Assess Sample Clauses

Assess. Identify and develop a problem list Develop a medical and medication therapy problem list in order of decreasing priority. Evaluate the problem(s) Interpret subjective and/or objective evidence that supports a new or acute problem or requires a referral. Classify the disease (stage, severity, and/or treatment group) Assess and justify the current status of the disease state. Identify the goals of therapy per the literature. Assess therapy Assess appropriateness of current medications or medications to be added per evidence. Identify current or potential medication related problems (inappropriate indication, dose, frequency, route, dosage form, therapeutic indication, drug allergy or intolerance, adverse effects, drug interactions, contraindications. Identify current or potential patient related problems (patient understanding, knowledge or medication, adherence, cost, barriers, health literacy).
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Assess. 174:1-2. For the German and French version, see xxxxx://xxx.xxx.xx/de/wald/waldentwicklung- und-monitoring/langfristige-waldoekosystemforschung-lwf/daten/datenanfrage.html and xxxxx://xxx.xxx.xx/fr/foret/evolution-et-suivi-de-xx-xxxxx/recherches-a-long-terme-sur-les- ecosystemes-forestiers-lwf/donnees/demande-de-donnees.html
Assess. In your first meeting, you will meet with the Assistant to describe your situation, any obstacles you face in obtaining the resources you need, and any resources you have used thus far and their results.
Assess. Once an incident or suspected incident has been reported to your Program Manager and Coordinator, they need to immediately determine if a privacy breach has occurred. In making this assessment, two important questions need to be answered: Not all data in the custody or control of an institution is personal information. Therefore, the first part of your assessment is to identity the type of information affected by the incident. Personal information may include information that is not recorded (e.g., a verbal disclosure). Also, if there is a reasonable expectation that an individual can be identified from the information disclosed (either alone or when combined with other information), such information will likely qualify as personal information. Unauthorized disclosure, whether it is intentional, inadvertent, or as a result of a criminal activity, is the defining activity for privacy breaches. It is the “threshold” or “trigger” mechanism for the application of this Guide. If the answer to both questions is “yes”, a privacy breach has occurred and you need to follow the rest of the privacy breach response protocol outlined in this Guide. Program Manager and Coordinator Work together to:  Obtain all available information about the nature of the breach or suspected breach (e.g., when, where, whose personal information involved, how much personal information involved, verbal disclosure or hard copies involved, etc.).  Determine what happened (e.g., did a privacy breach actually occur, what personal information was involved, etc.?) and what needs to be done.  Answer questions in Step 1 Checklist related to 11 The Information Security & Privacy Classification Policy and the Information Security & Privacy Classification Operating Procedures are available at: xxxx://xxxxx.xxx.xxxxx.xxx.xx.xx/cms/tiles.nsf/(vwReadPagesByRefId_Content)/sec2006.06.26.12.06.06. LVU_page?open Key Players Suggested Responsibilities assessing a privacy breach.
Assess. CRA will routinely assess the effectiveness of its communication, monitoring, documentation and other compliance with the obligations specified in Article VIII and this Exhibit D and make changes to correct any deficiencies identified in such assessments. CRA will create and preserve documentation to evidence such assessments and corrective actions taken in response to such deficiencies.
AssessThe Committee will assess the routes, route structures, equipment and locations.
Assess. Probe 2- • Assesses how well a student can read and understand what they read. Exposes Reading Comprehension Assessment decoding errors that may cause low comprehension. • Oral reading o Student reads text silently o Student reads text aloud o Record student reading behaviours above the text using Montague Partnership Running Record Conventions on the record sheet o Complete the reading observation by noting results and behaviours in Oral reading Analysis box • Retell (optional) • Comprehension o Ask provided questions aloud o Record responses • Score accuracy and comprehension to give a reading age o Decoding-minimum decoding level 96% o Comprehension-minimum comprehension level 70% • Multiple running records may need to be taken to accurately determine students’ reading age. Moderation • Regular moderation will ensure consistency of site running records data. This will occur at least once per term across year levels during a specified moderation meeting in learning teams and/or staff meeting. Assessment • Running record taken for all students below Level 30 minimum once each term to identify instructional level. Students’ reading progression through the higher levels is slower due to more complex sentence structures and comprehension in the texts. • Running records for Reception students will commence once decoding is established as their primary reading reflex. Timing will vary depending on individual student development. • Text Level Benchmarks o Reception Level 5 o Year 1 Level 13 o Year 2 Level 21 • Student reading data will be tracked by the class teacher and used to inform teaching • Student running record data to be entered into Scorelink by Week 10 of each term. Data recording to be at Instructional Level. • Running Records EDSAS Data Entry for Years 1 and 2 at the end of Term 1(April) and Term 3 (September) using an unseen text. Instructional level and reading accuracy percentage required. • Students instructional level to be placed on the data wall • Update data wall by moving students’ names each term. Intervention • Students at risk are defined as o not meeting the benchmark for a year level o below reading age o not meeting Standard of Education Achievement(SEA) for PAT and NAPLAN o below benchmark in Phonics screening check (PSC) • Students at risk can be identified by: o Classroom teacher o Senior Leader o Reading Support teacher • Teachers and leaders will regularly review site data to highlight students at risk and work collaboratively t...
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Assess. To evaluate an individual’s condition, including social supports, health status, functional status, psychological history, and environment. Information is collected from the individual, family, significant others, and medical professionals, as well as the assessor’s observation of the individual.
Assess. During this phase, the Supplier will look to gain an understanding of the End Customer’s infrastructure, security posture, identity, and critical systems: • Perform technical discovery, covering on-premises infrastructure, on-premises Active Directory (if in use), Azure AD, Microsoft 365 services and resources/infrastructure deploying in Azure. The findings of this report will be delivered to the End Customer in a document and added to the Continual Service Improvement Plan (CSIP). • Produce internal End Customer knowledge base, to ensure the relevant context was captured to understand security incidents in End Customer’s environment. Supplier will cover escalation process and hierarchy, what response actions supplier can take, and contingency plans. • Produce End Customer Operations Manual, capturing Service Processes, Escalations, SLAs, and contact information, as well as confirming all decisions agreed throughout the operational onboarding workshops.
Assess. 7.6.1.1.1. Once every three years, complete a Community Needs Assessment which contains key findings on the causes and conditions of poverty in the community(ies) served.
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