ahmedheakl/docatlas_instruct huggingface dataset:
saw an increase in the enrollment of students. Utah only had 31% of LEAs with full-time in-person learning. LEAs offered several options for receiving instruction online for students who participated in the state spring summative assessments because remote testing was not an option. Some LEAs offered testing on weekends, some set up rooms with outdoor access so high-risk students did not have to come through the building, and some LEAs offered to go to students' homes to administer tests. The USBE allowed L EAs to use the entire 10-to-14-week testing windows to complete assessment administration, rather than the typical 6-week window. Even with these assorted options, the participation of students with disabilities declined. With a decline in FFY 2020 participation on the state spring summative assessments, the trend has been a decline in proficiency as well. In FFY 2018, Utah saw an increase in proficiency when participation began to increase. If trend lines hold, Utah proficiency rates should begin to increase again when state spring summative assessment participation increases. Due to the impacts of COVID-19, the USBE advises those using assessment data to interpret the 2020 - 2021school year scores with extreme caution. Utah's state spring summative assessm ent results of the 2021 - 2022 school year will be an important source of confirmatory information to better understand the impacts of the COVID-19 pandemic on student achievement.

### 3C - Prior FFY Required Actions

None

### 3C - OSEP Response

The State has revised the baseline for this indicator, using data from FFY 2020, and OSEP accepts that revision. The State provided targets for FFYs 2020 through 2025 for this indicator, and OSEP accepts those targets.

### 3C - Required Actions
[CRES Provider logo]

#### Before returning this form, please check the following:

If implementing this form digitally, simply make all the fields mandatory to ensure people cannot submit the form without completing all relevant sections and included document uploads where required. Then delete the text below.

- • have completed all sections of this form. • have completed all sections of this form.
- • have selected your preference for kindergartens and / or session times. • have selected your preference for kindergartens and / or session times.
- • have given permission for information to be shared with service providers. • have given permission for information to be shared with service providers.
- • have signed this form. • have signed this form.
- • is the only kindergarten registration form you have lodged with [CRES Provider] for • is the only kindergarten registration form you have lodged with [CRES Provider] for this child. If you would like to change any details on a form your previously completed for this child, please contact [CRES Provider contact].

If you have determined that collecting other documentation is absolutely necessary, you should include the below bullet points that align with the ' Before you start, make sure you have copies of:' section at the start of the form. You have enclosed copies of: • Proof of identity: your child's birth certificate, birth notice or passport. o Proof of residence: a utilities bill, rental agreement or rates notice with your family o name and address (this must be the main residence of your child). Concession cards and immigration visas (where applicable). o Documents from Family Support Services or a Maternal and Child Health nurse o confirming high support needs and/or disability or letter from a doctor for complex medical needs (where applicable). [other proof required to verify the child meets local criteria] o If not, delete this.

Only include the below bullet point if your CRES charges a fee for registration. For an online form, include a payment page which includes the option to pay by credit card or in person at the nearest council office. The form should be built such that if any of the fields which make a child eligible for a fee waiver are selected, the payment page is deactivated or can be skipped.

- • have enclosed a sum of [administration fee amount] in the form of a bank cheque • have enclosed a sum of [administration fee amount] in the form of a bank cheque or credit card charge form or have provided proof that you are eligible for a fee waiver.

Send this form by post to: CRES registrations [insert council PO Box] You may also drop this form off at the council office at [insert council address]

Kindergarten Central Registration and Enrolment (CRES) - Registration form

Version 1 [November 2020]
مهر: {مهر مهر: {مهر
that outcomes for this Indicator are still being largely impacted by COVID-19, and targets are currently set below the baseline. With baselines of (A) 19.62%, (B) 67.60%, (C) 84.37%, targets will increase with consideration for COVID-19 impacts. Indicator 15 The USBE continues to experience relatively low levels of due process hearing requests and resolution meetings and is not required to set a target. Indicator 16 The USBE continues to experience relatively low levels of dispute resolution requests, including mediation. Targets have been set based on the low level of mediation requests.

