fuerth is a research professor of international affairs at The George Washington University, and former national security advisor to Vice President Al Gore. Jay Gulledge, Ph.D., is the senior scientist and program manager for science and impacts at the Pew Center on Global Climate Change. Alexander T. J. Lennon is the editor-in-chief of CSIS’s flagship journal, The Washington Quarterly. J.R. McNeill is a professor of history at Georgetown University. Derek Mix is a research associate in the CSIS Europe Program. Peter Ogden is senior national security analyst at the Center for American Progress. John Podesta is president and CEO of the Center for American Progress and former chief of staff for President Bill Clinton. Julianne Smith is the director of the CSIS Europe Program and the Initiative for a Renewed Transatlantic Partnership. Richard Weitz is a senior fellow and director of program management at Hudson Institute. R. James Woolsey is a vice president for Booz Allen Hamilton and former director of the CIA. Production Notes Paper recycling is reprocessing waste paper fibers back into a usable paper product. Soy ink is a helpful component in paper recycling. It helps in this process because the soy ink can be removed more easily than regular ink can be taken out of paper during the de-inking process of recycling. This allows the recycled paper to have less damage to its paper fibers and have a brighter appearance. The waste that is left from the soy ink during the de-inking process is not hazardous and it can be treated easily through the development on modern processes.
If you bought an Acer Notebook Computer pre-installed with Microsoft® Windows Vista, you could get benefits from a class action settlement. A Federal Court authorized this Notice. This is not a solicitation from a lawyer. You could be affected by a class action lawsuit against Acer America Corporation (“Acer”) involving insufficient memory in Acer notebook computers (“Notebook”) that run certain versions of the Microsoft® Windows Vista operating system (Home Premium, Business, and Ultimate) and contain one gigabyte (1 GB) of Random Access Memory or less as shared memory for both the system and graphics. You are included if you are a United States resident who bought certain Notebooks from Acer or an Acer Authorized Retailer that came pre-installed with Microsoft® Windows Vista Home Premium, Business, or Ultimate operating system, and have not returned the Notebook for a refund. Those included in the Settlement will be eligible to select to receive money or other benefits (see Question 8 below). Please read this Notice carefully. Your legal rights are affected, whether you act or don’t act. YOUR LEGAL RIGHTS AND OPTIONS IN THIS SETTLEMENT File a Claim This is the only way to get benefits from the Settlement. Exclude Yourself You will receive no benefits, but you will retain any rights you currently have to sue Acer about the claims in this case. Object to the Settlement Write to the Court explaining why you don’t like the Settlement. Go to the Hearing Ask to speak in Court about your opinion of the Settlement. Do Nothing You won’t get benefits and will give up your rights to sue Acer about the claims in this case.
The National Center for Learning Disabilities is seeking applicants for the 2013-2014 Anne Ford Scholarship. The Anne Ford Scholarship is a $10,000 ($2,500/year over four years) award granted to a graduating high school senior with a documented learning disability who will be enrolled, in the fall of 2014, in a full-time bachelor’s degree program. The ideal Anne Ford Scholar is a student who: • Articulates his/her LD and clearly demonstrates the importance of self-advocacy • Is committed to completing a four-year college degree and has begun to set realistic career goals • Participates in school and community activities • Has demonstrated academic achievements consistent with college and career goals • Plans to contribute to society in ways that increase opportunities for individuals with LD • Excels as a role model and spokesperson for others who struggle with LD • Demonstrates financial need Eligibility & Selection Criteria To be eligible for the 2013-2014 Anne Ford Scholarship, an applicant must: • Have an overall Grade Point Average (GPA) of 3.0 or higher on a 4 point scale (or equivalent) • Demonstrate financial need • Provide most current documentation of an identified learning disability Please Note: ADD/ADHD alone is not considered a learning disability; eligible candidates must also provide documentation of a specific learning disability. • Be a U.S. Citizen Please Note: If you will be attending a two-year community college, vocational or technical training program, or specialized program for students with LD, you are not eligible to apply for the Anne Ford Scholarship. Please visit our website at www.LD.org for more information on the Allegra Ford Scholarship. “I learn differently than everyone else but I do not allow that to limit how much I am able to learn.” - Macy Olivas, 2009 Anne Ford Scholar http://www.ld.org AFScholarship@ncld.org (888) 575-7373 the anne ford scholarship National Center for Learning Disabilities Mentoring & Outreach Opportunities The Anne Ford Scholar must be willing to mentor future Scholars and act as a role model for individuals with learning disabilities through such activities as public speaking, writing for publications, and engaging in other opportunities made possible through NCLD. Selection Process The Anne Ford Scholarship Committee, comprised of members of NCLD’s Board of Directors, Professional Advisory Board, and distinguished friends, will make the final selection of scholars in Spring 2014. Scholarship Requirements Anne Ford Scholars are required to submit annual updates detailing their progress in school and offering insights about their academic and personal growth. The $10,000 scholarship will be paid in four yearly installments of $2,500. Scholars must submit proof of course registration to receive their first installment. To continue receiving payments, scholars must provide proof of course registration for each ensuing semester and documentation of passing grades (transcripts).
Lifestyle Coach Facilitation Guide: Core Session 4: Healthy Eating Table of Contents Background and Preparation Page Preparation Checklist Materials Required for Session 4 Before You Begin 2 Lifestyle Coach Brief Learning Objectives Session Overview Key Messages 4 Weigh-in Week in Review This Week 7 Classroom Presentation Part 1: Weekly Progress and Review Part 2: Healthy Ways to Eat Introduction The Way We Eat The Type of Food We Eat 10 Part 3: MyPlate MyPlate The Purpose of MyPlate MyPlate: Grains MyPlate: Vegetables MyPlate: Fruit MyPlate: Dairy MyPlate: Protein How Have You Been Eating? Eating More Like MyPlate 12 Part 4: Wrap Up and To-Do List To Do Next Week Closing 22 Notes and Homework 25 Follow Up Session 4: Healthy Eating Background and Preparation Preparation Checklist Materials These are the materials you will use during Session 4. Participant handouts for Session 4...