zilongwang/ReadingBank huggingface dataset:
(a) any place on the coast of Namibia; (b) any railway station or place in Namibia at or near any of the borders thereof; or (c) any airport or aerodrome in Namibia, an immigration officer is stationed; “premises” means any building or structure together with the land on which it is situated and the adjoining land used in connection therewith, and includes any land without any building or structure thereon; “prescribed” prescribed by regulation or under this Act; “prohibited immigrant” means a person referred to in section 39; “provisional permit” means a provisional permit referred to in section 11; “regulation” means any regulation made and in force under this Act; “ship” includes any vessel or boat, of any kind, used in navigation, whether propelled by means of sails, steampower or other mechanical means or towing or oars or in any other manner; [“Steampower” is normally written as two “steam power”.] “student’s permit” means a student’s permit referred to in section 24(b)(ii); “this Act” includes any direction or regulation issued or made or deemed to have been issued or made under this Act; “tribunal” means any immigration tribunal established under section 43; “visitor’s permit” means a visitor’s entry permit referred to in section 24(b)(iii). Application of Act 2. (1) Subject to the provisions of subsection (2), the provisions of Part V, except sections 30, 31 and 32 thereof, and Part VI of this Act shall not apply to - (a) a Namibian citizen; (b) any person domiciled in Namibia who is not a person referred to in paragraph (a) or (f) of section 39(2); (c) any spouse or dependent of a person referred to in paragraph (b), provided such spouse or child is not a person referred to m paragraph (d), (e), (f) or (g) of section 39(2); (d) any person duly accredited to Namibia by or the authority of the government of any sovereign state; (e) any person who under any law is entitled to any diplomatic immunities and privileges by reason of such person’s association with an organization of which the Government of Namibia is a member;
Activity description and agenda: Describe the activities that will help your students understand the content of your lesson by creating an agenda within frames for your class. Be prepared to explain why you think each activity will help students on the path toward understanding. Time Teacher Activity Student Activity Materials Needed 1-5 Minutes Recap: What is Immigration? Play Brain Pop Video about Immigration to give student a refresher on what immigration is. Brain Pop Video Elmo Ipad Pop Video 5-10 Minutes Facilitate discussion: Why do people emigrate/ leave their homes? Do you think it was easy or hard to leave? Show class the anchor chart made (See in resources section) Explain how I want students to keep these reasons in the back of their mind throughout the rest of the lesson. Explain our new vocabulary word: Steerage (n.) (See in resources section) Engage in discussion on why people left their homes to come to America and whether or not it was hard. Monitor Understanding Anchor Chart 10-15 Minutes Play Discovery Ed video- The Voyage This video describes the conditions of the Watch Discovery Ed Video Elmo Ipad Discovery Ed The Voyage
You have been assigned to represent one of the four groups of people with varying viewpoints on immigration. The you are representing is: ______________________________________ Using Internet research the opinions the group you represent has about immigration reform in the U.S. Use the questions below as a guide and include as many specific facts, examples, and reasons as possible when you record your information. What does this group feel the U.S. immigration policy should be? Why does this group feel the U.S. should adopt this type of immigration policy? What does this group see as the benefit of adopting this type of immigration policy, and what will they gain? How would adopting this type of immigration policy affect the U.S. economy and public services such as education, the justice system, and health care? 5. What effect will this type of immigration policy have on the other groups represented? List each group and explain the impact of this policy; A. B. C. Record additional information, stories, data, and facts related to how the group you represent views immigration reform and the ideas this group has for U.S. immigration policies and procedures. Role Play
Position Statement The position statement provides a strong statement of the author's position on the topic. The position statement provides a clear statement of the author's position on the topic. A position statement is present, but does not make the author's position clear. is no position statement. Support for Position Includes 3 pieces of evidence that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 Includes 3 pieces of evidence that support the position statement. Includes 2 pieces of evidence that support the position statement. Includes 1 piece of evidence that supports the position statement. Closing paragraph The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. The author's position is restated within the closing paragraph, but not near the beginning. There is no conclusion - the paper just ends. Grammar & Spelling Author makes no errors in grammar or spelling that distracts the reader from the content. Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Author makes 3-4 errors in grammar or spelling that distract the reader from the content. Author makes more than 4 errors in grammar or spelling that distracts the reader from the content. Salutation & Closing Salutation and closing have no errors in capitalization and punctuation. Salutation and closing have 1-2 errors in capitalization and punctuation. Salutation and closing have 3 or more errors in capitalization and punctuation. Salutation and/or closing are missing. Your Score __________
France: The following questions are on . 3. During what time period did most “Old” immigrants come to the US? 4. From what countries did most “Old” immigrants come? 5. Why did the following groups come to America during this time? Ireland: Germany: 6. Where did the following groups tend to settle in American when they arrived? Irish: Germans: 7. What is Nativism? What is an example of nativism during this time? The following questions are based on . 8. During what time period did most “New” immigrants come to the US? 9. From what countries did most “New” immigrants come? 10. Where did “New” immigrants tend to settle in America wen they arrived? 11. What were reasons these immigrants experienced Nativism? 12. How did the following help immigrants to American society? : Jane Addams: Jacob Riis: 13. What was the ? The following questions are based on . 14. From what country did the “Gentlemen’s Agreement” stop immigration? 15. How were the American Protective Association and the Know-Nothing Party similar? 16. What did the Emergency Quota Act and National Origins Act do to the number of immigrants allowed to enter the country each year? 17. How is the Sacco and Vanzetti case an example of nativism?
