ahmedheakl/docatlas_instruct huggingface dataset:
### NOME DO CONVENIO

ACORDO PARA O SERVIZO URBANO DE RECOLLIDA DE ACEITE DE COCIÑA USADO NO CONCELLO DE CEDEIRA

### PARTES FIRMANTES

## O Concello de Cedeira e Procesadora Gallega de Alimentos, S.L.

### OBXECTO

## Realizar a recollida urbana de aceite de cociña usado no concello de cedeira nos termos que se especifican no convenio

### PRAZO DE DURACIÓN

A duración do presente acordó será de un ano a partir da data de sinatura e prorrogarase por prazos iguais agás que algunha das partes notifique o contrario a outra, con dous meses de adianto ao primeiro vencimento.

### MODIFICACIÓNS

Non constan

### OBRIGADOS Á REALIZACIÓN DAS PRESTACIÓNS

A recollida de aceite de cociña usado efectuarase mediante contenedores urbanos de exterior deseñados para tal uso (Modelo 180) que a empresa instalará en distintos puntos do Concello (Nº de puntos de recollida: 7)

## Os contenedores instalados para o servizo, son propiedade de Procesadora Gallega de Alimentos , S.L.

Será responsabilidade de " Procesadora Gallega de Alimentos, S.L." o baleirado e mantemento dos contedores urbanos asi como o dos seus rotulos non publicitarios, así como emendar calquera dano ou verquido que se ocasione nos contenedores de recollida como consecuencia dos labores de baleirado e mantemento.

"Procesadora Gallega de Alimentos, S.L." entregará o concello documentos xustificativos de cada recollida e, periodicamente , emitirá certificados da sua labor para control e calculo estatistico.

## Sera responsabilidade do concello velar polo bo uso dos contedores de recollida, asi como a promoción do servicio entre os seus veciños.

A empresa velara polo bo estado das vias e as instalacions municipais. a tal fin, deberá poñer en coñecemento inmediato do concello calquera incidencia que poida afecta-la seguridade e o correcto funcionamento das mesmas. non obstante, o concello enmendara os daños ocasionados por calquer causa distinta das labores realizadas pola empresa.

A empresa prestará o servizo de recollida de aceites de cociña usados de forma gratuita en
# Abstract Submission Form

Please complete this abstract submission form and email it to expo@cuhk.edu.hk on or before 15 June 2021 (extended deadline).

Select ONE of the presentation types you would like to apply for:

Oral Presentation (Talks in Theme Sessions) Give a 15-minute talk in a theme session (via Zoom) with other presenters having similar • presentation topics, and join the open floor discussion at the end of the theme session. Opt to submit a 3-minute (max.) video and a 4-7-page short paper.

- --------------------------------------------------------------------------------------------------------------------------------

Presenter

Name:

Second contact person (If presenter is the only contact person, please leave the field(s) blank.)

Name:

## * Please delete as appropriate

Co-presenter(s) (if any)

Name
If you have more co-presenter(s), please provide their information in a separate sheet.
## St. Philip Evans School Alphabet Circuit

- 1. Spell out your full name to discover your workout for today!

A N 30 Star Jumps 30 sec Plank B O 20 Sit ups 20 Russian Twits C P 15 Squats Run on spot 40 seconds D Q 10 Burpies 20 Sit Ups E R 40 sec Plank 20 Shoulder Taps F S 10 Squat Jumps 15 knee press ups G T 15 Shoulder Taps 30 High Knees H U 8 Burpies 10 squat jumps I V 25 High Knees 20 sit ups J W Lunges 6 each leg 40 Sec Plank K X Run Stair run x6 20 Lunges 10 each leg L Y 20 Bunny kicks 15 Squat M Z 30 Star Jumps 1 min Jog on spot
Žiadosť o udelenie značky „regionálny produkt HONT“ 6/9

########## !!! Nezabudnite pripojiť: popis výrobku a zoznamu použitých surovín s udaním miesta pôvodu; certifikačná komisia posúdi percentuálne zastúpenie. !!!