########## FFY 2020 Data Disaggregation from EDFacts Data Source:

SY 2020-21 Assessment Data Groups - Reading (EDFacts file spec FS178; Data Group: 584)

########## Date:

03/03/2022

########## Reading Assessment Proficiency Data by Grade

Group	Grade 4	Grade 8	Grade HS
a. All Students who received a valid score and a proficiency was assigned for the regular assessment	46,404	46,422	38,035
b. Children with IEPs who received a valid score and a proficiency was assigned for the regular assessment	6,659	4,694	3,147
c. All students in regular assessment with no accommodations scored at or above proficient against grade level	17,543	19,923	18,167
d. All students in regular assessment with accommodations scored at or above proficient against grade level	6	10	108
e. Children with IEPs in regular assessment with no accommodations scored at or above proficient against grade level	960	339	215
f. Children with IEPs in regular assessment with accommodations scored at or above proficient against grade level	6	4	55

########## Data Source:

SY 2020-21 Assessment Data Groups - Math (EDFacts file spec FS175; Data Group: 583)

########## Date:

03/03/2022

########## Math Assessment Proficiency Data by Grade

Group	Grade 4	Grade 8	Grade HS
a. All Students who received a valid score and a proficiency was assigned for the regular assessment	46,268	45,732	38,408
b. Children with IEPs who received a valid score and a proficiency was assigned for the regular assessment	6,625	4,453	2,979
c. All students in regular assessment with no accommodations scored at or above proficient against grade level	20,788	16,702	11,021
d. All students in regular assessment with accommodations scored at or above proficient against grade level	15	* *	44
e. Children with IEPs in regular assessment with no accommodations scored at or above proficient against grade level	1,299	266	80
#### Overview of sessions and teaching methods

The course will try to make use of interactive and self-reflective methods of teaching and learning including video show, video conference (if possible), course assignment/project and their presentations and discussions. It will start with an introduction about fundamental of models of research design, research paradigm, research methodology and research methods. The second part will introduce about experimental design and data analysis that are used in environmental studies. The third part will discuss design and plan a research proposal setting out the key features required for PhD dissertation.

#### Course workload

The table below summarizes course workload distribution:

Activities	Learning outcomes	Assessment	Estimated workload (hours)
In-class activities
Lectures	Understanding theories, concepts, methodology.	Class participation	15
Moderated in-class discussions	Understanding strategies/techniques that are used in environmental studies	Class participation and preparedness for discussions	10
Independent work
Group work: - Contribution to the group case- study projects - Contribution to the preparation and delivery of individual presentation	Ability to develop an experimental design and research proposal	Quality of group assignments and individual presentations	20
Total	45

#### Grading

The students' performance will be based on the following:

- - Process assessment: 40% including:
- • Level of preparedness for participation in class discussions and seminars (10 %) (from 100 %for active participation and demonstrated familiarity with the course readings to 0 %for completely ignoring in-class discussions);
- • Group assignments (15 %) (from 100% for clearly demonstrated input to 0 %for non-participation);
- • Mid-term exam (15%)
- - Final exam: 60%

#### Course schedule

Day	Time	Topic	Lecturer

Erasmus+ CBHE Integrated Doctoral Program for Environmental Policy, Management and Technology
Minor Behaviors	Definitions
tardy	Being late for class (less than 5 minutes)
disrupting	Causing continued interruptions to instruction or any school activity
disrespect	Lying, gestures (rolling eyes) toward a staff member or student
Enter and exit inappropriately	Entering or exiting in a disorderly conduct
Willful disobedience	Refusal or failure to follow directions
profanity	Innocently, verbalized, gestured or drawn
horseplaying/harassment	Pushing, shoving, teasing, name-calling
Eating, drinking in the hall, class, bathroom	Having food or drinks opened while student in not in designated area
Neglect of books, devices and materials belonging to RHS	Leaving books, devices or materials on the floor in the hallways, on top of the lockers, outside on the benches court, sidewalks or picnic tables
bathroom	No more bathroom passes

###### Grades 6-12 Major Behaviors - students displaying one or more of the following major behaviors will receive a major write up.

