zilongwang/ReadingBank huggingface dataset:
PARISH LINK UPDATED VERSION - for General Distribution June, 2017 Central Buganda and Rupert's Land Diocese Rupert's Land Diocese Contact Person & Address Central Buganda Diocese Contact Address & Person Current Priest 1 Rupert's Land Diocese The Rt. Rev. Donald Phillips Bishop of Rupert's Land Diocese. Anglican Centre 935 NESBITT BAY, WINNIPEG, MB, R3T 1W6. CANADA. Telephone: (204) 992-4200 FAX (204) 992-4219 E-mail: general@rupertsland.ca Central Buganda Diocese Box 1200, Kanoni, Mpigi Gomba, Uganda. Contact: Mulondo Lezhein The Rt. Rev. Michael Lubowa Bishop of Central Buganda Diocese. 2 St. Clement, Mapleton 1188 River Road, St. Andrews, Manitoba, R1A 4A1 Archdeacon Mawejje 204-482-9486 CANADA. St. Paul's Maddu Parish. Box 1200, Kanoni, Mpigi Gomba, Uganda Contact:Rev. Saulo Masembe Rev. Can. Shadrack Kiwuuwa Email: 3 St. John's Cathedral 135 Anderson Ave. Winnipeg, Manitoba, R2W 5M9 The Very Rev. Paul N. Johnson, Dean of the Cathedral 204-586-8385 CANADA. E-mail: office@stjohnscathedral.ca St. John's Cathedral - Kasaka Parish Box 1200, Kanoni, Mpigi Gomba, Uganda Contact Person: Kenneth Kasule P.O. Box 35197 Kampala -Uganda. The Very Rev. Kezlon Kiwanuka Semanda – Dean of the Cathedral. .
4 Need a link St. Peter's Kyayi Parish Box 1200, Kanoni, Mpigi Gomba, Uganda, Contact Person: Emmy Kakunde Rev. Kaliisa 5 St. Mary 3 St. Vital Road, Winnipeg, Manitoba, R2M 1Z2 204-253-0555 E-mail: stmary@mymts.net St. Peters, Lubaale Parish Box 1200, Kanoni, Mpigi Gomba, Uganda Contact: Musisi Geoffrey Rev. Charles Nsubuga 6 Pembina Hills Group parishes (St. John, Manitou) Contact :Eileen Sheffield-Jacobs St. Stephen Parish Box 1200, Kanoni, Mpigi Gomba, Uganda. Rev. Miliam Kacebezi 7 St Paul, 299 Balderstone Road, West St. Paul, Manitoba, R4A 4A5 The Rev. Karen Ladlin Tel: (204) 339-3978 St. Peter's Buzibazzi Parish Box 1200, Kanoni, Mpigi Gomba, Uganda . Contact Person :Mulondo Lezhein Peker. Rev. Ssekasiko Wilberforce Ssalongo 8 St. George, Wakefield 1188 River Road, St. Andrews. Manitoba, R1A 4A1 Archdeacon Mawejje 204-482-9486 St. James Bukandula Parish Box 1200, Kanoni, Mpigi Uganda. Rev. Gerosum Baraka Contact: Mr. Semuyaba Ziwa Fredrick 9 St. John the Baptist, Manitou Contact Person :Eileen Sheffield-Jacobs St. Stephen's church Lugaaga Parish Box 1200, Kanoni, Mpigi Gomba, Uganda. Contact: Edward Kato Sebuliba Rev. Edward Kirungi 10 St. 160 Ethelbert Street, Winnipeg, Manitoba, R3G 1V7 The Rev. Dr. David Widdicombe 204-774-9533 email: office@saintmargarets.ca Contact Person: Sean Carlson St. Peter’s Mpenja Parish Box 1200, Kanoni, Mpigi Gomba, Uganda. Contact Person: Livingstone Ssenteza Rev. Can. Stephe Muwonge Winnipeg
email:office@stgeorges.mb.ca 33 ? All saints Buwama Box 1200, Kanoni, Mpigi Gomba, Uganda Rev. Eric Bwanika 34 ? St. John Lugo Box 1200, Kanoni, Mpigi Gomba, Uganda Contact: Kikka Christine Rev. Moses Mutagobwa 35 ? St. Paul Parish Box 1200, Kanoni, Mpigi Gomba, Uganda Contact: Sebuliba Gastaphas Rev. Nassali 36 ? Kanziira parish Box 1200, Kanoni, Mpigi Gomba, Uganda Rev. Daaki Kattante
Thursday, June 29, 2017 7:00 9:00 Breakfast: Savannah Ballroom B 9:00 10:45 Savannah Ballroom A Keynote: LaVonna Roth: Ignite your S.H.I.N.E. The Heart of Achievement 10:45 11:00 Break 11:00 Noon Mark Shellinger Fun with TimeTrack Data Pulaski II Jim Mercer and Eric Kramer Fun with TimeTrack Upgrades Oglethorpe A&B Noon 1:15 Lunch: Atrium 1:15 2:15 Mark Shellinger Fun with TimeTrack Data Pulaski II Jim Mercer and Eric Kramer Fun with TimeTrack Upgrades Oglethorpe A&B 11th Annual National SAM Conference, JW Marriott Marco Island, Florida January 25-28, 2018 Registration Opens Labor Day
Writing to defend based on evidence through collected data Completing a data collection graphic organizer based on teacher-modeled process Demonstrate knowledge of connections between natural resources and climate Analyze data, using map skills to determine plausibility of the existence of Atlantis and compare to the story of Easter Island Use Scientific evidence of climate, continental drift theory and natural resources as clues Write a short summary of conclusion with evidence Assessments: Successful completion of data collection with reasonable answers to target questions Atlantis Rubric to assess targeted skills in analysis of data and supporting a conclusion with evidence from collected data Interdisciplinary Connections: Map skills Research Writing Speaking and Listening Additional Resources: Internet resources for articles and videos Various US and World Maps Books Graphic organizers Subject: Gifted Grade: 2 Suggested Timeline: 7.5 Weeks Unit Title: Unit 4: Research/Writing/Reasoning Unit Overview/Essential Understanding: In this unit, the focus will be on developing skills and supporting growth in technology application. Second grade gifted students will use search engines and make a distinction between the URL box and the search box. They will learn to improve the resulting information by modifying their search topic, to make it broader, more specific or by providing more accurate detail, to result in more useful search results. They will learn to discriminate between reliable sites and the type of site that will not contain reliable information. They will learn
Investment: $7,500 Company: ____________________________________________________________________________ Contact: ____________________________________Title:_____________________________________ Address: _____________________________________________________________________________ City: _____________________________________________ State: __________________Zip:_________ Signature: ___________________________________________ Date: ____________________________ Please return Gold Medal Sponsor of Youth Riding Programs agreement to lou.reyes@clevelandvelodrome.org
DURATION AND PROGRAMME The course for the Conditioners is meant to last four days; this includes a total of 19.5 hours of content training plus the welcome session, the conclusions and the feedback session. The sessions in the programme below are in line with the duration given in each module (see Chpt. 4). COURSE PROGRAMME DISASTER VICTIM IDENTIFICATION - COORDINATORS Day 1 Day 2 Day 3 Day 4 09:00 - 10:30 Welcome Logistics Tour de Table CEPOL Awareness Presentation Module B/2 Practice Management and Recovery work; briefing; case studies) Module B4 Theory + Practice Post-mortem Investigative Process (presentation, group work) Module B/5 Reconciliation Investigative Process (group work + plenary presentation) 10:30 - 11:00 Coffee Break 11:00 - 12:30 Module B/1 Introduction to Disaster Victim Identification (presentation, discussion) Module B3 Theory + Practice Ante-mortem Investigative Process (presentation, group work) Module B4 Practice + Documentation Post-mortem Investigative Process(Group work) Module B/6 Set-up of a DVI-Team (presentation)
