Van beschermd wonen naar inclusief wonenSignificant
In november 2015 heeft de Commissie Toekomst Beschermd Wonen haar advies ‘Van beschermd wonen naar een beschermd thuis’ opgeleverd. Bottomline van het stuk is dat cliënten hun zelfstandigheid vaker behouden als passende ondersteuning in de thuissituatie sneller beschikbaar is. In ons beknopte model schetsen wij welke stappen u hierin als gemeente dient te zetten en en waar wij u bij kunnen ondersteunen!
Van beschermd wonen naar inclusief wonenSignificant
In november 2015 heeft de Commissie Toekomst Beschermd Wonen haar advies ‘Van beschermd wonen naar een beschermd thuis’ opgeleverd. Bottomline van het stuk is dat cliënten hun zelfstandigheid vaker behouden als passende ondersteuning in de thuissituatie sneller beschikbaar is. In ons beknopte model schetsen wij welke stappen u hierin als gemeente dient te zetten en en waar wij u bij kunnen ondersteunen!
Elit 48 c essay #2 postmodernism and battle royal_jordanlachance
This document provides guidance for students writing an essay responding to literature from the Modernist period. It offers several potential essay topics focused on either postmodern manifestos and postmodernism, the American Dream in relation to a postmodern condition, or themes/elements from the novel Invisible Man by Ralph Ellison. The prompts are meant to help students practice rhetorical strategies like analysis, synthesis, and argumentation using textual evidence. The document outlines expectations for the essay, including length, citation style, and learning outcomes focused on skills like outlining, organizing ideas, integrating quotations, and avoiding plagiarism. It provides best practices and traps to avoid in completing the assignment successfully.
This document provides a detailed summary and analysis of Seamus Heaney's poem "Cassandra". It begins by giving context that the poem is part of Heaney's work "Mycenae Lookout" and retells the story of Cassandra, who was captured after the Trojan War. The summary then analyzes the poem line-by-line, examining how Heaney depicts the characters of Cassandra and Agamemnon and draws from classical sources like Aeschylus' Agamemnon. It concludes by noting how Heaney condenses Cassandra's final speech and brings the complex story of revenge and violence to a concise close in the poem.
This document summarizes key points about two modernist manifestos:
1) F.T. Marinetti's "Manifesto of Futurism" which celebrated modern technology and embraced concepts like speed, while also glorifying war and denigrating women.
2) Mina Loy's "Feminist Manifesto" which employed unconventional typography and a message of demolishing traditional lies about women, directly challenging Marinetti's views.
The document discusses how Loy's manifesto serves as a response to critique Marinetti's work, though their relationship was complex given their personal history. It analyzes the forms and styles used in each manifesto.
This document provides an agenda and information about applying New Criticism techniques to analyze literature. It begins with an agenda for the class that includes a lecture on New Criticism and a discussion of applying it to The Great Gatsby. It then provides an overview of New Criticism, describing it as a formalist approach that focuses only on elements within the text itself and aims to find a single, unified interpretation. Key aspects of New Criticism discussed include its use of paradox, irony, ambiguity, and tension to create complex meanings. Examples are given of each technique. The document concludes with typical questions New Critics ask themselves when analyzing a text and instructs students to read about Feminist Criticism for the next class.
- The document discusses modernist manifestos, focusing on Marinetti's "Manifesto of Futurism" and Mina Loy's "Feminist Manifesto."
- Marinetti embraced modern technology and progress, glorifying speed, war, and rejecting the past. However, his manifesto also included troubling stances like glorifying war and scorn for women.
- In contrast, Loy's "Feminist Manifesto" directly challenged male modernist views like Marinetti's through its radical form and message of demolishing traditional female illusions. It presented a profeminist perspective that countered Marinetti's antifeminism.
This document provides information about an EWRT 1A class. It outlines that the class is limited to 30 students, and students on the waiting list may stay but add codes will only be given if space opens up. It provides details about the required textbook, The Hunger Games novel, and materials. The document reviews the class policies on attendance, late work, academic dishonesty and more. It includes the course requirements of essays, tests, homework posts and participation. Finally, it details how to access and post homework on the class website.
This document provides an overview of the first class of an American literature course. It discusses the syllabus, class policies, assignments and expectations. Students are informed that there is a maximum of 45 students in the class and they will need to establish an account on the class website to complete homework assignments. The honors section requires additional research and a longer final paper. Students are also introduced to the QHQ assignment, where they will pose an initial question about the reading, develop a hypothesis, and conclude with a final question. The first homework assignment is to establish a website account and complete a QHQ on the introduction.
Crustacea hidup di terumbu karang dan perairan dangkal sampai kedalaman 2500 m. Beberapa spesies crustacea memiliki manfaat ekonomi sebagai sumber pangan dan obat-obatan. Kulit kepiting mengandung zat kithin yang bermanfaat untuk menurunkan kolesterol dan mencegah kanker.