Major Behaviors	Definitions
fighting	Slapping, punching with fist, kicking, scratching, pulling hair, body slamming, etc.
bullying	Threatening students verbally and/or physically
cheating	Copying from another student's paper either on a test and/or class work (incidents of cheating will be addressed through discipline)
Property damage	Participates in an activity that results in destruction or disfigurement of property
Throwing foreign object	Throwing of an object that may cause injury to another student and/or faculty member
stealing	Taking of property from a teacher or another student without permission
profanity	Intentionally verbalized, gestured or drawn

36
### (j) ZEV Reporting and Record Keeping Requirements.

#### (1) Projected Sales of ZEVs and PHEVs for Future Model Years. Each manufacturer subject to the Annual ZEV Requirements of subsection (c) shall submit a projected ZEV and PHEV sales report by April 1 of each calendar year beginning with the 2026 calendar year. The report shall include the manufacturer's projected number of ZEVs and PHEVs to be produced and delivered for sale in California for the next model year not yet currently being produced and delivered for sale in California, plus each of the subsequent four model years. For example, a manufacturer producing and delivering 2026 model year ZEVs and PHEVs as of April 1, 2026 shall submit projected sales for 2027 through 2031 model years. For each model year covered by the report, the manufacturer shall submit the following:

##### (A) Total projected light-duty vehicles to be produced and delivered for sale in California; (B) For each individual battery electric vehicle and PHEV model, the model name, projected sales, and planned specifications for: vehicle certification weight category (e.g., PC, LDT 3751-5750 LVW), all-electric range, battery pack energy capacity (kWh), onboard charger rating (kW), direct current fast charge (if equipped) vehicle connector specification and maximum charge rate (kW), and vehicle to grid capability (e.g., none, AC and DC per ISO 15118-20); and (C) For each individual FCEV model, the model name, projected sales, and planned specifications for: vehicle certification weight category (e.g., PC, LDT 3751-5750 LVW), vehicle fuel pressure rating, fuel tank capacity, and vehicle range.

#### (2) ZEV Requirement Performance for the Model Year. In order to verify the status of each manufacturer's ZEV requirement Performance for a given model year, each manufacturer shall submit a report to the Executive Officer annually, prior to May 1 of the calendar year following the close of the model year. The end-of- model-year report must contain the following information:

##### (A) Total number of light-duty vehicles produced and delivered for sale in California for the model year and each of the four prior model years.

Date of Hearing: June 9, 2022
###### 3. Projected number of vehicles to be produced and delivered for sale in California. 4. Identification and description of the propulsion system for the vehicle. 5. Identification and description of the energy storage system for the vehicle 6. Identification and description of the climate control system used in the vehicle. 7. Identification and description of the charging system for the vehicle including the onboard charger capability, maximum allowable direct current fast charge capability and vehicle connector specification (if equipped), and the charging cord included with the vehicle (if applicable), pursuant to CCR, title 13, section 1962.3.

##### (B) A comprehensive list of all cycle specific and combined cycle emission, energy consumption, and range test results conducted pursuant to the 2026 ZEV and PHEV Test Procedures including:

###### 1. Intermediate and final measured or calculated values used per the 2026 ZEV and PHEV Test Procedures to calculate cycle specific emissions, energy consumption, and range values. 2. Identification of type of operation and/or driver-selectable mode used to represent worst case emissions for each emission test, and, where applicable, identification of end-of-test criteria utilized for each test per the 2026 ZEV and PHEV Test Procedures. 3. If the Alternative Urban Charge-Depleting Emission Test was used, the all-electric range/equivalent all electric range (AER/EAER) ratio and the attestation that a minimum of four urban dynamometer drive schedule (UDDS) cycles were driven without any engine startups. 4. Vehicle and battery break-in periods, in miles, used by the vehicle manufacturer prior to testing for certification and the methods used to determine them.

Date of Hearing: June 9, 2022
- • a realization that uncertainty is inevitable in science, but that this does not mean that a given scientific theory is wrong.
- • some knowledge of related subjects, such as physics and mathematics.

University Studies Learning Outcomes:

After completing this course, students will be able to:

• Recount the fundamental concepts and methods in one or more specific fields of science. • Explain how the scientific method is used to produce knowledge. • Successfully use quantitative information to communicate their understanding of scientific knowledge. • Use appropriate scientific knowledge to solve problems.

####### Examples of Texts and/or Assigned Readings:

• Strobel, Nick, Astronomy Notes . www.astronomynotes.com (free online).

- • Instructor -authored class notes.

####### Example Assignments:

OUTCOMES MAPPING: Each of the following example assignments addresses Cluster 2A Outcomes 1, 2, 3, and 4: through their answers to the assignments, students master specific scientific concepts, and use the scientific method and quantitative reasoning to solve scientific problems and communicate their knowledge of the subject material. An answer key and grading rubric are appended to each assignment below. There are approximately a dozen such in-class assignments altogether covering a broad range of topics in solar and stellar astronomy. The instructor is present to answer students' questions as they work through each assignment. There are also three tests and several quizzes during the semester.

####### PHY 251, Intermediate Astronomy Spring 2012

######## ACTIVITY 3: The Solar Constant

One of the key attributes of the Sun, besides its size and mass, is its luminosity L - the total amount of energy the Sun emits per second in all directions. This energy comprises a broad spectrum of wavelengths from the ultraviolet through the visible and into the infrared. There are even relatively small amounts of X-rays and radio waves. How can we measure the Sun's overall energy output? Not only are we very far from the Sun's surface, but all that we ever see of the Sun's total luminosity is the tiny fraction that washes over the Earth. However, measuring the solar rays that illuminate Earth provides a starting point to compute the Sun's total energy output ; a fter that, it's just geometry. Therefore, we will try to measure the overall intensity of sunlight at the Earth, expressed as the solar constant S .

Earth

Sun

####### Basic Concepts

PHY 251, page 3
Согласовано : заместитель директора по УВР \_\_\_\_\_\_\_\_\_\_\_\_ / Борзенко С.А. ./ «30 » августа 2017 года

Муниципальное образование Тбилисский район, ст. Тбилисская Муниципальное бюджетное общеобразовательное учреждение «Средняя общеобразовательная школа №6»

## КАЛЕНДАРНО - ТЕМАТИЧЕСКОЕ ПЛАНИРОВАНИЕ

#### по право

####### Класс 11

#### Учитель Горбунова Наталья Юрьевна

##### Количество часов: всего 34 часа; в неделю 1 час;

Планирование составлено на основе рабочей программы, разработанной учителем истории и обществознания Горбуновой Н.Ю., принятой на заседании протокол №10 от 29 августа 2017 года педагогического совета, , в соответствии с основной образовательной программой МБОУ «СОШ № 6» , примерной программой среднего общего образования по праву.

В соответствии с ФКГОС -2004

###### Учебник:

«Право», 10 - 11 класс, А.Ф.Никитин, изд. «Просвещение», 2008 г
Indicateurs du RGPH 2014 BOUCHAOUENE

######### Tableau 14 : Population selon les langues locales utilisées et le sexe

Langues locales utilisées	Masculin	Féminin	Ensemble
Effectif	%	Effectif	%	Effectif	%
Néant	6	0,1	5	0,1	11	0,1
Darija seule	481	7,3	594	9,2	1 075	8,2
Darija et Amazigh	1 911	28,9	933	14,5	2 844	21,8
Amazigh seule	4 093	62,0	4 819	74,7	8 912	68,3
Non déclaré	111	1,7	104	1,6	215	1,6
Ensemble	6 602	100,0	6 455	100,0	13 057	100,0

ACTIVITE ECONOMIQUE ET EMPLOI

######### Tableau 15 : Répartition de la population active selon le sexe (%)

Masculin	Féminin	Ensemble
Population active (%)	92,1	7,9	100,0

######### Tableau 16 : Taux net d'activité de la population âgée de 15 ans et plus (%) selon le sexe

Masculin	Féminin	Ensemble
Taux net d'activité	85,9	6,7	46,5

######### Tableau 17 : Taux d'activité (%) selon le groupe d'âges quinquennal et le sexe