12:30 - 13:30 Lunch Break 13:30 - 15:00 Module B/2 Theory + Practice Management and Recovery (presentation, group work) Module B3 Practice + Documentation Ante-mortem Investigative Process work) Module B4 Practice + Documentation Post-mortem Investigative Process (Group work and plenary presentation) Wrap up Feedback Certificates Closure 15:00 - 15:30 Coffee Break Departure of Participants 15:30 – 17:00 Module B/2 Practice Scene Management and Recovery (Group work) Module B3 Practice + Documentation Ante-mortem Investigative Process (Group work and plenary presentation) Module B/5 Theory + Practice Reconciliation Investigative Process (presentation, work) 19:00 – 21:00 Dinner
PROGRAMME - EU CSDP Police Command and Planning Course Monday – Tuesday – Wednesday – Thursday – Friday - remarks 09h00 – 10h00 Case study: MIP of Utopia Monitoring, mentoring, advising SSR aproach Negotiation and Mediation Feedback from participants 10h10 – 11h00 Implementation Plan Monitoring, mentoring, advising Reporting Code of conduct and duty of care Closing ceremony / Diploma’s delivery Coffee break 11h20 – 12h10 Implementation Plan Monitoring, mentoring, advising EUROGENDFOR Evaluation, impact assessment and accountability Check-out 12h15 – 13h05 Case study: Utopia Case study: Utopia Civ/Mil Coordination Case Utopia Departure of the participants 13h10 – 14h20 LUNCH 14h30 – 15h20 Management of Gender issues, Racism and Intolerance Stress management Intelligence Led Policing for CSDP missions Train and Equip Assessment of the course by the course organisers and the SPOPCOP expert group 15h40 – 16h30 Managerial challenges for mission leadership (internal approach) Command and Control options Intelligence Led Policing for CSDP missions Reporting based on case Utopia Assessment of the course by the course organisers and the SPOPCOP expert group Coffee break 16h40 – 17h30 Management in a multicultural environments (external approach) Mainstreaming of fundamental rights Introduction to Project Management Case study: Utopia On line/written evaluation Recommendations of the expert group to CEPOL 19h00 DINNER Wednesday - Chimney talks; Testimony of HoM (EU Missions and Operations, Security aspects)
Woytowicz, Elizabeth (#1) Session A – Oral Session, 9:00-10:30am, Elm Ballroom A Yang, Chieh-ling (#31) Session F – Poster Session, 1:30-3:00pm, Room 349
Course Entry Form - Judge Dear NF, Please fill out this form with the reference to the course your affiliates are about to participate. Your responses will be treated confidentially. Venue: Click here to enter text. Date: Click here to enter text. Name: Click here to enter text. Nationality:Click here to enter text. NF: Click here to enter text. Email Address: Click here to enter text. Phone Number: Click here to enter text. Age Group: ☐ 20-30 ☐ 31-40 ☐ 41-50 ☐ 51-60 ☐ 61-70 Current Status of Participant: Purpose of attending course: Please put a tick in the relevant boxes Observer ☐ Maintain current Judge status ☐ National Judge ☐ Promotion to 1&2star Judge ☐ F.E.I. Judge ☐ Promotion to 3&4star Judge ☐ F.E.I. 3&4star Judge ☐ If National status, please specify where and when you have attended a Level 1 (or equivalent) course: Click here to enter text. Other FEI Eventing Functions: Please put a tick in the relevant boxes 1&2 star Technical Delegate ☐ 3&4 star Technical Delegate ☐ 1&2 star Course Designer ☐ 3&4 star Course Designer ☐ FEI Steward 1 ☐ FEI Steward level 2 ☐ FEI Steward 3 ☐ Please put a tick in the relevant box Yes No Previous competitor: If yes, what standard: here to enter text. ☐ ☐ Any organizing experience: If yes, to what level? Click here to enter text. ☐ ☐ Is the candidate aware of the responsibility associated with F.E.I Listing? ☐ ☐ Requirements for Promotion to FEI 1&2 star Eventing Judge: Yes No Is the candidate on the approved National list of Dressage judge in own country? ☐ ☐ Has the candidate gained experiences course evaluation, knowledge of Eventing Risk Management, dispute resolution and disciplinary matters? ☐ ☐
Fall Enrollment and Transfer Student Documentation 17 D. Example Schedules to be Included with Reports Aggregate Student Membership 19 Fall Enrollment Count 20 Transfer Student Documentation 21 Appendix 1 – Sample Reports Ch2-A1-p1 Chapter 3. ADULT EDUCATION AGREED-UPON PROCEDURES ENGAGEMENT 22 Objective Scope Background UTopia A. Adult Education Procedures (Workpaper Format) 23 B. Example Agreed-Upon Procedures Report 28 C. Definitions for Adult Education Program 31 Chapter 4. EXAMPLE ENGAGEMENT LETTER 36 Chapter 5. EXAMPLE WRITTEN REPRESENTATION LETTER 40
Enter one row for each student selected. Please identify online / virtual schools. Record membership in days as found in local records. For each rule, record one of the following values regarding local data documentation or practice: Y = Yes N = No X = Not applicable to this student Record recalculated membership only if there is an "N" indicating an incorrect entry or exit date or noncompliance with at least one of the rules. FALL ENROLLMENT COUNT Agreed-Upon Procedures Schedule DATE: October 1, 2017 AGENCY: Enter the name of the local education agency FIRM: Enter the name of the firm which conducted the agreed-upon procedures CPA: Enter the name and phone number of the accountant principally responsible for the engagement DATE: Enter the date this schedule was completed INDIVIDUAL CLASS ENROLLMENT 3 3 Class Description (Grade / Teacher) Count of Students on Class Roll (Expected) Count of Students in the Class (Actual) Enter one row for each class selected. Please identify which classes are virtual / online. SCHOOL TOTAL ENROLLMENT SCHOOL CALENDAR School Name 4a 4b 4c 4d 4e 4e Enrollment as Recorded by School in Own Records (Actual) School's Enrollment as reported by LEA via UTREx (Expected) Difference Between School's Actual Enrollment and Expected Enrollment Explanation of the Difference Noted in 4c Does the school calendar meet the minimum instructional standard of 990 hours? Y/N Does the school calendar meet the minimum instructional standard of 180 days? Y/N one row for each school selected.
