ahmedheakl/docatlas_instruct huggingface dataset:
# State of Hawaii Traffic Fatalities

1) Motor Vehicle Occupants: 09 2) Pedestrians: 04 (2-homeless) 3) Motorcyclists: 01 4) Moped Operators: 00 5) Scooters: 03 (1-homeless) 6) ATV Operators: 01 7) Bicyclists: 01

## TOTAL: 19

#### January 1, 2023 through March 8, 2023

Motor Vehicle Occupants	Pedestrians	M/C, Moped, Scooter Operators	Bicyclists	ATV Operators	TOTAL
C&C of Honolulu	6	3	1 - m/c's 0 - mopeds 2 - scooters Total - 03	1	13
Hawaii County	3	1	0 - m/c's 0 - mopeds 0 - scooters Total - 00	1	5
Maui County	0 - m/c's 0 - mopeds 1 - scooters Total - 01	1
Kauai County	0 - m/c's 0 - mopeds 0 - scooters Total - 00
TOTAL	9	4	4	1	1	19

#### January 1, 2022 through March 8, 2022

Motor Vehicle Occupants	Pedestrians	M/C, Moped, Scooter Operators	Bicyclists	ATV Operators	TOTAL
C&C of Honolulu	7	4	1 - m/c's 0 - moped 0 - scooters Total - 01	2	14
Hawaii County	7	1	1 - m/c's 0 - moped 0 - scooters Total - 01	9
Maui County	2	1	1 - m/c's 0 - mopeds 1 - scooters Total - 02	1	6
Kauai County	1	0 - m/c's 0 - mopeds 1 - scooters Total - 01	2
TOTAL	17	6	5	3	31
Por influencia de palabras extranjeras: una palabra en español puede adquirir y añadir significados derivados de los que esa palabra tienen en una lengua extranjera.

####### Wa xneb´atik tuk sat k´umal b´a mi jb´ajuktik: ja b´a kaxlan k´umali wa xya makonuk sat k´umal b´a mi sb´ajuk, ma wa xmajxi b´a tuk k´umal.

Ahora observaras algunas palabras polisémicas en tojolabal:

La señora juega con su hijo.

####### Wa xtajni sok ja yal ja ixiki.

El joven tiene un conejo pequeño.

####### Ja keremi´ay yioj jun yal chich.
A continuación, estas son algunos ejemplos de palabras polisémicas. Hoja, bajo, bomba, café.

Las palabras que se mencionaron son polisémicas porque que se escriben exactamente igual, pero poseen significados diferentes en los siguientes enunciados.

Por ejemplo, hoja, puede referirse a una hoja de un árbol o a una hoja de papel de un cuaderno.

En el caso de bajo, puede referirse a la estatura o a un instrumento musical.

Si escribes bomba, se puede pensar en una bomba de aire para inflar o en un explosivo o en esos dichos yucatecos generalmente rimados de carácter festivo y pícaro.
c) Dự án cải tạo chỉnh trang khu đô thị là dự án cải tạo, nâng cấp mặt ngoài hoặc kết cấu các công trình trong khu vực đô thị hiện hữu nhưng không làm thay đổi quá 10% các chỉ tiêu sử dụng đất của khu vực; d) Dự án bảo tồn , tôn tạo khu đô thị là các dự án nhằm bảo tồn tôn tạo các giá trị văn hóa, lịch sử, kiến trúc của các công trình, cảnh quan trong kh u vực di sản văn hóa của đô thị ; đ ) Dự án đầu tư xây dựng khu đô thị hỗn hợp là các dự án đầu tư xây dựng khu đô thị trong đó có thể bao gồm các công trình xây dựng mới, công trình cải tạo chỉnh trang, tái thiết và bảo tồn , tôn tạo. 10. Dự án đầu tư xây dựng công trình trong đô thị là dự án đầu tư xây dựng mới; hoặc là mở rộng , cải tạo chỉnh trang công trình kiến trúc, hạ tầng kỹ thuật. 11. Chủ đầu tư là tổ chức, cá nhân sở hữu vốn hoặc người được giao quản lý, sử dụng vốn để thực hiện đầu tư dự án đầu tư phát triển đô thị. 12. Chủ đầu tư cấp 1 là c hủ đầu tư được Nhà nước giao thực hiện dự án đầu tư phát triển đô thị, chủ đầu tư cấp 1 có thể là: a) Các cơ quan quản lý Nhà nước có chức năng; b) Ban quản lý khu vực phát triển đô thị; các Ban quản lý đầu tư xây dựng được cơ quan nhà nước có thẩm quyền giao; c) Doanh nghiệp thuộc mọi thành phần kinh tế , hợp tác xã ; d) Các tổ chức chính trị xã hội nghề nghiệp đủ điều kiện theo quy định của pháp luật. 13. Chủ đầu tư thứ cấp là chủ đầu tư cấp 2 hoặc chủ đầu tư các cấp tiếp theo tham gia đầu tư vào dự án đầu tư phát triển đô thị thông qua việc thuê, giao hoặc nhận chuyển nhượng quyền sử dụng đất đã có hạ tầng thuộc dự án đầu tư phát triển đô thị để đầu tư xây dựng công trình. 14. Dịch vụ đô thị là các dịch vụ công cộng được cung cấp trong đô thị như: Q uản lý, khai thác, duy tu hệ thống các công trình hạ tầng kỹ thuật; vệ sinh và bảo vệ môi trường; quản lý công viên, cây xanh; chiếu sáng đô thị, cấp nước, thoát nước; quản lý chung cư; dịch vụ tang lễ, xử lý chất thải; vận tải công cộng; bảo vệ trật tự, an ninh khu vực phát triển đô thị; y tế, giáo dục, thương mại, vui chơi giải trí, thể dục thể thao và các dịch vụ công cộng khác.