######## 3. Ručná / remeselná práca

Výrobok je vyrábaný aspoň čiastočne ručne. Pod pojmom ručná práca sa tu rozumie to, že remeselník vnáša do každého výrobku vlastnú osobitosť – každý kus je originál. Pri takejto výrobe teda môže remeselník používať najrôznejšie nástroje a prístroje (napr. aj s elektrickým pohonom), pokiaľ výsledný produkt závisí na jeho remeselnej zručnosti.

Medzi výrobnými postupmi ja nasledujúci podiel ručnej práce:

0 % (plne automatizovaná výroba)	Body	0
Do 20 %	Body	1
Do 50 %	Body	2
Do 70 %	Body	3
Do 95 %	Body	4
(takmer) 100 %	Body	5

Uvedené percentá vyjadrujú podiel doby, počas ktorej sa výrobca osobne (fyzicky) a priamo podieľa na procese výroby daného výrobku. Do celkového trvania výroby sa nezapočítava doba, kedy je výrobok v kľude a pracuje „sám“ (napr. doba chladnutia, uležania, tuhnutia a pod.).

########## !!! Nezabudnite pripojiť: popis výrobného postupu; certifikačná komisia posúdi podiel ručnej/remeselnej práce. !!!

######## 4. Výnimočnosť – výrobok výrazne reprezentujúci región

Výrobok svojou kvalitou alebo inými výnimočnými vlastnosťami dobre reprezentuje región v rámci celej Slovenskej republiky alebo aj v zahraničí:

Výrobok sa predáva prevažne iba v regióne	Body	0
Výrobok sa predáva aj mimo regiónu	Body	1
Výrobok sa predáva aj v zahraničí	Body	2
Výrobok získal ocenenie pre svoju kvalitu či inováciu, alebo šetrnosť voči životnému prostrediu alebo iné certifikáty	Body	3

########## !!! Nezabudnite pripojiť: kópie certifikátov alebo zoznam odberateľov!!!
International NGOs

- • Potrzeba przebrania między wystąpieniami konkursowymi niejerst powodem do zmiany kolejności startowej
- • Organizator może skorygować kolejność dyscyplin, względnie może przerwać konkurs (maks. na 5 minut).
- j) Powtarzanie układów konkursowych
- • Grupa lub formacja, która musiała przerwać swoje wystąpienie konkursowe w wyniku okoliczności, na które nie miała wpływu (przerwanie dostawy prądu el., usterka techniki dźwiękowej, zła pogoda, wejście obcych osób na przestrzeń konkursową itp.) ma prawo do nowego wystąpienia konkursowego
- • Grupa lub formacja, która przerwie swoje wystąpienie bez wpływu wyżej podanych okoliczności, nie ma prawa do powtórki
- • Skupina lub formacja może też powtórzyć wystąpienie konkursowe w przypadkach, kiedy o to zażąda sędzia główny
- k) Bieżące ogłaszanie punktów
- • Zgodnie z warunkami organizacyjno-technicznymi organizator może umożliwić bieżące ogłaszanie lub wyświetlanie punktów, i to z reguły po wystąpieniu konkursowym
- • Ogłoszonych lub opublikowanych punktów nie można zmieniać, z wyjątkiem błędu spikerskiego lub protokolarnego lub uznanego protestu
- l) Protesty, sprzeciwy
- • Protesty przeciw ocenie, notom i orzeczeniu jury nie są dopuszczalne
- • Pozostałe protesty są możliwe najpóźniej w ciągu 5 minut po wystąpieniu konkursowym tego zawodnika, przeciw któremu są one skierowane. O ile protest jest zgłoszony po tym terminie, zostanie odrzucony. Pozostałe protesty można zgłosić przeciw:
- o limitu wiekowego o limitu wiekowego
- o składowi grupy KLASIK przy defiladzie i przy układzie scenicznym o składowi grupy KLASIK przy defiladzie i przy układzie scenicznym
- o użyciu rekwizytów o użyciu rekwizytów
- o komunikacji zawodników o komunikacji zawodników
- o komunikacji kierowników z zawodnikami o komunikacji kierowników z zawodnikami
- o komunikacji kierowników ze sędziami o komunikacji kierowników ze sędziami
- o przepisowej wielkości rekwizytów o przepisowej wielkości rekwizytów
- • Protesty zgłasza kierownik grupy czy formacji lub jego powierzony zastępca (podany na liście) kierownikowi konkursu razem z kwotą finansową. Wysokość kwoty finansowej jest ustalona w regulaminie konkursowym
- • Zgłoszenie i rozpatrzenie protestu jest publicznie ogłaszane
- • Protesty załatwia kierownik/dyrektor konkursu powierzony przez organizatora, który sprawę skonsultuje z sędzią głównym, sędzią technicznym
- • Jeżeli protest jest uzasadniony, kierownik konkursu nakaże odpowiednie jednorazowe odjęcie, które jest podliczane z łącznej oceny punktowej zawodnika, na którego niekorzyść protest został uznany.
- • O ile protest jest złożony po ogłoszeniu wyników, jest nieważny.

####### Wywieszono: 21.05.2021 r.

Strona 42 (razem 42)
## Appendix 4

Summary of all the data extracted from included studies

First author, year	Machine learning models	Study Settings	Bipolar type	Data Types	Accuracy	Other statistics for Validation	Data Availability
Poletti et al. (2021)	Not mentioned	Existing	Not specified	immune- inflammatory signature	86.0%	AUC = 97%	Private
Idemoto et al. (2021)	Not Mentioned	Existing	Not specified	Blood samples (Serum)	Not mentioned	sensitivity of 51.6% and the specificity of 65.3%	Private
Suen et al. (2021)	Elastic Net algorithm	Existing	BD type I, BD Type II & BD not specified	EMR (clinical and demographic variables)	78.0%	AUC 84% sensitivity 75% specificity 81%	Private
Sawalha et al. (2021)	SVM	Existing	chronic BD and first- episode BD	Neuropsycholo gical Test	77.0%	sensitivity 76% specificity is 77%	Private
Parker et al. (2021)	Ensemble Model	Existing	bipolar I, bipolar II	Survey assessing manic/hypoma nic symptoms	91.8%	sensitivity 90.9% specificity of 96.6%	Private
Linke et al. (2020)	Gaussian process classifiers	Existing	Not specified	fractional anisotropy (FA), axial diffusivity (AD), and radial diffusivity (RD)	75.0%	sensitivity 66.67% specificity of 84.21%	Private
Sonkurt et al. (2021)	Not mentioned	Novel	Bipolar I	neurocognitive tests	78.0%	AUC 78% sensitivity 80 %	Private
David: That was the first college I made outside of the little collage session I did with my girlfriend's family. Kat: Yeah, what was the first one? What was the subject? David: It was called identity crisis and it was, this dancer who had like a mask over their face, and a bunch of lines and behind it was a bunch of different names. I didn't know who these names were, but it was just a bunch of different names and that was my first collage. Kat: Very, very cool, very very cool. Um, and you- this is also in your bio which is on the website, but part of your job at Castleton- you have a job at Castleton and you work in the library right? Can you talk a little bit about how that opened up your process for collage making? David: Yeah, actually the first thing I did after that collage session was I emailed my boss at the library and be like, Oh, I know you guys have like probably have some resources that you want to get rid of, and I would love to make collages, and they showed me this back room with just a combination of Vermont Life magazine, the magazine that Vermont has and they were dated, all the way back to the 40s, and with all these extra magazines that they had and they were like if you want these, you can take them. And so I just got hundreds of magazines for free, just brought them back to my apartment just a giant box and just started working away at them. Kat: Ah! And do you- when you're doing collage work like you- so, what a cool resource to have and I think especially because the aesthetic is different when you look at those kind of old more vintage magazines the aesthetic is different about how they're presenting material. Do you, and this could be it maybe it's different for every collage, do you have like, here's my idea, and here's what I want to do and then look for things? Or are you looking through materials, and that sparks your idea? David: So I usually do, I look through materials and I spark. Usually I find like a central like item that I like. For the “Wandering Eyes” one it actually started with me finding that background.
## CONSTITUTION

## Tennessee Association of Mathematics Teacher Educators

## Article I – Name

The name of this non-profit association shall be Tennessee Association of Mathematics Teacher Educators, hereinafter referred to as TAMTE.

## Article II – Affiliations

- TAMTE may affiliate with other organizations, subject to the approval of a majority of those TAMTE members voting. Voting shall be by a ballot sent to all regular members. The ballot shall be accompanied by statements supporting affiliation and non-affiliation.

## Article III - Purposes and Goals

TAMTE's general purpose is to promote the improvement of mathematics teacher education in all its aspects in the State of Tennessee. Specifically, its goals are to:

- Promote leadership among mathematics teacher educators in the broad mathematics education and mathematics communities in Tennessee;
- Serve as a clearinghouse for ideas and resources in mathematics teacher education;
- Encourage research related to mathematics teacher education, especially research which identifies factors that contribute to improving the preparation and professional development of mathematics teachers at all levels;
- Encourage and support programs for prospective teachers at all grade levels, especially for members of traditionally underrepresented populations;
- Facilitate communication among mathematics teacher educators at the elementary, secondary, community college, and college and university levels;
- Coordinate activities and work collaboratively with other associations and organizations concerned with the preparation and professional development of mathematics teachers;
- Facilitate collaboration among mathematics teacher educators who are members of different educational administrative units, such as departments of mathematics and departments of education;
## Kalan Lab Hourly Undergraduate Assistant

## Job description:

The Kalan lab studies how microbial communities on the skin interact with each other and the host to maintain health or promote disease. Student hourly duties will include general lab chores (example: trash, autoclaving, dishes, stocking), aiding in isolating and stocking bacteria for the lab’s bacteria library and assisting with other research projects as needed. Please submit an application including a cover letter outlining interest in this position and resume to kalanlabuw@gmail.com.

## Anticipated start date:

As soon as possible

## Anticipated hours per week:

10-12

## Schedule:

Flexible, between 9am-5pm Monday to Friday

## Salary:

Min: $12.00/hr

## Qualifications:

Knowledge of aseptic technique is preferred, but will train as needed Reliable, ability to stick to schedule once set Independence to perform tasks once explained Good communication with team members
Faced with this daunting array of possible categories of innovations (each embodying hundreds if not thousands of even more particular possibilities), it is hard to know exactly how to proceed -- to find and make best use of the particular innovations that could define the path towards improved educational performance at the national level. Yet, that is precisely the task that faces us. Two points seem important at the outset.

######## Innovations Small and Big: Micro Operational Change v. Macro Institutional Change

First, it is probably important to embrace the wide set of possibilities that exist for improving the performance of national educational systems suggested by the list above. Since there is no particular reason to exclude or to home in on one particular kind of innovation, and since they all seem to be “on the table” for discussion, we might as well consider them all. To make our task slightly simpler, we could make one crude but important distinction: that between “micro operational innovations” on one hand, and “macro institutional innovations,” on the other. The set of micro-operational innovations would include those that occur within smaller social institutions such as individual schools or even classrooms that affect the basic processes they use to promote educational goals – for example, the adoption of a new pedagogy for teaching reading to young students, or a new way to engage parents in their children’s education, or a new way to test the development of problem-solving skills among adolescents. The set of macro- operational innovations, in contrast, would include those that happen within large social institutions and involve changes in the large operational processes those large institutions rely on to accomplish their tasks – for example, the processes of certifying individuals to become teachers; or changes in national financial support or evaluation of the performance of public, non-profit, and commercial schools. Table 1 shows the rough results of this effort below. Table 1: A Catalogue of Innovations

Micro Innovations	Macro Innovations
Classroom Level Curriculum and Pedagogy Continuous, Personalized Measurement Classroom Discipline/Management	Smaller, Operational Innovations	Diffusion Across System Through Some Process
School Level Parental/Peer Engagement Teacher Selection/Motivation/Evaluation School Leadership, Management, Governance	Larger Innovations that Include Managerial Changes at Org. Level	Diffusion Across System Through Some Process
National Level Teacher Development Systems Financing/Monitoring Systems Curriculum Requirements and Certifications	Even Larger Innovations that Include System Re-Structuring and Financing	No Diffusion Since Refers to Whole System

One important result of making this simple distinction is to see that some of the proposed innovations can be tested relatively quickly and easily because they are small, relatively easy to implement, and produce results that show up relatively quickly.
24	24	Соколов Александр Игоревич	3.47	Копия
25	25	Чупров Дмитрий Анатольевич	3.45	Копия
26	26	Резцов Иван Павлович	3.42	Копия
27	27	Егоров Никита Владимирович	3.40	Копия
28	28	Фильчагин Иван Денисович	3.32	Копия
29	29	Пшенников Александр Анатольевич	3.26	Копия
30	30	Лашков Дмитрий Дмитриевич	3.26	Копия
31	31	Мунтян Александр Александрович	3.16	Копия
J213. B.L. Kormos, J.F. Liebman and C.J. Cramer, “298 K Enthalpies of Formation of Monofluorinated Alkanes: Theoretical Predictions for Methyl, Ethyl, Isopropyl and tert–Butyl Fluoride,” J. Phys. Org. Chem., 17, 656-664 (2004).

J212. M.A.R. Matos, M.S. Miranda, V.M.F. Morais and J.F. Liebman, “Aspects of the Aromaticity of Anthranil,” Eur. J. Org. Chem., 3340-3345 (2004).

J211. V.M.F. Morais, M.A.R. Matos, M.S. Miranda and J.F. Liebman, “The Energetics of Isomeric Benzoxazine Diones: Isatoic Anhydride Revisited,” Org. Biomol. Chem., 2, 1647-1650 (2004).

J210. R. Notario, M.V. Roux and J.F. Liebman, “The Energetics of the Isomeric Anthrols,” Mol. Phys., 102, 623-625 (2004).

J209. V.M.F. Morais, M.A.R. Matos, M.S. Miranda and J.F. Liebman, “Surprises with Strain Energy and Sulpholane (Tetrahydrothiophene 1,1-Dioxide): A Combined Experimental and Theoretical Investigation,” Mol. Phys., 102, 525-530 (2004).

J208. M.A.R. Matos, M.S. Miranda, D.V.S.S. Martins, N.A.B. Pinto, V.M.F. Morais and J.F. Liebman, “Thermochemistry of Biphenylcarboxylic and Dicarboxylic Acids. A Combined Experimental and Theoretical Study,” Org. Biomol. Chem., 2, 1353-1358 (2004).

J207. M. Ponikvar, B. Sedej and J.F. Liebman, “The Solid-State Lanthanoid Assisted Hydrolysis of the – Solvolytically ‘Inert’ AsF Ion,” Eur. J. Inorg. Chem., 1349-1352 (2004). 6

J206. I. Černušák, S.K. Gregurick, M. Roswell, C.A. Deakyne, H.D.B. Jenkins and J.F. Liebman, “Additivity of Absolute Entropies,” Coll. Czech. Chem. Commun., 69, 213-230 (2004). (This primary, invited, refereed research paper is in honor of Rudolf Zharadnik on the occasion of his 75th birthday.)

J205. R.S. Hosmane and J.F. Liebman, “Resonance Stabilization in Diazophenoxides (Quinone Diazides),” Struct. Chem., 15, 253-255 (2004).

J204. J204. J.F. Liebman, “The Solubility of AgCl in Water: Some Thermochemical Issues of Aqueous Ion,” Struct. Chem., 15, 165-168 (2004).

J203. M.V. Roux, M. Temprado, R. Notario, S.P. Verevkin, V.N. Emel’yanenko, D.E. DeMasters and J.F. Liebman, “The Energetics of Naphthalene Derivatives, III: Phenylacetic Acid and the Isomeric 1- and 2-Naphthylacetic Acids,” Mol. Phys., 102, 1909-1917 (2004).

J202. S.P. Verevkin, M.V. Roux, R. Notario, D.E. DeMasters and J.F. Liebman, “The Energetics of Naphthalene Derivatives, II: The Isomeric 1- and 2-Naphthyl Acetates,” Mol. Phys., 101, 3231– 3237 (2003).

J201. M. Mahavadi, D.N. Zeiger, D. Naqib, M.V. Roux, R. Notario and J.F. Liebman, “The Strain Energy of Perchlorocyclopropane is Small: It Might Even Be Negative. A Density Functional Theory Study of Perhalocycloalkanes,” Intl. J. Quantum Chem., 95, 784-790 (2003). (This primary, invited, 75th research paper is in honor of Leland C. Allen on the occasion of his birthday.)

J200. C.A. Deakyne, L. Li, W. Zheng, D. Xu and J.F. Liebman, “Regularities in the Bond Dissociation Enthalpies of Molecules of Type AB and BAB: Energetics of 10- and 16-Valence Electron Ions of Groups 13, 15 and 16,” Intl. J. Quantum Chem., 95, 713-718 (2003). (This primary, invited,
risorsa preziosa che dovrebbe essere pienamente sfruttata in momenti di fabbisogni finanziari eccezionali.

Per poter entrare in vigore, la decisione sulle risorse proprie deve essere approvata all'unanimità da tutti gli Stati membri. È noto che la procedura di ratifica è un processo molto lungo. Il Consiglio ha chiesto al Parlamento europeo di accelerare il processo di elaborazione del proprio parere legislativo di modo che il Consiglio possa procedere all'adozione della decisione secondo la procedura di consultazione.

I correlatori auspicano un processo decisionale rapido sullo strumento per la ripresa senza abbandonare o sacrificare le richieste chiave del Parlamento europeo per il prossimo periodo del quadro finanziario. I correlatori propongono di procedere senza indugio alla votazione sula relazione di modo che il Consiglio possa adottare la decisione modificata sulle risorse proprie. Al tempo stesso, il Parlamento dovrebbe insistere sulla necessità di individuare modalità vincolanti per rendere irreversibile il collegamento tra Next Generation EU e l'introduzione di nuove risorse proprie che rifinanzino il debito in uno spirito di solidarietà e siano basate su una logica di bilancio pienamente europea.

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IT
##### Μέρος II: Πληροφορίες σχετικά με τον οικονομικό φορέα

- Α: Πληροφορίες σχετικά με τον οικονομικό φορέα

Στοιχεία αναγνώρισης:	Απάντηση:
Πλήρης Επωνυμία:	[ ]
Αριθμός φορολογικού μητρώου (ΑΦΜ): Εάν δεν υπάρχει ΑΦΜ στη χώρα εγκατάστασης του οικονομικού φορέα, αναφέρετε άλλον εθνικό αριθμό ταυτοποίησης, εφόσον απαιτείται και υπάρχει	[ ]
Ταχυδρομική διεύθυνση:	[……]
Αρμόδιος Αρμόδιος ή : Τηλέφωνο: Ηλ. ταχυδρομείο: Διεύθυνση στο Διαδίκτυο (διεύθυνση δικτυακού τόπου) (εάν υπάρχει):	[……] [……] [……] [……]
Γενικές πληροφορίες:	Απάντηση:
Ο οικονομικός φορέας είναι πολύ μικρή, μικρή επιχείρησηiii; ή μεσαία
Κατά περίπτωση, ο οικονομικός φορέας είναι εγγεγραμμένος σε επίσημο κατάλογο/Μητρώο εγκεκριμένων οικονομικών φορέων ή διαθέτει ισοδύναμο πιστοποιητικό (π.χ. βάσει εθνικού συστήματος (προ)επιλογής);	[] Ναι [] Όχι [] Άνευ αντικειμένου
Εάν ναι: Απαντήστε στα υπόλοιπα τμήματα της παρούσας ενότητας, στην ενότητα Β και, όπου απαιτείται, στην ενότητα Γ του παρόντος μέρους, συμπληρώστε το μέρος V κατά περίπτωση, και σε κάθε περίπτωση συμπληρώστε και υπογράψτε το μέρος VI. α) Αναφέρετε την ονομασία του καταλόγου ή του πιστοποιητικού και τον σχετικό αριθμό εγγραφής ή πιστοποίησης, κατά περίπτωση: β) Εάν το πιστοποιητικό εγγραφής ή η πιστοποίηση διατίθεται ηλεκτρονικά, αναφέρετε: γ) Αναφέρετε τα δικαιολογητικά στα οποία βασίζεται η εγγραφή ή η πιστοποίηση και, κατά περίπτωση, την κατάταξη στον επίσημο κατάλογοiv: δ) Η εγγραφή ή η πιστοποίηση καλύπτει όλα τα απαιτούμενα κριτήρια επιλογής;	α) [……] β) (διαδικτυακή διεύθυνση, αρχή ή φορέας έκδοσης, επακριβή στοιχεία αναφοράς των εγγράφων):[……][……][……][……] γ) [……] δ) [] Ναι [] Όχι