04 Mon 7/10 Early Korean Buddhism in the Three Kingdoms part two First Golden Age Begins Koreanization of Buddhism; Daoism, Confucianism and Shamanism blended in transmission of culture to – royalty, Hyecho tutors crown prince @600 Sui attack Goguryeo 612-16, repulsed by General Eulji Mundeok 乙支文德 Seondeok (r.632-47) and Jindeok (r.647-54) poem-letter to Tang Emp Master-Monk Jajang-yulsa 慈藏律師 590-658) young genius, but rejected office. went to 636, returned 643 established Vinaya / yul – rules of Monastic Order established Royal Office of Buddhism, registration of Monks and Wutai-san – met Munsu-bosal – relics – – as Holy-Land relics in Diamond Altar at Tongdo-sa and four other temples in north-east SK gave Buddhist names to mountains along East Coast Jeokmyeol-bogung temples and other temples said he “Mother of Munsu-bosal” on Munsu-bong Peak of holy Taebaek-san advised building of great 71-meter Pagoda at Hwangryong-sa 皇龍寺 “Unification Era” 663~677 created by General Kim Yu-shin 金庾信 under Great Kings Taejong Muryeol 太宗 武烈王 (r.654-61) and Munmu 文武大王 (r.661-681) & Shilla defeat Goguryeo & Baekje in 680s, Chinese occupy Baekje but are driven out called the Unified Shilla Dynasty Tong-il Shilla 統一新羅 (668 CE - 935 CE) the in former Goguryeo territory 699-926.
defence by local groups & Buddhist monks; Masters Seosan 西山大師 & Samyeong-dang 四溟堂 leads to Namhan-Sanseong 9 temples Naval victories by Chungmu-gong Yi Sun-shin 忠武公 Martial Loyalty Lord 李舜臣 Non-gae 論介 and the Cult of Loyalty. She killed a famous Japanese General (but who?) in 1593 at the Uiam 義巖, "righteousness rock" of Jinju. Family rewarded and Shrines built. Assistance from Ming China 1593 and 1598. Gratitude for that. But then submission to the Manchus by 1630. 1630–1850: conservative “hermit kingdom” under philosophy of U-am Song Shi-yeol 宋時烈 (1607–1689) – strict Neo-Confucianism enforced, devotion to the Ming Oppression and Decline, but Endurance, of both Shamanism and Buddhism Exile / Gosan Yun Seon-do孤山尹善道 (1587-1671) lived on Bogil-do. Sijo Poetry ( haiku) Chunhyang 春香 Story, mother was gisaeng; romance with Yi Mong-ryong, Amhaeng-eosa暗行御史 Shilhak – Practical Learning – “Dasan” Jeong Yak-yong 茶山 丁若鏞 (1762-1836) progress of arts; Construction of by King Jeongjo / 1794-6 Choui-seonsa revived Han-guk Chado tradition, wrote book, friends with him and Chusa 13 Tues 7/25 The Late Joseon Dynasty, and its Tragic End Catholicism intro and Persecutions late 1700s through 1800s. Great killing 1866, French
Taejo Seong-gye coup, Ming Relations, meaning of Joseon 11 Thurs 7/20 The Peak of the New Joseon Order – Third Golden Age Jeong Mong-ju (1337-92), Jeong Do-jeon (1342-98) were leading Neo-Confucianists and Geomancer-Monk Jacho Muhak-daesa (1327-1405); Hanyang () becomes capital. Seoul City wall on Inwang-san Joseon (1390–1591) society and politics, the rise of the Yangban clans; Neo-Confucian doctrine & Culture established with radical social changes (strict patriarchy, clan-lineages, primogeniture and etc); King Taejong (r.1400-1418) oppressed the seoja and Buddhism King Sejong 世宗大王 (r.1418-50) – Han-geul, science, good-Gov 12 Mon 7/24 Peak & Middle of the Joseon Dynasty – Responses to Wars King Sejo (r.1455-68) / (killed Danjong) – became devout Buddhist, made system of Laws King constrained by advisors – Wangdo ideals – Sarim-pa radicals got influence, but then were purged – Jo Gwang-jo (1482-1519). Factionalism! Toegye Yi 退溪 (1501-70) Korea’s greatest philosopher Orthodox, followed Chu Hsi exactly. Made 10 Diagrams of Sage Learning with Yulgok Yi I 栗谷李珥 (1536-84) – his mother Shin Saimdang 申師任堂 (1504-1551) artist, Eojin Eomeoni "Wise Mother" the of hyeonmo yangcheo (wise mother, good wife) in Neo-Confucian culture Baekja white w/blue porcelain pottery, Chinese-style paintings & arts by Yangban aristocrats Hanok Hanbok Hanshik Heo Jun 許浚, 1546 – 1615) Doctor who adapted Chinese herbal & etc medicine to Korean plants & conditions, wrote Dongui bogam the key text of Traditional Korean medicine. Influence spread to China and Japan as one of the classics of Oriental medicine, still today. Worked for royal family but also treated common people, used han-geul. Exiled to southwest.
