ahmedheakl/docatlas_instruct huggingface dataset:
### About the Parent/Family Engagement Plan

Jointly Developed Action Teams for Partnerships (ATPs) will continue at Reeves High School and include administrators, teachers, paraprofessionals, parents/family members, and students. This school support team will assist our school in increasing student learning by composing a parent/family engagement plan geared to our school's needs. The school team will continue to implement the Johns Hopkins model, 'National Network of Partnership Schools.' This model provides a variety of strategies for engaging parents/families in planning in six areas: parenting, learning at home, volunteering, decision making, community involvement, and communicating. During the last, Action Team for Partnerships (ATP) meeting in the spring, all parents are invited to participate and provide suggestions and ideas to improve our parent/family engagement plan for the 2017- 2018 school year. The school will send a letter to all parents/families informing them about the ATP meeting. Upon final revision, the activities included in the parent/family engagement plan will be incorporated into the SIP which is submitted to the District FE Coordinator and Title I FE Coordinator. Parents are welcome to submit comments and feedback regarding the plan at any time by submitting written comments to school administration. All feedback received is included with the plan. The school parent/family engagement plan is posted on our school's website and included in our student handbooks. Strengthening Our School Training is provided to all school employees during staff development on how to work effectively with parents and families of students as equal partners, in the value and usefulness of contributions of parents/families, and in how to implement and coordinate FE activities and programs that build ties between parents/families and the school. Reservation of Funds Reeves High School receives a Title I Allocation to implement parent/family activities at the school level. Our parents/families have the right to be involved in how this money is spent. The following activities will engage all stakeholders in addressing how our school will use Title I funds throughout the year:

- ● Conduct an annual meeting to inform parents of the requirements of Title I and the school's participation as well as the parents' rights to be involved.
- ● Include all members of the ATP and all parents/families to provide suggestions how these parent/family engagement funds will be used in the upcoming year at Reeves High School.

33
категории риска):

- а) высокий риск;
- б) значительный риск;
- в) средний риск;
- г) умеренный риск;
- д) низкий риск.

12. Отнесение объектов контроля к определенной категории риска осуществляется на основании сопоставления их характеристик с критериями отнесения объектов контроля к категориям риска согласно приложению . 13. Отнесение объектов контроля к определенной категории риска осуществляется: решением руководителя Федеральной службы по труду и занятости - главного государственного инспектора труда Российской Федерации, его заместителями - при отнесении объекта контроля к категории высокого риска; решением руководителя территориального органа - главного государственного инспектора труда в субъекте Российской Федерации, его заместителями - при отнесении объекта контроля к категориям значительного, среднего и умеренного риска. В случае если объект контроля не отнесен к определенной категории риска, он считается отнесенным к категории низкого риска.

Примечание: Перечень работодателей, деятельность которых отнесена к категории высокого риска, см. на сайте Роструда по адресу https://rostrud.gov.ru/rostrud/deyatelnost/?CAT_ID=14934&sphrase_id=7359247

Отнесение объектов контроля к определенной категории риска осуществляется ежегодно, до 1 июля текущего года, для ее применения в следующем календарном году. Сведения об объектах контроля с присвоенной им категорией риска размещаются на официальном сайте Федеральной службы по труду и занятости (в отношении высокой категории риска) и ее территориальных органов (в отношении категорий значительного, среднего и умеренного риска) в информационно - телекоммуникационной сети "Интернет". Контролируемое лицо вправе подать в Федеральную службу по труду и занятости или ее территориальный орган заявление об изменении категории риска осуществляемой им деятельности в случае ее соответствия иной категории риска. 14. При поступлении сведений о соответствии объекта контроля иной категории риска либо об изменении критериев риска соответствующим должностным лицом, указанным в пункте 13 настоящего Положения, в течение 5 рабочих дней со дня поступления таких сведений принимается решение об изменении категории риска указанного объекта контроля. Решение об изменении категории риска на более низкую категорию принимается на основании заявления контролируемого лица должностным лицом, которым ранее соответствующий объект контроля был отнесен к категории риска, с направлением
# Research Design: Theory and Practice

