ahmedheakl/docatlas_instruct huggingface dataset:
###### 4. For purposes of calculating vehicles eligible to earn early compliance vehicle values, only ZEVs and PHEVs meeting the following requirements shall be included:

####### a. ZEVs with more than a 50-mile UDDS range. b. PHEVs with more than 10-mile all-electric UDDS range; equipped with a conductive charger inlet and charging system that meets AC Level 1 and Level 2 SAE Surface Vehicle Recommended Practice SAE J1772 REV OCT 2017, SAE Electric Vehicle and Plug in Hybrid Electric Vehicle Conductive Charger Coupler, which is incorporated herein by reference; equipped with an on-board charger with a minimum output of 3.3 kilowatts, or, sufficient power to enable a complete charge in less than 4 hours; meeting the applicable 150,000-mile SULEV30 or lower exhaust emission standards in CCR, title 13, section 1961.2(a)(1) or meeting the federal emission Bin 30 or lower of 40 CFR § 86.1811.17(b), as amended June 29, 2021; meeting the evaporative emission standards in section 1976(b)(1)(G) or 1976(b)(1)(E); meeting the applicable on-board diagnostic requirements in sections 1968.1 or 1968.2 for 150,000 miles; and providing a performance and defects warranty of 15 years or 150,000 miles, whichever occurs first, except that the time period is to be 10 years for a zero- emission energy storage device used for traction power.

##### (B) Early Compliance Vehicle Value Calculation. Each ZEV eligible for early compliance vehicle values is counted at a vehicle value of one; each PHEV is counted at a vehicle value calculated in accordance with subsection (e)(1)(B)1. (C) Early Compliance Vehicle Value Limitations. Manufacturers may not transfer early compliance vehicle values pursuant to subsection (g)(3). (D) Early Compliance Vehicle Value Allowance . The annual early compliance allowance that a manufacturer may apply for the first three model years of the annual ZEV requirements of this section toward its ZEV requirement performance under subsection (f) shall be calculated by multiplying 15 percent times the applicable model year annual ZEV requirement calculated in subsection (c)(1)(A).

Date of Hearing: June 9, 2022
### ОПИТУВАЛЬНИИК АКЦЕНТУАЦІЇ ХАРАКТЕРУ І ТЕМПАРАМЕНТУ ЛЕОНГАРДА - ШМІШЕКА

Для дослідження акцентуації особистості застосовується опитувальник Шмішека (Schmieschek Fragebogen), який являється реалізацією типологічного підходу до вивчення особистості. Теоретичною основою опитувальника являється концепція "акцентуйованих особистостей" К. Леонгарда, який вважає, що властивості особистостей рис можуть бути розділені на основні і додаткові. Основні риси складають стержень, "ядро" особистості. У випадку яскравих виражень основні риси стають акцентуацією характеру. Відповідно, особистості, у яких основні риси яскраво виражені, названі Леонгардом "акцентуйованими". Опитувальник опублікований Г. Шмішеком в 1970 році і містить 10 шкал, відповідно до десять виділяють Леонгардом типи акцентуйованих особистостей і складається з 88 питань, на який вимагати відповісти "та" або "ні". З його допомогою виявляються наступні десять типів акцентуації: гіпертимний, збудливий, емотивний, дистимічний (депресивність), невротичність (тривожно - боязкий), інтроективний (афективно - екзальтований), циклотимічний (афективно - лабільний) тип, застрягаючий (параноїдальний), педантичний (ригідний) і демонстративний типи. : Вам пропонується відповісти на 88 питання, що стосуються різних сторін вашої Інструкція особистості. Поряд з номером питання поставте знак + (так), якщо згодні, або - (ні), якщо не згодні. Відповідайте швидко, довго не замислюйтеся.

