ahmedheakl/docatlas_instruct huggingface dataset:
II. Actividades de fomento do deporte base

II.1 Relacións de vinculación e participación en organización de eventos deportivos de fomento de deporte base.
Describa as principais actividades da súa entidade en relación co fomento do deporte base, nos últimos 3 anos.
Actividade	Descrición	Ano	Nº de participantes
2015
2016
2017

II.2 Beneficiarios e xustificación
Describir o tipo de colectivo, necesidades do mesmo e xustificación das intervencións na cidade da Coruña. (Actividades deportivas)
Nº de beneficiarios directos das actividades deportivas de fomento do deporte base.	[Escriba a cuantificación numérica das persoas beneficiarias da actividade]

II.3Fomento de deporte base e deporte feminino
Nº de licencias deportivas (Diferenciar entre masculinas e femininas)	Nº de Homes / Nº de mulleres
Nº de equipos ata categoría xuvenil / junior (Diferenciar entre masculinos e femininos)	Indicar nº de equipos masculinos e categorías nas que participan/ Indicar nº de equipos femininos e categorías nas que participan

II.4 Fomento de deporte base e educación en valores
Actividades de educación en valores como acción transversal	Descrición e detalle das actividades desenvolvidas de educación en valores
Nº de participantes en 2016 nas actividades de educación de valores	Indicar nº de participantes conseguidos nas actividades sinaladas.

IV CONVOCATORIA DEPORTE SOLIDARIO E INCLUSIVO

5

Formulario de presentación de proxectos
POWERAE\_Call\_2019 Adult Education Staff Mobility Agreement

#### MOBILITY AGREEMENT FOR STAFF and QUALITY COMMITMENT for adult education

Project “Transnational mobility of nonvocational adult education staff” implemented by the Foundation for the Development of the Education System in Warsaw co-financed by the European Union under the European Social Fund, Operational Programme Knowledge Education Development

#### I. DETAILS ON THE PARTICIPANT

Name of the participant: Sending institution (name, address): Contact person (name, function, e-mail, tel):

#### II. DETAILS OF THE PROPOSED PROGRAMME ABROAD

Receiving organisation (name address): Contact Person (name, function, e-mail, tel):

Planned dates of start and end of the mobility period:

Detailed programme of the mobility period:
Tasks of the participant before, during and after:
Competences to be acquired by the participant:
Monitoring and Mentoring of the participant before, during and after the mobility:
Evaluation and Recognition of the mobility:
## Addendum 1

If the grant proposal does not require experimental animals, this addendum can be deleted from the application.

Justification for the requirement of experimental animals
22	What are the reasons that this research…
a.	…cannot be performed without experimental animals (Replacement)?

b.	…cannot be performed with fewer animals (Reduction) or with less distress and discomfort for the animals (Refinement)?

c.	…cannot be performed with a lower species of animals?

d.	Please specify the used animal model(s) and explain why this (sub)type of model is selected.

## Addendum 2

Suggested reviewers
Name, title(s)	E-mail	Expertise
## Режим дня на летний период. Средняя группа

Режимные моменты	Время
Приём детей на улице, беседы по ОБЖ, игры, зарядка.	7.00-8.05
Завтрак	8.10-8.25
Совместная деятельность на свежем воздухе: физкультура, изодеятельность, музыка; наблюдения в природе; подвижные игры; труд на клумбе и огороде; игры с песком и водой. Закаливание: воздушные и солнечные ванны, босохождение.	9.00-11.10
Возвращение с прогулки гигиенические процедуры. Водное закаливание: обливание ног, обширное умывание. Подготовка к обеду.	11.10-11.35
Обед	11.35-11.50
Подготовка ко сну, сон	12.00-15.00
Постепенный подъём, воздушные ванны	14.45-15.05
Полдник	15.05-15.20
Подготовка к прогулке, прогулка. Развлечения и досуги для детей на свежем воздухе: театрализованные, спортивные; экскурсии.	15.20-17.00
Возвращение с прогулки, гигиенические процедуры.	17.00-17.20
Ужин	17.20-17.35
Самостоятельная игровая деятельность	17.35-18.30
Уход детей домой	18.30-19.00
32

Seattle Post-Intelligencer (1989), “4 Found Guilty in Beating”, 13 May, p.A3. Seattle Times (1989), “Four Convicted of Manslaughter in Discipline-Beating Death of Girl”, 13 May, p.C9. Snell, John. 1986. “Girl’s Death Triggers Criticism of Church.” Oregonian (April 19). Stammer, Larry. 1982. “Slain Church Official Tied to Drugs: 3 Former Employees Say He Was Trafficking in Cocaine.” Los Angeles Times (November 30). The Standard (Kenya). 2007. “Body Parts found at Mungiki Camp.” (July 4). Tampa Tribune. 1995. “‘Exorcism’ Kills Woman.” (March 17). United Press International. 1986. “7 Japanese Women Immolate Themselves After Sect Leader Dies.” Seattle Times/Seattle Post-Intelligencer (November 2): A19. UPI. 1981. “Four Sect Members Sentenced in Child Beating Case.” (June 19); https://www.upi.com/Archives/1981/06/19/Four-sect-members-sentenced-in-child- beating-death/7709361771200/ Walker, Tom; and Judith O’Reilly. 1999. “Three Deaths Linked to ‘Living on Air’ Cult.” Sunday Times [London, England]. http://www.rickross.com/reference/breat/breat08.html (Accessed 26 September 1999). Washington Post. 1980. “Chinese Cult Leader Executed After Killings.”(August 15). Watkin, Huw. 1999. “Vietnam: Doomsday Suicides.” South China Morning Post (November 10); Reproduced in The Cult Observers 12 (1999): 6. Weber, David. 2004. “Cult Member Pleads Guilty, Sentenced to Time Served.” Boston Herald (February 11): 23. Wecht, Cyril; and Greg Saitz with Mark Curriden. 2003. Mortal Evidence: The Forensics Behind Nine Shocking Cases. Amherst, New York: Prometheus Books. Wedge, Dave. 2004. “Jury Finds Dad Guilty of Killing Son.” Boston Herald, (June 15): 1. Williams, Juliet; and Ryan Nakashima. 2005. “Wisconsin Gunman Leaves Seven Dead.” Globe and Mail [Canada]. (March 14): A10.
######### Assessment

Teachers will be eager to ensure children are making progress with their learning throughout their Jigsaw experience. Therefore, each Puzzle (unit of work) has a built-in assessment task, usually in Lesson (Piece) 6. This task is the formal opportunity for teacher assessment, but also offers children the chance to assess their own learning and have a conversation with the teacher about their two opinions. In addition, as part of the Help me Reflect section of every Jigsaw lesson, children can complete a self/peer assessment using the My Jigsaw Journey/Learning resource that accompanies each lesson. All assessed work can be collated as part of the children’s Jigsaw Journals. Each Puzzle (unit of work) has a set of three level descriptors for each year group:

########## Working towards Working at Working beyond

######### Recording and tracking progress

To support the teacher in tracking each child’s Jigsaw Learning progress throughout the year, there is a Pupil Tracking Grid. This sheet has the three attainment descriptors for each Puzzle. After each Puzzle is completed, the teacher, using a best-fit approach, decides whether the child is working at, towards or beyond and highlights the appropriate descriptor box on that child’s overview sheet. There is also space for the teacher’s comments. This sheet gives a quick visual representation of where the child is in each Puzzle.

######### Reporting to Parents/Carers

Each Puzzle’s assessment tasks, attainment and children’s Jigsaw Journals assist the teacher in reporting meaningful learning progress to parents/carers. The descriptors may be used as evidence during discussions with parents regarding personal and social development of their child.

######### The Attainment Descriptors

Please be aware that these attainment descriptors are specific to Jigsaw and to year groups. They are designed to give guidance when considering each child’s learning journey. They are not nationally-recognised. There are no national level descriptors for PSHE. The Jigsaw philosophy is that children are praised and their achievements celebrated in every Piece (lesson). It demands a positive relationship between the teacher and the children which, in itself, values and celebrates each individual. Appropriate time is allocated for this process.

######### Monitoring and evaluation

The PSHE co-ordinator will monitor delivery of the programme through observation and discussion with teaching staff to ensure consistent and coherent curriculum provision. Evaluation of the programme’s effectiveness will be conducted on the basis of:

© Copyright: Jigsaw PSHE Ltd. 2019
You can also find out more about how patient information is used at: https://www.hra.nhs.uk/information-about-patients/ (which covers health and care research); and https://understandingpatientdata.org.uk/what-you-need-know (which covers how and why patient information is used, the safeguards and how decisions are made) You can change your mind about your choice at any time. Data being used or shared for purposes beyond individual care does not include your data being shared with insurance companies or used for marketing purposes and data would only be used in this way with your specific agreement.

#### Covid-19 for Patients/Service Users

This notice describes how we may use your information to protect you and others during the Covid-19 outbreak. The health and social care system is facing significant pressures due to the Covid-19 outbreak. Health and care information is essential to deliver care to individuals, to support health and social care services and to protect public health. Information will also be vital in researching, monitoring, tracking, and managing the outbreak. In the current emergency it has become even more important to share health and care information across relevant organisations.

Existing law which allows confidential patient information to be used and shared appropriately and lawfully in a public health emergency is being used during this outbreak. Using this law the Secretary of State has required NHS Digital; NHS England and Improvement; Arm’s Length Bodies (such as Public Health England); local authorities; health organisations and GPs to share confidential patient information to respond to the Covid-19 outbreak. Any information used or shared during the Covid-19 outbreak will be limited to the period of the outbreak unless there is another legal basis to use the data. Further information is available on gov.uk here and some FAQs on this law are available here. During this period of emergency, opt-outs will not generally apply to the data used to support the Covid-19 outbreak, due to the public interest in sharing information. This includes National Data Opt-outs. However, in relation to the Summary Care Record, existing choices will be respected. Where data is used and shared under these laws your right to have personal data erased will also not apply. It may also take us longer to respond to Subject Access requests, Freedom of Information requests and new opt-out requests whilst we focus our efforts on responding to the outbreak.

In order to look after your health and care needs, we may share your confidential patient information including health and care records with clinical and non-clinical staff in other
tiền thêm nên tổ chức dạy kèm. Người nào không cho con đi học, thầy cô giáo đó không thích, làm khó làm dễ con mình cho nên có khuynh hướng bắt trẻ em đi học quá nhiều, trẻ em không có thì giờ đi chơi thoải mái nữa. Trẻ em bị áp lực rất nhiều ngay từ hồi còn nhỏ. Vì vậy cho nên lớn lên nó sẽ khổ, khổ hơn. Xã hội đang được tổ chức theo cách thức càng ngày càng mất sự thoải mái, đánh mất cái nhàn. Nhàn là yếu tố lớn của sự hạnh phúc. Nếu không có nhàn thì không tiếp xúc được những mầu nhiệm của sự sống như ánh trăng trước ngõ, ngôi sao lấp lánh trên trời, cây cỏ xanh tươi, vì mình đâu có thì giờ để thưởng thức những chuyện đó. Cho nên mình bắt đầu từ chính mình, từ Tăng thân của mình rồi mình mới có thể giúp cho xã hội thay đổi. Xã hội đang đi trên đà như vậy đó, cái đà buộc con người phải hối hả, phải đánh mất mình, không có thì giờ để sống cho mình, không có thì giờ để chăm sóc thân và tâm của mình, không có thì giờ để săn sóc cho người thương của mình là tại vì người nào cũng phải đua đòi để đừng bị tụt hậu, để kiếm sống để leo lên nấc thang danh vọng. Cái đó dẫn đến sự khai thác không thương tiếc tài nguyên trái đất, làm đỗ vỡ tất cả, đi tới hướng diệt vong. Mình phải bắt đầu từ hơi thở mà đi tới. Nắm được hơi thở là nắm được thân. Nắm được thân rồi nắm được tâm. Nắm thân tâm rồi mới tổ chức tăng thân. Có tăng thân mới đi vào xã hội, tạo ảnh hưởng lên xã hội. Đó là sứ mạng của người tu. Khổ là một danh từ chung, hơi tổng quát, cho nên mình phải gọi tên của cái khổ, gọi bằng tên thiệt của cái khổ. Mình gọi tên nó là căng thẳng, là bất an. Trong chúng ta có năng lượng của sự bất an. Phải công nhận như vậy. Chúng ta không có an. Không có an trong thân và không có an trong tâm. Không có an thì không có lạc. Danh từ Phật học nói an lạc. Không có an làm gì có lạc. Không có lạc thì khổ. Mình khổ thì làm cho người ta khổ. Mình bất an cho nên mình đứng không yên, ngồi không yên, nằm không yên. Phạm Duy có bài hát Đá và Trăng. Trăng ơi im lặng suốt đời. Mà sao ta vẫn đứng ngồi không yên. Năng luợng bất an trong con người mình, mình thấy rất rõ. Ngồi không yên, nằm cũng không yên. Trăn trở, lo lắng, sợ hãi không biết phải làm gì. Trong bất an có sự lo lắng sợ hãi mà không biết mình lo cái gì, sợ cái gì. Bất an có năng lượng lo lắng sợ hãi. Đem bất an ra mà phân tích mình thấy có lo lắng, sợ hãi mà không biết mình lo cái gì, sợ cái gì. Phải nhìn cho thiệt kỹ để biết rằng, đối tương của cái lo là gì, đối tượng của cái sợ là gì? Mình
Figura 3: Cópia do post com a linguagem biomédica. Fonte: Facebook.com Figura 4: Cópia da imagem do post da página do MS.