The class agenda includes an in-class writing workshop where students will work on their drafts using devices or pen and paper. The homework is to continue working on the draft at home. Students are asked to bring a copy of their draft to class to work on further the next day.
Elit 48 c essay #2 postmodernism and battle royal_jordanlachance
This document provides guidance for students writing an essay responding to literature from the Modernist period. It offers several potential essay topics focused on either postmodern manifestos and postmodernism, the American Dream in relation to a postmodern condition, or themes/elements from the novel Invisible Man by Ralph Ellison. The prompts are meant to help students practice rhetorical strategies like analysis, synthesis, and argumentation using textual evidence. The document outlines expectations for the essay, including length, citation style, and learning outcomes focused on skills like outlining, organizing ideas, integrating quotations, and avoiding plagiarism. It provides best practices and traps to avoid in completing the assignment successfully.
This document provides a detailed summary and analysis of Seamus Heaney's poem "Cassandra". It begins by giving context that the poem is part of Heaney's work "Mycenae Lookout" and retells the story of Cassandra, who was captured after the Trojan War. The summary then analyzes the poem line-by-line, examining how Heaney depicts the characters of Cassandra and Agamemnon and draws from classical sources like Aeschylus' Agamemnon. It concludes by noting how Heaney condenses Cassandra's final speech and brings the complex story of revenge and violence to a concise close in the poem.
This document summarizes key points about two modernist manifestos:
1) F.T. Marinetti's "Manifesto of Futurism" which celebrated modern technology and embraced concepts like speed, while also glorifying war and denigrating women.
2) Mina Loy's "Feminist Manifesto" which employed unconventional typography and a message of demolishing traditional lies about women, directly challenging Marinetti's views.
The document discusses how Loy's manifesto serves as a response to critique Marinetti's work, though their relationship was complex given their personal history. It analyzes the forms and styles used in each manifesto.
This document provides an agenda and information about applying New Criticism techniques to analyze literature. It begins with an agenda for the class that includes a lecture on New Criticism and a discussion of applying it to The Great Gatsby. It then provides an overview of New Criticism, describing it as a formalist approach that focuses only on elements within the text itself and aims to find a single, unified interpretation. Key aspects of New Criticism discussed include its use of paradox, irony, ambiguity, and tension to create complex meanings. Examples are given of each technique. The document concludes with typical questions New Critics ask themselves when analyzing a text and instructs students to read about Feminist Criticism for the next class.
- The document discusses modernist manifestos, focusing on Marinetti's "Manifesto of Futurism" and Mina Loy's "Feminist Manifesto."
- Marinetti embraced modern technology and progress, glorifying speed, war, and rejecting the past. However, his manifesto also included troubling stances like glorifying war and scorn for women.
- In contrast, Loy's "Feminist Manifesto" directly challenged male modernist views like Marinetti's through its radical form and message of demolishing traditional female illusions. It presented a profeminist perspective that countered Marinetti's antifeminism.
This document provides information about an EWRT 1A class. It outlines that the class is limited to 30 students, and students on the waiting list may stay but add codes will only be given if space opens up. It provides details about the required textbook, The Hunger Games novel, and materials. The document reviews the class policies on attendance, late work, academic dishonesty and more. It includes the course requirements of essays, tests, homework posts and participation. Finally, it details how to access and post homework on the class website.
This document provides an overview of the first class of an American literature course. It discusses the syllabus, class policies, assignments and expectations. Students are informed that there is a maximum of 45 students in the class and they will need to establish an account on the class website to complete homework assignments. The honors section requires additional research and a longer final paper. Students are also introduced to the QHQ assignment, where they will pose an initial question about the reading, develop a hypothesis, and conclude with a final question. The first homework assignment is to establish a website account and complete a QHQ on the introduction.
Crustacea hidup di terumbu karang dan perairan dangkal sampai kedalaman 2500 m. Beberapa spesies crustacea memiliki manfaat ekonomi sebagai sumber pangan dan obat-obatan. Kulit kepiting mengandung zat kithin yang bermanfaat untuk menurunkan kolesterol dan mencegah kanker.
The class agenda includes an in-class writing workshop where students will work on their drafts using devices or pen and paper. The homework is to continue working on the draft at home. Students are asked to bring a copy of their draft to class to work on further the next day.