United States because of promises of economic opportunity, religious freedom, and political and social equality. In the new immigrants faced resistance from native-born Americans for a variety of reasons. Anti-Catholic prejudice was widespread among American Protestants who believed that since Catholics followed the authority of the Pope in religious matters, they would not be good American citizens. Americans also feared that city political bosses were manipulating the votes of their immigrant constituents and promoting corruption in city government. ‘Native-born’ Americans were prejudiced against the new immigrants because Americans believed that they were morally corrupt and associated them with drinking and radical labor politics. The anti-drinking temperance movement was largely directed against immigrants. Opposition to labor unions was, in part, the result of fear of foreign radicals. Native-born workers feared that new immigrants would take their jobs or drive down wages. Ideas such as Social Darwinism and Anglo-Saxon superiority also contributed to anti-immigrant prejudices and a movement to restrict immigration. Immigration from China was limited in the 1880s because native-born Americans did not want to compete with the Chinese for jobs. When the public schools in San Francisco set up a segregated school system for Japanese immigrant children, the resulting diplomatic confrontation with the Japanese government led to limitations on immigration from Japan imposed by the Japanese government [Gentleman’s Agreement]. Some reformers wanted to place restrictions on immigration by requiring a literacy test, just like Southerners were using to limit the political power of the African Americans. In the 1920s, immigration was restricted through a quota system that discriminated against immigrants who arrived after 1890 – the ‘new’ immigrants. Despite this resistance, immigrants continued to find political, social, and economic opportunities in the United States. Immigrants found jobs in American factories and comfort in the ethnic neighborhoods that developed in the cities. Public schools had been established in the early 1800s as a means of assimilating immigrants into American democratic and social values. These schools provided educational opportunities for those immigrant children who did not have to work to help their families survive. Immigrants had the opportunity to vote and some were elected to political office due to the support of their immigrant communities. Others started their own businesses. In turn, immigrants have made many contributions to the growth and development of the United States. The majority of workers who built the transcontinental railroads were Irish and Chinese immigrants. Some first generation immigrants were entrepreneurs who promoted economic growth such as Andrew Carnegie and Alexander Graham Bell from Scotland. Immigrants were actively recruited by the United States
b. How to write a motion for immigration court 1. Practice writing a change of venue brief. Provide samples. Discuss. 2. Show a sample bond motion. Discuss. 3. NOTE! We will use what you write here during the mock 1300-1400 Working Lunch (we will review your writing at this time…pizza will be available) 1400-1600 Ethics Discussion (2 hour credit) a. Two huge pitfalls – frivolous filing and asylum. 1. What is a frivolous filing? 2. Bogus asylum/marriage filings – punishable b. Telling your clients the truth – when relief is just flat “iffy” c. Advising clients on how to beat the immigration system d. How extensive is your duty to investigate claims by your client? [handout – Indian affidavits] 1600 - 1630 End Day One/Debrief SECOND DAY Breakfast is on your own. Arrive at 2751 Prosperity Ave., Suite 150 at 10AM. 1000 – 1100 Finish any motions that need to be done, and critique writing. Provide feedback. 1100 – 1300 First court hearing. BOND MOTIONS. Each participant will have 15 minutes to practice presenting in immigration court. This is a mock trial, based on the same facts/NTA you used to write your motion. 1300 – 1400 Break for lunch 1400 – 1600 Second court hearing. This is a chance to practice direct examination of a witness. We will use the facts from the NTA. [handout – mock trial facts] 1600 – 1650 End seminar/de-brief WHAT WE ARE DOING IN THIS CLASS
Looking Backward (1893) –This Puck cartoon criticizes the hypocrisy of Americans whose own families were once immigrants but now try to deny new immigrants to America. It shows a young new German immigrant coming off a boat but being greeting by wealthy looking men telling him to stop and not enter. However, their shadows show that they themselves come from poor immigrant families exactly like the young men they are trying to stop. It says, “They would close to the newcomer the bridge that carried them and their fathers over.” Just So (1879) – This cartoon ridicules the hypocrisy of racist Americans against Chinese immigrants. It shows a drunk, passed out hoodlum saying of the Chinese, “It ain’t their color I mind, it’s their habits I object to.” However, the Chinese are hard at work behind him, while he is hiccupping from drunkenness. Name _________________________ Immigration Cartoons from American History 1869 1871 1879 1881 1882 1883 1884
