ahmedheakl/docatlas_instruct huggingface dataset:
On the usability of the aforementioned there is no doubt, precisely because these are spontaneous declarations produced after that the previous examination was being interrupted for the sudden occurrence of evidences against the suspect (arg. former art. 350/7° Co. cpp). It will be said that Amanda was lying and that those declarations were fruit of pressures. [end p 18] Surely she outlined a truth that has been denied in the part in which it was placed Patrick Lumumba, with a precise role and conduct. But it is not clear which relevance can quite have such fact even with the exclusion of her from the crime scene. And it's not even clear to what extent the aforementioned pressures could have induced the girl not only to accuse Patrick, a circumstance, if anything, that denotes her attempt to distance herself from more serious responsibilities, but also to collocate herself in that same scene, even if with a certain distance, on the basis of an envision still valid, moreover, at the moment of the writing of her report.

18 - On the other hand every conduct carried out by Amanda from the morning of the two of November until her arrest leads to the same conclusion. It has to be considered, in the first place, which the surreptitious preparation of the scene consequently showed to who entered the apartment in the late morning of the 2nd of November. It turns out completely unimaginable that an intelligent girl, which Amanda surely is, was not in a position to notice the gravity of the situation from her described to her boyfriend and that she did not thought to call immediately the police. She spoke about an opened wide door, about blood traces and feces, about the rooms' doors locked. No one answered to the telephone calls made to Meredith. To this it has to be added the scenic element, actually the most alarming one, constituted by the smashing of the window's glass of Filomena's room. So what she should had to wait to call for an intervention? But the fact is that the previous reconstruction was surreptitious, since it was never adequately represented by Amanda and Raffaele in the several phases, also with regard to the numerous contradictions emerged from their stories (like the issue of the smashed glass for example, regarding which Raffaele reported that Filomena's room was opened wide, while Amanda reported that previously it was locked, since she wasn't initially able to see those glasses; or the moment when Filomena would have been called, moment on which have been supplied multiple versions, some based on a first warning from Raffaele's house, others based on a call made after noticing of the smashed glass; or even the uncertain timetables regarding the multiple showers taken by Amanda). And that all of this was a mere invention is easily deducible, considering the smashed glass, from the photographs of the small building. Strictly speaking everything would have been the work of an unknown person determined to penetrate in the apartment: supporting this theory, actually, there is the retrieval of the stone and the broken glasses in the room, moreover, in disarray but without anything missing. [end p 19]
Statute Law Revision Act 2013 No. of 2013

Sch. 2

8.2 In section 19A(2)(o), for "Department of Business and Innovation" substitute "Department of State Development, Business and Innovation".

####### 9 Control of Genetically Modified Crops Act 2004

In section 3, in the definition of Department, for "Department of Primary Industries" substitute "Department of Environment and Primary Industries".

####### 10 Dairy Act 2000

In section 3, in the definition of Department, for "Department of Primary Industries" substitute "Department of Environment and Primary Industries".

####### 11 Domestic Animals Act 1994

11.1 In section 3(1), in the definition of Department, for "Department of Primary Industries" substitute "Department of Environment and Primary Industries". 11.2 In section 3(2), for "Department of Primary Industries" substitute "Department of Environment and Primary Industries".

####### 12 Drugs, Poisons and Controlled Substances Act 1981

In section 61(1), in the definition of Secretary, for "Department of Primary Industries" substitute "Department of Environment and Primary Industries".

####### 13 Duties Act 2000

In section 47A(1)(b), for "Department of Transport" substitute "Department of Transport, Planning and Local Infrastructure".
3

- savarankišką veiklą pradedančių asmenų) konsultavimas, pagalba randant tiekėjus, klientus; verslui (taip pat savarankiškai veiklai) pradėti reikalingų priemonių suteikimas; mentorystė 'verslas verslui', teikiant konsultacijas konkretaus verslo kūrimo ir plėtros klausimais);
- 4. Bendradarbiavimo ir informacijos sklaidos tinklų, reikalingų aukščiau nurodytų veiklų vykdymui, vietos plėtros strategijos ir (ar) jai įgyvendinti skirtų projektų tikslų pasiekimui (taip pat bendradarbiavimas su kitų miestų, kaimo vietovių, užtikrinti, kūrimas ir palaikymas žuvininkystės regionų vietos veiklos grupėmis).