Great Persecution of 1866 – killing of thousands of Catholics, including 7 French priests. French navy attacks Ganghwa Island 1866, steals books – returned in 2006. 1866 USS General Sherman Incident American navy attacks Ganghwa Island 1871 Treaty of 1876 on Ganghwa Island – Busan & etc opened. asks the advice of Yuán Shì-kǎi 袁世凱 (1859-1916), the Chinese general, Foreign Minister, politician, first formal President of the Republic of China, and (briefly) Emperor. He recommends America. 1882 Negotiations and Treaty with US Navy officers, then American Embassy in Seoul. “Treaty of Peace, Amity, Commerce and Navigation” 朝美修好通商條約. King Gojong and his wife Queen Min / Minbi / Empress Myeongseong in power 1873-1895. All nations struggle over Korea, but only Japan, China and Russia have strong interest. Attempted reforms fail. the Donghak Rebellion 1894, leading to Cheondo-gyo defeats China in 1895, and Queen Min was Murdered Christian Missionaries try to assist and inspire – but mostly in futility 10 Wed 7/19 Imperial War against Korea, China & etc 1895-1945 part-1 “Independence” & “Empire” declared 1897. New Gate, Gojong “Emperor Gwangmu”. America takes the Philippines from Spain in 1898 Japan defeats Russia in 1905. USA just stands by. Taft-Katsura Memorandum 1905 Treaty in 1907, and then Colonization in 1910
Trusteeship plans fail, and then unintended division of Korea. RoK established 1948 by the UN, but elections are refused in the by Stalin America and Russia withdraw in 1949 the Korean War 1950.06.26 Macarthur & Truman vs. Chairman Mao Zedong’s armies Seoul vs. Pyeongyang; ’s pseudo-communist cultish dictatorship; Kim Il-sung’s Juche ideology and destruction of traditional culture in the North 13 Tues 7/25 Challenges and Dramatic Transformations of the 1965-80s Olympics and Democracy in South Korea; collapse of NK ROK military dictatorship and resistance to it – the 1965 Treaty with Japan Vietnam War sparks Industrialization. 5 reasons that Korea joined. 1969 China-Russia Fight Kissinger to Beijing 1971, Nixon 1972 changes the politics Korea’s relations with America, Japan & the world. Park vs. Carter Park assassinated in October 1979. New coup on 12.12.79
Mongol conquest (1231-59) and rule (1260-1350) Korea’s worldly but enslaved condition; royalty slowly becomes mongol Mongols attacked Japan with Korean labor and wood-shipbuilding from Jeju Nov 1274 and Aug 1281 (kamikaze, 4000 lost) population reduction, debauchery of everything. But one result: Printing! Taejo Seong-gye coup, founded the Joseon Dynasty 1392-1910 Radical Neo-Confucianism as the ideology Hanyang (Seoul) becomes capital Ming Relations, meaning of Joseon, white pine trees King Sejong 世宗大王 (r.1418-50) – Han-geul, science, good-Gov Yulgok Yi I – scholar-official who advocated a strong Korean Military, was ignored 07 Thurs 7/13 The Imjin War part one 1592–1630: invasions by Japan & Manchus, destruction & theft of Arts. Imjin War 壬辰倭亂 suddenly invasion by Hideyoshi, lasts 1592-98. Assistance from Ming 1593 and 1598 Naval victories by Chungmu-gong Yi Sun-shin 忠武公 Martial Loyalty Lord 李舜臣 RIGHTEOUS ARMIES defense by local groups & Buddhist monks 08 Mon 7/17 The Imjin War part two Manchu Invasion Isolationism Masters Seosan 西山大師 & Samyeong-dang 四溟堂 leads to Namhan-Sanseong 9 temples Non-gae 論介 and the Cult of Loyalty. She killed a famous Japanese General (but who?) in 1593 at the Uiam 義巖, "righteousness rock" of Family rewarded and Shrines built.
Reactions to loss of sovereignty varied. Some cooperate, collaborate, others resist Ahn Jung-geun 安重根 shoots diplomat-visionary Ito Hirobuni 伊藤 博文 in 1909 Becomes martyr-hero in Japan says “terrorist”, China supports Korea Formal Japanese Colonial Occupation from 1910 to 1945 early modern nationalism led by American Christian influence, Cheondo-gyo and Buddhists Ethno-nationalist Historian Shin Chae-ho – Sadae-chui now seen as a humiliating treason; the Minjok. Aftermath of WW-I (USpresident Wilson) & Gojong’s funeral ==> 1919 March First Movement (Sam-il-jeol) Seodaemun Prison Tapgol Park 11 Thurs 7/20 Imperial Japan’s War against Korea, China & etc 1895-1945 part-2 March First Movement – in the aftermath of this, Republic of Korean Exile Government in China, until 1945 Chiang Kai-shek (Jiang Jieshi / Jiang Zhongzheng, 蔣中正, 1887–1975 Top leader of the Kuomintang Chinese Nationalist Party and the Republic of China from 1927 to 1975. Ally of the Republic of Sun Yat-sen 孫中山 1866-1925 philosopher leader of the Republic of China Korea’s Cultural Nationalism permitted in the 1920s – infrastructure and living-standards improve Repression in the 1930s, as Japan starts following the Nazi German model 1936 Berlin Olympics – Sohn Gi-jeong (1912-2002) story – Gold Medal, Trees, Park. Climax of WW-II – Late 1930s~45 – Total War for the three nations. Great Suffering. America interferes in 1941, after Pearl Harbor Hawaii Attack. Battles of Midway, Philippines and Okinawa are decisive.