Historical Investigation Resource Sheet DIRECTIONS: As you analyze the primary source documents in your packet, complete the organizer below. COMPELLING QUESTION: How do political, social and economic forces influence migration to the United States? Sourcing What is the text? Who created it and when? Close Reading and Asking Supporting Questions What does the text say explicitly? What claim does the author/creator make? What evidence does the author/creator make? What is the author’s/creator’s perspective? What is its purpose? Does this text seem credible? Why or why not? Contextualizing What else was going on at the historic time this source was created? What else was going on during this time (historic setting)? How did the historic setting influence the creation of the text? Corroborating Where do the multiple texts agree and disagree? Which texts are more reliable? are the best texts for answering the compelling question? Historical Investigation Resource Sheet (cont’d)
Bolton Advocacy Service IMCA Referral This section to be completed by Rethink Mental Illness personnel Client code Date Received Allocated to RIS Code Referral Method Previous cases Yes / No Client Details Title Full name Home address including post code Contact telephone number Date of Birth Age: Ethnicity (if chooses to state) Religion (if chooses to state) Any Dependant Children? YES/NO Current Location If different from above: Address: Town Postcode Contact Telephone
Vance v. Terrazas (1980) pg 1360 [White] Dual C from birth, at 22 gets certif. of allegiance in Mex, says expressly renouncing. State Dept says loss of C. § 349(a)(2) – lose C if make oath/allegiance to another country – govt must establish by a preponderance of the evidence, and voluntariness of the expat conduct is rebuttably presumed. Court reads “specific intent” into statute – saving construction. Question of standard of proof Held: Preponderence is ok. This is lower than criminal reqs! Characterize as Civil (even said didn’t threaten loss of liberty!). Stevens disagrees – great loss of liberty Cong enforces 14A and created lower courts (so can create standards of proof) – but this presumes 14th also gives power to TAKE C, not just give. Nishikawa not a problem, as was about statutory interp, no const holding. Cong changed, see no reason to overturn. Dissent/Concur – even if Cong can set the standards, still obligated to review. Presumption of voluntariness Gov’t doesn’t have to show much evidence – Court ok, because still have to show intent. Duress as a defense. Brennan dissent – can only Formally renounce. Intent to Maintain C State Dept has changed, list of actions on intent to maintain C Pay taxes, keep passport. Acknowledge can do some expat acts and still want to be a C Now presumption to keep citizenship when naturalized abroad. Part II: The Statutory and Administrative Regulation of Immigration Admissions Categories The Federal Bureaucracy Post 9/11, DHS created, merging of agencies References to the AG still, but deemed to mean head to new dept INS references are either USCIS, ICE or CBP Removed INS from DOJ – separation of enforcement and adjudication functions CBP – Customs and Border Protection (DHS) Enforcement, border inspections at all points of entry
Immigration By Kevin Smith Boston Public Schools (Level: High School U.S. History II) Culturally Relevant Argumentation Workshop A Collaboration Between the Boston Public Schools and the Boston University Social Studies Education Program Lesson 1: Immigration in Late 1800s – Early 1900s Rationale American has had much ambivalence over the years concerning immigration. While desiring them as workers, there has been much anxiety about who should be allowed in, and how many should be allowed in. The late 1800s – early 1900s was a time of enormous influx of immigrants to the U.S., with major shifts in where most of the immigrants were originating. Why would or should this matter? Instructional Procedures Inquiry Question: To what extent does immigration have a positive impact on America? Opening (10 minutes):
IMCA REFERRAL FORM 2015 Please complete all the fields on the form Date of Referral Client ID Number (Cambridge House use only) Client Details Client Name Client DOB Home Address Address at point of referral (if different from above). If hospital please include ward number. Postcode Borough Telephone Email Type of Referral (please tick only one box per referral) Decision Maker Serious Medical Treatment Name of Decision Maker Change of Residence Job Title 28 Days in Hospital Team Protection Department Care review Telephone Proposed decision Email Borough (please give clear details about the issues with which advocacy support is required. Use additional sheets if necessary) Capacity Assessment Details of person who believes the referred client lacks capacity to make the proposed decision Name Job Title Team Department Borough Address Telephone Email Has a Capacity Assessment (as required by S.2 and S.3 of MCA 2005) been carried out? Yes No If yes, where can it be located? Other People Involved Is there an appropriate person to act on the behalf of the client? (if so, there is no need to make an IMCA referral) Yes No Contact details of relevant people (professionals, family or friends) Name Relationship to client Telephone Email
