ahmedheakl/docatlas_instruct huggingface dataset:
Answer: b Solution: Let the radius of circle A be R Given, the radius of circle B = R - 7 A A Therefore, circumference of circle A - diameter of circle A = 90 cm 2ℼR - 2R = 90 ⇐ ⇐ ⇐ ⇐ A A 2R (ℼ - 1) = 90 ⇐ A R [(22 / 7) - 1] = 45 ⇐ A R = 45 / 2.14 ⇐ A

⇐ = 21 (consider 21.02 cm = 21 cm) ⇐ = 21 (consider 21.02 cm = 21 cm) Now, radius of circle B = 21 - 7 = 14 cm A ℼr2 cm2 We know, area of a circle = = x 14 x 14 = 616 22

## 7

Directions Q. (33-35): Q. (33-35): Read the given information and answer the question that follows. 7 people P, Q, R, S, T, V, and W give a test starting from Monday to Sunday. 4 people give the test between R and S. P gives the test on Wednesday. No person gives the test between P and Q. There are 3 people who give the test between T and V. T gives the test before V. W does not give the test on Sunday. At least 2 people give the test before S.

Q. (33) (33) How many people attempt the test after R? 1 5 3 4 None

##### Answer: b (5)

Q. (34) (34) Who gives the test on Sunday? P R S Q V

##### Answer:

c (S gives the test on Sunday)

Q. (35) (35) W gives the test in which of the following days? Monday Tuesday Thursday Friday

##### Answer:

e (W gives the test on Saturday)
CCNR-ZKR/ADN/WP.15/AC.2/52

Seite 21

Es ist in der Sprache oder in einer der Sprachen des Staates abzufassen, der es erteilt. Wenn diese Sprache nicht Deutsch, Englisch oder Französisch ist, müssen der Titel des Zulassungszeugnisses sowie jede unter den Nummern 5, 9 und 10 im Zulassungszeugnis „Trockengüterschiffe“ (8.6.1.1) bzw. unter den Nummern 12, 16 und 17 im Zulassungszeugnis „Tankschiffe“ (8.6.1.3) aufgeführte Bemerkung außerdem in Deutsch, Englisch oder Französisch abgefasst sein.“. (Referenzdokument: ECE/TRANS/WP.15/AC.2/2014/45) 1.16.1.3.2 erhält folgenden Wortlaut: „1.16.1.3.2 Das vorläufige Zulassungszeugnis muss dem Muster nach Unterabschnitt 8.6.1.2 oder 8.6.1.4 in Inhalt, Form und Aufbau entsprechen oder einem Muster eines Einheitszeugnisses, das gleichzeitig ein vorläufiges Schiffszeugnis und ein vorläufiges Zulassungszeugnis umfasst. Im letzteren Fall muss das Muster des Einheitszeugnisses dieselben Elemente als das Muster nach Unterabschnitt 8.6.1.2 oder 8.6.1.4 beinhalten und von der zuständigen Behörde zugelassen sein. Seine Abmessungen sind 210 mm x 297 mm (Format A4). Es dürfen Vorder- und Rückseite verwendet werden. Es ist in der Sprache oder in einer der Sprachen des Staates abzufassen, der es erteilt. Wenn diese Sprache nicht Deutsch, Englisch oder Französisch ist, müssen der Titel des Zulassungszeugnisses sowie die unter der Nummer 5 im vorläufigen Zulassungszeugnis „Trockengüterschiffe“ (8.6.1.2) bzw. unter der Nummer 12 im vorläufigen Zulassungszeugnis „Tankschiffe“ (8.6.1.4) aufgeführte Bemerkung außerdem in Deutsch, Englisch oder Französisch abgefasst sein.“. (Referenzdokument: ECE/TRANS/WP.15/AC.2/2014/45)
[130.00 – 140.00] [Some differences between France and Spain] In Spain their neighbours were wonderful. The lady who informed him his chalet had been sold was very kind and although she had just met him, she offered him the keys to her holiday home. They had some annoying neighbours but others became like family to them. The last time Angel and his wife visited Spain was two years ago. They used to go on IMSERSO6 funded holidays. Then his wife had an accident. There are many problems with hospitals and strikes nearly every day in Spain. Now she cannot see well so they no longer return there. He misses going on holiday to Spain. Says the French are colder and even the Spanish people in France have changed because the lifestyle is so different. Spanish people are more sociable. Where they lived in Spain everybody was very well off. They were all from Murcia and did not have to travel many hours to get there like his family.