K0553 Add Supply allowance for therapeutic continuous glucose monitor (CGM), includes all supplies and accessories, 1 month supply = 1 Unit Of Service 7/1/2017 Special Coverage Instructions Apply CMS-1682-R K0554 Add Receiver (monitor), dedicated, for use with therapeutic glucose continuous monitor system 7/1/2017 Special Coverage Instructions Apply CMS-1682-R Q9987 Add Pathogen(s) test for platelets 7/1/2017 Special Coverage Instructions Apply CIM 50-34 Correction Platelets, pheresis, pathogen reduced, each unit 7/1/2017 Special Coverage Instructions Apply MCM 2455B, 1833T P9072 Modification 7/1/2017 Not payable by Medicare Q9989 Add Ustekinumab, for Intravenous Injection, 1 mg 7/1/2017 Carrier Judgement
2017 HCPCS Quarterly Updates – October HCPCS Action Long Description Effective Date Cov Special Notes (Any reference or xref code) C9491 Add Injection, avelumab, 10 mg 10/1/17 Special Coverage Instructions Apply New OPPS pass-through drug code effective October 1, 2017. C9492 Add Injection, durvalumab, 10 mg 10/1/17 Special Coverage Instructions Apply New OPPS pass-through drug code effective October 1, 2017. C9493 Add Injection, edaravone, 1 mg 10/1/17 Special Coverage Instructions Apply New OPPS pass-through drug code effective October 1, 2017. Add Injection, ocrelizumab, 1 mg 10/1/17 Special Coverage Instructions Apply New OPPS pass-through drug code effective October 1, 2017.
HCPCS Action Long Descriptor Effective Date COV Special Notes (Any reference or xref code) ZC Add Merck/Samsung Bioepis 10/01/2017 Carrier Judgment A4575 Modify 10/1/2017 Carrier Judgment NCD 20.29 E0446 Modify 10/1/2017 Carrier Judgment NCD 20.29 J0606 Add Injection, etelcalcetide, 0.1 mg 1/1/2018 Special Coverage Instructions Apply 0195 J0604 Add Cinacalcet, oral, 1 mg, (for ESRD on dialysis) 1/1/2018 Special Coverage Instructions Apply 0195
ELEMENT NO. 490 VERSION: 6.1 FIRST YEAR: 2017 LAST YEAR: NAME: STUDENT-STATUS ELEMENT NAME: Student Status code DESCRIPTION: A code indicates the student status for a unit of study CODE FORMAT: Data Type: Numeric Units: Numeric Width: 3 CLASSIFICATION: Higher Education students only Contribution - liable students FEE-HELP eligible students Students receiving OS-HELP assistance Contribution-exempt students
ELEMENT NO. 579 VERSION: 2.0 FIRST YEAR: 2015 LAST YEAR: FIELD NAME: JOINT DEG-INST ELEMENT NAME: Degree Partner Higher Education Provider Code DESCRIPTION: A code indicating the partner Higher Education Provider study in a joint degree is undertaken. CODE FORMAT: Data Type: Numeric Code (numeric), right justified, with leading zeros if needed Width: 4 CLASSIFICATION: CODING NOTES: to the Glossary for definition of ‘. Please refer to the for further information about terminology used in this document. FILES: CHANGE HISTORY VERSION REVISION DATE REPORTING YEAR 1.0 14/02/2012 2012 2.0 22/05/2014 2015
INTAKE / HMIS ENTRY FORM for the Unsheltered Provider HEAD OF HOUSEHOLD NAME (HoH) (First, MI, Last, suffix) DATE OF CONTACT COUNTY ARE THEY STAYING? (Describe in enough detail to find them again) SSN (HoH) DATE OF BIRTH TELEPHONE NUMBER EMAIL ADDRESS VETERAN STATUS (HoH) ETHNICITY (HoH) GENDER (HoH)  Did Not Serve Active Duty in the US Military  Non-Hispanic/Latino  Male  Transgender female to male (Transgender man) Served Active Duty in the US Military  Hispanic / Latino  Female  Transgender male to female (Transgender woman)  Does not identify as male, female, or transgender PRIMARY RACE (HoH) Check All That Apply  American Indian or Alaskan Native (AI/AN)  Black / African American (B)  Native / Hawaiian/Other Pacific Islander (NH)  Asian (A)  White (W)  Client refused  Client doesn’t know PLEASE LIST ADDITIONAL HOUSEHOLD MEMBERS: NAME SOCIAL SECURITY NUMBER DATE OF BIRTH Relationship to HEAD OF HOUSEHOLD RACE(s) (choose from the selection above) (Y/N) GENDER VET (Y/N) INFO NEEDED FOR HOUSEHOLD MEMBERS WITH DISABLING CONDITIONS NAME CONDITION Duration Over 3 Months and Impairs Ability to Live Independently Physical Developmental Chronic Health Condition Mental Health HIV/AIDS Drug Abuse Alcohol Abuse Alcohol & Drug Abuse Yes No Physical Developmental Chronic Health Condition Mental Health HIV/AIDS Drug Abuse Alcohol Abuse Alcohol & Drug Abuse Yes No Physical Developmental Chronic Health Condition Mental Health HIV/AIDS Drug Abuse Alcohol Abuse Alcohol & Drug Abuse Yes No
24 25 Portugal: Freedom Day (Dia da Liberdade) 26 27 Slovenia: Day of Uprising Against Occupation (Dan upora proti okupatorju) 28 29 30 May 2017 June ► Mon Tue Wed Thu Fri Sat Sun 1 Labour Day 2 3 Poland: Constitution Day (Trzeciego Maja) 4 Latvia: Restoration of Independence day (Latvijas Republikas Neatkarības atjaunošanas diena) 5 Netherlands: Liberation Day (Bevrijdingsdag) 6 Bulgaria: St George's (Гергьовден, ден на храбростта и Българската армия) 7 8 Slovakia: Day of Victory over Fascism (Víťazstva nad fašizmom) 9 Europe Day 10 11 12 Denmark: Great Prayer Day (Store Bededag) 13 14 15 16 17 Day Against Homophobia 18 19 20 21 22 23 24 Bulgaria: St Cyril and Methodius Day (Ден на българската просвета и култура и на славянската писменост) 25 Ascension Day 26 27 28 29 UK: Spring Bank Holiday 30 31 June 2017 July ► Mon Tue Wed Thu Fri Sat Sun 1 2 Republic Day (Festa della Repubblica) 3 4 Netherlands: Pentecost (Pinksteren) 5 Whit Monday 6 Sweden: National Day (Sveriges Nationaldagen) 7 Malta: 7th of June (Sette Giugno) 8 9 10 Portugal: Portugal Day (Dia de Portugal) 11
18 European Heritage Days 19 20 21 Malta: Independence Day (Jum 22 Bulgaria: Independence Day (Ден на независимостта на България) 23 24 25 26 European Day of Languages 27 28 Czech Rep: St. Wenceslas Day / Czech Statehood Day (Den české státnosti) 29 30 October 2017 November ► Mon Tue Wed Thu Fri Sat Sun 1 Cyprus: Independence Day 2 3 Germany: German Unity Day (Tag der Deutschen Einheit) 4 5 6 7 8 Croatia: Independence Day (Dan neovisnosti) 9 10 Day Against the Death Penalty 11 12 Spain's National Day (Día de la Hispanidad) 13 14 15 16 World Food Day 17 Overcome Extreme Poverty 18 19 20 21 22 23 Hungary: Republic Day (Nemzeti ünnep) 24 25 European Day of Justice 26 Austria: Austrian National Day (Nationalfeiertag) 27 28 Czech Rep: Independent Czechoslovak State Day (Vzniku samostatného československého státu) 29 Summer Time Ends 30 Ireland: October Holiday (Lá Saoire i mí Dheireadh Fómhair) 31 Slovenia: Reformation Day (Dan Reformacije) More Calendars from WinCalendar: , , November 2017 December ► Mon Tue Wed Thu Fri Sat Sun 1 All Saints' Day 2 All Souls' Day 3 4 5 6 7 8 9 10 11 France: Armistice Day 12