Specialist Working Group for Haematology Proposed changes to the Criteria for the clinical use of intravenous immunoglobulin in Australia, Second Edition ITEM CRITERIA FOR THE CLINICAL USE OF INTRAVENOUS IMMUNOGLOBULIN IN AUSTRALIA, SECOND EDITION (CRITERIA) PROPOSED REVISIONS TO THE CRITERIA SWG RATIONALE FOR PROPOSED CHANGE (A) Administrative) (B) Progressive (C) Programmed Condition Name Idiopathic (autoimmune) thrombocytopenic purpura (ITP) — in children 15 years and younger Immune thrombocytopenic purpura (ITP) — in children 15 years and younger Specialty Haematology Haematology Chapter 6 6 Specific Conditions Evans syndrome SWG recommends tracking of Evan’s Syndrome within AIHA, ITP –child and ITP-Adult, rather than a stand alone condition. Level of Evidence Clear evidence of benefit (). Clear evidence of benefit (). Unchanged
children with ITP do not require IVIg therapy; indeed, no treatment at all is required for many children. Corticosteroids are the alternative therapy to IVIg. Acute ITP Life-threatening bleeding due to thrombocytopenia; OR Thrombocytopenia with platelet count <30x109/L and moderate to severe mucosal and/or cutaneous bleeding. Chronic ITP Life-threatening bleeding due to thrombocytopenia; OR In responsive patients for treatment of thrombocytopenia (<30x109/L) with moderate to severe bleeding symptoms where other therapeutic options have failed or are contraindicated; Patients qualify for initial intravenous immunoglobulin (IVIg) therapy with bleeding AND Thrombocytopoenia <50 x 109/L. ITP with platelet count <30 x 109/L with significant bleeding. Patients qualify for initial IVIg therapy when current platelet count is <30 x 109/L. AND Moderate to severe mucosal and/or cutaneous bleeding. A repeat dose at 24–48 hours may be given if response is inadequate and recurrent symptomatic thrombocytopenia occurs. The duration of response to the initial dose is typically two to four weeks. Chronic ITP with life-threatening bleeding. Patients qualify for initial IVIg therapy when ITP has been diagnosed for longer than months AND Patient has life-threatening bleeding due to thrombocytopenia <50 x 109/L. option in children. Ongoing therapy however is not indicated. (A) SWG noted that above 50, life threatening bleeding is unlikely to be due to the low platelets and vessel injury must be sought. (A)
shower stalls. * Salmonella 6 - 72 hours (usually 12 - 36 hours). food like chicken, eggs and meat; food or water contaminated with faeces from an infected person or animal; or direct spread from an infected person or animal. Stomach pain, fever and diarrhoea. Until well, and possibly weeks or months after. Exclude from service until well with no further diarrhoea. Streptococcal Sore Throat 1 - 5 days Usually contact with the secretions of a strep sore throat. Headache, vomiting, sore throat. For 24 - 48 hours after treatment with antibiotics is started. Exclude from service until 24 hours after antibiotics started. * Whooping Cough (immunisation usually prevents this illness) 5 – 21 days (usually 7 -10 days) Coughing. Adults and older children may pass on the infection to babies. Running nose, persistent cough followed by "whoop", vomiting or breathlessness. For 3 weeks from the first signs if not treated with antibiotics. If the child has had antibiotics, until 5 days of the antibiotic treatment. Exclude from service until 21 days from onset of coughing or after 5 days antibiotics.
To avoid further delays in making the vaccine available, some Medical Officers of Health have endorsed the supply of the BCG vaccine in their regions under Section 29 of the Medicines Act 1981. Section 29 permits the sale or supply to medical practitioners of medicines that have not been approved. Please check with your local public health service to see if they have recommenced their BCG vaccine clinics. ADT Booster (Td) vaccine shortage There is currently a shortage of ADT Booster vaccine, which is offered at ages 45 and 65 years and for tetanus prone wounds. PHARMAC have advised that Boostrix (Tdap) may be used in the short term as a replacement for ADT Booster once your existing ADT Booster stocks have been used. ADT Booster vaccine stock is expected to arrive at the end of September. No safety concerns are expected with the use of Tdap instead of Td. Refer to the tetanus chapter in the Immunisation Handbook 2014 for more information. Influenza The publicly funded influenza programme closed on 31 August 2014. Influenza vaccine remains available for people not eligible for free immunisation, but they must pay for it. All claims for funded vaccines must be submitted by 20 December 2014. Claims will not be accepted after this date. An eligible child under 9 years of age who has never previously been vaccinated against influenza is recommended to have two doses of the vaccine. If the first dose was given in August, the second dose may be given in September and will be funded. An immunisation payment claim for a child’s second dose given in September will need to be submitted manually. A refund will be provided for a total of 10 units of unused stock of seasonal influenza vaccine, either Influvac or Fluarix (only one brand, not both) from any one account returned by 30 September 2014. For further information on ordering the funded vaccines, please phone Healthcare Logistics Customer Services on 0508 425 358. For further information regarding the programme please call 0800 IMMUNE. Additional information about the current influenza situation is available at . Four year old immunisation recalls It is important that all four year olds receive their immunisations to protect them from diseases like measles. At the 1 July schedule change the PMS and NIR recalls were brought forward by six months. PMSs now recall at four years one month and the NIR recalls at four years six months. If you have any queries about anything in this update, please email .
