ahmedheakl/docatlas_instruct huggingface dataset:
the FFY 2021 SPP/APR, that it has verified that each LEA with noncompliance identified in FFY 2019: (1) is correctly implementing the specific regulatory requirements (i.e., achieved 100% compliance) based on a review of updated data such as data subsequently collected through on-site monitoring or a State data system.
Årsmöteshandling 1.8 Arbetsordning årsmöte 2022 LSU:s årsmöte 2022

# 1.8 § Förslag till Arbetsordning för LSU:s årsmöte 2022

######## Försättsblad

### Bakgrund

Efter två år av digitala årsmöten är det äntligen dags för oss att träffas och hålla årsmötet på plats i Örebro! I år tar vi med oss det bästa från det digitala formatet in i det fysiska rummet. I detta förslag till arbetsordning går vi igenom hur årsmötet går till och vilka regler som gäller för mötet för att alla ska förstå vad som händer och ha inflytande över hur mötet går till. Arbetsordningen är till stora delar en sammansmältning av arbetsordningen från 2021, då vi sist använde röstningsverktyget VoteIt vilket vi även kommer att använda i år, och arbetsordningen 2019, då vi sist hade ett fysiskt årsmöte.

########## Sist i dokumentet finns en ordlista med förklaringar av ord som är vanliga i mötessammanhang men inte alltid så lätta att förstå.

Beslutsförslag

########## Med anledning av ovanstående samt den följande beskrivning av arbetsordningen föreslås årsmötet besluta Att anta arbetsordningen för LSU:s årsmöte 2022.
[CRES Provider logo]

☐ Local criteria 2 ☐ Local criteria 3
Does the child require any additional support due to a disability including intellectual, sensory or physical impairment?	☐ No ☐ Yes If yes, please provide details:
Do you or your child hold any of the following cards? (see below for pictures)	Commonwealth Health Care Card Commonwealth Pensioner Concession Card Department of Veterans' Affairs Gold Card or White Card Humanitarian or refugee visa

* An Immunisation History Statement is not required for this application form but will be requested when the child enrols with the kindergarten.

#### Parent or guardian details

If you are implementing a paper form, use the template below. If you are also implementing this form in a digital version, you may want to include a question: ' Would you like to enter the details of a second parent or guardian? You must do this if a court order requires that this person be kept informed about the registration and enrolment process '. The digital form logic should then open the fields for second parent / guardian details if 'Yes' is selected.

Please complete your contact details below. If you would like to enter details for a second parent /or guardian or if a court order requires another person must be kept informed about the registration and enrolment process, please do so here.

Kindergarten Central Registration and Enrolment (CRES) - Registration form

Version 1 [November 2020]
Årsmöteshandling 4.1 Verksamhetsberättelse för 2021 Årsmöte 2022

######## Inledning

Det här årets verksamhetsberättelse är strukturerad utifrån en uppdelning av LSU:s verksamhet i fyra huvudområden: interndemokrati och organisation, nationellt arbete, internationellt arbete samt nätverk, plattformar och representation. Vi börjar alltså i verksamheten med förhoppningen om att under respektive kapitel och dess underrubriker ge er en inblick i den breda verksamhet vi bedrivit under året 2021. Ingen verksamhetsberättelse kan vara heltäckande men vi vill med detta upplägg ge en strukturerad bild av de områden, projekt och verksamheter som pågått. För den som bättre vill förstå hur de olika verksamheterna bidrar till de enskilda målen i verksamhetsplanen så hänvisar vi till bilagan i slutet. Där hittar ni samtliga verksamhetsplansmål och vid dem de rubriker i verksamhetsberättelsen som framförallt kopplar an till målet. Den verksamhet som LSU bedriver grundar sig i gällande verksamhetsplan och bottnar i den strategi som organisationen antagit för femårsperioden 2020 - 2024. Som medskick in i denna rapport ger vi er LSU:s vision och de övergripande sex målen i strategin. Strategin består av sex mål, där LSU ska… ... förbättra ungdomsrörelsens ekonomiska förutsättningar ... verka för ett växande demokratiskt utrymme ... främja och försvara den demokratiska organiseringen …främja en lustfylld och idéstyrd ungdomsrörelse ... vara en fristad från diskriminering och åldersmaktordning ... kapacitetsstärka sina medlemmar.
NBN EN 15823 (2010) EN 15823:2010 E

### Melléklet E

( tájékoztató jellegű ):

### A Braille karakterkészlet

A Braille karakterkészlet betűkből, számokból, írásjelekből, szimbólumokból , speciális karakterekből valamint a Braille-írás olvasóihoz intézett instrukciókból áll. A karakterkészlet bizonyos része valamennyi országban megegyezik, különös tekintettel helytálló ez a latin ábécé leggyakoribb betűire. Az E.1 Ábra példa ezekre a leggyakrabban alkalmazott betűk re.