## Điều 3. N guyên tắc đầu tư phát triển đô thị

1. Bảo đảm phù hợp quy hoạch tổng thể phát triển kinh tế - xã hội của địa phương và quốc gia, tuân thủ quy hoạch xây dựng, quy hoạch đô thị, kế hoạch triển khai khu vực phát triển đô thị, pháp luật về đầu tư xây dựng và pháp luật có liên quan.

3
## Bishop Ray Browne reflects on Catholic Schools Week 2020

Catholic Catholic Schools Week begins on Sunday 26 January. It is a week to celebrate our faith schools, the good work they do and their importance. Family, parish community and school work together seeking that the words of Jesus are fulfilled in the life of every child, 'I have come that you may have li fe and have it in its fullness'. Mindful that all our schools have recently renewed their Boards of Management, it is good to appreciate and say a sincere thanks to the Boards and all their members. The theme this year is 'Living in harmony with God's Creation' (with God, Neighbour, All Generations, the Earth and in our Catholic School). Just to mention two of these areas that at the moment are topical:

- • of the harmony of nature and the challenge as illustrated by the • of the harmony of nature and the challenge as illustrated by the horrific fires in Australia.
- • of harmony among people in terms of citizenship, the 'one for all • of harmony among people in terms of citizenship, the 'one for all and all for one' of us as a people in Ireland as we hold our General Election.

Sincere thanks to and God's blessing on every school community, staff, students and their families. + Ray Browne Bishop of Kerry.

## This nd This nd is Catholic Schools Week January 26 to February 2

Catholic Schools Week provides an opportunity to reflect on how Catholic schools contribute to our collective goal of education. This year, the theme for Catholic Schools Week is; 'Living in Harmony with God's Creation.' Catholic schools offer a view of the world as the gift of God's creation. We are called to be co- creators of love and joy in the world, thus sharing God's love. We are called to be stewards of the environment, with a responsibility to protect the environment around us for future generations. The Diocese of Kerry is currently preparing for this week through an engagement with a number of our Catholic Schools. This year, Bishop Ray Brown engaged with three post-primary schools.
1696-7	Willem de Vlamingh (Dutch)	Geelvinck, Nijptangh &Weselt- jesights	Explored west coast while searching for a lost ship
2.- Dr. Xosé Antón SARMIENTO MENDEZ - Antón SARMIENTO MENDEZ - Letrado Mayor del Parlamento de Galicia. Profesor asociado en la Universidad de Santiago de Compostela en el Departamento de Derecho Público y Teoría del Estado. España. Tema: ¿un nuevo paradigma del Estado de Derecho en las Cámaras parlamentarias?.

#### 3.- Dra. María Elizabeth TEIXEIRA GUIMARAES ROCHA - Ministra del Superior Tribunal Militar del Brasil.

Tema: “La mujer y la representación político-partidaria”.

4.- Dr. Omar Ulises D’ANDREA Dr. Omar Ulises D’ANDREA – Magister en Gestión y Políticas Universitarias y Secretario Académico de la UNNE. (Argentina). Tema: “Los fueros de los legisladores provinciales y concejales municipales”.

Moderadora: Dra. Gabriela DIENICZIK – Dra. Gabriela DIENICZIK – Jefe de Trabajos Prácticos de Teoría y Derechos Constitucionales (UNNE) y miembro de la Asociación Argentina de Derecho Constitucional.

#### MESA 3 DE 17,20 A 19,00

#### MESA 3 DE 17,20 A 19,00 3 DE 17,20 A 19,00

1.- Dr. Héctor Alfredo GIMENEZ Dr. Héctor Alfredo GIMENEZ - Profesor Titular de Derecho Constitucional de los Poderes Cátedra B. Facultad de Derecho y Ciencias Sociales y Políticas de la Universidad Nacional del Nordeste (UNNE). (Argentina). Tema: “Idoneidad Legislativa y ficha limpia”.

2.- Dr. Fabián MEDIZZA Dr. Fabián MEDIZZA - Profesor de Derecho Constitucional de la Universidad Nacional de Rosario. (Argentina). Tema: "Efectos no previstos de la Ley Nro. 27.412 de paridad de género, en la representación parlamentaria".

3.- Dr. Fausto Andrés SEGOVIA SALCEDO - Andrés SEGOVIA SALCEDO - Miembro del Instituto Ecuatoriano de Estudios Legislativos. Ecuador. Tema: “Requisitos de calificación de proyectos de ley. Revisión previa de constitucionalidad”.
they say about your cultural competency? What are some specific ways you can grow in that area?

######## Questions are ranked on a scale of 1 -4, 1 meaning 'least like me' and 4 meaning 'most like me.'

- • aware of the different categories of diversity and the various populations I may • aware of the different categories of diversity and the various populations I may encounter.
- • think we sometimes go too far in trying to be sensitive to different groups. • think we sometimes go too far in trying to be sensitive to different groups.
- • think nearly everybody in our society has equal opportunity. • think nearly everybody in our society has equal opportunity.
- • not my role to ensure equity and inclusiveness among my peers or colleagues. • not my role to ensure equity and inclusiveness among my peers or colleagues.

### Questions for Reflection

- 1. Have you ever witnessed incivility in a person or an argument in the news? Briefly describe what happened. Why do you think individuals are willing to shut down communication over issues they are passionate about?
- 2. Describe a time when you could not reach an agreement with someone on a controversial issue. Did you try to compromise, combining your points of view so that each of you would be partially satisfied? Did either of you shut down communication? Was ending the conversation a good choice? Why or why not?
- 3. Think about a regular activity such as going to a class. In what ways are you privileged in that situation? How can you share your privilege with others?

### Attributions

- • of this chapter were adopted and modified from "College Success" by Amy • of this chapter were adopted and modified from "College Success" by Amy Baldwin, OpenStax, Rice University is licensed under CC BY 4.0 / A derivative from the original work
- • of this chapter have been adopted and modified from "College Success" by Open • of this chapter have been adopted and modified from "College Success" by Open Textbook Library, University of Minnesota Libraries is licensed under CC BY-NC-SA 4.0 / A derivative from the original work
History	HIST 181 - U.S. Environmental History	Sustainability course	This end and
Native American and Indigenous Studies	NAIS 110 - Introduction to Native American and Indigenous Studies	Course that includes sustainability	This
Native American and Indigenous Studies	NAIS 123 - Native American History	Course that includes sustainability	This and
Native American and Indigenous Studies	NAIS 280 - Contemporary Issues of Native Nations	Course that includes sustainability	This
Native American and Indigenous Studies	NAIS 322 - Native American Religion and Spirituality	Course that includes sustainability	This and are
Native American and Indigenous Studies
PEAC 101 - Introduction to Peace and War	Course that includes sustainability	This will
Philosophy	PHIL 141 - Introduction to Philosophy	Course that includes sustainability	An the
Philosophy	PHIL 142 - Ethics	Course that includes sustainability	This of
Bundesgymnasium und Bundesrealgymnasium Wien 19