Phone: 01745 816501 Fax: 01745814795 E-Mail: .uk Flintshire and Wrexham: ASNEW, 42 High Street, MOLD, Flintshire CH7 1BH Phone: 01352 759175 Fax: 01352 219269 : imca@ASNEW.org.uk Defnyddio EAGM yn unig Cyf Achos rhif: Ardal: Dyddiad y cyfeirio: Dechreuodd Dyddiad IMCA gwaith: EGMA:
Phone: 01745 816501 Fax: 01745814795 E-Mail: .uk Flintshire and Wrexham: ASNEW, 1 The Podium, Ambrose Lloyd Centre, New Street, MOLD, Flintshire, CH7 1NP Phone: 01352 759175 Fax: 01352 219269 : imca@flintshireadvocacy.co.uk Defnyddio EAGM yn unig Cyf Achos rhif: Ardal: Dyddiad y cyfeirio: Dechreuodd Dyddiad IMCA gwaith: EGMA:
Client Details Full name of Person Referred: Male Female Date of Birth: Age Now: Current Address: Postcode: Telephone Number: Own Home Care Home Health Unit Hospital Other Please tick if there any risks associated with this referral? (For example: violence or aggression, infectious diseases) If ‘Yes’ please specify: What ethnicity is this person? White: Asian or British: Mixed: Black or Black British: Chinese or not established British Pakistani White & Black Caribbean Black Chinese Irish White & Black African African Ethnicity not established Indian White & Asian Other (specify) Please tick if there any identified religious, cultural or spiritual needs If ‘Yes’ please specify: What type of Impairment does this person have? Mental Health Problems Serious Physical Illness Physical Disability Cognitive Impairment Acquired Brain Damage Dementia Autism Spectrum Condition Learning Disability Unconscious Other (specify) How does this person communicate? Spoken Language Gestures / Facial Expressions / Vocalisations British Sign Language Communication method unknown Words / Pictures / Makaton Other
Referral Contacts Details of the person making this referral. (Authorised Officer) Name: Consultant Social Care Team Manager Doctor Social Worker Other – please state: Which organisation do you work for? Independent Futures South staffs foundation mental health trust Staffordshire county council SSOTP North staffs combined mental health trust city council Address: Email: Telephone: Same contact details as the: Client Contact Decision-maker Details of the person ultimately responsible for the best-interest decision. (Decision-maker) Name: Consultant Social Care Team Manager Doctor Social Worker Other – please state: Address: Email: Telephone:
Companies with corporate headquarters in Morocco or countries outside India, and individuals domiciled in Morocco or countries outside India should fill out this application form. Membership Type Category Fee □ Large companies MAD 10,000.00 □ SMEs MAD 5,000.00 □ Students, pensioners, academic institutions, individuals interested in India Morocco business but not employed by an organization or company. MAD 2,500.00 Contact Details Company Contact person Contact person position Address Postcode City Country Phone Fax Email Website Sector of Activity □ Consulting □ Media
2018 Assessment Outline Religion and Life ATAR Year 12 – Unit 3 & 4 Religion and Life ATAR Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When/start and submission date Assessment task Investigation 25% 12.5% Semester 1 Week 6 - 8 Task 2: Research (2.5%) and Validation response (10%) based on the following content: the significance of one religious event and/or issue from the past
It plays a role in the lysis of target cells coated with specific antibodies. It is enhanced by accelerating factor. What can activate the alternative complement pathway? C3b What functions by inserting itself into target membranes and forming channels or in the membranes? C5b6789 What act as opsonins? C3b The C5 convertase of the alternative pathway of complement activation is: C3bBb3bP C5b6789 functions in: target cell lysis The functions of C5a are to promote all of the following EXCEPT: phagocytosis of target cells contraction of smooth muscle increased vascular permeability leukocyte attraction to the site of inflammation A Chemotactic and anaphylactic factors are produced by proteolytic cleavage of: C5, C3 The alternative and classical pathway C3 convertases are destabilized as a means of down-regulating complement function. One molecule that performs this function is: membrane cofactor protein What is cleaved by C3bBb? C3 What is the correct order of activation of complement in the lectin activation pathway? MBL, C4, C2, C3 A native bacterial cell surface itself will activate complement via which pathway(s)? Classical and alternative pathways What is cleaved first by C1qrs in the classical pathway of complement activation? C4 What complement components has chemotactic activity? C3a The C3 convertase of the alternative pathway of complement activation is: C3bBbP The target recognition molecule of the lectin pathway that initiates complement activation is: mannose-binding lectin Which immunoglobulin(s) help(s) initiate the classic complement pathway? IgG and IgM What has perforin-like activity? C5b6789 What is cleaved by C4b2a3b? C5 A patient has an abnormal alternative pathway activation pattern. What complement proteins should be assessed to further elucidate the problem? C3 The C5 convertase of the classical pathway of complement activation is: C4b2a3b
TEAM SCORESHEET Match # ______ Vs. Team _______ Team # ______ Match # ____ Vs. Team ____ Team # ______ Bd Contract By Plus Minus IMPS + - Bd Contract By Plus IMPS + - Match # ____ Vs. Team ____ Team # ______ Match # _4__ Vs. Team ___ Team # _____ Bd Contract By Plus Minus IMPS + - Bd Contract By Plus Minus IMPS + - Match # ____ Vs. Team ____ Team # ______ EXAMPLE Match # _4__ Vs. Team __6_ Team # __7 N___ Bd Contract By Plus Minus IMPS + - Bd Contract By Plus Minus IMPS + - 13 3 NT W 600 14 2 S N 140 15 5 D* W 500 16 4 S S 100 17 2 NT E 180 18 3 H N 170 TEAM SCORESHEET # ______ Vs. Team _______ Team # ______ Match # ____ Vs. Team ____ Team # ______ Bd Contract By Plus Minus IMPS + - Bd Contract By Plus Minus IMPS + -
Table of Contents Page I. Anthony J. Enea Biography…………………………………………. 2 II. Treatment of Non Qualified Annuities for Medicaid Eligibility …….. 4 III. Treatment of Qualified Annuities and IRA’s for Medicaid Eligibility…5 IV. Treatment of Roth IRA’s for Medicaid Eligibility …………………….. 6 V. Beneficiary Designation Issues and Their Impact Upon Potential Estate Recovery………………………………………………………………… 6 The information contained herein is for informational purposes only. Please consult with an attorney before undertaking any actions in reliance upon the information contained herein. No legal representation is intended by the information presented. *IRS Circular 230 Disclosure: In order to ensure compliance with IRS Circular 230, we must inform you that any U.S. tax advice contained herein and any attachments hereto is not intended or written to be used and may not be used by any person for the purpose(i) avoiding any penalty that may be imposed by the Internal Revenue Code or (ii) promoting, marketing or recommending to another party any tax related matter addressed herein.