### Тестовий матеріал

- 1. У Вас переважно веселий та безтурботний настрій? 2. Ви чутливі до образ? 3. Чи буває так, що у Вас на очі навертаються сльози в кіно, театрі, бесіді і т.д.? 4. Зробивши щось, Ви сумніваєтесь, чи все зроблено правильно, і не заспокоїтесь доти, доки не переконаєтесь ще раз в тому, що все зроблено правильно? 5. В дитинстві Ви були таким же сміливим, як всі Ваші однолітки? 6. Чи часто у Вас різко змінюється настрій: від стану безпричинної радості до огиди до життя, до себе? 7. Звичайно Ви в центрі уваги компанії? 8. Чи буває так, що Ви безпричинно знаходитесь в такому поганому настрої, що з Вами краще не розмовляти? 9. Ви серйозна людина? 10. Здатні Ви захоплюватись, милуватися чим - небудь? 11. Чи завзяті Ви? 12. Ви швидко забуваєте, якщо Вас хтось образив? 13. Чи м'якосердий Ви? 14. Коли Ви кидаєте лист в поштову скриньку, чи перевіряєте Ви й проводите рукою по отвору скриньки, що лист потрапив до неї? 15. Чи прагнете Ви завжди бути в рядах кращих працівників? 16. Чи бувало Вам страшно в дитинстві під час грози або в разі зустрічі з незнайомою собакою (а можливо таке почуття буває й тепер, у зрілому віці)? 17. Чи прагнете Ви в усьому і всюди підтримувати порядок? 18. Чи залежить Ваш настрій від зовнішніх обставин? 19. Чи люблять Вас Ваші знайомі? 20. Чи часто у Вас буває почуття внутрішнього неспокою, почуття можливої біди, неприємностей? 21. У Вас часто дещо пригнічений настрій? 22. Чи бували у Вас хоча б один раз істерика або нервовий зрив? 23. Чи важко Вам довго всидіти на одному місці? 24. Якщо з Вами несправедливо поступили, чи будете енергійно відстоювати свої інтереси?
Årsmöteshandling 4.1 Verksamhetsberättelse för 2021 Årsmöte 2022

# Verksamhets- berättelse 2021
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 элективный курс «Россия в документах, личностях и картах »

####### Класс 11

#### 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 основной образовательной программы МБОУ «СОШ № 6», авторской программы, разработанной Краснодарским краевым институтом дополнительного профессионального педагогического образования . Авторы: В.В Ситникова. Краснодар.: Просвещение, 2006
[CRES Provider logo]

## REGISTRATION FORM CENTRAL REGISTRATION AND ENROLMENT SCHEME (CRES)

## [CRES PROVIDER]

#### Date: Version:

Kindergarten Central Registration and Enrolment (CRES) - Registration form

Version 1 [November 2020]
- 12) Undertaking by the applicant that it will provide the required minimum Owned Fund depending on the activity proposed to be undertaken by it, before commencement of operations along with source of minimum Owned Funds with documentary evidence.
- 13) ADeclaration from the Applicant stating that wherever required, the Applicant will seek specific authorization for any category of activity, if so prescribed by IFSCA;
- 14) A Declaration cum Undertaking by the Applicant that -
- a. the information provided in the application along with its attachments, is complete and true;
- b. they shall notify the IFSCA immediately of any material change in the information provided in the application;
- c. they shall comply with and be bound by the guidelines, directions and regulations issued IFSCA, as amended from time to time; and
- d. they shall abide by such operational instructions/directives as may be issued by the IFSCA from time to time, as a condition of authorization.
- 15) Proof of payment of the application fees paid;
- 16) Copy of power of attorney or authorization granted to its authorized signatories for signing the application and to transact on its behalf;
- 17) KYC documents of the authorized signatories of the Applicant;
- 18) Any other information/documents the applicant wishes to furnish; and
- 19) Any other additional information/document as required by the IFSCA, if any.
- Sin embargo, le informamos que el Estado de California ha establecido un proceso confidencial para presentar quejas contra los auxiliares de enfermería certificados, los técnicos de hemodiálisis y los asistentes de atención médica a domicilio. Puede completar el formulario de quejas o redactar su propia queja y presentarla por correo electrónico, fax o correo postal. También puede presentar una queja por teléfono.

San Diego District Office 7575 Metropolitan Drive, Suite 211 San Diego, CA 92108-4402 Teléfono: (619) 278-3700 Línea gratuita: (800) 824-0613 Fax: (619) 278-3725

De lunes a viernes, de 9:00 a.m. a 5:00 p.m.

######## Proceso de apelación

Definición: una apelación es la acción que realiza un participante con respecto a la decisión de GMWP de no cubrir, o no pagar un servicio, lo que incluye denegaciones, aplazamientos, modificaciones, reducciones o terminación de servicios. Para todos los litigios que no tengan que ver con la decisión de no cubrir o no pagar los servicios, incluidos, entre otros, los que tengan que ver con acusaciones de negligencia profesional, vea el capítulo "Arbitraje" al final de este Manual.

Cuando GMWP decide no cubrir ni pagar un servicio que usted desea, puede tomar medidas para cambiar nuestra decisión. La acción que usted emprende, ya sea verbalmente o por escrito, se llama "apelación" . Tiene derecho a apelar cualquier decisión de denegar, aplazar o modificar su solicitud para que le proporcionemos, organicemos o continuemos lo que usted cree que son servicios cubiertos o para que paguemos los servicios que usted cree que estamos obligados a pagar.

Recibirá información por escrito sobre el proceso de apelación cuando se inscriba y, posteriormente, cada año. También recibirá esta información y los formularios de apelación necesarios siempre que GMWP deniegue, aplace o modifique una solicitud de servicio o una solicitud de pago.
- 1. Si usted o su representante han solicitado un servicio o el pago de un servicio y GMWPdeniega, aplaza o modifica la solicitud, puede apelar la decisión. Se le entregará a usted o a su representante una " Notificación de Acción de Servicio o Solicitud de Pago " (Notice of Action of Service or Payment Request, NOA) por escrito en la que se explicará el motivo de la denegación, aplazamiento o modificación de su solicitud de servicio o solicitud de pago.
- 2. Puede presentar su apelación verbalmente, en persona o por teléfono, o por escrito con el personal del Programa PACE del centro al que asiste. El personal se asegurará de que se le proporcione información por escrito sobre el proceso de apelación, y de que su apelación se documente en el formulario correspondiente. Deberá proporcionar información completa de su apelación para que el personal apropiado pueda ayudar a resolverla de manera oportuna y eficiente. Usted o su representante pueden presentar o remitir los hechos o pruebas pertinentes para su revisión, ya sea en persona o por escrito a la dirección indicada a continuación. Si se necesita más información, el Coordinador de Mejora de la Calidad de GMWPsepondrá en contacto con usted para ayudarle a obtener la información que falta.
- 3. Si desea presentar su apelación por teléfono, puede ponerse en contacto con nuestro Director de Mejora de la Calidad y Cumplimiento por el teléfono (760) 280-2230 en cualquier momento para solicitar un formulario de apelación o recibir ayuda para presentarla. Para las personas con discapacidades auditivas (TTY/TDD), llame al (760) 280-2279.
- 4. Si desea presentar su apelación por escrito, pida a un miembro del personal un formulario de dicho recurso. Envíe su apelación por escrito a:

Quality Improvement and Compliance Director Gary and Mary West PACE 1706 Descanso Ave. San Marcos, California 92078

- 5. Se le enviará un acuse de recibo por escrito de su recurso en un plazo de cinco (5) días laborables para una apelación estándar. Para una apelación acelerada, notificaremos a usted o a su representante en el plazo de un (1) día laborable, por teléfono o en persona, que se ha recibido la solicitud de apelación acelerada.
Outcome A A	Numerator	Denominator	FFY 2019 Data	FFY 2020 Target	FFY 2020 Data	Status	Slippage
A1. Of those children who entered or exited the program below age expectations in Outcome A, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. Calculation:(c+d)/(a+b+c+d)	2,957	3,232	89.18%	88.86%	91.49%	Met target	No Slippage
A2. The percent of preschool children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program. Calculation: (d+e)/(a+b+c+d+e)	2,076	3,590	57.20%	55.80%	57.83%	Met target	No Slippage

########## Outcome B: Acquisition and use of knowledge and skills (including early language/communication)

Outcome B Progress Category B Progress Category	Number of Children	Percentage of Children
a. Preschool children who did not improve functioning	9	0.25%
b. Preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers	260	7.24%
c. Preschool children who improved functioning to a level nearer to same-aged peers but did not reach it	1,531	42.65%
d. Preschool children who improved functioning to reach a level comparable to same-aged peers	1,674	46.63%
e. Preschool children who maintained functioning at a level comparable to same-aged peers	116	3.23%

Outcome B B	Numerator	Denominator	FFY 2019 Data	FFY 2020 Target	FFY 2020 Data	Status	Slippage
B1. Of those children who entered or exited the program below age expectations in Outcome B, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. Calculation: (c+d)/(a+b+c+d)	3,205	3,474	90.04%	88.41%	92.26%	Met target	No Slippage
B2. The percent of preschool children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program. Calculation: (d+e)/(a+b+c+d+e)	1,790	3,590	48.70%	48.48%	49.86%	Met target	No Slippage

########## Outcome C: Use of appropriate behaviors to meet their needs

Outcome C Progress Category C Progress Category	Number of Children	Percentage of Children
a. Preschool children who did not improve functioning	14	0.39%
b. Preschool children who improved functioning but not sufficient to move nearer to functioning comparable to same-aged peers	230	6.41%
c. Preschool children who improved functioning to a level nearer to same-aged peers but did not reach it	889	24.76%
d. Preschool children who improved functioning to reach a level comparable to same-aged peers	2,006	55.88%
support of the same. 2014-2015 • 2015-2016 • 2016-2017 •
17.	Years of experience in maintenance/ repair works
18.	Whether working with any Govt. / public sector undertakings/ autonomous bodies/ reputed institutions etc. as approved contractors? If so, furnish details.
19.	Indicate, if involved in any litigation. Any Civil suits pending in any of the works executed. Furnish details, If any.

Signature and seal of the Contractor Page 2 of 5
the height of each box, in watts per square meter per nanometer , according to the graph's vertical axis? (c) Remember, for a rectangular box, area equals width times height. Therefore, multiply together your answers to parts (a) and (b) to yield the area of a box, in watts per square meter . That is, each box in your count from part 4 represents this amount of solar energy.

6. Multiply your answer to part 5(c) by your count of boxes underneath the solar intensity curve from part 4. The resulting number is your estimation of the solar constant S , the total amount of solar energy at all wavelengths received at Earth. (Quick check: The standard value of S is about 1370 W/m ; if your answer differs substantially 2 from this number, review your work for errors.)

PHY 251, page 5
in his arms-- "I know I'll get him by the feet, haul him up, and take him home." When Gerard dreamed of heaven he was in a "little white wagon" pulled by "two little lambs" (54). To kiss Gerard, Jack muses, is "as soft a sin as kissing a lamb in the belly" (23). As Gerard lies in his sick bed his mother consoles him, "You'll be well in two shakes of a lamb's tail--" (71). And when little Jack imagines talks with Gerard in the days his brother was too ill to play, the conversation concerns clouds, kitties, and "lambs" (107). The Moody Bridge is a scene of death and suicide. The dream is a rescue, a picture of death defeated. The watermelon mad died, but Jack saved the lamb. In any event the Night Hater has spawned another spirit in hot pursuit. Watermelon Man stares stiffly as he succumbs-- just as, in the crib scene, the Hater looms in stiff watchfulness. The sight of the body, the presence of Kerouac's mother, Uncle Mike's laments, the funeral home the trio passes, the "baneful black evening" so like another gloomy night, the dream of the lamb on the same Moody Street Bridge-- all of it evokes Gerard. And Watermelon Man is kin to still another Kerouac haunter-- the "Shrouded Traveler" of On the Road and Book of Dreams. On the Road is Kerouac's most read novel. Dean Moriarty (Neal Cassady) is its energy, its personification of the West. "Shrouded in mystery," he reminds Jack of "some long-lost brother." In Visions of Cody, also about Cassady, Jack is

18
Discussion Stage Stage	Session Outputs/Notes
municipalities? Policy changes, financial support etc.
Take- away messages from today's discussion Outline 2-3 key messages or take-away o points (ie what should someone who missed the most need to hear?)
Why did Gerard hate? Because Jack did too. He wished Gerard dead and Gerard acceded-- he died. As his mother lavishes attention on the ailing boy, fussing over him, serving him breakfast first, always before Jack, Kerouac pouts, rattles his crib (like the rattling dead beneath the house). "There's no doubt in my heart that my mother loves Gerard more than she loves me" (72). He reaches the same conclusion in the "confession" letter, wondering "What was this conspiracy between my mother and brother against my father and me?" (257). What Jack fears is his own hate. His hate killed Gerard. His hate made him a murderer. His hate occasioned "the slap." The Hater in the Night is Gerard, but he is Jack too, or Jack's hate projected. The Shrouded Traveler is hate's debt. And Jack intuited that life--his own-- was the only possible repayment. Death had a score to settle. When Kerouac dreams of destroying evidence, what he's struggling to conceal is the fact that he wanted his brother dead. What about Jack's status as knower? This goes to the heart of the mysteries. Death-knowledge is a feature shared by Sax, Kerouac's mother, and by Jack himself. Signs are everywhere-- in dreams, in the river under the Moody Street Bridge. In dreams begin responsibilities, said Delmore Schwartz; the same goes for knowledge. Jack knew but he did not act. His guilt was his failure to intercede. How? The shrouds wanted a spirit. Somebody was done for. One would go below, and one would be spared. In Kerouac's first book (The Town

23
remember the kind things Gerard did to me, and the kind feelings I had for him-- which would thus balance against the terrible guilt complex and restore normalcy to my personality" (87). Kerouac did suffer from a sort of complex. In fact, in an earlier publication I gave the name "Orpheus Complex" to his pain (Schultz, 1996). Research on openness shows that creative people resort to repression considerably less than do non-creative people. Lack of repression accounts for the equal rights demands of opposing drives. Non- artists might deal with polarized needs by disavowing one while accentuating the other. Artists, in contrast, synthesize opposites within one complex symbolic form. Kerouac exemplifies this line of thought. The slap he might have repressed, and the image of the Night Hater, as well. He might have accentuated good Gerard, all the kind things Gerard was said by his parents to have done for him. But just like Orpheus, Jack could not help looking back; he looked out of guilt, out of a need for reckoning. His Eurydice stalked him, bore down on him with hate for what he had taken from her--life. And what we refuse to forget, to cover up with opposites or negations, we must somehow order. The raw material gets fashioned into the best possible gestalt. Sax, for one, represents this blending-- an eerie, darkly lurking haunter on one hand, but a defender against evil on the other. Same with

27
Årsmöteshandling 4.1 Verksamhetsberättelse för 2021 Årsmöte 2022
Supraestimarea valorii proiectelor, prin bugetarea distinctă a unor acțiuni ș i activități comune, astfel: - cheltuieli pentru acțiuni de pregătire a acțiunilor de formare ș i informare bugetate separat pentru acțiunile de formare ș i pentru cele de informare ș i difuzare de cunoștințe; - cheltuieli pentru managerul ș i experții care se ocupă de organizare, bugetate separat pentru activitățile de formare ș i cele de informare ș i difuzare de cunoștințe; - achiziționarea de servicii comune componentelor de formare ș i informare ș i difuzare de cunoștințe din proiect în cadrul unor proceduri de achiziții distincte; Alocare bugetară nejustificată la capitolul I din Bugetul indicativ în raport cu numărul participanților la acțiunile proiectului ș i cu durata activităților principale din proiect etc. Durata totală de implementare a proiectului nejustificat de mare față de durata activităților principale din proiect - cursuri, seminarii etc.

77 . VERIFICAREA CRITERIILOR DE SELECȚIE

CRITERII DE SELECȚIE	PUNCTAJ POSIBIL	PUNCTAJ ACORDAT
CS1. Proiecte care propun realizarea unor acțiuni de transfer de cunoștințe - instruire și acțiuni de informare - diseminare informații online.	10	............
CS2. Proiecte care conțin module legate de domeniile prioritare identificate la nivel local.	Maximum 90 de puncte	............
1. Arhitectura locală	10	............
2. Peisagistică/peisaje turistice ș i interpret de natură	10	............
3. Comunicare ș i gestionarea paginilor web/social media,	10	............
4. Organizare evenimente	10	............
5. Comunicare interculturală	10	............
6. Turism rural/turism bazat pe comunitate/eco-turism/ drumuri verzi	10	............
7. Pregătire ghizi turistici locali	10	............
8. Facilitatori locali	10	............
9. Legislație/fiscalitate/autorizări	10	............
10. Reguli de comercializare a diferitelor produse ș i servicii,	10	............
11. Meșteșuguri	10	............
12. Protecția mediului	10	............
13. Competențe digitale	50	............
Total	............	............
Punctajul minim admis la finanțare este de 40 puncte. Departajarea proiectelor cu același punctaj: Selecţia proiectelor se face în ordinea descrescătoare a punctajului de selecţie în cadrul alocării disponibile pentru sesiunea de selecție, iar pentru proiectele cu același punctaj, departajarea se va face în ordinea următoarelor priorități:
Year Findings of Noncompliance Were Identified Findings of Noncompliance Were Identified	Findings of Noncompliance Not Yet Verified as Corrected as of FFY 2019 APR	Findings of Noncompliance Verified as Corrected	Findings Not Yet Verified as Corrected

### 9 - Prior FFY Required Actions

In reporting its FFY 2020 data in the FFY 2020 SPP/APR, the State must clarify whether the State, in circumstances where it is unable to verify correction of noncompliance consistent with OSEP Memo 09-02 within the three-week window, issues findings to LEAs regardless of the level of noncompliance identified.

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

### 9 - OSEP Response

The State has revised the baseline for this indicator, using data from FFY 2020, and OSEP accepts that revision. OSEP's response to the State's FFY 2019 SPP/APR required the State to clarify in the FFY 2020 SPP/APR whether, in circumstances where the State is unable to verify correction of noncompliance consistent with OSEP Memo 09-02 within the three-week window, findings are issued to LEAs regardless of the level of noncompliance identified. The State provided none of the required information.

### 9 - Required Actions

With the FFY 2021 SPP/APR, the State must clarify whether, in circumstances where the State is unable to verify correction of noncompliance consistent with OSEP Memo 09-02 within the three-week window, findings are issued to LEAs regardless of the level of noncompliance identified.