ahmedheakl/docatlas_instruct huggingface dataset:
International NGOs

## 2 UCZESTNICY KONKURSU

- 1. Grupy na listach zawodników (spisach imiennych)
- • 8 – 25 członków
- • w grupie BAT, MACE, POM, SHOW, MIX, FLAG, DRUMS musi być dominująca liczba dziewczyn (kobiet)
- • o ile jednak klub zgłasza w jednym rekwizycie i w jednej kategorii wiekowej dwie i więcej grup, to musi zawsze chodzić o innych zawodników
- 2. Formacja na listach zawodników (spisach imiennych)
- • solo
- • duo lub trio
- • mini 4 – 7 osób
- • w mini-formacji mogą startować chłopcy, liczba dziewczyn musi jednak przeważać
- • z jednakowym rodzajem rekwizytu ta sama zawodniczka może jednak startować tylko raz
- o w każdej dyscyplinie tylko z jedną choreografią, nie może startować 2 razy o w każdej dyscyplinie tylko z jedną choreografią, nie może startować 2 razy z odmienną choreografią z jednym rekwizytem
- o nie może startować raz w parze i drugi raz w trójce z jednakowym o nie może startować raz w parze i drugi raz w trójce z jednakowym rekwizytem
- o nie może startować raz w czwórce i po raz drugi w piątce, szóstce i siódemce o nie może startować raz w czwórce i po raz drugi w piątce, szóstce i siódemce z jednakowym rekwizytem
- 3. Uczestnicy pozakonkursowi
- • Zarejestrowane konkursowe osoby towarzyszące
- • Jurorzy
- • Członkowie zespołu opracowującego wyniki
- • Spikerzy
- • Członkowie sztabów organizacyjnych i ochroniarskich, włącznie nagłośnienia
- • Członkowie prezydium honorowego i komisji konkursowych VIP

Strona 5 (razem 42)
NOMBRE DEL SEMILLERO:	Logística Internacional
LÍDER DEL SEMILLERO:	Carlos Fajardo
DÍA DE REUNIÓN:	Viernes
HORA DE REUNIÓN:	2:00 p.m. a 4:00 p.m.
LUGAR DE REUNIÓN:	Teams https://teams.microsoft.com/l/team/19%3a7c6bb30fcda6490386b 7efd562f256f9%40thread.tacv2/conversations?groupId=86f4d89c- c1e5-4ad5-b455-2edea354baa7&tenantId=299a2881-1380-4020- b42f-715a35e1bcaf
CORREO ELECTRÓNICO DEL LÍDER DEL SEMILLERO:	carlosh.fajardot@konradlorenz.edu.co
PRESENTACIÓN DEL SEMILLERO	Inicialmente se hará un fortalecimiento de los conceptos teóricos asociados al problema en cuestión, es decir, reforzar conceptos de logística, logística de Carga, y logística internacional, términos de negoción en ICOTERMAS. Para ello se harán sesiones de trabajo con los alumnos además de asignación de lecturas, e incluso visitas a bodegas y puertos si es posible. Posterior a esto, se distribuirán en las áreas de trabajo de interés de los participante, haciendo los estudios y análisis de COMPES asociados al problema, situación de corredores logísticos, Puertos y situación exportaciones, tratando de llegar a una elaboración o investigación de diagnóstico de la situación actual colombiana. Para esto se buscará generar un contacto con la ANDI y participar en eventos por ellos organizados. Con base en la información allí encontrada y los diagnósticos que se realicen, se elaborarán los productos y los sitios de presentación.
#### ATTENDANCE

To be eligible to participate in a practice or game, a student must satisfy our academic requirements. Additionally, students who are either unexcused tardy to school or absent from school may not participate in a practice or contest scheduled for that day. Students can provide a note from the doctor’s office or they can take a school form and have it signed by staff at the doctor’s office confirming the appointment. Students will an acceptable note with be allowed to participate. Students suspended from school in any fashion will also not be eligible to participate in a practice or contest occurring on the day they are suspended and through the duration of the suspension.