et al., 2016), but with significant discrepancies in language, social, behavioural, and language abilities, where boys are consistently found to experience more challenges (Denham, Bassett, Thayer, Mincic, Sirotkin & Zinsser 2012 a). The evidence strongly suggests an interactive effect of these developmental difficulties which impacts on boy’s adjustment to school and learning (Weiland & Yoshikawa, 2013). Importantly, socio-cultural and post-structural critiques (see for example, Alloway, Freebody, Gilbert & Musoratt, 2002; Moss, 2007; Watson, Kehler, Martino, 2010) also question the extent to which the differences between boys and girls are biologically determined and the role of other social, cultural and institutional factors - social class, status, race, cultural and ethnic backgrounds - on behaviour, engagement and achievement. Constructions of masculinity and femininity are socially and culturally bound and children bring with them to both ECEC services and school classrooms expectations about how the gender with which they identify are expected to behave in a range of areas including but not limited to literacy (Martino & Kehler, 2007) and physical activity (Watts, 2013). Acknowledging and exploring the many different backgrounds that children bring with them to the classroom is necessary to develop effective and respectful relationships. The role of schools and educators as such, in supporting successful transition is to work from where each child is at, asking which children are at greatest risk for failure in any given curriculum area and what are the other critical factors (socio-economic status, ethnicity, parental support and expectations) that may affect their engagement and achievement in any given domain. Executive Function and Emotional Regulation Executive functions are essentially higher order cognitive processes such as cognitive flexibility, working memory and interference control (Stahl, 2013). Research posits a primary role of executive functions in predicating the conscious regulation of thought and behaviour in developing the emotional, social and intellectual skills of children and in mediating positive behaviour in preschool and primary school (Vitiello & Williford, 2016).
‘If I notice him acting strangely, I’ll ask him to check his CGM to see if he needs a correction’ ‘I am a constant assistant to my wife. I help with site changes and BG checks on a daily basis. I help treat highs and lows and always keep a watchful eye over her’. ‘My partner is very independent and private with diabetes management, so aside from support and providing snacks to help with low blood sugar, I do not contribute significantly’. ‘Be encouraging and patient’. ‘I encourage, support and enable her ability to exercise and eat properly. I support her desire to explore and research new technology. I listen’. ‘When he is sick or tired, I take over. Sometimes I offer just to give him a break. I also get his kit anytime he is home and needs it just to take the burden off of him’ [parent] ‘Guide and coach’ [parent] ‘I order all supplies for her, I attached her CGM to the back of her arm …. If she is sick or had an unusual amount of exercise, I get up at night to check on her’ [parent] ‘Cheerleading. Encouraging. Reminding. Everything that a teenager considers nagging’ [parent] ‘By approaching her care as a team’ [parent] ‘Trying to achieve normal values without affecting their normal lifestyle to the extent possible’ [parent] ‘Helping to get some into him with severe hypoglycemia’ [partner] Discussion Unsurprisingly, was a high use of CGM in both groups - partners and parents/caregivers with a high number of male partners participating. This finding is consistent with reported CGM use within the Glu community, in which 64% of people who provided this information were current or former CGM users. was a considerable difference in perceived burden of diabetes management support for partners versus parents/caregivers. Again this is perhaps unsurprising considering that parents/caregivers take responsibility for a younger child’s diabetes management rather than simply providing support. There was a broad range of involvement in the partner’s diabetes care which may point to factors such as personality characteristics of the respondent and/or the partner living with T1D
Consent Form For use of the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) I have read the attached information. I understand its contents. I have been given an opportunity to ask questions and all questions have been answered to my satisfaction. I agree to participate in the ImPACT Concussion Management Program. Printed Name of Athlete ___________________________________ Sport ____________________________________ __________________________________ __________________________ Signature of Athlete Date __________________________________ __________________________ Signature of Parent Date
Dear Parent/Guardian, Once again, the West Perry sports teams will be utilizing an innovative program for their players. The program is called ImPACT (Immediate Post Concussion Assessment and Cognitive Testing) and it is a computerized exam that the athlete takes prior to the season. If the athlete is believed to have suffered a head injury, the athlete re-takes the exam to help determine the extent of the injury and when return to play is safe. The system is utilized throughout professional sports, and is fast becoming the “Gold Standard” in recognizing and managing concussion type injuries. The exam takes about 45-60 minutes, is non-invasive, and is of no expense to you. The program is basically set-up as a “video-game” type format. It is giving the brain a preseason physical of its cognitive abilities. It tracks information such as memory, reaction time, processing speed, and concentration. It is simple and actually most athletes enjoy the challenge of the test. The exam has gained recognition around the world. If a concussion is suspected, the test is re-taken and the information can be used to better determine recovery from a concussion. Once completing this baseline test it will allow for safer return to play decisions to be made if a concussion is sustained. Your child can take the test from any computer with internet access. If your child will be in 7th or 9th grade, or is playing a West Perry sanctioned sports for the first time, they must complete the baseline. See the reverse side for detailed instructions on how to access the test. Please have your child take this test prior to any future competitions, including scrimmages, as it is requirement for participation. Please tell your to take it seriously and complete the test in a quiet environment if possible. Please do not hesitate to contact the athletic trainer at 636-1884 if you have any questions regarding the ImPACT test. Best wishes for a healthy and successful season! Sincerely, Kelsey White LAT, ATC Head Athletic Trainer CPRS Physical Therapy West Perry High School By taking the online version of ImPACT, the participant understands and consents.