Groupe d'âges	Masculin	Féminin	Ensemble
15-19 ans	75,1	14,9	46,3
20-24 ans	91,8	8,0	50,2
25-29 ans	94,6	4,1	47,9
30-34 ans	97,2	4,7	48,1
35-39 ans	96,2	4,8	46,9
40-44 ans	97,0	5,4	48,7
45-49 ans	94,5	5,0	49,5
50-54 ans	91,4	6,2	50,2
55-59 ans	88,5	3,2	50,6
60 ans et plus	60,1	2,6	33,3
Уставом; 3.1.8. Ознзкомление со Свидетельством о государственной регистрации, с Уставом школы, с лицензией на осуществление образовательной деятельности, со Свидете.яьством о государственной аккредитации, с учебной документаіщей, другими документами, регламентирующими организацию и осуществление образовательной деятельности в Школе. Обжалование актов Школы в установленном законодательством Российской Федерации порядке. 3.1.9. Объективную оценку резулътатов своей о0разовательной деятельности. 3.1.10. Получение полной и достоверной информации об оценке своих знаний, умений и навыков, а также о критериях этой оценки. 3.1.11. Бесплатное пользование библиотечно - информационными ресурсами, учебной, производственной базой Школы. 3.1.12. Развитие cвoих творческих способностей и интересов, включая участие в конкурсах, олимпиадах, выставках, смотрах, физкультурных мероприятиях, спортивных мероприятиях, в том числе в официальных спортивных соревнованиях, и дpyrих массовых мероприятиях. 3.1.13. Участие в соответствии с законодателъством Российской Федерации в научно - исследовательской, научно - технической, экспериментальной и инновационной деятельности, осуществляемой Школой. 3.1.14. Поощрение за успехи в учебной, физкультурной, спортивной, общественной, научной, научно - технической, творческой, экспериментальной и инновационной деятельности. 3.1.15. Бесплатное пользование учебниками, учебными пособиями, средствами обучения и воспитания в пределах федеральных государственных образовательных стандартов, библиотечно - информационными ресурсами, учебной базой Школы; 3.1.16. Пользование в установленном порядке лечебно - оздоровительной инфраструктурой, объектами культуры и объектами спорта Школы; 3. 1.17. Развитие своих творческих способностей и интересов, включая участие в конкурсах, олимпиадах, выставках, смотрах, физкультурных и спортивных мероприятиях, в том числе в официальных спортивных соревнованиях и других массовых мероприятиях; 3.1.18. Поощрение за успехи в учебной, физкультурной, спортивной, общественной, научной, научно - технической, творческой, экспериментальной и инновационной деятельности в соответствии с п. 4.1 настоящих Правил; 3.1.19. Благоприятную среду жизнедеятельности без окружающего табачного дыма и охрану здоровья от воздействия окружающего табачного дыма и последствий потребления табака; 3.1.20. Посещение по своему выбору мероприятий, которые проводятся в Школе и не предусмотрены учебным планом, в порядке, установленном
between the veridical and what he calls "visions." What he thinks he remembers is what happened. Epistemology becomes almost a theme in Visions of Gerard, a book Kerouac labels, intriguingly, his "most true." The world, he says, is a "crystal ball of mind" (29). He writes, "None of the elements of this dream can be separated from any other part" (39). "Hearken to the olden message," he intones: "it's neither what you think it is, nor what you think it isn't. . . none of it is even there, it's a mind movie" (57). He observes at different points "I do believe I remember" and "Would I could remember," comparing a particular scene to "a dream, a vision in the mind, which it is" (110). One gets the sense that picturing Gerard, Kerouac's brother, who died at 9 when Jack was 4, is essential in some way--likely psychologically more than artistically-- but as Kerouac laments, the "healing virtues" of such an act may escape him; he lacks "the bridge," having "lost all my molecules of then without their taste of enlightenment" (4). In the book we hear confided Gerard's dreams, Jack's dreams, Jack's very first memory, Gerard's visions of heaven, Kerouac's thoughts while in his crib-- in other words, things that may have happened, things that did happen, and things that must have been totally invented, all undifferentiated, all on equal terms vis-a-vis reality. And that is fine, of course. Psychologically all these visions, fantasies, dreams, or memories are on equal terms anyway. A scene may be just as

2