ahmedheakl/docatlas_instruct huggingface dataset:
PROGRAMA DE SERVICIO SOCIAL Ejemplo TÍTULO DEL PROGRAMA: Brigadas Universitarias PLANTEAMIENTO DEL PROGRAMA: Brigadas Universitarias

- a) Elaborar un diagnóstico económico-comunitario. b) Dar asesoría técnica y financiera para proyectos. c) Elaborar un estudio de mercado y un plan estratégico. d) Crear un sistema de información y un programa de calidad de servicios a clientes.

## LOCALIDAD Y DEPENDENCIA: OBJETIVOS:

INMEDIATOS a) Identificar las necesidades relacionadas con aspectos financieros. Contables y fiscales para determinar la situación en la que se encuentra la comunidad. b) Apoyar a los miembros de la comunidad que requieran la asesoría en relación a sus operaciones y proyectos comerciales, para obtener un mejor resultado en el control de sus registros contables. c) Determinar la factibilidad de llevar a cabo proyectos comerciales a través de la investigación y posteriormente hacer un planteamiento del mismo. d) Controlar las operaciones de los miembros de la comunidad a través de registros contables efectivos así como dar platicas y asesorías para mejorar los servicios de atención a clientes para obtener un mayor numero de los mismos que se refleje en los ingresos. MEDIATOS Proporcionar servicios profesionales de Administración en Brigadas Universitarias multidisciplinarias para el desarrollo de la comunidad promoviendo la participación activa de los sectores populares.

## METODOLOGÍA / PROCEDIMIENTOS:

- 1. Para elaborar un diagnóstico económico-comunitario. a) Realización de un censo de negocios y aplicación a la comunidad. b) Tabulación de datos. c) Interpretación y presentación de resultados.

2. Para dar asesoría técnica y financiera. a) Organización de grupos. b) Análisis y características del negocio. c) Capacitación contables y orientación general.

- 3. Para elaborar un estudio de mercado y un plan estratégico. a) Realización de encuestas. b) Determinación del resultado y factibilidad. c) Elaboración de un plan financiero (obtención y manejo de recursos)
Elementa ilgtspējas nodrošināšanas plāns 5 gadiem Nemateriālā kultūras mantojuma centra “Upīte” piecu gadu plāns

Nr.	Plānotā aktivitātē	Atbildīgais

- Biedrības “Upītes jauniešu folkloras kopa” piecu gadu plāns

Nr.	Plānotā aktivitāte	Atbildīgais
Qobil bobo yalang bosh, yalang oyoq, yaktakchan og'il eshigi yonida turib dag'-dag' titraydi, tizzalari bukilib-bukilib ketadi, ko'zlari jovdiraydi, hammaga qaraydi, ammo hech kimni ko'rmaydi. Xotinlar o'g'rini qarg'aydi, it huradi, tovuqlar qaqalaydi. Kimdir shunday kichkina teshikdan ho'kiz sig'ishiga aql ishonmasligi to'g'risida kishilarga gap ma'qullaydi. (Abdulla Qahhor)

########## 196-mashq. Quyidagi fe'llarni jadvalga joylashtiring va ular ishtirokida og'zaki gaplar tuzing.

Chaqirmoq, qimirlatmoq, fahmlamoq, xo'rsinmoq, kiyin- tirmoq, o'rtoqlashmoq, sevinib ketmoq, tushuntirmoq, fikrla- moq, kutmoq, jilmaymoq, burilmoq, ko'tarmoq, ovqatlanmoq, g'izillamoq, tekislamoq, parvarishlamoq, duduqlanmoq.

Nutqiy faoliyat fe'Ilari	Aqliy faoliyat fe'Ilari	Jismoniy faoliyat fe'Ilari	Holat fe'Ilari

########## mashq. Matnni ko'chiring, fe'llarning ma'no guruhlarini aniqlang.

- 1. Otam so'zimni eshitdi: yelkasi osha qaradi-da: - Ha! - deb to'ng'illab qo'ydi. (Sh. Xolmirzayev) 2. Dadam har kuni ishga ketishda ham, ishdan qaytib kelib ham uni qo'liga olar, suyar, chug'urlatar, gaplariga, qiliqlariga zavq qilib kular edi. (Abdulla Qahhor) 3. Men ular bilan to'rt marta gaplashdim. (P. Qodirov) 4. Mirhaydar ota, sizga bir arzim bor, - murojaat etdi birdan jonlanib O'ktam. (Oybek)
- V.MUSTAHKAMLASH

########## 1.Jismoniy faoliyat fe'Ilari deb nimaga aytiladi? 2.Aqliy faoliyat fe'llariga misollar keltiring. 3.Nutqiy faoliyat fe'llariga misollar ayting. 4.Holat fe'Ilari deb nimaga aytiladi?

- V. O`quvchilarni baholash:

########## Ishtirokiga qarab

########## VI. UYGAVAZIFA: Uyga vazifa. «Uyimizga mehmon keldi» mavzusida matn tuzing, unda fe'lning ma'no guruhlaridan foydalaning.
Akmal Yoqubov) Akmal Yoqubov) esa o'n besh-yigirma bolaga javobgar. 4. Ichkaridan yoshi (N. Aminov) yetmishlardan oshgan nuroniy bir chol chiqib kelibdi. 5. Shoikrom (O'. o'n kuncha ilgari ishga ketayotib birrov kirib ukasidan hoi so'ragan edi. Hoshimov) 6. Yo'q, uning oldida bundan besh-olti yil ilgarigi yarimta tana emas, (O'. Umarbekov) katta qalb, katta hayot egasi go'zal hayot qo'shig'ini kuylardi.

########## ^ sonlarni guruhlarga ajratib, jadvalga joy- lashtiring. ^ sonlarni guruhlarga ajratib, jadvalga joy- lashtiring. 405-mashq.

1. Axir o'n ikki yashar ukasini ko'rmaysizmi, shu yoshidan uloq chopmoqchi. Abdulla Qodiriy) ( 2. Og'zini yumganicha, ovozini ichiga yutib, bir-ikki kulib oldi (X. To'xtaboyev) u. 3. Uch-to'rt pud g'alla ketsa ketar. Bir qop g'alla deb, (O. Yoqubov) hammasidan ayrilib qolmaylik tag'in! 4. Tarixingdir ming asrlar, Ichra pinhon, o'zbegim. Senga tengdosh Pomir-u Oqsoch Tiyonshon, o'zbegim. (E. Vohidov) 5. Bayroq dastasida, stanokda, g'ishtda ming- minglab qo'llar taftini (Asqad Muxtor) sezaman.

Sanoq son	Dona son	Chama son

- mashq. o'ngacha bo'lgan sanoq sonlardan chama sonlar mashq. o'ngacha bo'lgan sanoq sonlardan chama sonlar hosil qiling va ular ishtirokida birikmalar tuzing.
- B) Savollar orqali

########## IV. MUSTAHKAMLASH

- 1. sonlarni hosil qiluvchi vositalar haqida gapirib bering. 1. sonlarni hosil qiluvchi vositalar haqida gapirib bering.
- 2. kitobingizdan chama sonlar qatnashgan 6 ta gap topib 2. kitobingizdan chama sonlar qatnashgan 6 ta gap topib yozing. Ularning yasalishini tushuntiring.

########## V.BAHOLASH MEZONI Ishtirokiga qarab VI. UYGAVAZIFA

- 407- olamiga sayohat» mavzusida hikoya tuzing. Unda mashq. 407- olamiga sayohat» mavzusida hikoya tuzing. Unda mashq. chama sonlardan foydalaning.

236
Decolonizing & Indigenizing the Curriculum

High-Level Design

Intranet Redesign
Target Audience	Performance Phase(s)	Performance Need(s)	Form	Medium	Writing Style	Cost to Develop	Cost to Maintain
Performers & Individuals	All	Motivation	Intranet	Online Complex	Informal	High	Low
Performance Objective(s)	• the narrative reflection and assessment process to dismantle colonial narratives within the curriculum • the narrative reflection and assessment process to dismantle colonial narratives within the curriculum Assess subjects by following curriculum guidelines to identify subjects that can be Indigenized • Collaborate with colleagues and administrators to create events for topics involving lived experiences • Create an instructional plan for the year based on the narratives, guidelines, and events • Reflect on the success of the plan throughout the year •

Intervention Description	The intranet will be redesigned to improve teacher use and access to the resource database. A UX consultant will be hired and the plans will be given to the developer.