Outcome measures Mean (or proportion) Standard deviation (if applicable) Mean (or proportion) Standard deviation (if applicable) Mean difference ICC (if applicable) p-value of difference Measure 1 Measure 2 Measure 3 Note: Table 7 contains information for the Analytic sample at Posttest.
IMPACT & IMPLEMENTATION REPORT – SUMMARY SECTION (For AEMO to complete and administer) Issue Number BB IRR 18-001 Proponent AEMO Date of submission Affected gas markets GBB Consultation process (Ordinary or Expedited) Ordinary Industry consultative forums used GBB Redevelopment Date industry consultative forums consultation concluded 26th January 2018 description of change Updates to BB Procedures and a new BB Data Submission Procedures (collectively the “Procedures”) as required by the AEMC’s rule determination on Improvements to the Natural Gas Bulletin Board dated 26 September 2017 (the “Determination”). Procedures or documentation impacted BB Procedures (Amended) BB Data Submission Procedures (New) Date I&IR published 22nd February 2018 Date consultation under 135EE or 135EF concludes 30th March 2018 Contact address for written responses GPO Box 2008 Melbourne VIC 3001 c/o Hugh Ridgway Email Address for Responses Hugh.ridgway@aemo.com.au
Equality Matrix Impact VL L H VH 1 2 3 4 5 Likelihood VH 5 5 10 15 20 25 H 4 4 8 12 16 20 M 3 3 6 9 12 15 L 2 2 4 6 8 10 VL 1 1 2 3 4 5 Catastrophic - Legal action (discrimination claim) 5 VH Major – Serious matter that may lead to negative publicity or disciplinary action within a Service context 4 H Moderate – External complaint OR internal grievance 3 M Minor – Additional small amendments or controls to the policy/initiative/service required 2 L Negligible – Little impact / minor considerations only needed 1 VL Impact /Severity LIKELIHOOD Unlikely Low probability Possible High probability Almost certain 1 2 3 4 5 VL L M H VH Rating Description Level of Sign off required (or green book equivalent) 1 – 5 Manageable risks The risk may be so low that we choose to accept it and instead simply record that the risk has been identified and that due to its low likelihood or impact no further action will be required. Alternatively, minor considerations may be needed on implementation e.g. provide more chairs at open days, use alternative equipment, or provide information or policies in alternative formats, SM 6 -10 Medium The policy will need to consider slight amendments or further controls to the substance of the policy/initiative/service to take account of any issues identified OR GM to confirm that all reasonable steps have been taken to mitigate the risk and no further reasonable action is possible GM
Positive impact/ opportunities Negative / adverse impact No impact Unknown Reasons and evidence Race No rationale to suggest any impact Gender No rationale to suggest any impact Disability Microsoft accessibility information Sexual orientation No rationale to suggest any impact Religion or belief No rationale to suggest any impact Age Microsoft accessibility information Gender reassignment No rationale to suggest any impact Pregnancy and maternity No rationale to suggest any impact If you have identified any negative or adverse impact, can this be justified? Yes No If you have answered yes, please explain how this can be justified: What action will you take to reduce the negative or adverse impacts? Changes to the policy / function / practice / criteria Consider changes to the method of implementation Replacing the policy / function / practice / criteria
IMPACT Global Health Elective Bursary 2015 SELECTION CRITERIA Quality of writing Grammar, spelling Fluency Clearly address question /4 Elective details (where, when) Specific details provided Length of elective (according to SoM criteria*) Relevant approval gained /4 Question 1 (why this elective, involvement with global health) Relevance to question Elective: convincing reason Global health involvement: Conferences and training IMPACT Other NGO Volunteering experience /4 Question 2 (identify significant health issue, and how bursary will help to address it) Relevance to question Coherency Evidence of research (if relevant) Appropriate references Genuineness Quality of argument Evidence of preliminary planning /4 General Does this person fulfill IMPACT’s aims? Overall applicant feel /4 Total: /20 * "The duration of the elective is a minimum of 4 weeks and a maximum of 8 weeks can be taken. If undertaking a research option at least 2 weeks of this must be in a clinical setting" – UTAS School of Medicine 4th year Electives Handbook.
Big Local Broad Green Impact Log Year 1 (December 2016 – August 2017) No Applicant Description Client Group Sessions No of People 4 Guiding Foodie Friday – provision for young single mothers aged 16-24, support to cook nutritious meals, pick up groceries and parental advice. Young women 16-24 Supp V H&W Places 12 25 3 Brathwaite 3 media seminars for young people. Young People United Comm, H&W 3 1st (22) 5 All Inclusive London Road Cultural Carnival ALL United S Econ H&W LaL 1 11 Lingua House Supporting refugees and asylum seekers with English Language and integration to communities. Young People 13+ United Supp V LaL 40 12 14 West Croydon Methodist Church Delivery of breakfast and sessions weekly via drop in for vulnerable people. Vul, Home- less people United Supp V Places H&W LaL 30 Between 40-60 weekly 19 ARCC Multi faith celebration of Eid ALL United Comm One off 150 20 FX Gym Keep Fit sessions for the over 50s. Over 50 United Places H&W LaL 12 15 21 Impact Boxing Free boxing sessions for the 16s. People United Places H&W LaL 12 20
22 XYZ Foundation Provision of a Kick Start Football Project. Young People United Places H&W 8 14 23 Kerala Provision of activities aimed at Asian elders. Asian Elderly United Supp V H&W 25 Symm Futures only defence sessions. All Women United Supp V H&W 12 30 29 Fragrance by Louis Sessions aimed at the community to make fragrances ALL United Places H&W 8 120 30 Gelezi Fitness Pole Fitness sessions Boot Camp on Wandle Park. Women ALL United Places H&W 16 160 31 Mcnamee Football School Sunday morning football sessions. ALL United Places H&W 12 20 13 Beats and Eats Provision of DJ Workshop People United Places S Econ H&W LaL 8 7 Daisy Lennon Provision of dance exercise classes ALL H&W Places 40 16 Yoga Jeyam Workshops to raise the confidence of Asian women to run their own businesses. Tamil women Supp V S Econ 31a MS Foundation First Aid Training ALL United H&W Supp V 0ne day training 14
Privatised water operations in EECA Source: OECD, December 2009 Operator Owner of operator Service territory Population Ground for selection of operator Contract description Investments Type of contract Contract start year Contract end year Expected contract period Armenia Yerevan Water, CJSC Veolia Water Yerevan and 32 neighboring settlements 1100 Competition agreement 2006 2016 10 Plan: Euro 9.1 million of Operator’s own funds within the contract period Armenian Water and Sewerage Company, CJSC SAUR 37 towns and 280 rural settlements 619 Competition Contract for management 2005 2010 4 + 2 n/a Lori Water Sewerage , CJSC Consortium of MVV Decon, MVV Energie, and AEG Service 1 town and 16 rural settlements 375 Competition Contract for management 2009 2012 3 + 1 n/a Shirak Water Sewerage, CJSC 2 и 35 rural settlements n/a Nor Akunq, CJSC “ 2 towns и 9 rural settlements n/a Georgia АО “Tbilvodokanal” Veolia Water Tbilisi 1093 Competition Lease agreement 2001 Agreement is terminated 5 n/a Georgian Water and Power Multiplex Solutions Competition Privatization 2007 WSS facilities have been privatized Plan: USD 350 million Kazakhstan ТОО “Water resources – Marketing” ТОО “Water Resources – Marketing” Shymkent 534 WSS facilities owned by Operator n/a The “Oskemen-Vodokanal” governmentally owned enterprise 287 Competition Trust management agreement 2004 Agreement was early 25 n/a
terminated in 2007. The “Almaty Suy” Joint Venture Vivendi Water Almaty 1200 Concession agreement 2001 Agreement has been terminated 30 Plan: USD 100 million from all sources of funding Ukraine Infoxvodokanal Infox, LLC Odessa 1001 Owner’s decision Lease agreement 2004 Agreement was early terminated in 2008. 49 Plan: Euro 44 million during the agreement validity period, including Euro 19 million in 2006-2008 Fact: Euro 9 million in 2006-2008 (47% of planned investment) Water Services, LLC Water Services, LLC Kirovograd 258 Owner’s decision Lease agreement 2006 Agreement was early terminated in 2008. 49 n/a Lugansk Water Company, LLC Rosvodokanal, LLC Lugansk Oblast 2409 Competition Concession agreement 2008 2033 25 n/a Kyrgyzstan The City of Kant Vodokanal ООО Kant 23 Owner’s decision Lease agreement 2007 2007 3 n/a Uzbekistan The “Suvokova” Bukhara city industrial state enterprise Veolia Water Bukhara 247 Competition Contract for management 2003 Agreement was early terminated in 2007. Plan: USD 62.3 million during the contract period The “Suvokova” Samarkand city industrial state enterprise Samarkand 412