Atkreiptinas dėmesys, kad Priemonė s bus įgyvendinam os pagal 'iš apačios į viršų' (angl. 'bottom - up' ) modelį, kai konkrečių projektų idėjas siūlo pačios vietos bendruomenės vietos bendruomenių plėtros strategijose, atsižvelgdamos į vietos (regioninius) poreikius, problemas ir specifiką, taigi, iš anksto neįmanoma identifikuoti, kiek ir kokių projektų kokiose srityse bus įgyvendinta ir kokios kvalifikacijos projektą vykdančio personalo reikės. BIVP principais paremtas strategijas rengia 54 Lietuvos miestuos e susikūrusios vietos veiklos grupės. Tyrimo ataskaitos 1-me priede pateikiami numatomų finansuoti veiklų pavyzdžiai iš šių strategijų demonstruoja, kad galima tikėtis plataus potencialių projektų spektro ir didelės diferenciacijos. Kadangi Priemonėmis siekiama skatinti vietos bendruomenių narius organizuoti ir įgyvendinti remiamas veiklas savanoriškais pagrindais, siektina, kad kuo didesnė dalis projektą vykdančio personalo dirbtų savanoriškais pagrindais, pagal savanoriškos veiklos sutartis. Remiantis LR savanorišk os veiklos įstatymu, savanoriškos veiklos organizatoriais gali būti Lietuvos Respublikoje įregistruoti ūkio subjektai, kurių veiklą reglamentuoja specialūs įstatymai ir kurių veiklos tikslas nėra pelno siekimas, o gautas pelnas (atlygis) negali būti skiriamas jų dalyviams, kitaip tai būtų ne savanoriška, o darbo santykiais paremta veikla. Savanoriškas darbas yra atliekamas neatlygintinai visuomenės poreikiams patenkinti. Veiksmų programos 8.6.1. uždavinio 911 ir 927 priemonėse, nustat yta, kad Valstybės narės prisidėjimas turi būti ne mažesnis nei 15 proc. uždavinio (priemonės) lėšų. 15 proc. 2 sudaro: Valstybės biudžeto lėšos ir projekto vykdytojo lėšos. Didžioji dalis (apie 92 proc. ) šių priemonių projektų vykdytojų yra nevyriausybinės (NVO) ir biudžetinės , t. y. ne pelno siekiančios organizacijos, kurios turi prisidėti prie projekto įgyvendinimo savo lėšomis. Taikant fiksuotuosius įkainius , yra nustatomas supaprastintų išlaidų kompensavimo mechanizmas (mažinant naštą Valstybės biudžetui), kai projektų vykdytojo (partnerio) vykdančio personalo savanoriško darbo vertė pagrindžia nuosavą projekto vykdytojo nepiniginį įnašą. Vadovaujantis Projektų administravimo ir finansavimo taisyklių 420.2 punktu , savanoriško darbo įnašas gali būti apskaičiuojamas taikant nustatytą fiksuotąjį įkainį. Atsižvelgiant į aukščiau išvardintų ir Tyrimo ataskaitos 1 priede pateikiamų veiklų pobūdį akivaizdu, kad veiklos yra labai skirtingos ir joms įgyvendinti reikės skirtingą kvalifikaciją ir gebėjimus turinčio projektą vykdančio
Making Changes to a Project in Production – How-To Guide

(5) Changing from a Text Box (Short Text) or Notes Box (Paragraph Text) to any other type of field will result in a loss of your existing data in those fields.