Audience Expectations	An intuitive, user-centered intranet.

Benefits	The redesign will require high cost and time to develop but maintenance will be low. The redesign will improve teachers’ use of the intranet and will promote use of provided resources.

Marketing Video
Target Audience	Performance Phase(s)	Performance Need(s)	Form	Medium	Writing Style	Cost to Develop	Cost to Maintain
Performers & Individuals	All	Knowledge/Skill Motivation	Advertisement	Video	Informal	High	Low
Performance Objective(s)	• the narrative reflection and assessment process to dismantle colonial narratives within the curriculum • the narrative reflection and assessment process to dismantle colonial narratives within the curriculum Assess subjects by following curriculum guidelines to identify subjects that can be Indigenized • Collaborate with colleagues and administrators to create events for topics involving lived experiences • Create an instructional plan for the year based on the narratives, guidelines, and events • Reflect on the success of the plan throughout the year •

Intervention Description	Three versions of a promotion video will be created for employees, parents, and students to explain the initiative and benefit of it. The videos will be geared to elementary school, middle school, and high school to encompass all grade levels. The high school version will be sent to teachers and parents along with the versions for their children.

Audience Expectations	An interesting, engaging, short video.

Benefits	The video will require high time and cost to develop but minimal time and cost to maintain. It will help introduce the initiative to everyone involved and reduce the burden of explanation on teachers.
tool overrides a contrary direction by the user in a will, trust, power of attorney, or other record. (B) If a user has not used an online tool to give direction under subsection (A) or if the custodian has not provided an online tool, the user may allow or prohibit in a will, trust, power of attorney, or other record, disclosure to a fiduciary of some or all of the user’s digital assets, including the content of electronic communications sent or received by the user. (C) A user’s direction under subsection (A) or (B) overrides a contrary provision in a terms-of-service agreement that does not require the user to act affirmatively and distinctly from the user’s assent to the terms of service.

Section 62-2-1025. (A) This part does not change or impair a right of a custodian or a user under a terms-of-service agreement to access and use digital assets of the user. (B) This part does not give a fiduciary or a designated recipient any new or expanded rights other than those held by the user for whom, or for whose estate, the fiduciary or designated recipient acts or represents. (C) A fiduciary’s or designated recipient’s access to digital assets may be modified or eliminated by a user, by federal law, or by a terms-of-service agreement if the user has not provided direction under Section 62-2-1020.

Section 62-2-1030. (A) When disclosing digital assets of a user under this part, the custodian may at its sole discretion: (1) grant a fiduciary or designated recipient full access to the user’s account; (2) grant a fiduciary or designated recipient partial access to the user’s account sufficient to perform the tasks with which the fiduciary or designated recipient is charged; or (3) provide a fiduciary or designated recipient a copy in a record of any digital asset that, on the date the custodian received the request for disclosure, the user could have accessed if the user were alive and had full capacity and access to the account. (B) A custodian may assess a reasonable administrative charge for the cost of disclosing digital assets under this part. (C) A custodian need not disclose under this part a digital asset deleted by a user. (D) If a user directs or a fiduciary requests a custodian to disclose under this part some, but not all, of the user’s digital assets, the custodian need not disclose the assets if segregation of the assets would impose an undue burden on the custodian. If the custodian believes the direction or

4
Приложение № 4 к Положению об организации горячего питания обучающихся муниципальных бюджетных общеобразовательных учреждениях МО «Красногвардейский район» от 24.10.2022г. №_818

## Образец Формы табеля учета питания обучающихся Табель учета питания обучающихся

Дата: с \_\_\_\_ по \_\_\_ февраля 202\_\_ года. Класс: \_\_\_«\_\_». Всего в классе \_\_\_ человек, из них питается \_\_\_ человека (\_\_\_\_процентов), в том числе: – \_\_ обучающихся-сирот и обучающихся, оставшихся без попечения родителей, а также лицам, потерявшим в период обучения обоих родителей или единственного родителя; - \_\_ обучающихся с ограниченными возможностями здоровья;

- \_\_ обучающихся, чьи родители призваны на военную службу по мобилизации (поступили на военную службу по контракту, заключили контракт о добровольном содействии в выполнении задач, возложенных на Вооруженные Силы Российской Федерации)

Ф. И. О. обучающегося	дата	дата	дата	Дата	дата	общее кол-во дней
обучающегося	Ф. И. О. обучающегося	1февраля	2февраля	3февраля	4февраля	5февраля	дней	общее кол-во дней
бесплатная категория
Васечкин Петр	+	+	+	+	+	5
<…>
льготная категория
Петров Иван	+	+	–	+	–	3
<…>

Управляющий делами администрации МО «Красногвардейский район» начальник общего отдела А. А. Катбамбетов
Кандидат који је изабран у изборном поступку:
Име и презиме	Шифра кандидата
Маријела Поповић	3Ј0903223ИН-ВР141

за радно место пољопривредни инспектор за безбедност хране биљног порекла, у звању саветник, Одељење пољопривредне инспекције за безбедност хране биљног порекла на подручју окружне подручне јединице у Јужнобанатском управном округу са седиштем у Панчеву - 1 извршилац

Шифра кандидата	Укупан број бодова
3Ј0903224ИН-ПА106	51
3Ј0903224ИН-ПА84	50,66
3Ј0903224ИН-ПА62	45,32
Кандидат који је изабран у изборном поступку:
Име и презиме	Шифра кандидата
Милена Јеловац	3Ј0903224ИН-ПА106

за радно место пољопривредни инспектор за безбедност хране биљног порекла, у звању саветник, Одељење пољопривредне инспекције за безбедност хране биљног порекла на подручју окружне подручне јединице у Западнобачком управном округу са седиштем у Сомбору – 1 извршилац

Шифра кандидата	Укупан број бодова
3Ј0903224ИН-СО109	51
3Ј0903224ИН-СО158	43,32
3Ј0903224ИН-СО14	42,66
Кандидат који је изабран у изборном поступку:
Име и презиме	Шифра кандидата
Јована Ћеранић	3Ј0903224ИН-СО158
qo'shimchasini qo'shish ham mumkin, shuning uchun bu ikki shakl ma'nodosh sanaladi.

########## mashq. Berilgan uch qatordagi fe'l shakllari o'rtasidagi ma'no farqini aniqlang.

Kel	keling	kelinglar
Ol	oling	olinglar
Ot	oting	otinglar

########## mashq. Berilgan gaplardagi fe'llarni topib, tarkibiy qismlarga ajrating.

- 1. Hali dalada boshlangan gapni davom ettiraylik. (Oybek) 2. O'rtoqjonlar, qani, tezlataylik. Shu bugundan qolmasin. (Rah- mat Fayziy) 3. Ufqlarda sayr etgin mudom, Quyosh kelib suvga cho'kkanda. (Hamid Olimjon) 4. Dasta-dasta gullar keltirsin, Sho'x va quvnoq do'stlarga buyur. (Hamid Olimjon) 5. Do'stlar, ishonch bilan kutingiz bizni, hech qachon bizlardan umid uzmangiz. (Uyg'un)

mashq. Buyruq-istak mayli shaklidagi fe'llar ishtirokida gaplar tuzib, undagi fe'llarni tarkibiy qismlarga ajrating va qanday ma'nolarda qo'llanganini ayting.

########## mashq. Berilgan gaplarda buyruq-istak maylidagi fe'llarning qanday ma'noda qoilanilganini tushuntiring.

1. Uyiga javob beraylik, o'n besh-yigirma kunga borib kelsin. (Asqad Muxtor) 2. Qog'ozlarga keraksiz narsalarni yozma, isrof qilsang, zor bo'lasan. (Asqad Muxtor) 3. Yozning issiq kunlari g'animat ekanligini esdan chiqarmanglar. (Uyg'un) 4.0'qiylik, do'stlar, o'qishning qadriga yetaylik, savodsizlik gumrohlik ekanligini tushunib yetaylik. (Omon Muxtor) 5. Sen ham sezgandirsan, tezroq gapir. (Cho'lpon)

- V.MUSTAHKAMLASH

########## 1.Boringiz, boring fe'Ilari ishtirokida gaplar tuzning va ular o'rtasidagi farqlarni ayting. 2..II-shaxs buyruq-istak maylidagi fe'llarga misollar keltiring. 3..Hurmat ma'nosini bildiruvchi II shaxs buyruq-istak maylidagi fe'llar ishtirokida gaplar tuzing.

- V. O`quvchilarni baholash:

########## Ishtirokiga qarab

########## VI. UYGAVAZIFA:

########## 134 Uyga vazifa. «Suv - hayot manbai» mavzusida bog'lanishli matn tuzing. Unda ishtirok etgan fe'llarning mayllarini aniqlang.
dhe planin për mbështetjen financiare të nevojshme për mbarëvajtjen e programit të studimit për të paktën një cikël të plotë studimi.
Kriteri i financimit të një programi Kriteri i financimit të një programi 2. studimi duhet të përmbajë financimin e burimeve njerëzore në shërbim të realizimit të programit, shpenzimet operative për mirëmbajtjen e mjediseve dhe teknologjive mbështetëse të procesit mësimor, shpenzimet për bibliotekën dhe pasurimin e literaturës e aksesin në bibliotekat on-line, detyrimet financiare, grantet vendëse apo të huaja të përfituara dhe kontratat e shërbimeve të lidhura në funksion të realizimit të programit të studimit dhe zëra të tjerë, sipas natyrës specifike të tij.
Kriteri kryen auditim të Kriteri kryen auditim të 3. përvitshëm, vlerëson dhe dokumenton gjendjen e financimit dhe efektivitetin financiar të tij. Raporti financiar përmban një pasqyrë të hollësishme financiare të të ardhurave nga tarifat e shkollimit dhe kontributeve të tjera financiare për studentët ose ndarjen e burimeve financiare.
Kriteri mbyllje të çdo cikli të plotë Kriteri mbyllje të çdo cikli të plotë 4. studimi, institucioni dokumenton raportet financiare për tri vitet e kaluara akademike dhe planifikon ndërhyrjet e posaçme dhe diversifikimin eventual të financimit të programit për të garantuar ecurinë dhe mbarëvajtjen normale të tij.
Kriteri duhet të dëshmojë se Kriteri duhet të dëshmojë se 5. garanton qëndrueshmërinë financiare përgjatë kohës së zhvillimit të programit të studimit dhe se ka kapacitete financiare të mjaftueshme për përmirësimin e situatës financiare dhe gjenerimin e të ardhurave të domosdoshme në të ardhmen
Shkalla e përmbushjes së standardit	Nuk përmbushet	Përmbushet pjesërisht	Përmbushet kryesisht	Përmbushet plotësisht

Shkalla e përmbushjes së standardeve të fushës IV	Nuk përmbushet	Përmbushet pjesërisht	Përmbushet kryesisht	Përmbushet plotësisht
в). ремонт крыши; г). ремонт подвальных помещений, относящихся к общему имуществу в МКД;

- д). ремонт фасада;

е). ремонт фундамента.

- 2. Оплатить дополнительные работы, которые предусматривает закон субъекта РФ. К примеру, такой закон может разрешать использовать средства фонда, чтобы: утеплить фасад; переустроить невентилируемую крышу на вентилируемую; устроить выходы на кровлю; установить коллективные ОДПУ, а также узлы управления и регулирования потребления тепловой энергии, горячей и холодной воды, электрической энергии, газа.
- 3. Погасить кредиты (займы), полученные для оплаты капитального ремонта, а также выплатить проценты по ним. Также работы по капитальному ремонту могут включать в себя работы по замене и восстановлению несущих строительных конструкций и инженерных сетей МКД. Для этого такие работы законодательство о градостроительной деятельности должно отнести к реконструкции объектов капитального строительства (ч. 5 ст. 166 ЖК РФ).

Обязанность оплачивать взносы в фонд капитального ремонта многоквартирного дома в соответствии с федеральным законом, носит императивный характер, обсуждению и различного рода толкованию и измышлению, на основе не компетентных статей в интернете, не подлежит. ТСЖ «Глазковское» начисляет и собирает взносы в фонд капитального ремонта наших многоквартирных домов, что является не правом, а обязанностью ТСЖ. И как следствие, ТСЖ «Глазковское» не только имеет право, но и обязано обеспечивать максимальную собираемость средств в фонд капитального ремонта многоквартирных домов. ТСЖ «Глазковское» в соответствии с законодательством начало истребовать долги по взносам в фонд кап. ремонта в судебном порядке, поскольку при собираемости менее 50% государственные органы в судебном порядке, могут перевести наши уже собранные средства, со спец. счетов, в котловой (общий) счёт, откуда мы свои денежки не сможем «выцарапать» и использовать до 2038 года!!! А при собираемости менее 90% мы не можем использовать СВОИ деньги для ремонта наших домов, ранее 2038 года. Предлагаю собственникам имеющих долги за взносы на кап. ремонт МКД срочно их погасить. А собственников не погасившим своевременно долги, при блокировке банковских карт, запрете выезда за границу, и иных санкций, реализуемых судебными приставами, прошу не названивать председателю ТСЖ с претензиями.

02.02.2020г. Правление ТСЖ «Глазковское»
##### Emergency medicine research

Sheffield is a leading national and international centre for emergency medicine research, with three professors of emergency medicine, including a current NIHR Senior Investigator and an emeritus NIHR Senior Investigator. Academic emergency medicine is based in the Centre for Urgent and Emergency care research (CURE), in the section of Health Services Research in ScHARR and the Emergency Department of the Sheffield Teaching Hospitals Foundation Trust. We are also linked with a number of other NHS and academic organisations throughout the UK. We have studied a wide range of issues in emergency care:

- • organisation of emergency care, including leading the urgent and emergency • organisation of emergency care, including leading the urgent and emergency care theme of the Yorkshire and Humber Applied Research Collaborative and developing the CUREd database.
- • trials in emergency medicine, including the ACUTE trial of pre-hospital • trials in emergency medicine, including the ACUTE trial of pre-hospital CPAP, the 3Mg trial of magnesium sulphate in acute asthma; the RATPAC trial of point-of-care cardiac markers in acute chest pain
- • evaluation in emergency care, including studies on delivery of pre-hospital • evaluation in emergency care, including studies on delivery of pre-hospital care in the community without transfer to hospital and evaluation of motivation and well-being of junior doctors in emergency departments (EDiT)
- • evaluation in emergency care, including diagnostic strategies for deep • evaluation in emergency care, including diagnostic strategies for deep venous thrombosis, minor head injury care and acute coronary syndrome, and economic evaluation of thomboprophylaxis in lower limb immobilisation and hospital inpatients.
- • and risk prediction in emergency care e.g. Diagnosis of PE in Pregnancy • and risk prediction in emergency care e.g. Diagnosis of PE in Pregnancy (DiPEP); the PRIEST study (Pandemic Respiratory Infection Emergency System Triage); the PHEWS study (Prehospital Early Warning Scores for Sepsis).
- • management of major trauma, including the HITS-NS, CENTER-TBI and • management of major trauma, including the HITS-NS, CENTER-TBI and MATTS studies

See https://www.sheffield.ac.uk/scharr/research/centres/cure for further details.

Clinical academic training is provided at all levels of medical career progression:

- • student SSC modules alongside established projects • student SSC modules alongside established projects
- • intercalated BMedSci degrees • intercalated BMedSci degrees
- • foundation year 2 attachments • foundation year 2 attachments
- • academic clinical fellow posts • academic clinical fellow posts
- • MD/PhD research fellowships • MD/PhD research fellowships
- • clinical lecturer posts • clinical lecturer posts

### Research Protected Time:

The post will be split so that 9 months (25%) are spent undertaking research related activities and 27 months (75%) in clinical activities.

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