Billrothstraße 73

manuela.uhlig@bildung.gv.at Tel: +43 - 1 - 368 25 39

www.billroth73.at

Ansuchen um Fernbleiben vom Unterricht bis zu einer Woche gemäß § 9 und § 22 SchPflG und § 45 SchUG

Schüler/in:
Nachname
Vorname
Geburtsdatum
Adresse, PLZ, Ort
Erziehungsberechtigte/r:
Nachname
Vorname
Telefonnummer

Erster Schultag des Fernbleibens
Letzter Schultag des Fernbleibens

Grund des Ansuchens:
Stellungnahme Klassenvorstand:

Wien, am \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Erziehungsberechtigte/r Unterschrift
- o de renseignements relative au(x) partenaire(s) du projet o de renseignements relative au(x) partenaire(s) du projet

L’ONG soumettant la demande de financement FISONG confirme que l’ensemble des partenaires impliqués dans cette proposition ont été consultés et ont donné leur accord pour leur participation.

Préciser le nombre total de partenaires impliqués dans le projet. :

Nom complet de l’organisme :
Acronyme :
Adresse postale :
Lieu d'implantation du siège social : (si différent de l'adresse postale)
Téléphone :
Fax :
Adresse électronique :
Site internet :

Personne(s) de contact pour ce projet :
Nom et prénom du directeur exécutif :

Date de création :
Statut Juridique : (Joindre au dossier technique le certificat d’enregistrement ou l’équivalent, si la structure est informelle le préciser ici.)

Nom et prénom du président :
Nombre de membres composant le Conseil d’Administration :
Liste des membres du CA :

Objet de l’association :
Principaux domaines d’intervention :
Ressources humaines de l’association :
Budget total annuel en euros :
Principaux donateurs :
Appartenance à des réseaux, des fédérations, collectifs, réseaux, etc. :

33
67. Решение контрольного органа, содержащее обоснование принятого решения, срок и порядок его исполнения, размещается через личные кабинеты контролируемых лиц в государственных информационных системах (при их наличии) или почтовым отправлением (в случае оформления на бумажном носителе) в срок не позднее одного рабочего дня со дня его принятия.

VII. Показатели результативности и эффективности муниципального контроля в сфере благоустройства и их целевые значения

- 68. Показатели результативности и эффективности муниципального контроля в сфере благоустройства и их целевые значения установлены приложением № 3 к настоящему Положению.

Глава Новосельского сельского поселения Новокубанского района

- А.Е.Колесников

Приложение № 1 к Положению о муниципальном контроле в сфере благоустройства на территории Новосельского сельского поселения Новокубанского района

Перечень индикаторов риска нарушения обязательных требований при осуществлении муниципального контроля в сфере благоустройства на территории Новосельского сельского поселения Новокубанского района

Индикаторами риска нарушения обязательных требований при осуществления муниципального контроля в сфере благоустройства на территории Новосельского сельского поселения Новокубанского района являются: 1) выявление признаков нарушения Правил благоустройства территории Новосельского сельского поселения Новокубанского района ; 2) поступление в контрольный орган от органов государственной власти, территориальных управлений, юридических лиц, общественных объединений, граждан, из средств массовой информации сведений о действии (бездействии), которые могут свидетельствовать о наличии нарушений Правил благоустройства на территории Новосельского сельского поселения Новокубанского района и риска причинения вреда (ущерба) охраняемых законом ценностям;

- 3) отсутствие у контрольного органа информации об исполнении в установленный срок предписаний об устранении выявленных нарушений обязательных требований, выданного по итогам контрольного мероприятия.
### Campus Resources for Success

So far, we have discussed how a strong academic mindset - growth mindset, GPS, and self- efficacy - can help you make the most of your experience in college. Part of developing this academic mindset is building a support system to promote your success. There are many resources available at Georgia Gwinnett College that can help you succeed during your time here and beyond. Being familiar with these resources, and being committed to using them when needed, is essential to your success. Up-to-date links and contact information can be found on the GGC Campus Resource List.