#### AWARDS

It should be known that any student who is suspended for a period of time from an activity for a total exceeding more than five days for breaking the Code of Conduct will not be eligible for a letter award in that activity, but may receive some other form of recognition for participation. A student who is dismissed from an activity will not be eligible for any letter award or recognition for that season.

#### BONA FIDE STUDENT

Regulation of the Commissioner of Education: A contestant must be a bona fide student of the high school represented and must be taking at least four subjects including Physical Education. A foreign exchange student may be considered a bona fide student if all of these eligibility rules are satisfied. A student in an education program in two schools may represent only the home school. NOTE: A student in shared services part-time or full-time program, taking the equivalent of four subjects including Physical Education, is considered as being registered in the home school. Exceptions for special cases must be approved by League and Section. A student who satisfies all eligibility standards, enrolled in the equivalent of three subjects as well as meeting the Physical Education requirement, who has not completed requirements for graduation, may be enrolled in one or more college courses for advance placement. The student must be earning a minimum of three high school credits and Physical Education to be eligible. Students may only be selectively classified between member schools. Furthermore, to be eligible to be selectively classified into a member schools’ athletic programs a student must be registered in that school district.
Year 5- ICT Curriculum.

Learning Objectives
If the student-athlete is a captain of a team, he/she will lose the captain privilege for the remainder of the season. Student-athlete will not receive any school awards at the end of the sports season in which the violation occurred.

FOURTH OFFENSE: OFFENSE: The parent and student-athlete will be notified within three (3) school days of the offense or at such time that the district becomes aware of the offense. A conference with the parent, athlete, and Review Board (Building Principal, Athletic Director, and any Coach) can be requested to discuss the violation. The athlete will lose the privilege of participating in athletics for the remainder of his/her high school career.

#### SUSPENSION DETERMINATION CHART

Number of Regular Season Games	25% Suspension	50% Suspension
7-8	2 games	4 games
9-10	2.5 games	5 games
11-12	3 games	6 games
13-14	3.5 games	7 games
15-16	4 games	8 games
17-19	4.5 games	9 games
20+	5 games	10 games

Contact Information for Teen Intervene Class:

SIDNEY L. GRAHAM Program Supervisor Lourdes Student Assistance Program/ADEPT 184 Court street Binghamton NY 13901 (607) 584-3123

#### TRANSFER RULE

A student in grades 9-12 who transfers, with a corresponding change in residence of his/her parents (or other persons with whom the student has resided for at least six months) shall become eligible after starting regular attendance in the second school. A residence change must involve a
### The Simple Analytics of Innovation and Learning in Complex Social Production Systems

Reflection on the question of how a complex tri-sector social production system like a national educational system could learn over time to improve its performance suggests an overly simplified model. In this model, the rate of learning by the system can be seen as a function of:

- 5) the evaluative terms to be used in assessing the social or public value of a proposed idea

At the heart of this system are the processes that are the focus of the principles outlines above: the criteria to be used to evaluate innovations, the generation of variation in the system, the ability to distinguish the valuable innovations from those that are less valuable, and to grow the good and shrink the bad in terms of their market share in the ed sector as a whole. One could think of this as the “innovation system” as it seeks to challenge existing operations, and to enable good ideas rise to the top and worse ideas sink. How best to manage the innovation and system change that must support and guide national level educational systems is essentially the issue that is contested in the comparison between the centralized R and D systems, and the Schumpeterian system. The GSCRD system imagines that the best source of ideas for change at all levels of the system might come from politicians looking for results, or educational professionals seeking to achieve their aspirations for social impact, or policy analysts, program evaluators and social scientists who want to improve the performance of public sector production systems. This system also imagines the best methods for vetting new ideas is through scientific and professional knowledge and peer assessment of proposals. The best way to know whether a proposal works is through the methods of program evaluation, or (even better) through randomized controlled experiments where those are possible. The CDHDMD system imagines that the best motivator for good ideas is the potential financial returns that could come from patenting a better mousetrap, and that the best test of whether an idea is producing good results, and valuable or not is to ask the person who is using the new good or service. Knowledge and expertise is useful in developing value creating innovations, but it is the person who can see the “market potential” of a practical application of new knowledge who provides the spur to value creating innovations. Table 5 presents a simple table that makes the key distinction between: 1) what might be viewed as the current, steady state operations of the national educational system on one hand, and 2)
### 16199 Оператор электронно-вычислительных и вычислительных машин