## Fall semester, 2019-2020

Coordinator	Van Dieu Anh
Credits	1.5 ECTS (optional course), 15 in-class hours
Lecturers	Van University of Science and Technology, Vietnam) Van University of Science and Technology, Vietnam) Dieu Anh (Hanoi University of Science and Technology, Vietnam) Ly Bich Thuy
Level	Doctoral students
Host institution	Hanoi School of Environmental Hanoi School of Environmental University of Science and Technology Science and Technology
Course duration	October 19 - November 23, 2019

#### Summary

This course will provide students with concepts and advanced tools of research design. The course will also cover principles and practice in experimental design and data analysis applied in environment studies. Through the course student will be also assisted in setting up a high quality and well-designed plan for their dissertation through the presentations of the individual projects and the ensuing group discussions on how to improve them.

#### Target student audiences

Doctoral students in the fields of:

- • Environmental Engineering
- • Environmental Science
- • Natural resources and environmental management
- • Chemical Engineering

#### Prerequisites

Required courses (or equivalents):

- - Not require.

#### Aims and objectives

The main course objective is to provide students with the basic elements of research design and to enhance their skill to apply appropriate research paradigms, research methodology to facilitate good research studies. The steps of experimental design will be described and the principles and statistical software for data analysis will be introduced.

#### General learning outcomes:

By the end of the course, successful students will:

- • Understand the major models of research design and the notion of research paradigms, research methodology and research methods
- • Understand the principle of experimental design and grasp data analysis techniques
- • Develop an appropriate experimental research design for an environment case study
- • Design and plan a research proposal setting out the key features of requirements appropriate to the discipline practice and to PhD dissertation.

Erasmus+ CBHE Integrated Doctoral Program for Environmental Policy, Management and Technology
Kouga Windfarm Trust ECD project

Africa th Africa th A+ undertook their sixth 2022 field trip to Kouga from 7 - 17 September. The focus of the field trip was to introduce the 13 Cohort 3 ECD centres, who were entering the Kouga Windfarm Trust ECD project for the first time, to the A+ approach. Africa A+ is now working with 38 ECD centres in the Kouga area. The Field trip 6 activities are outlined below:

## A A baseline survey for each Cohort 3 ECD centre (8 - 9 September 2022)

- A+ first completed a Teaching and Learning Survey at each Cohort 3 ECD centre. These surveys serve as a baseline against which pedagogical progress is measured over the next three years.

Photos 1 & 2: A school in Sea Vista, St Francis, joined Cohort 3.

Photos 3 & 4: A School in Humansdorp joined Cohort 3. The principal is also one of the local facilitators in training.

Principals' meeting Principals' meeting meeting (9 September 2022)

Page 1 of 6
'The Whole Reason Why Jack Kerouac Ever Wrote at All'

William Todd Schultz, PhD Pacific University Department of Psychology Forest Grove, OR 97116

*PLEASE DON'T QUOTE WITHOUT PERMISSION

The poet Allen Ginsberg has called Kerouac "the great rememberer," singling out his "tender brooding compassion for bygone scene &personal Individuality oddity'd therein" (1972, vii). Nicosia's excellent biography of the writer is titled "Memory Babe," a moniker bestowed on Kerouac by friends in school. These descriptions make sense. It's difficult to think of a writer more devoted in his work to simply recording the past, to transcribing "a contemporary record for future time to see what really happened and what people really thought" (Kerouac, 1968). Kerouac's is a fiction of anecdote. The work's point is to recall, and in as much detail as possible. The results of this nostalgia fetish are not always positive. Kerouac pays little attention to the selection of detail. The meaning of incidents and what their reproduction contributes to a narrative he has no interest in attending to. Simply remembering is the goal; doing so for dramatic effect, or as a way of revealing character, or to symbolize large themes comes a distant second. Memory is a complex subject in Kerouac. He makes no distinction