- E.1 Ábra - A leggyakoribb Braille karakterek

Figyelem! Az ábra nem másolható és nem kicsinyíthető!

Nem létezik teljes egyetértés, nézetazonosság olyan Braille szimbólumok, mint például a számok, ékezetes betűk és speciális karakterek, például: '/' vagy '%' jelét illetően. Az adott piacon alkalmazandó karakterkészletnek mindig összhangban kell lennie a helyi követelményekkel, elvárásokkal. A különböző országokban használatos karakterkészlet elérhető a http://ebu.rnib.org.uk (subscription access: 'átírókulcs') segítségével. Az Európai Vakok Szövetsége (European Blind Union: EBU) szorgalmazza a különböző Braille -ábécék, speciális karakterek, szimbólumok és rövidítések összehangolását.
Preschool Environments Environments	Number of children with IEPs aged 3 through 5 served	Total number of children with IEPs aged 3 through 5	FFY 2019 Data	FFY 2020 Target	FFY 2020 Data	Status	Slippage
A. A regular early childhood program and receiving the majority of special education and related services in the regular early childhood program	3,625	7,151	52.05%	46.86%	50.69%	Met target	No Slippage
B. Separate special education class, separate school or residential facility	2,227	7,151	29.76%	32.67%	31.14%	Met target	No Slippage
C. Home	22	7,151	0.31%	0.31%	Met target	N/A

########## Provide additional information about this indicator (optional)

The baseline data is reflective of measurement with the exclusion of five-year-old students in kindergarten since they are now included in Indicator 5. It is different than the data outlined in the historical data which was based on the measurement including five-year-old students in kindergarten. During the APR Summit, a review of baselines for Indicator 6 was conducted to determine if baselines should remain or be updated to correlate with changing targets. Consideration was given for the impacts of COVID-19 and changes in the students being reported. Stakeholders reviewed historical data excluding five-year-old kindergartners and projections for where the State would be in 2025 - 2026 if all things stayed the same. Choosing baselines from a year prior to COVID-19 reflects Utah student abilities in a typical school year and was determined to be appropriate. Indicator 6 data were impacted by the COVID-19 pandemic in FFY 2020. The overall number of students with disabilities ages 3 - 5 served in LEA preschool programs dropped from previous years. Additionally, fewer students without disabilities attended regular early childhood programs which impacted the percentage of students with disabilities receiving services in the regular early childhood program. A regular early childhood program is defined as a program where the majority (at least 50%) of students are without disabilities. A separate class is defined as a special education classroom that includes a majority (at least 50%) of students with disabilities. Since fewer students without disabilities attended LEA preschool programs, more students with disabilities received special education services in a separate class rather than in a regular early childhood program.

### 6 - Prior FFY Required Actions

The State did not revise the baseline for this indicator, as required due to the change in the data source. The State must revise its baseline using data from FFY 2019.

########## Response to actions required in FFY 2019 SPP/APR

### 6 - OSEP Response

The State has revised the baseline for indicator 6A and indicator 6B using recalculated data, which includes five year old students in kindergarten, from FFY 2018, and OSEP accepts that revision. The State established baseline for indicator 6C using recalculated data from FFY 2018, which includes five year old students in kindergarten, and OSEP accepts the baseline. The State provided targets for FFYs 2020 through 2025 for this indicator, and OSEP accepts the targets.