Participating hospitals Number of participating hospitals (n) Number of hospitals in reporting (n) Percent participation (%) Public hospital peer group* Principal referral 28 30 93.3 Public acute group A hospitals 48 62 77.4 Public group B hospitals 29 45 64.4 Public acute group C hospitals 58 143 40.6 Public acute group D hospitals 36 190 18.9 Other acute specialised hospitals 1 3 33.3 Children’s hospitals 4 7 57.1 hospitals 4 6 66.7 Women’s and children’s hospitals 1 1 100.0 Mixed subacute and non-acute hospitals 8 25 32.0 Rehabilitation and GEM† hospitals 4 14 28.6 Very hospitals 4 122 3.3 Psychiatric hospitals 2 22 9.1 Unpeered hospitals 1 10 10.0 Private hospital peer group§ Private acute group A hospitals 13 22 59.1 Private acute group B hospitals 23 36 63.9 Private acute group C hospitals 24 49 49.0 Private acute group D hospitals 17 69 24.6 Other acute specialised hospitals 2 15 13.3 Private rehabilitation hospitals 6 23 26.1 Private acute psychiatric hospitals 1 29 3.4 Table 2: Public and private hospitals that contributed to Hospital NAPS by peer group, 2017 * Excludes early parenting centres, drug and alcohol hospitals, same day hospitals and outpatient hospitals † GEM - geriatric evaluation and management § Excludes ineligible private hospitals
2017 HSC Vocational Educational and Training (VET - Disability Support) Application Form *Class type code: support class in a special school setting - SSP, support class in a mainstream setting - SC, regular class - RC Please add all eligible student information to the table; students should have a current DCS. School Name: School Code: School Contact Number: School HSC Vet Coordinator: Student Name Year in 2017 Disability Code Expiry Date Personalised Learning and Support Plan (PL&SP) Y / N *Class Type Course 1 Course 2 I certify that all students identified are eligible for funding for this program. _____________________________________________________________________________________________________ Principal’s name Signature Date
14:15 – 15:00 Good Fumigation Practices 15:00 – 15:30 Afternoon Break 15:30 – 16:00 Fumigation 16:00 – 16:30 Q&A / Quiz Day 2 – Tuesday, 9th May Time 08:00 – 08:30 Load Bus 08:30 – 09:00 Travel to Demonstration Site 09:00 – 11:30 Fumigation Demonstration 11:30 – 12:00 Travel to Hotel 12:00 – 13:15 13:15 – 13:45 Temperature 13:45 – 14:00 Controlled Atmosphere 14:00 – 14:15 Re-Infestation 14:15 – 14:45 What Else Have We Investigated? 14:45 – 15:00 Q&A 15:00 – 15:30 Afternoon Break 15:30 – 16:30 Application Exercise – Evaluation 16:30 – 17:00 Q&A / Closing Remarks Instructions: Kindly complete the registration form and email it to: If you require accommodation or transportation for the meeting, please indicate this on the form. If staying at the hotel, please contact the hotel directly to make your room reservation. ICC 2017 Registration Form Please send the registration form to Full Name Nationality
2017 ICD-10-CM Errata Index All Editions – Page 248 – Top Right Column “Fistula” should be “Flutter” Tabular Physician Edition – Page 652; Standard Edition – Page 620 Add B16 codes Hospital Edition – Page 712; Physician Edition – Page 701 “Benign stromal tumors of abdomen” should appear below D21.4 code description Hospital Edition – Page 770; Physician Edition – Page 757 “Inhalant use disorder, moderate/severe” should appear under F18.20 Hospital Edition – Page 814; Physician Edition – Page 798 Remove “Use Additional Character(s)” symbol
Hospital Edition – Page 836; Physician Edition – Page 820 Add “Use Additional Character(s)” symbol to H35.1 Hospital Edition – Page 840 Add “Placeholder X” symbol Hospital Edition – Page 919; Physician Edition – Page 900 Add “Use Additional Character(s)” symbol to J05.1 Hospital Edition – Page 1227 “coronoid process” should be “ramus” Hospital Edition – Page 1461 Add “Use Additional Character(s)” symbol Hospital Edition – Page 1503 “urethral” should be “ureteral”
2017 Individual Tax Return Checklist Name: Please take the time to complete this checklist as we will be able to complete your Income Tax Return accurately and efficiently saving you unnecessary fees that may be incurred if we have to come back to you requesting more information. This checklist addresses the most common issues that are required to be dealt with when preparing individual income tax returns. There may be other items that may be specific to your individual situation. If there is anything that has not been addressed above please feel free to bring the matter up with your accountant. The ATO will not be issuing refund cheques this year. If you are in a refundable position, you will need to provide Bank Account details in your Income Tax Return to allow us to lodge your return. Can you please ensure you have this information with you at your appointment or in the information provided. BSB: Account Number: Account Name: INCOME If you received any of the following income during the 2016/2017 financial year please provide the relevant documentation: PAYG Payment Summaries, Eligible Termination Payments Y/N Centrelink allowances or pensions Y/N Interest income Y/N Dividends Y/N Managed investment income (Annual Taxation Statement) Y/N Sale of any investments (see note) Y/N Foreign income Y/N Rent from a rental property Y/N Note: If you did sell investments we will need the date and cost of the investment when it was purchased. EXPENSES If you had any of the following expenses during the 2016/2017 financial year please provide the relevant documentation. Did you have any work related travel? Y/N If so, please provide distance of trips and reason for the travel. Did you purchase a uniform with a logo or were you required to wash the uniform ? Y/N Did you have any other work related expenses for example Tools & Equipment, Professional Association or Union Fees, Income Protection Insurance? Y/N Did you make any donations to charitable institutions? Y/N Did you have any tax agent fees? Y/N
Word list Disability Inclusion Action Plan A Disability Inclusion Action Plan says what the government department or local council will do to make things better for people with disability. Policies Government plans for how things will be done. Reasonable adjustments Things you need so you can do your job. Secretariat A team of government workers that helps with jobs that need to get done. State Disability Inclusion Plan This plan explains how the NSW government will work towards making NSW a better for people with disability. Subcommittee A group of people that work on one special area.