3. 1 januari 2015 AWBZ naar WMO
Extramurale begeleiding
Persoonlijke verzorging (ong. 5%)
(alleen die nauw samenhangt met begeleiding, geen somatische
aandoening of primaire medische problematiek)1
Kortdurend verblijf
Beschermd wonen (RIBW)
Doventolk
Overdracht cliëntgegevens vanaf 1 juli 2014, maar na
publicatie van de wet in de Staatscourant
Overgangsregeling tot 31 dec 2015
1. PV: 1% aan zintuiglijke beperking, 2% aan verstandelijke beperking, 2% psychiatrische problematiek
Inleiding
4. Het leveren van informatie over de zorg van individuele
cliënten, zodat
gemeenten het gesprek/onderzoek kunnen starten met
de cliënten voor de overgang naar een Wmo
maatwerkvoorziening (uiterlijk per 31 december 2015)
Project doelstelling
5. Definiëren cliëntgroepen (filters)
Vaststellen set cliëntgegevens
Bepalen uitleverspecificaties
Ontwikkelen technische voorziening
Garanderen kwaliteit (inclusief interpretatie)
Inregelen beveiliging (in relatie tot privacy)
Aan de ontvangende kant (de gemeenten) liggen ook diverse uitdagingen, maar deze maken
geen deel uit van het project
Belangrijke producten
6. Oplossingsrichting
Zorg-
kantoren
Gemeente … ... … Gemeente
ophalen
Klaarzetten
Goedgekeurde
declaraties
Selectie van:
- Cliënten
- Indicatiegegevens
Vraagbaak en
ondersteuning
Beveiligd portaal
Zorg-
aanbieders
Declaraties
Bestanden per gemeente
met cliëntgegevens
CAK
CIZ
Vektis
PGB+
Bestand per zorgkantoor
met cliëntgegevens
8. Wijze van uitlevering
Bestand CIZ - identificerende en indicatiegegevens
Bestand Vektis - zorgconsumptiegegevens ZIN
Bestand Vektis - PGB gegevens
9. Voor zorg waarvoor het CIZ geen indicatie heeft afgegeven
moet de zorgaanbieder de cliëntgegevens aan de gemeente
doorgegeven, bijvoorbeeld:
Indicatievrije zorg (prestaties gaan niet over naar WMO)
Regelarme experimenten (Buurtzorg en Zorgboog)
Lumpsum vergoeding aan zorgaanbieder
Bijvoorbeeld inloopvoorziening
Correcties achteraf op lumpsum niveau verrekend
Overdracht van de extramurale functie naar de Zvw
Zorg waarvoor geen gegevensoverdracht
plaatsvindt
10. Verdeling verantwoordelijkheden
Partij Verantwoordelijkheid
CIZ
Selecteren cliënten op basis van indicatiebesluit
Schonen bestand cliënten op basis van GBA
Selecteren gegevens van indicatiebesluit
Actualiseren adresgegevens van cliënten
Tweede lijns helpdesk
Vektis
Selecteren declaratiegegevens en PGB van cliënten
Alloceren cliënten aan juiste gemeenten (op basis van CIZ gegevens)
Uitgebreide bestandsbeschrijving en toelichting maken voor gemeenten
Uitvoeren kwaliteitstoets op gegevens (input)
Rapporteren over tijdigheid aanlevering QA en PGB door zorgkantoren
Beschikbaar stellen overgedragen gegevens per zorgkantoor
Zorgkantoren
Tijdige en maandelijkse aanlevering declaratiegegevens ZIN aan Vektis
Tijdige en maandelijks aanlevering PGB gegevens aan Vektis
Beoordelen uitval n.a.v. kwaliteitstoets Vektis en beantwoording vragen
Tweedelijns helpdesk voor vragen over declaraties en PGB
Communicatie met gemeenten indien na laatste overdracht nog met
terugwerkende kracht over te hevelen aanspraken worden toegekend
11. Verdeling verantwoordelijkheden
Partij Verantwoordelijkheid
CAK
Uitleveren van bestanden via beveiligd portaal (ZIN en PGB)
Verantwoordelijk voor communicatie naar cliënten (inclusief brief aan cliënten)
Eerstelijns helpdesk
Rapporteren over uitlevering aan gemeenten
VWS
Overall verantwoordelijk voor communicatie
Vaststellen van de uiteindelijke selectiecriteria
Communicatie met zorgaanbieders over hun rol in gegevensoverdracht
Vaststellen informatie in brief m.b.t. gegevensoverdracht
Gemeente
Uitvoeren GBA-controle voor wettelijke vertegenwoordiging
Uitvoeren GBA-controle voor actuele status (overleden)
Accepteren overgedragen cliënten
Indien nodig dragen zij zelf zorg voor het op papier her-routeren van de
gegevens naar een andere gemeente (bij verhuizing) of via de eerstelijns
helpdesk terug aan het zorgkantoor (onjuiste overdracht)
Beveiliging van de via het CAK portaal beschikbaar gestelde gegevensbestanden
Zorgaanbieders
Gegevensoverdracht aan gemeenten in die gevallen dat zij naar de WMO over
te hevelen zorg verlenen, waarvoor het CIZ geen indicatiebesluit heeft
afgegeven
12. Plan van Aanpak
Uitwerken oplossing
Start communicatie naar gemeenten
Publicatie PvE en bestandspecificatie
Realiseren incl. testen voorziening
Inrichten helpdeskfunctie
Uitvoeren overdracht
1-12-13
15-12-13
15-1-14
15-4-14
15-5-14
1-6-14
1-7-14
Aanpak en tijdsplanning