# Steps for Making Changes to a Project in Production

- 1. Download a copy of the Current Data Dictionary and a copy of the project’s existing data via a data export (‘Data Exports, Reports, and Stats’).
- 2. Select ‘Online Designer’ on the Project Setup page (Figure 1).
- 3. Click on Enter Draft Mode (Figure 2).
- 4. Click on the form(s) that need changes made and make the changes just as you would while in Development mode (Figure 3).
- 5. After making all of the changes, go back to the Online Designer page and click on “Submit Changes for Review” (Figure 4).
- 6. If you want to view all of your changes before you submit them click on “View detailed summary of all drafted changes.” If you want to remove the changes you made, click on “Remove all drafted changes” (Figure 4).
- 7. If the changes will not affect existing data in any way, the changes will be automatically applied once you submit them.
- 8. Otherwise, the REDCap Team will receive a copy of your changes and contact you about them. If you want to know why the changes did not get automatically approved by REDCap, click on “Why weren’t my changes made automatically?” (Figure 5).
- Figure 1:
Consideraciones 5: Cómo prevenir el estrés por frío en gallinas ponedoras

- 1. Temperatura y humedad: La temperatura ideal para poner huevos en la casa es 18ºC

– 23 ºC, y la temperatura óptima es 21 ºC. Cuando la temperatura exterior descien- de a 4 ºC o menos, causaría estrés por frío en las gallinas ponedoras. La humedad también es uno de los determinantes de la temperatura del aire. La humedad más adecuada para gallinas ponedoras es generalmente del 50% al 65%.

- 2. Viento: La velocidad del viento es uno de los determinantes de la temperatura. Cuanto mayor es la velocidad del viento, más rápido y más calor se pierde, y más fuerte es la respuesta al estrés por frío.
- 3. Alimentación: Cuando la temperatura ambiente cae lentamente y permanece por encima de 10 ºC, la ingesta de alimento de las gallinas ponedoras aumentará lige- ramente, pero el aumento no es grande; cuando la temperatura cae por debajo de 10 ºC, y la energía, las vitaminas y los minerales en el alimento son insuficientes, provocará un fuerte estrés por frío y fácilmente causará cambios patológicos como la ascitis.

Nota: La temperatura entonces es un factor clave en la producción de huevos de gallina ponedora y en un crecimiento saludable. Especialmente en verano e invierno, debemos hacer un buen trabajo para prevenir el golpe de calor y mantener el calor. En general, la temperatura debe mantenerse por encima de 4 ºC en invierno y por debajo de 25 ºC en verano.

Modelos de criaderos:

Los Sres. Ramón Casares y José Cortés consideran importante presentar imágenes de apoyo de algunos criaderos de aves, para que sean utilizados como referencia y consi- derar diferentes alternativas de diseño para el proyecto, así como proyección costos y alternativas de automatización. Al respecto adjuntan las siguientes imágenes:
50.	Метание мяча в цель - вертикальную. Подача мяча одной рукой через сетку. Тактика свободного нападения.	1	14.03	Взаимодействовать Взаимодействовать парах и группах при выполнении технических действий из спорт. игр.	Мячи
51.	К/У игры волейбол по правилам Организация проведения спортивных игр. Игра Волейбол.	1	18.03	Соблюдать и Соблюдать и правила техники безопасности в условиях учебной и игровой деятельности.	Мячи
52	Комбинации из освоенных элементов. Правила и организация игры в волейбол. Помощь в судействе. Игра Волейбол.	1	21.03	Осваивать универсальные умения управлять эмоциями в процессе учебной и игровой деятельности.	Мячи
53	Способы физкультурной деятельности. Здоровье и здоровый образ жизни. Составление комплекса ОРУ. Игра «Овладей мячом», «Борьба за мяч».	1 1	1.04	Узнавать, составлять Узнавать, составлять дневник самоконтроля. технику Описывать игровых действий и приемов.	Мячи
54	Лёгкая атлетика Т/Б при выполнении легкоатлетических упражнений. История лёгкой атлетики. ОРУ. Бег с ускорением -30- 40 м. Прыжки по разметкам. Игра «Футбол», «Русская лапта»	16 1	4.04	Соблюдать и Соблюдать и правила техники безопасности во время подвижных спортивных игр.	Секундомер, мячи , фишки
55	Бег с ускорением 30 -40 м. Высокий старт 10 - 15 м. Прыжки через скамейку.Легкоатлетические эстафеты.	1	8.04
56	К/У Бег с ускорением 30м. Прыжки в длину с разбега. Игра «Кто быстрее»	1	11.04	Осваивать Осваивать выполнения легкоатлетических упражнений.	Секундомер, мячи , фишки,
57.	Скоростной бег до 40 метров . Прыжки в длину с разбега 7 -9 шагов. « Встречная эстафета »	1	15.04	Демонстрировать навыки бега. Осваивать выполнения прыжков в длину.	Секундомер, мячи , фишки,
58	Бег с максимальной скоростью. Прыжки в длину с разбега 7 -9 шагов. Игра «Кто быстрее»	1	18.04	Осваивать Осваивать выполнения прыжков в длину.	мячи
Policy: 6700P Section: 6000 - Management Support

# Procedure - Nutrition, Health, and Physical Education

### Wellness Policy

The wellness policy must include, but is not limited to:

- • Goals for nutrition education, nutrition promotion, and other school-based activities to promote wellness;
- • The Smart Snacks in School standards for all foods and beverages sold to students on campus during the school day, including access to water;
- • Standards consistent with federal regulations for school meal programs and the Smart Snacks in School standards for other foods available to students (e.g., food brought from home for classroom events/parties and food used as rewards or incentives);
- • Policies for marketing only food and beverages that meet the Smart Snacks in School standards;
- • Standards for quality physical education and nutrition education programs aligned to state learning standards that help students develop lifelong healthy behaviors;
- • Promotion of activities that provide students opportunities to be physically active before, during, and after school;
- • Engagement of the community in support of the district’s work in creating continuity between school and other settings for students and staff to practice lifelong healthy habits;
- • Establishment of a wellness committee that includes representatives from the school and that permits participation from members of the community;
- • Designation of one or more school official(s) to ensure compliance of each school; and
- • Direct committee review and assessment of the wellness policy every three years.

### Wellness Committee

The district will convene a wellness committee to establish goals for the district-level wellness policy and to oversee its development, implementation, periodic review and updating. The membership of the committee will represent all school levels (elementary and secondary schools). The following parties must be permitted to participate as committee members:

- • Parents and caregivers;
- • Students;
- • Representatives of the school nutrition program (e.g., school nutrition director);
- • Physical education teachers;
- • School health professionals (e.g., health education teachers, nurses, physicians, dentists, health educators, and other allied health personnel who provide school health services, school counselors, psychologists, social workers, or psychiatrists];
- • School administrators (e.g., superintendent, principal, vice principal),
- • School board members;
- • Health professionals (e.g., dietitians, doctors, nurses, dentists); and
- • Members of the general public.

The wellness committee is responsible for:

- • Establishing committee membership and operating protocol;
- • Understanding wellness policy compliance requirements;
- • Developing an implementation plan for the wellness policy;
- • Recordkeeping;
- • Annual public notification of the wellness policy;
- • Triennial progress assessments;
- • Revising the wellness policy; and
beiden Seiten einen brutalen Konflikt, der angeblich immer weitere militärische Eingriffe rechtfertigt. Solchen Eingriffen muss klar gegenübergetreten werden.

Während unserer Jahre der Zusammenarbeit in dieser Region wurden wir immer wieder Zeugen der tiefen Frustration und Unterdrückung von PalästinenserInnen, die seit 49 Jahren mit einer illegalen Besetzung leben. Dies ist eine ungelöste Ungerechtigkeit für mehr als vier Millionen Menschen und wir bitten die internationale Gemeinschaft - EU und UN eingeschlossen - , den Beschluss, die Ursache der Konflikte zu bekämpfen, zu erneuern. Der Preis, den wir für ein Scheitern zahlen würden, ist zu groß, um über ihn nachzudenken und gefährdet die Sicherheit sowohl von Israelis als auch von PalästinenserInnen.

Wir fordern die EU und die UN ebenso dringlichst dazu auf, enger mit Friedens- und Menschenrechtsorganisationen vor Ort zusammenzuarbeiten, das Ecumenical Accompaniment Programme in Palestine and Israel (Ökumenisches Begleitprogramm in Palästina und Israel), Christian Peacemaker Teams (Christliche Friedenstifterteams), Arab Educational Institute (Arabisches Bildungsinstitut) , Wi'am, B'Tselem, Rabbis for Human Rights (Rabbiner für Menschenrechte), Palestinian Centre for Human Rights (Palästinensisches Zentrum für Menschenrechte), Stop the Wall (Stoppt die Mauer), The Israeli Committee against House Demolition (Israelisches Komitee gegen Zerstörung von Wohnhäusern) und Kairos Palestine mit eingeschlossen. Diese und andere PalästinenserIn und Israelis suchen nach gewaltfreien Lösungen für 49 Jahre Ungerechtigkeit und brauchen Unterstützung, Ermutigung und Begleitung. Sie bilden die essenziellen Partner für jegliche Friedensstiftung.

Brüssel, 19. Oktober 2015
Plan de Actividades de Práctica Profesional

- 1. Elicitación de requerimientos funcionales y no funcionales: definición de las tareas a realizar, los productos a obtener y las técnicas a emplear durante la actividad de elicita- ción de requisitos de la fase de ingeniería de requisitos del desarrollo de software.
- 1.1. Obtener información sobre el dominio del problema y el sistema actual.
- 1.2. Preparar y realizar las sesiones de elicitación/negociación (técnica propuesta a utili- zar JAD (Joint Application Development, Desarrollo Conjunto de Aplicaciones).
- 1.2.1. Identificar a las y los usuarios participantes.
- 1.2.2. Conocer las necesidades de las y los clientes y usuarios.
- 1.2.3. Resolver posibles conflictos.
- 1.3. Identificar/revisar los objetivos del sistema: A partir de la información obtenida en la tarea anterior, en esta tarea se deben identificar qué objetivos se esperan alcanzar una vez que el sistema software a desarrollar se encuentre en explotación.
- 1.4. Identificar/revisar los requisitos de almacenamiento de información: Se identifica, o revisa si existen conflictos, qué información relevante para el cliente deberá gestionar y almacenar el sistema software a desarrollar.
- 1.5. Identificar/revisar los requisitos funcionales y no funcionales y los actores del sistema.
- 1.6. Priorizar objetivos y requisitos.
- 1.7. Productos Entregables.
- 1.7.1. Documento de requisitos del sistema (DRS).
- 1.7.1.1. Participantes en el proyecto.
- 1.7.1.2. Descripción del sistema actual.
- 1.7.1.3. Objetivos del sistema.
- 1.7.1.4. Requisitos de almacenamiento de información.
- 1.7.1.5. Requisitos funcionales.
- 1.7.1.6. Diagrama de casos de uso.
- 1.7.1.7. Definición de los actores.
- 1.7.1.8. Requisitos no funcionales.
- 2. Análisis de Sistema:
- 2.1.1. Estudio de Factibilidad Técnica: estudio de funciones, rendimiento y restriccio- nes que puedan afectar la realización de un sistema aceptable.
- 2.1.2. Estudio de Factibilidad económica: evaluación de los costos de desarrollo, en el caso de que hubiere.
- 2.1.3. Estudio de Factibilidad Legal: determinar cualquier posibilidad de infracción, violación o responsabilidad legal en que se podría incurrir al desarrollar el Sistema.
- 2.1.4. Establecer restricciones de presupuesto y planificación temporal.
- 2.1.5. Modelado de la arquitectura del sistema.
- 2.1.6. Especificaciones del sistema.
- 3. Diseño de Sistema: se diseñan los procedimientos precisos para la captura de datos que aseguran que los datos que ingresan al sistema de información sean correctos.
- 3.1. Diseño de los datos: utilización de DER (Diagrama- Entidad Relación para modelar los datos) para diseñar la base de datos de Biblioteca.
- 3.2. Diseño arquitectónico del sistema.
- 3.3. Diseño de interfaz de usuario.
PSHE Key Vocabulary – this should build throughout the unit and not be exhaustive but organic. Please display in your classroom.

Topic	Year group
Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Relationships Families and friendships	Special people, caring, similarities and differences, communicating, feelings and emotions, cooperating, resolving arguments, sharing	Special people, caring, similarities and differences, different types of families, communicating, feelings and emotions, love, stability, honesty, cooperating, resolving arguments, empathy, positive, negative, loving relationships	Special people, caring, similarities and differences, single sex, step parents, blended family, foster, adoptive, love stability communicating, feelings and emotions, cooperating, resolving arguments, empathy, positive, negative, support, encouragement	Year 3+ Positive, healthy, support, included, excluded, risks, online, face to face, contact,	Year 3 and 4+ peer approval, peer pressure, peer influence, exit strategies, assertive communication	Year 3, 4, and 5+ Attraction, different types of loving relationships, Gender, ethnicity, faith, identity, right to be loved, commitment, marriage, civil partnership, declaration of commitment Choice, forced, marriage,
Relationships Safe relationships	Secrets, surprises, safety, behaviour, fair/unfair, right/wrong	Secrets, surprises, safety, behaviour, fair/unfair, right/wrong, acceptable, unacceptable	Secrets, surprises, safety, behaviour, fair/unfair, right/wrong, acceptable, unacceptable Appropriate, inappropriate,	Secrets, surprises, safety, behaviour, fair/unfair, right/wrong, acceptable, unacceptable Appropriate, inappropriate,	Secrets, surprises, safety, behaviour, fair/unfair, right/wrong, acceptable, unacceptable	Secrets, surprises, safety, behaviour, fair/unfair, right/wrong, acceptable, unacceptable
Initiating the Profiling Exercise | Concept Note

It is important to think out-of-the-box when considering the actual target audience when listing these outputs. Local communities and displaced populations are often overlooked as stakeholders to a data collection exercise, but they may very well achieve the most impact with their use of the data. This implies that the outputs should be adapted to the local communities and displaced populations to promote accountability and transparency towards them by, for instance, planning for translation as well as for different formats for the profiling results.

VIII. Resources available

Because of the comprehensive and collaborative nature of a profiling exercise, it is important to initiate discussions about shared resources early on in the process. This section highlights the different types of contributions available - both financial and in-kind - since it is not necessarily only financial contributions that are needed. In fact, expertise both technical and on the displacement context, is critical to proper planning and tools development for the data collection.

Types of contributions:

- ▪ ▪
- ▪ ▪
- o resources, including staff allocated to the exercise and admin o resources, including staff allocated to the exercise and admin support
- o areas of expertise o areas of expertise
- o such as transport, printing, mobile data collection devices, o such as transport, printing, mobile data collection devices, etc.

IX. Estimated budget

See the JET Budget tool for help in identifying the potential costs in a profiling exercise. At this stage it is expected to have a preliminary estimate, which will be refined as the process continues.

Additionally, as a profiling exercise is a timely process with significant coordination needed, having a dedicated staff person for coordinating the exercise (the 'Profiling Coordinator') helps in ensuring the process goes smoothly. This involves resources that need to be incorporated into the budget, and recruitment should commence as soon as possible to avoid delays in the process.

The budget should be revisited and finalised after the methodology has been designed and agreed upon in the methodology design phase of the process.

www.jet.jips.org/tool/template-concept-note 8