[140.00 – 150.00] [Thoughts on Franco’s death] AV and his wife look at and discuss family belongings and gifts they been given that remind them of Spain. Things typical of Spanish regions. He has family documents that show the journeys his brothers and sisters took. They were very young when his mother died. They sent them to the convent where they cut firewood and tended to the cows. He didn’t see them until the Germans lost the war. Tells Darren he will send him photocopies. For him Franco’s death meant an end to the suffering of the Spanish people. Whilst alive he had the support of the Germans, Italians, English and Americans. It wasn’t England robbing Gibraltar that turned him against them! Franco was a traitor to his country. His brother on the other hand was a pilot for the Republicans. Franco betrayed his country and instead of being punished was sent to Morocco where he planned the downfall of the Republic. He was in power for a long time. Religion governed during this period and this was bad for everybody. There was widespread abuse and exploitation. His death was a relief. It meant a return to democracy. The King confirmed this.

Created by: Jessica Whitfield for the JISC OpenLIVES Project 2012.
Dominios de la Misión del Recinto	Objetivos del aprendizaje estudiantil	Cursos, actividades e instrumentos utilizados para recopilar información	Criterios de evaluación	Logros esperados	Instancias para recopilar la información (veces en que se mide en el curso)	Unidad o persona responsable
Ethical and Aesthetical Sensibility (Ética y Sensibilidad Estética) Social Responsibility (Responsabilida d Social)	Desarrollará una visión estética y crítica frente a trabajos fotográficos. Conocerá sobre aspectos éticos y de responsabilidad social referente a la fotografía. Conocerá sobre aspectos éticos y de responsabilidad social referente a la fotografía.	COMA 4011	Estos dominios no se miden en los criterios de la rúbrica actual. Deben ser incluidos en al menos dos criterios que los mida.	Se espera que esta rúbrica esté actualizada e ingresada en OLAS para diciembre de 2018.	Escuela de Comunicación- Programa de Comunicación Audiovisual / Coordinador Alfredo E. Rivas, Ph.D. Este curso lo ofrecen varios profesores cada semestre. Se espera que al menos uno de estos/as profesores/as haga dos actividades por semestre.

Coordinador de Assessment: Dr. Alfredo Rivas (programa), Dr. Héctor Aponte Alequín (escuela) / Director de la Escuela: Dr. Jorge Santiago Pintor / Fecha sometido: 12 de septiembre de 2018
imprisonment, explaining that a penalty provision is not a sentence enhancement because the former provides an alternate penalty rather than an additional punishment. (See People v. Briceno (2004) 34 Cal.4th 451, 460, fn. 7 [characterizing various subdivisions of section 186.22 as either enhancements or penalty provisions]; Robert L. v. Superior Court (2003) 30 Cal.4th 894, 899 [section 186.22’s subdivision (d), which provides that any public offense punishable as a felony or a misdemeanor is punishable by one, two, or three years in prison when committed to benefit punishable by one, two, or three years in prison when committed to benefit a criminal street gang, is a penalty provision, not a sentence enhancement]; People v. Jefferson (1999) 21 Cal.4th 86, 101 [§ 186.22, subd. (b)(4) is a penalty provision, not a sentence enhancement]; see also People v. Acosta (2002) 29 Cal.4th 105, 118 [25-year minimum prison term described in § 667.61 is a penalty provision, not a sentence enhancement]; People v. Murphy, supra, 25 Cal.4th at p. 154 [punishment described in § 666 is a penalty provision, not a sentence enhancement].) The Attorney General urges us to give the word “enhancement” in section 12022.53(e)(2) this same meaning. If the cases cited in the preceding paragraph had already been decided when the Legislature enacted section 12022.53, it would be reasonable to infer that the Legislature was aware of the distinction this court has drawn between the sentence enhancements and the penalty provisions set forth in section 186.22, and that the Legislature intended the word “enhancement” in the statute to have the narrow meaning articulated by this court. That narrow meaning is this: The word “enhancement” refers only to a sentence enhancement, not a penalty provision. But the cases in question were decided after the Legislature’s enactment of section