#### Academic Support

- • Enhancement Center (AEC): The AEC provides many services to support • Enhancement Center (AEC): The AEC provides many services to support your academic success. These include one-on-one tutoring, academic skills workshops, and study resources.
- • Location: Building W, Room 1160 • Location: Building W, Room 1160
- • •
- • •
- • • center/
- • Media: • Media:
- ▪ https://www.facebook.com/ggcaec/
- ▪ https://www.instagram.com/ggcaec/
- • J. Kaufman Library: The library provides many physical and electronic resources • J. Kaufman Library: The library provides many physical and electronic resources for research. There are also rooms students can reserve for studying.
- • Location: Building L • Location: Building L
- • •
- • •
- • •
- • Media: • Media:
- ▪ ▪
- ▪ ▪
- ▪ ▪
- • Supplemental Instruction (PSI): PSI is an academic support model that features • Supplemental Instruction (PSI): PSI is an academic support model that features peer-led, pre-planned study sessions. Study sessions, led by student leaders who previously passed the course, facilitate active, group learning.
- • •
- • • technology/research-internships-service-learning/peer-supplemental-instruction- program/
- • Media: • Media:
- ▪ https://www.facebook.com/PSIGGC/

#### Mentoring and Advising

- • Development and Advising Center (CDAC): The CDACoffice provides a variety • Development and Advising Center (CDAC): The CDACoffice provides a variety of services to help students develop job search skills and locate employment as well as
### What Would Shakespeare Say?

########## Figure 13.1 William Shakespeare In our classroom, everyone is the same…

Consider a classroom containing 25 college students and their instructor. In this particular class, all of the students and the instructor share the same racial group - White. In fact, everyone in the class is a White American from the Midwest. The instructor is leading the class through reading a scene from William Shakespeare's drama Romeo and Juliet . As students read their parts, each one is thinking carefully about the role he or she has been given. One of the male students wonders what it would be like to read the part of Juliet; after all, men originally played the part in Shakespeare's day. The young woman reading Juliet wonders if anyone would object to her taking the role if they knew she was a lesbian. What would it be like, she wonders, if Romeo, her love interest, were also played by a woman? One reader strongly identifies as German American, but he is reading the part of an Italian. Another student has a grandmother who is African American, but he looks like every other White student in the room. No one recognizes his mixed-race heritage. After the students finish reading the scene, the instructor announces, 'In our classroom, everyone is the same, but these days when Shakespeare is staged, there is a tendency for nontraditional casting. Romeo could be Black, Juliet could be Latina, Lady Montague could be Asian. Do you think that kind of casting would disrupt the experience of seeing the play?' In this case, the instructor assumes that because everyone in the class looks the same, they are the same. What did the instructor miss about the potential for diversity in his classroom? Have you ever made a similar mistake? Diversity is more than what we can recognize from external clues such as race and gender. Diversity includes many unseen aspects of identity, like sexual orientation, political point of view, veteran status, and many other aspects that you may have not considered. To be inclusive and civil within your community, it is essential that you avoid making assumptions about how other people define or identify themselves. In this chapter we will discover that each person is more than the sum of surface clues presented to the world. Personal experience, social and family history, public policy, and even geography play a role in how diversity is constructed. We'll also explor e elements of civility and fairness within the college community.
and when there is a contest between multiple possible policies, none of which is clearly superior to any other for the public. In the terms used by Yackee in this volume, cultural capture may help an industry exert influence on agency actions, but that influence may fall short of being controlling. Cultural capture also implies that it is not enough from a public policy standpoint simply to prevent traditional capture based on material self-interest. The alternative to outright capture is not necessarily a world where regulators follow the public interest, either in the abstract or as they perceive it. Instead, that perception is shaped by a host of non-rational factors, many of which can be manipulated by interest groups, and not by the free competition of ideas and evidence. Cultural capture, then, is a channel through which capture can occur in parallel to the traditional materialist channel. It contributes to the ongoing contest between rival ideological systems, which helps to shape the belief systems of governmental actors. Unfortunately, this means that in most cases it will be impossible to prove that cultural capture is the determining factor behind regulatory outcomes. Traditional capture is already hard enough to identify, since policymakers invariably cite some justifications other than self-interest for their actions. Cultural capture, if anything, is even harder to identify empirically, since there are always multiple explanations for why someone forms the beliefs she has; in practice, non-rational influences will ease the adoption and strengthen the grip of beliefs that have plausible rational justifications. In the psychology and economics literatures, the roles of different types of motivations can be isolated using laboratory or field experiments, but this is unlikely to be practical in the case of regulatory policy. Still, cultural capture should not be written off on the grounds of non-testability. If we ignore the possibility that regulators hold beliefs or make decisions in part because of non-

10