Группа набора: 16199 Оператор электронно-вычислительных и вычислительных машин Форма обучения: Очная Срок обучения: 1 год/лет 10 месяц/месяцев Базовое образование: Без требования к уровню образования Вид финансирования: Бюджет Количество мест: 11/10 (человек на место - 1.1)

№ п/п	Рейтинговый №	ФИО	Средний балл	Документ об образовании
1	1	Цыплягина Алёна Сергеевна	5.00	Оригинал
2	2	Якунина Анастасия Евгеньевна	5.00	Оригинал
3	3	Скударева Анна Игоревна	4.10	Оригинал
4	4	Егоров Илья Владиславович	4.08	Оригинал
5	5	Майтаева Вероника Алексеевна	4.08	Оригинал
6	6	Калашников Сергей Алексеевич	4.07	Оригинал
7	7	Фрысенков Сергей Алексеевич	4.00	Оригинал
8	8	Тютрюмов Вениамин Николаевич	4.00	Оригинал
9	9	Полищук Всеволод Алексеевич	3.83	Оригинал
10	10	Титов Иван Алексеевич	3.75	Оригинал
11	11	Князьков Сергей Сергеевич	3.70	Оригинал
24	24	Удалин Ярослав Андреевич	4.16	Оригинал
25	25	Банников Артём Александрович	4.15	Оригинал
26	26	Королев Иван Игоревич	4.11	Оригинал
27	27	Горбунов Павел Геннадьевич	4.10	Оригинал
28	28	Синев Ярослав Владимирович	4.05	Оригинал
29	29	Титова Алина Евгеньевна	4.05	Оригинал
30	30	Байбиков Никита Сергеевич	4.05	Оригинал
31	31	Демкин Павел Владимирович	4.00	Оригинал
32	32	Яровицин Дмитрий Владимирович	3.95	Оригинал
33	33	Касьянов Артём Валентинович	3.79	Оригинал
34	34	Сафонова Елизавета Дмитриевна	3.76	Оригинал
35	35	Мирзоев Руслан Алаббасович	3.45	Оригинал
36	36	Валов Иван Ильич	4.58	Копия
37	37	Овчинникова Римма Борисовна	4.53	Копия
38	38	Солосинова Дарья Андреевна	4.50	Копия
39	39	Корешева Юлия Дмитриевна	4.47	Копия
40	40	Юров Радомир Максимович	4.47	Копия
41	41	Зайчикова Александра Юрьевна	4.40	Копия
42	42	Яковлев Алексей Романович	4.37	Копия
43	43	Беляков Даниил Артёмович	4.37	Копия
44	44	Иванец Иван Александрович	4.37	Копия
45	45	Горячева Карина Максимовна	4.37	Копия
46	46	Антонова Екатерина Александровна	4.35	Копия
47	47	Дарвешова Диана Азимшоевна	4.32	Копия
48	48	Шаланкин Сергей Станиславович	4.30	Копия
49	49	Колосов Архип Алексеевич	4.30	Копия
50	50	Григорьев Александр Николаевич	4.30	Копия
51	51	Снытников Даниил Александрович	4.28	Копия
52	52	Сорокина Дарья Сергеевна	4.24	Копия
53	53	Понкрашкин Кирилл Сергеевич	4.21	Копия
54	54	Агапова Ирина Андреевна	4.21	Копия
55	55	Гришин Максим Евгеньевич	4.21	Копия
##### Question Box

During the delivery of certain sections of the sensitive lessons– children will be encouraged to place their questions into a box in the classroom. These questions will then be monitored and screened with the teacher answering the questions the following week taking into account the following;

- ▪ Questions arising from lesson content will be answered in an age-appropriate manner.
- ▪ The class teacher cannot answer questions which do not relate to the particular curriculum objectives for a class.
- ▪ Pupils will be informed if a question/issue is not on the programme and they will be advised to talk with their parents.
- ▪ Teachers may exercise discretion to contact parents themselves if they feel that a question is very inappropriate or needs to be communicated with home because of other reasons

▪ No personal questions will be answered and children will be reminded not to share personal information about their families or others – but can share with a teacher after the lessons.

If issues arise which might be seen to contravene Children First Guidelines, the teacher will notify the Designated Liaison Person in the school.

##### Assessment

Assessment in RSE is important to enable the teacher to pitch the lessons correctly to their respective class group. The teacher uses

- • Observation and questions to assess the children’s engagement and interest
- • Use of teacher-designed tasks such as worksheets, quizzes or games
- • Use of reflection or learning log.

##### Confidentiality

The school follows Children First Guidelines 2017 and the Child Protection Procedures for Primary and Post Primary School 2017. If a child is withdrawn from the teaching of sensitive issues we cannot guarantee that the other children will not tell or inform him/her about what happened.

##### Resources

Relationships and Sexuality Education Resource Materials (DES) Each class teacher has a copy of the appropriate manual or access to it in online / pdf format. Other resources that support the broader aims of RSE include:

- ▪ Stay Safe programme
- ▪ Walk Tall Programme
- ▪ Anatomical Dolls and Story books
- ▪ Busy Bodies Booklet
- ▪ Picture books across the 9 grounds of equality
- ▪ INTO Different Families, Same love Poster.
- ▪ RESPECT guidelines

- 8 -
SIA "VESELĪBAS CENTRS "BIĶERNIEKI""

Reģ. nr. 40003320463

Lielvārdes ielā 68/1, Rīgā, LV-1006

Tālr.: 67576279, fakss: 67577772

- Nolikuma 1.pielikums

## TEHNISKĀ SPECIFIKĀCIJA

## Cenu aptauja “Veļas mazgāšanas pakalpojumi”

- 1. Prasības veļas mazgāšanai:
- 1.1. Veļas mazgāšanas/dezinfekcijas tehnoloģiskajam procesam ir jānodrošina vizuālā tīrība, un baktēriju, vīrusu un sēnīšu iznīcināšana;
- 1.2. Krāsainā, baltā veļa tiek mazgāta atsevišķi;
- 1.3. Veļas mazgātavā ir dalīta veļas plūsma tīrai un netīrai veļai;
- 1.4. Taisnā veļa un personāla apģērbs tiek gludināts. Personāla apģērbs tiek uzlikts uz pakaramā un ievietots polietilēna iesaiņojumā, taisnā veļa salocītā veidā tiek piegādāta polietilēna vai tekstila iesaiņojumā.
- 1.5. Pasūtītājām ir tiesības jebkurā laikā iepazīties ar Izpildītāja loģistikas un veļas mazgāšanas procesu, pieprasīt un saņemt informāciju par procesā izmantojamiem mazgāšanas līdzekļiem.
- 2. Prasības veļas mazgāšanas/tīrīšanas līdzekļiem, kurus pretendents izmantos pakalpojuma izpildē:
- 2.1.Ķīmiskās prasības:
- 2.1.1.Produkta etiķetē, drošības datu lapā (DDL) un citās attiecīgās tehnisko datu lapās nav uzskaitīta neviena sastāvdaļa (viela), kas identificēta kā īpaši bīstama viela un iekļauta Eiropas Parlamenta un Padomes 2006. gada 18. decembra Regulas (EK) Nr. 1907/2006, kas attiecas uz ķimikāliju reģistrēšanu, vērtēšanu, licencēšanu un ierobežošanu (REACH), un ar kuru izveido Eiropas Ķimikāliju aģentūru, groza Direktīvu 1999/45/EK un atceļ Padomes Regulu (EEK) Nr. 793/93 un Komisijas Regulu (EK) Nr. 1488/94, kā arī Padomes Direktīvu 76/769/EEK un Komisijas Direktīvu 91/155/EEK, Direktīvu 93/67/EEK, Direktīvu 93/105/EK un Direktīvu 2000/21/EK 59. pantā paredzētajā sarakstā. Minētais vielu (kandidātvielu) saraksts pieejams Eiropas Ķimikāliju aģentūras tīmekļvietnē, Licencēšanai pakļauto īpaši bīstamo vielu kandidātu sarakstā.
- 2.1.2. Produkta etiķetē, drošības datu lapā (DDL) un citās attiecīgās tehnisko datu lapās noradīto sastāvdaļu sarakstā nedrīkst iekļaut fosfātus.

2.2. Dozēšanas prasības mazgāšanas līdzekļiem:

- 2.2.1. Ieteicamā deva normāli netīru tekstilizstrādājumu (augstas efektivitātes veļas mazgāšanas līdzekļi, krāsām droši veļas mazgāšanas līdzekļi) un viegli netīru tekstilizstrādājumu (zemas efektivitātes veļas mazgāšanas līdzekļi) mazgāšanai ūdenī ar cietību 2,5 mmol CaCO3/l (vidēji cietā ūdenī) nepārsniedz attiecīgi šādas robežvērtības:
- 2.2.1.1.augstas efektivitātes veļas mazgāšanas līdzekļi — 17,0 g/kg mazgājamās veļas (pulveri/tabletes) vai 17,0 ml/kg mazgājamās veļas (šķidrumi);
- 2.2.1.2. krāsām droši mazgāšanas līdzekļi — 17,0 g/kg mazgājamās veļas (pulveri/tabletes) vai 17,0 ml/kg mazgājamās veļas (šķidrumi);

3
## Wird die Große Transformation geteilt? Durch p2p, Plattformkooperativismus und Commons-Orientierung zu Alternativen zu einer Kalifornischen Sharing Economy

Abstract zum cfp der Tagung Medien der Transformation – Transformation der Medien (Jahrestagung KriKowi 2019) Track: Perspektiven

Nils S. Borchers & Sebastian Jürss, Universität Leipzig

### Die Sharing Economy: Fluch oder Segen?

Der Sharing Economy wird von ihren Befürworter*innen das Potenzial zugeschrieben, drängende Probleme der Gegenwart lösen zu können (Jürss & Borchers, 2018). Sie könne…

- (1) durch einen Wechsel von Besitz zu Zugang (access over ownership) zu einer geschickteren Ressourcennutzung beitragen und so die Klima-, aber auch weitere Umweltkrisen auflösen.
- (2) die Wirtschaft demokratisieren, etwa indem sie neue Verdienstmöglichkeiten schafft, damit Einzelpersonen neue Zugänge zur Teilhabe an Wertschöpfungsprozessen eröffnet und so letztlich soziale Ungleichheit abbaut.
- (3) durch den Kontakt der Nutzer*innen untereinander die Anonymität von Märkten verringern und zur Entstehung von Sozialkapital und gesellschaftlichem Vertrauen führen.

Die hier aufgeführten Probleme sind Probleme, die auch im Rahmen der Diskussion um eine Große Transformation aufgeführt werden. Den Weg, den die Sharing Economy zur Problemlösung anbietet: Nutzung von Sharing- Plattformen als technischer (und damit als neutral beschriebener) Infrastruktur der Sharing Economy. Sie machen, so die Befürworter*innen, Sharing-Transaktionen nicht nur überhaupt möglich (Algorithmen zur Zusammenführung von Angebot und Nachfrage, Reputationssysteme zur Affordierung von Vertrauen, Chatfunktionen für Absprachen der Transaktionsteilnehmer*innen etc.), sondern erlauben auch die Skalierung des Prozesses und damit die gesellschaftsweite Durchsetzung der Sharing Economy. Einige Befürworter*innen (etwa Chase, 2015; Rifkin, 2000) sehen in der Sharing Economy sogar ein Instrument, um den Kapitalismus zu überwinden bzw. ihn zumindest zu verbessern, denn die beschriebenen Probleme lassen sich nicht zuletzt auf eine kapitalistische Wirtschaftsweise zurückführen. Die kritische Auseinandersetzung mit diesen Versprechen zeigt nun aber, dass die Sharing Economy deutlich hinter den in sie gesetzten Erwartungen zurückbleibt. Statt den Kapitalismus zu überwinden, erscheint die Sharing Economy vielmehr selbst als
7	Торцевые кусачки	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	PARGET INDASTRIAL CO., LTD	Нет	Штука	54	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	516,25	20%	27 877,50	5 575,50	33 453,00
8	Отвертка шлицевая	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	PARGET INDASTRIAL CO., LTD	Нет	Штука	54	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	245,00	20%	13 230,00	2 646,00	15 876,00
9	Отвертка шлицевая 150мм	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	PARGET INDASTRIAL CO., LTD	Нет	Штука	54	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	288,75	20%	15 592,50	3 118,50	18 711,00
10	Отвертка шлицевая 8х150мм	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	PARGET INDASTRIAL CO., LTD	Нет	Штука	54	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	376,25	20%	20 317,50	4 063,50	24 381,00
11	Отвертка шлицевая 100мм	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	PARGET INDASTRIAL CO., LTD	Нет	Штука	54	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	253,75	20%	13 702,50	2 740,50	16 443,00
12	Отвертка крестовая	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	PARGET INDASTRIAL CO., LTD	Нет	Штука	54	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	201,25	20%	10 867,50	2 173,50	13 041,00
13	Отвертка крестовая 150мм	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	PARGET INDASTRIAL CO., LTD	Нет	Штука	54	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	332,50	20%	17 955,00	3 591,00	21 546,00
14	Отвертка крестовая	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	PARGET INDASTRIAL CO., LTD	Нет	Штука	54	В соответствии с Приложением № 1 к Спецификации №1 к Договору № Н2212	481,25	20%	25 987,50	5 197,50	31 185,00
f) Some airports are now offering lounges that are cellphone free. Rewrite using a question tag. (1mk) ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… g) What is the author’s attitude towards smartphones? (2mks) ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… h) Give the meaning of the following words as used in the passage. (3mks) i. Myriad ………………………………………………………………………………………………………………… ii. Ubiquitous ………………………………………………………………………………………………………………… iii. Plethora …………………………………………………………………………………………………………………

####### Question 2. The excerpt

######## Read the following excerpt and answer the questions that follow.

Later in the evening after Taiyo and Resian had cleared the table, washed all utensils and cleaned the kitchen, Taiyo came back to the living room. She found her father sitting alone enjoying a last glass of the hot drink the visitors had been drinking. He was reading a newspaper, his reading glasses perched upon the tip of his nose. On hearing his daughter enter, he looked up, pushed back the reading glasses and briefly stared at her. Taiyo was careful in the way she approached her father for she knew he was edgy and sensitive. She, however, wanted to find out from him what he thought of the luncheon and in the process see whether she would get a hint on what it was all about. The body language of the four men and the lavish gifts they gave had disturbed her and got her suspicious. She had a lot of trust and confidence in her father, but she feared unscrupulous people like Oloisudori could, like Joseph Parmuat had told them, lead him into a murky alley and then turn round to extort the impossible from him. “I came to see whether you are comfortable, Papaai,” Taiyo said pleasantly. “Yes, indeed, I am,” he answered and nodded a little absently. “I am comfortable, my dear child.” “It was a lovely day, wasn’t it, Papaai?” she asked as she plumped up a cushion on a sofa. “And I hope Resian and I did everything you expected us to do to make the visitors comfortable and happy.” “Indeed you did everything,” he said curtly. “Yes, I must say the visitors were happy.” “And Mr. Oloisudori is becoming a very close business associate of yours, isn’t he Papaai?” she asked eyeing him slyly as she moved a chair back to its accustomed place. “He can really be generous, eh?” “Most certainly he is.” “Did he take part in funding our shop?” she continued and rued it immediately for she noticed he was getting irritated. “Yes, but why do you ask?” he snapped showing signs of a rising temper. “Nothing, Papaai,” Taiyo answered quickly trying to avert an oncoming clash. “I just thought we should know so that we can in future treat him with the respect he deserves.”