11
- （2）相近专业：①飞行器设计与工程；②飞行器动力工程；③ 过程装备与控制工程；④油气贮运工程。

（3）其他专业：除本专业和相近专业外的工科专业。 六、注册化工工程师资格考试条件 （一）参加注册化工工程师基础考试，应具备下列条件之一： 1.取得本专业或相近专业大学本科及以上学历或学位。 2.取得本专业或相近专业大学专科学历，累计从事化工工程设 计工作满 1 年。 3.取得其他工科专业大学本科及以上学历或学位，累计从事化 工工程设计工作满 1 年。 （二）参加注册化工工程师专业考试，应基础考试合格，并具 备下列条件之一： 1.取得本专业博士学位后，累计从事化工工程设计工作满 2 年； 或取得相近专业博士学位后，累计从事化工工程设计工作满 3 年。 2.取得本专业硕士学位后，累计从事化工工程设计工作满 3 年； 或取得相近专业硕士学位后，累计从事化工工程设计工作满 4 年。 3.取得含本专业在内的双学士学位或本专业研究生班毕业后， 累计从事化工工程设计工作满 4 年；或取得相近专业双学士学位或 研究生班毕业后，累计从事化工工程设计工作满 5 年。 4.取得通过本专业教育评估的大学本科学历或学位后，累计从 事化工工程设计工作满 4 年；或取得未通过本专业教育评估的大学 本科学历或学位后，累计从事化工工程设计工作满 5 年；或取得相 近专业大学本科学历或学位后，累计从事化工工程设计工作满 6 年。

14
Orémus. Deus, qui ineffábili providéntia beátum Ioseph, sanctíssimæ Genitrícis tuæ sponsum elígere dignátus es, prǽsta, quǽsumus, ut, quem protectórem venerámur in terris, intercessórem habére mereámur in cælis. Qui vivis et regnas in sǽcula sæculórum. ℞. Amen.

Pro Supplicatione ad Deum in capite Litaniarum et Conclusione eligi Supplicatione ad Deum in capite Litaniarum et Conclusione eligi possunt formulae A vel B pro Litaniis Sanctorum in formulae A vel B pro Litaniis Sanctorum in CALENDARIUM ROMANUM ex Decreto Sacrosancti Oecumenici Concilii Vaticanii II instauratum auctoritate Pauli PP. VI promulgatum, Typis Polyglottis, Vaticanis 1969, pp. 33 et 37 propositis.
## ОСНОВНИ ПОДАЦИ О УДРУЖЕЊУ

1.	Матични број
2.	Порески идентификациони број (ПИБ)
3.	Правни статус
4.	Седиште
Место
Општина
Улица и број
5.	Датум оснивања
6.	Број посебног наменског динарског рачуна код Управе за трезор
7.	Контакт - телефон
8.	Интернет презентација
9.	Електронска пошта
10.	Име и презиме лица овлашћеног за заступање

Подаци о пројекту:
Циљ пројекта
Место реализације (простор у коме се реализује пројекат)
Контакт-особа за реализацију пројекта (име, презиме и функција)
Телефон лица за контакт
Електронска пошта лица за контакт
Трајање пројекта - период реализације (навести датум почетка и завршетка)	почетак	завршетак

У Београду

2022. године м.п. Потпис одговорног лица
thí. Nếu dư mình giúp người thì không tham. Nếu tham thì không bao giờ giúp. Quí vị để ý người nào tham nhiều, họ dư bao nhiêu thì dư chớ ai xin họ không cho. Người có dư liền giúp, người đó sẽ hết tham. Bệnh này dễ trị chớ không khó, chỉ một toa thôi. Một toa là lành bệnh. Tất cả chúng ta có bệnh, Phật dạy lấy thuốc mà trị chớ không phải cầu Phật cho, nhưng Phật tử cứ xin Phật cho. Bởi xin cho nên lâu ngày không hiệu nghiệm thì muốn bỏ Phật, vì thấy Phật không giúp mình được. Không được thì theo Phật có lợi gì? Nếu chúng ta biết lời Phật dạy để trị tâm bệnh thì chúng ta ứng dụng tu, tự nhiên tâm chúng ta trong sạch. Tâm trong sạch rồi mọi bệnh theo đó đều hết. Ðó là tôi nói tu bằng cách dùng thuốc của Phật để trị bệnh cho mình. Như vậy chúng ta càng tu tâm càng trong sáng, tâm trong sáng thì phiền não đâu còn. Nếu tu mà cứ phiền não người này, giận hờn người kia thì tâm chưa trong sáng, vẫn còn nhơ đục. Nhơ đục cho nên không đi tới đâu hết, càng tu thì càng thấy khổ chớ không vui. Nếu tâm trong sáng thì càng tu càng tươi càng vui càng mát mẻ, không có khổ. Tu đúng mọi điều tốt sẽ đến với mình, tu sai thì mọi việc phiền não sẽ đến với mình, không nghi ngờ. Ðó là một lẽ thật. Chúng ta thấy chỉ cần có ba câu thôi mà Phật dạy mình tu hết sức là đầy đủ: Một là đừng làm các điều ác tức là giữ trọn năm giới. Hai là làm tất cả việc lành. Ba là giữ tâm ý trong sạch. Ðó là lời dạy của chư Phật. Chư Phật dạy gọn và đủ trong bốn câu kệ đó. Chỉ cần chúng ta ứng dụng thường xuyên thì bản thân chúng ta rất tốt đẹp. Phật tử chúng ta biết rồi thì tránh điều gì sai, việc chưa đúng chúng ta sửa, việc gì đúng chúng ta thực hành. Ðó là người khéo tu, khéo nhận định. Nếu khéo tu, khéo nhận định là người có trí tuệ, thông minh. Không phải chúng ta học đạo thật nhiều mà gọi là hay. Chúng ta học được điều nào ứng dụng tu ngay điều đó là chúng ta khéo, chúng ta hay. * * * Tóm lại, chúng ta đến chùa là để cầu xin Phật hay là để tu theo Phật? Quí vị xác định mình từ trước đến giờ cầu xin hay là tu. Nếu lỡ đã cầu xin thì bây giờ phải làm sao? Bây giờ phải tu, đừng cầu xin nữa. Ðức Phật đã không hứa, không nhận thì Phật đâu có cho. Mong rằng tất cả quí Phật tử nghe, hiểu và nỗ lực tu tập đúng như pháp đức Phật đã dạy, thì chắc chắn sẽ được an vui hạnh phúc.

- ---o0o---
- Działanie 6.2 Inwestycje w infrastrukturę zdrowotną:
- Typ projektu: 6.2.A i 6.2.B:
- • Wydatki w zakresie ICT (oprogramowanie, sprzęt), przekraczające 49% wartości całkowitych wydatków kwalifikowalnych projektu.
- • Wydatki dot. ICT (oprogramowanie, sprzęt) w zakresie w jakim związane są z realizacją działań wskazanych w Narzędziu 26 Policy Paper tj. upowszechnienie wymiany elektronicznej dokumentacji medycznej oraz Narzędziu 27 Policy Paper tj. upowszechnienie wykorzystania telemedycyny.
- • Wydatki związane z termomodernizacją, przekraczające 49% wartości całkowitych wydatków kwalifikowalnych projektu.
- • Wydatki na inwestycje polegające na dostosowaniu istniejącej infrastruktury do obowiązujących przepisów – chyba że ich realizacja jest uzasadniona z punktu widzenia poprawy efektywności (w tym kosztowej) i dostępu do świadczeń opieki zdrowotnej.
- • Wydatki na budowę i modernizację parkingów, dróg dojazdowych i wewnętrznych.
- • Wydatki związane z modernizacją i wyposażeniem części administracyjnej niezwiązanej z bezpośrednią obsługą pacjentów, z wyjątkiem projektów dotyczących zakupu i wdrożenia technologii informatyczno-komunikacyjnych.
- • Wydatki związane z zakupem sprzętu medycznego, na którym będą świadczone usługi medyczne odpłatne, generujące przychód w projekcie.
- • • Wydatki na zagospodarowanie otoczenia w zieleń i drobną
- • Wydatki związane z pracami remontowo-budowlanymi lub termomodernizacją, które nie są bezpośrednio i w całości związane z infrastrukturą przeznaczoną do udzielania świadczeń zdrowotnych w ramach poszczególnych narzędzi Policy Paper oraz/lub jednostek chorobowych określonych w ogłoszeniu o naborze – szczegółowe uregulowania zawarte są konkursów56. w regulaminach
- • Wydatki związane z zakupem oprogramowania i sprzętu IT, który to sprzęt nie jest bezpośrednio i w całości związany z zakresem wsparcia w ramach poszczególnych narzędzi Policy Paper oraz/lub jednostek chorobowych określonych w ogłoszeniu o naborze – konkursów57. szczegółowe uregulowania zawarte są w regulaminach

####### Typ projektu: 6.2.C:

- • Wydatki związane z zakupem sprzętu medycznego, na którym będą świadczone usługi medyczne odpłatne, generujące przychód w projekcie.
- • Wydatki wykraczające poza zakres rzeczowy ustalony z wojewodą dolnośląskim i wojewódzkim konsultantem ds. chorób zakaźnych.
- Działanie 6.3 Rewitalizacja zdegradowanych obszarów:
Установка программы ZOOM

или же сразу диалоговое окно, в котором Вы должны набрать ваш существующий электронный адрес.

После ввода электронного адреса и нажатия на командную кнопку

«Регистрация», получим следующее
types of food with the dingy but a tribe of people attacked the Nautilus and they had to quickly escape.

After a couple of days getting deep under water they found a lost city under water. It had wonderful patterns on the walls of the houses with ancient crumbling stone statues but there was an under water volcano starting to erupt so they had to make a mad dash to escape! They all managed to escape with miner bumps and bruises.

Deeper into the ocean thinking it was safe but little did they know that wasn’t the end of their havoc. Some thing was coming. Some thing big. Some thing dangerous. There was a group of colossal squids! They all grabbed a harpoon each risking there lives to save each other…
KÉRELEM

Tisztelt Igazgató Asszony!

Alulírott \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (szülő/gondviselő) azzal a kéréssel fordulok Önhöz, hogy \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ nevű (születési hely, idő: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ anyja neve: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_) \_\_\_\_\_ osztályos gyermekemet az alábbiak szerint mentsék fel a 16 óráig tartó délutáni foglalkozások látogatása alól.

Kérjük, a megjelölt napokhoz írja be, hogy gyermeke mikor mehet el az iskolából (egyedül vagy jönnek érte), visszajön-e az iskolába, mikorra kell visszaérnie, ha visszajött, mikor mehet el újra (egyedül vagy jönnek érte), vagy nem jön már vissza.

Ha délután tanulószobán marad (tanulószoba legfeljebb 16 óráig van), mikor mehet el onnan (egyedül vagy jönnek érte.)

Ha az ügyeletre is szükségük van (legfeljebb 16:30 óráig), mikor mehet el onnan a gyermek (egyedül vagy jönnek érte).

HÉTFŐ
KEDD

Alulírott, büntetőjogi felelősségem teljes tudatában kijelentem, hogy a fent nevezett gyermek törvényes képviselője vagyok.

Dunaújváros,

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ szülő/gondviselő aláírása A felmentést a fentiek szerint engedélyezem.

Dunaújváros,

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ igazgató
## П О С Т А Н О В Л Е Н И Е

Об утверждении Положения о премировании руководителей муниципальных бюджетных, казенных и автономных учреждений муниципального района «Сулейман-Стальский район»

На основании Трудового кодекса Российской Федерации, Федерального закона от 06.10.2003 N131-ФЗ «Об общих принципах организации местного самоуправления в Российской Федерации», Устава муниципального района, Положения об оплате труда работников муниципальных бюджетных, казенных и автономных учреждений муниципального района «Сулейман- Стальский район» п о с т а н о в л я ю: 1. Утвердить Положение о премировании руководителей муниципальных бюджетных, казенных и автономных учреждений муниципального района «Сулейман-Стальский район (прилагается).

- 2. Настоящее постановление разместить на официальном сайте муниципального района.

3. Общему отделу администрации муниципального района ознакомить всех руководителей муниципальных бюджетных, казенных и автономных учреждений муниципального района «Сулейман-Стальский район с настоящим постановлением. 4. Настоящее постановление вступает в силу со дня его подписания и распространяется на правоотношения, возникшие с 1 февраля 2020 года. 5.Контроль за исполнением постановления возложить на заместителя главы администрации муниципального района Темирханова С.М.

## Глава муниципального района Н.Абдулмуталибов

Оруджев Л.А. Фатулаев А.Б. Темирханов С.М. Абдулазизов Р.А. Исмаилов М.М. Ярахмедов Б.М. Тагиров Н.Х.
CCNR-ZKR/ADN/WP.15/AC.2/52

Seite 15

## Anhang I

## Änderungsentwürfe zu der dem ADN beigefügten Verordnung, die am 1. Januar 2015 in Kraft treten sollen

(Siehe CCNR-ZKR/ADN/27/Add.1 und CCNR-ZKR/ADN/27/Add.1/Corr.1)
ALCOHOL AND EXPECTANCY EFFECTS ON METACOGNITIVE CONTROL AND MEMORY

Stein, L. M., & Memon, A. (2006). Testing the efficacy of the cognitive interview in a developing country. Applied Cognitive Psychology, 20(5), 597-605. https://doi.org/10.1002/acp.1211 Strack, F., & Bless, H. (1994). Memory for nonoccurrences: Metacognitive and presuppositional strategies. Journal of Memory and Language, 33(2), 203-217. https://doi.org/10.1006/jmla.1994.1010 Thorley, C., & Christiansen, P. (2018). The impact of own and others’ alcohol consumption on social contagion following a collaborative memory task. Memory, 26(6), 727-740. https://doi.org/10.1080/09658211.2017.1404110 Van Oorsouw, K., & Merckelbach, H. (2012). The effects of alcohol on crime‐related memories: A field study. Applied Cognitive Psychology, 26(1), 82-90. https://doi.org/10.1002/acp.1799 Van Oorsouw, K., Merckelbach, H., & Smeets, T. (2015). Alcohol intoxication impairs memory and increases suggestibility for a mock crime: A field study. Applied Cognitive Psychology, 29(4), 493-501. https://doi.org/10.1002/acp.3129 Wetherill, R. R., & Fromme, K. (2016). Alcohol‐induced blackouts: A review of recent clinical research with practical implications and recommendations for future studies. Alcoholism: clinical and experimental research, 40(5), 922-935. https://doi.org/10.1111/acer.13051 Wixted, J. T. (2004). The psychology and neuroscience of forgetting. Annual Review of Psychology, 55, 235-269. https://doi.org/10.1146/annurev.psych.55.090902.141555 Wixted, J. T. (2005). A theory about why we forget what we once knew. Current Directions in Psychological Science, 14(1), 6-9. https://doi.org/10.1111/j.0963- 7214.2005.00324.x

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Another photo shows when he is reunited with his siblings and father. His wife and his son are there too. It shows when they had enough money to get his siblings from the convent. Before that, neither he or the nuns could afford to send them away. Tomas is not there, he was a guerrilla in the Pyrenees. AV says he has kept a lot, but lost a lot too. Shows photo of the submarine base and describes how it worked. His job was to make sure water ran into the German submarine base as it was on the Italian side. The Italians arrived first and claimed the smaller base. It fitted 3 submarines and the Germans wanted to fit in 13 larger submarines. They always had to outdo them. The base was close to Bacalán. Now there are fishing boats and lots of sailing around that area. No more submarines and war ships. Describes materials used to make the base. Above the roof there was artillery for defending the base against the English bombers. He worked opposite the base in the electrical power plant and after they finished the base it was torn down. Their first job was to build, then afterwards to destroy everything. He describes the plant. It was protected by cement in case a bomb fell and destroyed it so they would have to start again. At the very beginning AV worked at the base bringing gravel and iron rods to make the shuttering. They worked in groups of 20 because the carriages with the iron were huge. They used bags to protect themselves from the cold. His comrades always protected him. They put him between 2 taller workers so he did not have to carry the iron. It annoyed him but they would say, ‘you have to live to tell people what happened here’. After being in the concentration camp, prison and being interrogated he was quite ill. The only doctor was his father; they had been detained together. All food and drinks were rationed. One night there was a fight because some comrades had tried to steal his rations, but other comrades were looking out for him. It was slaves’ work, but he was freed from it because he was protected. He spoke with the Catalans and Galicians at the camp in Catalan. It was their secret language so German and Spanish spies couldn’t understand them. Describes another photo of the base and how boats came in and out of it.

[20.00 – 30.00] [The attack of the submarine base, more photos and Spain’s problem] When the Germans left the boats were all exploded and sunk, so that they would not fall into the hands of the English. Now only scrap metal remains there. Now boats can only enter so far into the water in case they crash into them.

Created by: Jessica Whitfield for the JISC OpenLIVES Project 2012.