2 Follow Up Required Unsatisfactory volunteer. Did not meet some expectations. Follow Up 3 Welcome Back Satisfactory volunteer. Met all expectations. Welcome Back 4 Welcome Back Great volunteer. Met all expectations, and exceeded some expectations. Welcome Back 5 Special Recognition Excellent volunteer. Exceeded all expectations. Special Recognition 0 – No Show Volunteers Please include information about the volunteers noted 1 – Follow Up Required Volunteers Please include information about the volunteers noted 2 – Follow Up Required Volunteers Please include information the volunteers noted 3 – Welcome Back Volunteers Please include information about the volunteers noted 4 – Welcome Back Volunteers Please include information about the volunteers noted
2.00 Details of organisation 2.01 Provide contact details: Organisation name, ABN, Address, Telephone, Name and of key contact and Link to web address (if web address exists) 2.02 Has the organisation received a $100,000 Impact 100 grant in the previous year? 2.03 Which Impact100 SA annual theme does your organisation’s request for funding match? 2.04 Does your organisation have physical presence in SA? "Y" or “N" 2.05 What are the missions and objectives of your organisation (in 2 to 3 sentences) 2.06 When was your organisation first established? 2.07 Is your organisation’s target market in SA, Metro or Regional? Please tick Metro [ ] Regional [ ] 3.00 Details of project & anticipated impact 3.01 What is the project title? 3.02 Describe the project needing funding 3.03 Tell us why this is an important issue, why there is a need for this work and why your organisation is the right one to do it? (in 2 to 3 sentences) 3.04 Are there organisations providing similar services? If so, please list. "Y" or “N" 3.05 How many people are likely to be impacted directly by the project? e.g: direct participants, direct beneficiaries 3.06 Will this project have a high impact on or be transformative for those directly impacted? "Y" or “N" 3.07 How many people are likely to be impacted indirectly from the project? e.g: family members of directly involved people, community members 3.08 Will this project have a high impact on or be transformative for those indirectly impacted? "Y" or “N"
Fund ISIN Code Fund Name Share Class Base Gross Dividend Rate in Base Currency Gross Yield % IE00BDV0B170 L&C GLOBAL CONSERVATIVE FIXED INCOME FUND X GBP 1.715022 1.3557% IE00BDV0B394 L&C GLOBAL CONSERVATIVE FIXED INCOME FUND X USD 1.725168 1.6698% IE00BDV0B519 L&C GLOBAL BALANCE FIXED INCOME FUND X GBP 2.063230 1.5787% IE00BDV0B733 L&C GLOBAL BALANCE FIXED INCOME FUND X USD 2.614170 2.0541% IE00BYJR3K05 L&C GLOBAL BALANCE FIXED INCOME FUND X EUR 1.253582 1.1796% IE00BDV09S08 L&C GLOBAL STAR EQUITY FUND X GBP 0.661945 0.4428% IE00BDV09V37 L&C GLOBAL STAR EQUITY FUND X USD 0.712731 0.5732%
At the end of this unit, students will have a strong understanding of and be able to independently work with: Descriptive and inferential statistics Variables and types of data Data collection and sampling techniques Observational and experimental studies Uses and misuses of statistics Focus Standards Addressed in this Unit: CC.2.4.HS.B.1 – Summarize, represent, and interpret data on a single count or measurement variable Important Standards Addressed in this Unit: N/A Misconceptions: General confusion between discrete and continuous types of data Knowing when to use (and when not to use) different sampling techniques Being aware of common misuses of statistics in advertising Concepts/Content: Data Statistics Probability Variable Population Sample Descriptive Inferential Qualitative Quantitative Discrete Continuous Level of measurement Random sample Stratified sample Cluster sample Systematic sample Observational study Experimental study Treatment Competencies/Skills: Demonstrate knowledge of statistical Differentiate between the two branches of statistics Identify types of data Identify the measurement level for each variable Identify the four basic sampling techniques Explain the difference between an observational and experimental study Explain how statistics can be used and misused Description of Activities: Direct teacher-led instruction group Q & A discussion Independent student work Small group collaboration Online remedial/enrichment videos
CC.2.4.HS.B.3 – Analyze linear models to make interpretations based on data Important Standards Addressed in this Unit: N/A Misconceptions: Arithmetic errors when calculating measures of central tendency Mistakes when calculating variance and standard deviation on a calculator Misinterpreting how to handle outliers in a data set Concepts/Content: Mean Median Mode Midrange Parameter Statistic Unimodal Bimodal Multimodal Symmetric Skewed class Weighted mean Range Variance Standard deviation Quartile Percentile Boxplot Interquartile range (IQR) Outlier Coefficient of variation Five-number summary z-score Empirical rule Competencies/Skills: Summarize data measures of central tendency such as the mean, median, mode, and midrange Describe data using measures of variation such as the range, variance, and standard deviation Identify the position of a data value in a data set using various measures of position such as percentiles, and quartiles Use the techniques of exploratory data analysis including boxplots and summaries to discover various aspects of data Description of Activities: Direct teacher-led instruction Large group Q & A discussion Independent student work Small group collaboration Online remedial/enrichment videos Assessments: informal questioning number
2017 CROSS COUNTRY MEET SCHEDULE WMS 2017 Tuesday, August 29th - Canton Wednesday, September 6th – Watermelon Run – Smoky Mnt. Tuesday, September 12th – Smoky Mnt. Tuesday, September 19th – Macon Wednesday, September 27th – ACA Tuesday, October 3rd – RMS Tuesday, October 10th – Conference Meet - Macon
Some submitters have previously suggested that if a deferral scheme is adopted, then employers should have the obligation to report to Inland Revenue in relation to the scheme. This is because employers are better placed to design the scheme terms and conditions to ensure they can control when the deferred taxing point occurs and that they have the necessary information to fulfil reporting obligations. Employers are also likely to have greater resources at their disposal to manage the collection of the relevant information. Further, it would be more efficient to impose compliance cost on one employer who can provide employee share scheme information for a number of employees, than to impose those compliance costs on each individual employee. As employers will already have to report some employee share scheme information as part of the EMS under the new rules on the collection of tax on ESS, it would make sense for employers to have all of the reporting obligations. Requiring employees to report Employees themselves could personally be responsible for reporting certain ESS information to Inland Revenue, and be required to notify Inland Revenue when certain events have occurred (for example, when they have elected to defer, or when they have sold or transferred their shares). However, as noted above, generally employers are more able to efficiently bear compliance costs than employees. Filing returns and paying tax directly to Inland Revenue imposes compliance costs on employees, more so if they are unused to the process. These compliance costs could affect voluntary compliance and perceptions about the integrity of the tax system. From Inland Revenue’s perspective, if an individual employee does not return the income from an ESS, the Commissioner has to expend resources to collect a potentially small amount of tax from that individual. Submission point We are interested to hear from readers: What kind of reporting and record keeping requirements be necessary and appropriate to ensure that income and deductions from tax deferred share schemes is appropriately returned, and tax is paid? CHAPTER 9
to provide training and education opportunities for employees, volunteers and members that will assist in the improved development and delivery of and active recreation activities for the target population groups; and to assist organisations purchase non-consumable, specialised equipment that will increase sport and active recreation opportunities for the target population groups. 5. General Eligibility Any organisation applying for funding must: be incorporated under the Associations Incorporation Act 1991 and have all compliance requirements up to date; deliver programs within the ACT; have current Public Liability Insurance coverage to a minimum level of $10,000,000; have an Australian Business Number (ABN); be registered for the Goods and Services Tax (GST) if applicable (if turnover is greater than $150,000 per annum); and have satisfactorily acquitted all previous grants provided by AC and any ACT Government agency (except for current year’s funding). 6. Who is not Eligible to Apply? Schools; Parents and citizens associations; Tertiary education institutions; and Student community groups. 7. Partnerships AC acknowledges that sport and active recreation programs are often best facilitated by partnerships. A program that is developed and implemented in partnership will often benefit from the collective knowledge, resources and staff of the partners. In particular, programs for the identified target population groups will benefit from a consultative approach that engages multiple partners of various capabilities. Applicants are strongly encouraged to form partnerships with partners outside of their own organisation to deliver programs funded through the IPFP. Evidence of partnerships The assessment panel will consider favourable applications that:
Uranium-HEU-235 2,741 2,741 grams Research Uranium-233 3.8 4.0 Research Plutonium (except Pu- 238) 1,203 1,226 Research, neutron sources The table below lists Australia's former and current IAEA Material Balance Areas and their current status. MBA Name No of KMP Details and Status AS-A HIFAR Reactor - No material - Awaiting Decommissioning AS-B MOATA Reactor - No material - Decommissioned AS-C Research and Development Labs 3 99Mo production using LEU targets & storage and a range of other R&D activities. AS-D Vault Storage 3 Storage of seldom used material AS-E Locations Outside Facilities (LOFs) - 100 Small holdings of nuclear material held at Universities, Radiographers, Labs etc. AS-F OPAL Reactor 4 Open Pool Australian Light-Water (LEU) AS-G Silex Systems Limited - No material - Decommissioned AS-H Synroc Waste Immobilisation plant - No material - Not yet constructed IAEA Safeguards inspections are conducted on regular basis. The table below provides information about the frequency of IAEA Safeguards inspections. Inspection type Features Frequency in Australia CSA Physical inventory verification (PIV) Scheduled Thorough verification of inventory 1 per year LOFs: 1 per -4 yrs Uranium Mines: none CSA Design information verification (DIV) Scheduled design features ANSTO: few per year, in conjunction with PIV LOFs: none Uranium Mines: none
{Letterhead of Neighborhood Organization/Committee if available} Date: Dear Houston LISC, {Name of Group or Organization} made a presentation before our organization on {DATE} about their proposal for the Houston LISC Journey Seed Grant. At this meeting we had _____ people present including a quorum of the leadership of our organization that typically makes these types of recommendations. Our leadership has agreed to support this proposal. Our organization has been around since {date} for the purpose of {insert}. We may be able to provide support to this activity in the following manner: {describe}. Thank you for considering this proposal. If you have any questions, please do not hesitate to contact {name} at {phone and/or email}. Sincerely, {Leader of the neighborhood organization/committee}
1:45 – 2:45 p.m. Aging and Dying in Prison: What Gerontology Professionals Need to Know Explore the challenges of providing end-of-life care for incarcerated men and women and learn how the Aging Network is beginning to respond to the prison population crisis. Dr. Jacquelyn Frank, PhD It’s in Every One of Us Too often, competence is rewarded at the expense of caring. Take a new look at guest relations programs and the impact staff has on patient satisfaction. Faith Roberts, MSN, CRRN Palliative Care: Redesigning the End of Our Lives Help ensure that as the end of our lives approach, we receive the care we want and not more. Robert Stone, MD LGBT Issues on Aging An overview of LGBT culture and ways caregivers can better serve these seniors. Kelly M. Coures, BA Be Kind to Your Feet! Discuss common foot problems and how to avoid them, and also learn which shoes are good and how to determine this. Jane Koch, DPM The Sacred Joy of Drumming (repeat) Drum circles are a therapeutic modality for healing, spiritual exploration, meditation and/or stress relief. Cynthia Goodwin, RN, MSN, CHTP, CR Peggy Graul, MSN, RN, CHTP 2:45 – 2:55 p.m. BREAK * EXHIBITS OPEN 32:55 - 4:30 p.m. CARTER HALL The Third Thing with Susan E. Fowler Meet this story-telling artist and scientist who will provide a “thought-filled appetizer” before the closing speaker. PLENARY with Roberts, MSN, CRRN From Wedding Rings to Nose Rings Laugh along with this gifted storyteller as she explores the dynamics of four generations in the health care workforce today.