1
90 Second Speech Topics	____________________. • A special needs child can impact a family by________________. • I would say __________ about prenatal care to a friend/relative which was expecting a baby.
Other Essential Lesson Components
Enrichment Activity	• Recent research indicates that men are taking more active roles in parenting. What are some of the challenges of men in parenting roles? • Investigate how society influences parenting roles and responsibilities. Give specific examples in relation to the media, religion, education, families, and friends. Select one of the examples and explain why it influences parenting roles and responsibilities. • Develop a video that will educate others of the impact of good prenatal care during pregnancy. Include suggestions for other parents-to-be to avoid environmental hazards during pregnancy. The video can be shown on the school foyer marquee before and after school each day for a week. • Choose a health condition that might exist before pregnancy and research what affect the condition might have on the unborn baby or pregnant woman. Students can view 'For Our Children: Learning to Work • Together' video . It is about 23 minutes long. https://www.texasattorneygeneral.gov/media/videos/play.php? image=cs_for_our_children&id=182 TED Talks: TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks videos and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The video below is related to this lesson. Allow students to view the video, and lead a discussion concerning the TEDTalk. Nadine Burke Harris: How childhood trauma affects health across a lifetime Childhood trauma isn't something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of
- • more serious incidents will be escalated to senior staff and we will seek advice and • more serious incidents will be escalated to senior staff and we will seek advice and involvement from outside agencies
- • provide appropriate support for targets, bystanders and initiators of bullying • provide appropriate support for targets, bystanders and initiators of bullying behaviour
3

11.	Name (in full & aliases if any)	Nationality (by birth &/or by domicile)	Place of Birth	Occupation if employed - Give designation and Official Address	Present Postal Address (If dead, give last address)	Permanent Home Address
(a) Father
(b) Mother
(c) Spouse
(d) Brother(s)
(e) Sister (s)
12.	Information to be furnished with regard to son(s) and/ or daughter(s) in case they are studying/ living in a foreign country.
Name	Nationality (by birth &/ or by domicile)	Place of Birth	Country in which studying/living with full address	Date from which studying/ living in the country mentioned in the previous column

13.	Educational Qualification showing places of education with years in Schools and Colleges since 15th year of age.
Name of School/College (with full address)	Date of Entering	Date of Leaving	Examination Passed

Passport No. (if available) :\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Aadhar No.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Candidate's Signature
Il 'Pacchetto scuola' viene corrisposto ai beneficiari dal Comune di residenza nel rispetto degli importi dell'incentivo, di cui all'art. 5 del presente bando. Il beneficio può essere utilizzato per:

- • acquisto libri di testo;
- • acquisto altro materiale didattico;
- • servizi scolastici.

Il beneficiario non è tenuto a produrre documentazione di spesa. In caso di diversa residenza fra genitore richiedente e minore interessato, si fa riferimento al minore.

### Art. 3

Requisiti di accesso all'incentivo economico individuale

Il 'Pacchetto scuola' può essere erogato in presenza dei seguenti requisiti: a) requisiti economici: l'ISEE del nucleo familiare di appartenenza dello studente, calcolato 2 secondo le modalità di cui alla normativa vigente, non deve superare il valore di 15.000,00 euro; b) requisiti di merito per gli studenti della scuola secondaria di I grado e per il primo biennio della scuola secondaria di II grado: qualora lo studente sia ripetente, si iscriva allo stesso Istituto scolastico e/o allo stesso indirizzo di studi e abbia i medesimi libri di testo dell'anno precedente, non può richiedere il beneficio per lo stesso anno di corso di studi; c) requisiti di merito per gli studenti della scuola secondaria di II grado iscritti al III, IV e V anno: per poter richiedere il beneficio occorre aver conseguito la promozione alla classe successiva nell'anno scolastico precedente a quello di presentazione della domanda di beneficio; requisiti anagrafici d) : residenza nel Comune di Capoliveri, età non superiore a 20 anni.