Fonte: Facebook.com Figura 5: Cópia da imagem do post da página do MS.
NRS Level 6 Reading

High Adult Secondary Education (Grade Levels 11.0 – 12.9)

######### Performance Tasks:

Demonstrate mastery of objectives through the assessment of graded: homework, worksheets, quantitative (numerically graded) rubrics, quizzes, tests, and other formal assessments. Including but not limited to:

- • complete Unit 3 Practice (at least 7 correct of 10 questions) in • complete Unit 3 Practice (at least 7 correct of 10 questions) in Scoreboost for the 2014 GED Test: Thinking Skills: Critical Thinking for the Reading, Science, and Social Studies
- • with a partner and with the class that demonstrates comprehension • with a partner and with the class that demonstrates comprehension and analysis of The Declaration of Independence
- • analysis of the structure and purpose of the document as evaluated • analysis of the structure and purpose of the document as evaluated against teacher rubric

######### Other Evidence:

- • engagement • engagement
- • •
- • evaluation • evaluation

######### Building the Learning Plan

######### Sample Classroom Activities and/or Lesson Plans:

- • will work independently to complete exercises in Unit 3 of Scoreboost • will work independently to complete exercises in Unit 3 of Scoreboost for the 2014 GED Test: Thinking Skills: Critical Thinking for the Reading, Science, and Social Studies
- • will read (either as whole group, pairs, or independently) The • will read (either as whole group, pairs, or independently) The Declaration of Independence
- • will work in pairs to analyze the text for structure, purpose, and to • will work in pairs to analyze the text for structure, purpose, and to diagram the reasoning in the text

######### Learning Activities:

########## (Interventions for students who are not progressing, instructional strategies, differentiated instruction, re-teaching options)

- • grouping • grouping
- • reading, such as The Gettysburg Address • reading, such as The Gettysburg Address
- • tutoring • tutoring

######### List of Instructional Materials:

- • Declaration of Independence www.teachingamericanhistory.org • Declaration of Independence www.teachingamericanhistory.org
- • •
- • rubric • rubric

######### List of Technology Resources:

- • to display instructions and discussion results and feedback • to display instructions and discussion results and feedback
Witam Was kochani, dziś chciałabym przedstawić kilka propozycji: Jak należy dbać o zdrowie? Jak wiemy dzieci intensywnie rosną i rozwijają się i potrzebują dużo ruchu i odpowiedniej diety. O zdrowe ciało i sprawny mózg zadbają: rytmiczne propozycje ćwiczeń naśladowczych i gimnastyki muzycznej w podskokach.

Lekcja 1:
1.	Доля граждан Саткинского городского поселения в возрасте 3-79 лет, систематически занимающихся физической культурой и спортом в общей численности граждан в возрасте 3-79 лет Саткиснкого городского поселения	Пункт 1	14,9 проц ента	15,0 процен тов	15,2 процен та	15,2 процен та	15,2 * процен та	При увеличении имеет положительную тенденцию, при уменьшении отрицательную	, , где: Дз – доля граждан, в возрасте от 3 до 79 лет систематически занимающихся физической культурой и спортом в общей численности граждан в возрасте от 3 до 79 лет; Чз – численность занимающихся физической культурой и спортом, в возрасте 3-79 лет, в соответствии с данными федерального статистического наблюдения по форме №1-ФК «Сведения о физической культуре и спорте»; Чн – численность населения в возрасте 3-79 лет по данным Федеральной службы государственной статистики	По данным статистическ ого наблюдения по форме 1- ФК в системе БАРС
2.	Уровень обеспеченности граждан спортивными сооружениями, исходя из	Пункт 1	10,0 проц ентов	10,0 процен тов	10,0 процен тов	10,0* процен тов	10,0* процен тов	При увеличении имеет положительную тенденцию, при уменьшении отрицательную	ЕПС = ЕПСфакт/ЕПСнорм х 100, где ЕПС – уровень обеспеченности спортивными сооружениями, исходя из	По данным статистическ ого наблюдения по форме 1-
### 2021 Awards – Presentation

Firstly, I would like to take this opportunity to thank all the clubs and individuals that submitted applications for this year’s national awards. I know it is often hard to put yourself or your club forward and it can feel a little like you are tooting your own horn. But next year please see it as an opportunity to share your achievements and ideas to inspire other clubs to take on new projects. I know it always motivates me to hear all the great things that other Apexians all around Australia are achieving and the differences they are making in their communities. I hope this summary serves to inspire you to submit a nomination next year and brings some new ideas into your club.

Award	Winner
Apex Australia Newsletter Award	South Toowoomba Apex Club
Apex Australia Publicity Award	Apex Club of Bairnsdale
Apex Australia Service Project Award	Apex Club of Bairnsdale
Apex Australia Citizenship Initiative Award	Jamestown Apex Club
Apex Australia Club of the Year	Apex Club of Bairnsdale
Apex Australia Best First Year Apexian	Taryn Buffham - Roma
Apex Australia Young Apexian of the Year	Stephen Woodgate - Traralgon
Apex Australia Apexian of the Year	Elise Malberg - Bairnsdale
Apex Australia RC of the Year	Luke Corkett - Albury

2021 Apex Australia National Awards Summary Page 2 of 19
самонарезаю- щими винтами шагом (250 Соблюдение расстояния края листа до винта (10 Установка разделительной ленты в примыкания к основным конструкциям здания
6	Устройство изоляции	Правильность установки и закрепления изоляционного материала	Визуальный и инструмен- тальный с помощью складного метра (каждый стык)	После установки ГКЛ с одной стороны каркаса и выполнения электромонтажны х работ	"	Соответствие проекту изоляционного материала; правильность закрепления; наличие стыке между изоляционными плитами и элементами каркаса (не 2 мм)
7	Установка ГКЛ с другой стороны каркаса	Правильность установки листов	Визуальный и инструмен- тальный с помощью складного метра, угольника и шаблона	В процессе обшивки каркаса, после устройства изоляции	Бригадир, звеньевой	То же, что и установке предыдущей стороны Расположение листов со смещением шаг профиля отношению к ранее установленным ГКЛ на стороне
8	Заделка швов	Соблюдение технологии выполнения	Визуальный и инструмен- тальный:	В процессе заделки швов	Бригадир, рабочий	Соответствие проекту применяемых
#### The number of lots: 4

- 1. Lot 1: Software Solution for the Community Public Procurement Notice Board and associated ICT equipment
- 2. Lot 2: CARICOM e-Registry Equipment (Cloud-Based Model Computer Hardware and other peripheral equipment )
- 3. Lot 3: Computer Applications and other Software Packages
- 4. Lot 4: Computer Software and Hardware for Labour Market Information System(LMIs)

## TERMS OF PARTICIPATION

- 8. Eligibility and rules of origin

Participation in tendering is open on equal terms to natural and legal persons (participating either individually or in a grouping (consortium) of tenderers which are established in a Member State of the European Union, ACP States or in a country or territory authorised by the ACP\_EC Partnership Agreement under which the contract is financed (see also item 29 below). Participation is also open to international organisations.

- 9. Grounds for exclusion
- a) As part of the tender, tenderers must submit a signed declaration, included in the tender form, to the effect that they are not in any of the following exclusion situations:
- they are bankrupt or being wound up, are having their affairs administered by the courts, have entered into an arrangement with creditors, have suspended business activities, are the subject of proceedings concerning those matters, or are in any analogous situation arising from a similar procedure provided for in national legislation or regulations:
- they have been convicted of an offence concerning their professional conduct by a judgment which has the force of res judicata;
- they have been guilty of grave professional misconduct proven by any means which the Beneficiary can justify;
- they have not fulfilled obligations relating to the payment of sociality contributions or the payment of taxes in accordance with the legal provisions of the country of the Beneficiary or those of the country where the contract was performed;
- they have been the subject of a judgment which has the force of res judicata for fraud, corruption, involvement in criminal organization or any illegal activity detrimental to the Communities’ financial interest;
- they are currently subject to any of the following administrative penalties:
- o tenderers and applicants, who have made false declarations, made o tenderers and applicants, who have made false declarations, made substantial errors, committed irregularities or fraud may be excluded from participation in all procurement and call for proposal procedures that are being

2