### 6 - Required Actions
Distribute the Rubric for Three-Minute Public Service Announcement (PSA) and review with students so they may understand what is expected. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: • shortening instructions • providing extra time for assignments
Lesson Closure	Review objectives, terms, and definitions. Presentation of three-minute public service announcement by students.
Summative/End of Lesson Assessment with Special Education Modifications/ Accommodation s	Assessment by Rubric for Three-Minute Public Service Announcement (PSA). Optional: Using the information gathered in the three-minute public service announcement, students will write a one-page written reflection analyzing their PSA. Students will reflect on how this activity and information obtained from all the three-minute PSAs will assist them in future. The reflection may be submitted for assessment. Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: • providing extra time for completing assignment • working with peer tutor
References/ Resources	Images: ® • Microsoft Clip Art: Used with permission from Microsoft . ® • Photos obtained through a license with Shutterstock.com . Textbooks: • Decker, Celia. Child development; early stages through age 12. 7th. Tinley Park, IL: Goodheart-Willcox, 2011. Websites: • American Pregnancy Association The American Pregnancy Association is a national health organization committed to promoting reproductive and pregnancy wellness through education, research, advocacy,
pictures around his sick bed; Jack offers his art instead, whose purpose is repayment. It flickers in the brown gloom. It's the dead boy's wreathy purple voice. It came too late to save Gerard, but it kept the Great Rememberer alive. This experiment isn't possible, but if half of what I've said is true, then had Gerard lived, there would be no Jack Kerouac. The Great Rememberer would have had nothing to recall, or the impetus for writing down everything, Jack would lack. As he tells his sister, "Now all I remember about Gerard is his slapping me on the face, despite all the stories Mom and Pop tell me of his kindness to me. . . I've been trying like hell, and all I can remember is that slap in the face" (87-88). So in Visions of Gerard Kerouac recovers imaginatively all the stories of kindness. Gerard's christlikeness and boddhisatva nature is envisioned. But the slap is what Jack really knows, so he must make sense of that one memory, as well-- thus we meet the Night Hater, Dr. Sax, the watermelon man, the Shrouded Traveler, that concert of gloom Kerouac never stepped out of, though in his art he tried to. The slap made the impossibly good Gerard necessary as a kind of protest, but it made all the other figures just as indispensable as a means of working through. Bringing out the hate and the guilt was Jack's only means of moving beyond. He knew this. The hate and guilt he hoped to extract, "like a bad appendix" (88). And the means of extraction, he told his sister, was none other than psychoanalysis. "Psychoanalysis can make me

26
## ADMISSION OF OBSERVERS

This document includes the list of non-Party Range States, intergovernmental, non-governmental th organizations and individual experts that requested to be represented as observers at the 8 Session of the Meeting of the Parties to AEWAinaccordance with Article VI paragraph 4 of the Agreement. These observers will be admitted to participate in the proceedings of the Session without the right to vote unless at least one third of the Parties present at the Session object.

Non-Party Range States

Cameroon Saudi Arabia

## Intergovernmental Organizations

### Convention on the Conservation of Migratory Species Secretariat of the Convention on Wetlands FAO - Food and Agriculture Organisation of the United Nations UNEP/CMS/AEMLAP WG UNEP-WCMC / United Nations Environment Programme - World Conservation Monitoring Centre

Common Wadden Sea Secretariat

## International Non-Governmental Organizations

BirdLife International CIC - International Council for Game and Wildlife Conservation

### FACE - European Federation of Associations for Hunting &Conservation

Wetlands International

## National Non-Governmental Organizations

Association « Les Amis des Oiseaux » Association for the Conservation of Biodiversity in Kazakhstan BirdLife Zimbabwe British Association for Shooting &Conservation Bulgarian Society for the Protection of Birds (BSPB)
######## Pago de servicios no autorizados

Usted será responsable de pagar los servicios no autorizados, excepto los Servicios de Urgencias y los Ambulatorios de Urgencias (vea "Disposiciones de reembolso" en el CAPÍTULO 5).

######## Pago de los servicios en virtud de este Acuerdo de Afiliación

El pago de los servicios prestados en virtud de este Acuerdo de Afiliación será efectuado por GMWP al proveedor. No se le puede exigir el pago de nada que deba GMWP a los proveedores seleccionados.
### Proposed Regulation Order

Title 13 California Code of Regulations Adopting new regulatory text: Adopt Section 1962.4 of title 13 California Code of Regulations, to read as follows:

## § 1962.4. Zero-Emission Vehicle Requirements for 2026 and Subsequent Model Year Passenger Cars and Light-Duty Trucks.

Date of Hearing: June 9, 2022
with phorescent profile and horror pushing my bed." In what he calls an intermixture of memory and dream, Jack confesses "I knew I was haunted but said nothing" (5). Skeletons dance in Kerouac's dreams "because my brother Gerard haunted them" (5). Later we hear again about the ancient sunken cemetary, the ghosts of the dead beneath the house rattling, crashing plaster again, knocking pickaninny Irish dolls from the shelf. "In darkness in mid-sleep night I saw him standing over my crib with wild hair, my heart stoned, I turned horrified, my mother and sister were sleeping in big bed, I was in crib, implacable stood Gerard-O my brother. . . it might have been the arrangement of the shadows.--Ah Shadow! Sax!" (35). Kerouac reflects, "Presentiments of shadow. . . came to me early." Gerard may have been saintly, but most saints have their scary, sinister side as well-- and Gerard is no different. He was born to die. And he haunts Jack hatefully, suggesting what's in store later, when he really does pass away. I said this was Kerouac's greatest memory. What I mean is that it determines both Jack's psychology, his loss affliction or "Orpheus Complex," and certain themes and characters populating his fiction (Schultz, 1996). If for the first four years of Jack's life "the world was Gerard's face," that fact does not change over subsequent decades. Gerard is everywhere. He is Buddha, Christ, Jack's ideal self. He is also Doctor Sax.

12
## Section 5. Paper 2, Section A: Accent and Dialects

#### On a scale from 1- 5, 1 being the 'nicest' and 5 being the 'worst', rank the following accents in terms of how 'nice' they are.

Accent	Rank	Reason for that ranking - describe what you hear when you hear the accent.
Geordie
Scouse
Brummie
Northern Irish
Southern Irish
Scottish
Mancunian
South African
Wigan

## Now, have a read of David and Ben Crystal's book about accents 'You Say Potato'.

The heart of the answer is the notion that accents express our identity - who we are, which part of the country we come from, or where we belong socially or professionally. And identity is a very emotional issue. We need to be clear what we're talking about, when we refer to someone's 'accent'. Accents have to be distinguished from dialects. An accent is a person's distinctive pronunciation. A dialect is a much broader notion: it refers to the distinctive vocabular y and grammar of someone's use of language. If you say eether and I say iyther, that's accent. We use the same word but pronounce it differently. But if you say I've got a new dustbin and I say I've gotten a new garbage can, that's dialect. We're using dif ferent words and sentence patterns to talk about the same thing. This book is just about accents. Usually, when people talk about accents, they're thinking geographically. It tells you about a person's social background - the social class they belong to, or their educational history, or their ethnic or religious affiliation. If we were to explore the personal histories of Ben and someone else, that girl, his ex-girlfriend, w e'd find social factors in the way they were brought up that account for their different preferences. Most people remember having some feature of their pronunciation corrected by their parents, or by a teacher in school. As adults, some go out of their

@\_krogg
Indicateurs du RGPH 2014 BOUCHAOUENE

######### Tableau 18 : Répartition de la population active occupée selon la situation dans la profession (%)

Situation dans la profession	(%)
Employeur	1,2

Indépendant	50,6

Salarié	31,7
Aide familiale	14,8
Apprenti	0,0
Autre	1,7
Ensemble	100,0

PREVALENCE DU HANDICAP

######### Tableau 19: Taux de prévalence du handicap selon le sexe (%)

Masculin	Féminin	Ensemble
Taux de prévalence du handicap

CONDITIONS D'HABITAT

######### Tableau 20 : Ménages selon le type de logement occupé

Type de logement	Effectif des ménages
Villa, étage de villa	11
Appartement	1
Maison marocaine traditionnelle	6
Maison marocaine moderne	99
Bidonville, sommaire	163
Logement rural	1 990
Autre	379

Ensemble	2 649
Level 1 Major: Disciplinary incidents that should be managed by the teacher with the possible assistance from an administrator. These infractions will be addressed with corrective strategies that will Not include removal from school (out-of-school-suspension.
Level 1 Majors	Disciplinary Action
Violates Acceptable Use Policy Public Displays of Affection Unauthorized Area Solicitation ( buying or selling food, drinks, or other personal property ) Refusal to comply Treats Authority/Peers with Disrespect Conduct Injurious to Others ( no intent to harm) Writing/Drawing Obscenities Cellphone Violations Leaving Class without Permission Violates Traffic/Parking Regulations ( Continued violations may result in the loss of privileges) Any Undefined Incidents That The Administration Deems to be Similar to Other Level 1 Majors.	1st Offense - Detention Lunch/After School ( Includes completion of behavioral expectation reflective writing ) nd 2 Offense - Detention Lunch/After School/Saturday Conference with Admin to determine additional behavioral supports rd 3 Offense - ISS/Student may be placed in Tier II interventions ( Student will work with behavior interventionist to reflect upon failure to meet behavioral expectations and determine additional interventions ) th 4 Offense- ISS/Student will be placed in Tier II Interventions ( Student will meet regularly with assigned behavioral support interventionist to support needs )

39
PROTOCOLO INSTITUCIONAL PARA MANEJO Versión 1 QUIRÚRGICO DE PACIENTES BAJO CONTINGENCIA COVID 19 ABRIL 2020 ESE HOSPITAL SAN RAFAEL YOLOMBO

#### BIBLIOGRAFÌA

- 1. https://www.minsalud.gov.co/salud/publica/PET/Paginas/Covid- 19\_copia.aspx
- 2. https://www.minsalud.gov.co/Ministerio/Institucional/Procesos%20y%20proc edimientos/GTHS02.pdf
Согласовано : заместитель директора по УВР \_\_\_\_\_\_\_\_\_\_\_\_ / Борзенко С.А. ./ «01 » сентября 2018 года

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

### ИНДИВИДУАЛЬНЫЙ АДАПТИРОВАННЫЙ ПЛАН ПОУРОЧНОГО ПЛАНИРОВАНИЯ

## УРОКОВ ОБЩЕСТВОЗНАНИЯ

### учащейся 7 «Б» класса

## ПОДОБЕД ИРИНЫ

#### Учитель Горбунова Н.Ю.

##### 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 Федеральным государственным образовательным стандартом основного общего образования, основной образовательной программы МБОУ «СОШ №6», примерной программы основного общего образования по обществознанию.

Учебник: . 7 класс», под редакцией Л.Н. Боголюбова, Л.Ф. Учебник: . 7 класс», под редакцией Л.Н. Боголюбова, Л.Ф. Ивановой М.: «Просвещение», 2014 г.
METODOLOGIEDE APLICAT PENTRU VERIFICAREA COND IŢIIL ORDE ELIGIBILITATE
Aten ț ie! Expertul verificator este obligat să solicite inform aț ii suplimentare în etapa de verificare a eligibilit ăț ii, dac ă este cazul, în urm ă toarele situ aț ii: - necesitatea prezent ăr ii unor clarific ăr i sau documente suplimentare, f ără înlocuirea documentelor obligatorii la depunerea cererii de finan ț are. Se accept ă orice inform aț ii ș alte documente care certific ă o stare existent ă la momentul depunerii cererii de finan ț are, care vin în sus ț inerea ș i clarificarea inform aț iilor solicitate din documentele obligatorii existente la dosarul cererii de finan ț are; - informa ț iile prezentate sunt insuficiente pentru clarificarea unor criterii de eligiblitate/ de selec ț ie; - prezentarea unor inform aț ii contradictorii în cadrul documentelor aferente cererii de finan ț are; - prezentarea unor documente obligatorii specifice proiectului, care nu respect ă formatul standard (nu sunt conforme); -necesitatea corect ăr ii bugetului indicativ; - în cazul în care expertul are o suspiciune legat ă de crearea unor condi ț ii artificiale
0. METODOLOGIE DE VERIFICARE A CRITERIILOR DE CONFORMITATE:

1. Solicitantul a utilizat ultima variantă de pe site - ul GAL a Cererii de Finanţare? Se verifica pe site-ul GAL daca solicitantul a utilizat ultima varianta a cererii de finantare aferenta masurii. Daca a utilizat varianta anterioara (nu cea existenta pe site-ul GAL), expertul solicita prin informatii suplimentare corectarea.

2. Dosarul Cererii de Finanţare este legat, iar documentele pe care le conţine sunt numerotate de către solicitant? Se verifica daca Dosarul cererii de finantare este legat, iar documentele pe care le contine sunt numerotate de catre beneficiar. Daca nu, expertul solicita prin informatii suplimentare corectarea.

3. Referințele din Cererea de finanțare corespund cu numărul paginii la care se află documentele din Dosarul Cererii de finanțare? Se verifică dacă referințele din Cererea de finanțare corespund cu numărul paginii la care se află documentele din Lista documentelor din cererea de finanţare şi din Dosarul Cererii de finanțare.

4. Cererea de finanţare este completată și semnată de solicitant? Se verifică dacă toate punctele din Cererea de finanţare sunt completate de solicitant ș i dacă informațiile corespund cu documentele anexate la cererea de finanțare.

5. Solicitantul a atașat la Cererea de finanțare toate documentele anexă obligatorii din listă? Expertul verifică dacă solicitantul a atașat toate documentele obligatorii menționate în cadrul listei documentelor anexate corespunzătoare modelului de Cerere de finanțare utilizat de GAL.