I requisiti relativi al merito ed all'età non si applicano agli studenti diversamente abili, con handicap riconosciuto ai sensi dell'art. 3 comma 3 della legge 5 febbraio 1992 n. 104 o con invalidità non inferiore al 66%.

Il beneficio è richiesto da uno dei genitori o da chi rappresenta il minore o dallo stesso studente se maggiorenne.

Gli studenti residenti in Toscana(Comune di Capoliveri) e frequentanti scuole localizzate in altra regione contermini possono richiedere il beneficio al proprio comune di residenza, salvo che la regione nella cui scuola si è iscritti non applichi il principio di frequenza; in ogni caso il contributo delle due regioni non può essere cumulato.

### Art. 4

Modalità e condizioni per l'accesso all'incentivo

L'incentivo economico individuale 'Pacchetto scuola' è attribuito ai richiedenti in possesso dei requisiti di cui all'art. 3 del presente bando secondo una graduatoria unica comunale stilata in ordine di ISEE crescente, fino e non oltre il valore massimo di euro 15.000,00, senza distinzione di ordine e grado di scuola. In caso di parità, si terrà conto dei seguenti criteri: Art. 5 Importo dell'incentivo
####### Grading Practices/ Policies §2302. Uniform Grading Policy

LEAs shall use the following uniform grading system for students enrolled in all grades K-12 for which letter grades are used.

Grading Scale for Regular Courses
Grade	Percentage
A	100-93
B	92-85
C	84-75
D	74-67
F	66-0

####### Homelessness (Rights of Children &Youth)

The Federal McKinney-Vento Homeless Assistance Act states that children and youth who lack a fixed, regular, and adequate nighttime residence are considered homeless. If, due to a loss of housing, a child must live in a shelter, motel, vehicle, or campground, on the street, in abandoned buildings, or doubled-up with relatives or friends, then he/she is eligible to receive services provided under the McKinney-Vento Act.

The McKinney-Vento Education for Homeless Children and Youth Program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, state educational agencies must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth.

Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment.

####### Homeless &Highly Mobile Students have the Right to:

- ● Immediate enrollment
- ● Continue at the same school if transportation is feasible
- ● Attend special programs and services as all other students

15
###### Tabla de resumen de beneficios y cobertura

La siguiente tabla pretende ayudarle a comparar los beneficios de la cobertura y es solo un resumen. No hay copagos para los servicios PACE. Lea todo este folleto, el cual constituye su Acuerdo de Afiliación con GMWP, para obtener una descripción detallada de los beneficios y limitaciones de la cobertura. Los servicios deben ser preaprobados u obtenidos de médicos, hospitales, farmacias y otros proveedores de atención médica específicos que tienen contrato con GMWP. Nunca se requiere autorización previa para los Servicios de Urgencias, Preventivos (artículos o servicios que tienen una calificación "A" o "B" en las recomendaciones del Grupo de Trabajo sobre Servicios Preventivos de EE. UU.) o Servicios Sensibles (diagnóstico y tratamiento de un episodio de enfermedad de transmisión sexual, y pruebas y asesoramiento para el VIH). Consulte el capítulo 4, Beneficios y cobertura.

CATEGORÍA	COPAGOS Y LIMITACIONES
Deducibles	Ninguno
De por vida	Ninguno
Servicios profesionales	Servicios médicos que incluyen proveedores de atención primaria y especialistas médicos, exámenes físicos de rutina, atención médica preventiva, servicios sensibles, servicios quirúrgicos ambulatorios y salud mental ambulatoria. No hay copagos. Cobertura dental básica (servicios rutinarios y preventivos que incluyen exámenes, radiografías y limpiezas). La odontología estética no está incluida. No hay copagos. Cuidado de la vista. Gafas recetadas y lentes correctoras tras una operación de cataratas. No hay copagos. Servicios de audiología. Exámenes auditivos y audífonos. No hay copagos.
o clothes o clothes Play money o Write words like medicine, obstetrician, pediatrician, o special needs child and relationships on individual pieces of paper Other appropriate lessons: • Preparing for Parenthood: Pregnancy and Labor Child Development • The Balancing Act: Parenting Responsibilities Child Development • Copies of handouts PowerPoint: • The Little Thing That Changes EVERYTHING! Technology: • Free iPad Apps My Baby Today - Baby Center o https://itunes.apple.com/us/app/my-baby-today- babycenter/id466847531?mt=8 • Infographic: The Cost of Raising a Child USDA released its annual Expenditures on Children by o Families report, also known as the 'Cost of Raising a Child,' showing that a middle -income family with a child born in 2013 can expect to spend about $245,340 ($304,480 adjusted for projected inflation*) for food, housing, childcare and education, and other child- rearing expenses up to age 18. The costs by location are lower in the urban South ($230,610) and rural ($193,590) regions of the country. Families in the urban Northeast incurred the highest costs to raise a child ($282,480). http://blogs.usda.gov/2014/08/18/how-much-will-it- cost-to-raise-a-child/ • TEDTalks: Nadine Burke Harris: How childhood trauma affects o health across a lifetime https://www.ted.com/talks/nadine_burke_harris_how_c hildhood_trauma_affects_health_across_a_lifetime
Årsmöteshandling 4.1 Verksamhetsberättelse för 2021 Årsmöte 2022

Nätverk, Plattformar & Representation
H5 LSU ska bidra till ökad synlighet av civil- samhällets arbete för sänkt rösträttsålder.	Ung i utveckling EU:s ungdomsdialog
H6 LSU ska föra dialog med sina medlems- organisationer kring LSUs syfte och arbetsområden för att vara ständigt aktuella som samlingsorganisation för ungdomsrörelsen.	Representantskapsmöte Nätverk, Plattformar & Representation
VP-mål I. LSU ska verka för barn och ungas rätt att själva bestämma för vad en organiserar sig och i vilken form.	Verksamhet
I1 LSU ska fortsatt vara en stark röst i civilsamhälles-politiken och speciellt trycka på för att politiken också anpassas för att svara mot barn och ungas organisering.	Påverkansarbete för att bevaka barn och ungas demokratiska utrymme Pandemiarbete Hat och Hot GALE
I2 LSU ska fortsätta samtal med bidragsgivare för att prioritera bidrag till självständiga och fria barn- och ungdomsorganisationer.	Påverkansarbete för att bevaka barn och ungas demokratiska utrymme
I3 LSU ska synliggöra hur de stödinsatser som ges, eller uteblir, till unga med funktionsnedsättning påverkar målgruppens möjlighet till organisering på lika villkor med unga utan funktionsnedsättning.	Pandemiarbete
VP-mål J. LSU ska stärka det unga civilsamhällets roll som röstbärare.	Verksamhet
• What resources are available to parents of a special needs child? • Why is prenatal care so important? • How is child support enforced and what are the laws for receiving child support? • How do finances factor as a basis for deciding to have a baby? • When is a good time to have a baby?
Direct Instruction with Special Education Modifications/ Accommodation s	Introduce objectives, terms, and definitions. Distribute the graphic organizer Note-taking A Little Thing that Changes EVERYTHING! Handout. Students will include subtopics and detailed information on their notes. Introduce slide presentation A Little Thing That Changes EVERYTHING! PowerPoint. Use the appropriate notes from Presentation Notes for A Little Thing That Changes EVERYTHING! for discussion. Discuss the Texas Attorney General's Child Support program. See https://www.texasattorneygeneral.gov/cs/about-the-child-support- program for the most current information on the rights and responsibilities of parents. Videos included in the slide presentation: • Any Baby Can of San Antonio A video on personal stories of parents of special needs children. http://youtu.be/lBjh4VaDqXQ • The Attorney General of Texas No Kidding (Child Support video) https://www.texasattorneygeneral.gov/media/videos/play.php? image=NoKiddingV5&id=335 Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to: • providing instructor or peer assistance with note taking • providing instructor or peer check for understanding
Guided Practice with Special	Computer lab: