ahmedheakl/docatlas_instruct huggingface dataset:
## I. Proposal

Paragraph 2.5., amend to read: "2.5. "Special purpose vehicle": A vehicle of category M, N or O for conveying passengers or goods and for performing a special function for which special body arrangements and/or equipment are necessary. As follows: … 2.5.5. "Government and special services vehicle": Motor vehicle of category M, N or O designed and constructed for use by the rescue services, armed services, civil defense, fire services and forces responsible for maintaining public order. These vehicles are intended for rescue services, maintaining public order when the carriage of passengers is undertaken as a consequence of the tasks assigned to these services and having special equipment for such purpose. 2.5.6. "Wheelchair accessible vehicle": A vehicle of category M1 constructed or converted specifically so that they accommodate one or more persons seated in their wheelchairs when travelling on the road. 2.5.7. "Special group": A special purpose vehicle that does not enter in any of the definitions mentioned in this Part. 2.5.8. "Trailer caravan": A vehicle of category O as defined in term 3.2.1.3. of international standard ISO 3833:1977. 2.5.9. "Mobile crane": A vehicle of category N3, not fitted for the carriage of goods, provided with a crane whose lifting moment is equal to or higher than 400 kN.m. 2.5.10. "Converter dolly": A vehicle of category O equipped with a fifth-wheel coupling to support a semi-trailer with a view to converting the latter into a trailer. 2.5.11. "Exceptional load transport trailer": A vehicle of category O4 intended for the transport of indivisible loads that is subject to speed and traffic restrictions because of its dimensions. Under this term are also included hydraulic modular trailers irrespective of the number of modules. 2.5.12. "Exceptional load transport motor vehicle": A road tractor or tractor unit for semi-trailer of category N3 meeting all the following conditions:

(a) having more than two axles and at least half of the axles (two axles out of three in the case of a three axle vehicle and three axles out of five in the case of a five axle vehicle) designed to be driven simultaneously, irrespective of whether one powered axle can be disengaged; (b) that is designed for towing and pushing exceptional load transport trailer of category O4; (c) that has a minimum engine power of 350 kW; and (d) that can be equipped with an additional front coupling device for heavy towable masses.

2.5.13. "Multi-equipment carrier": An off-road vehicle of category N designed and constructed for pulling, pushing, carrying and actuating certain inter- changeable equipment:

(a) with not less than two mounting areas for this equipment; (b) with standardized, mechanical, hydraulic and/or electrical interfaces (e.g. Power take off) for powering and actuating the inter- changeable equipment; and
Proč jsi to vzdal

## A. Goldscheider

Zdá se mi, že je to pryč že je to nad marnost marný V noci se probouzím, kdy spím a kdy blouzním že v zámku zas haraší klíč když všechno je dávno už pryč

Já pocit viny mám Tys nemoh´ jinak Dnes to znám Nebyl lék Mizel čas S ním jsi mizel sám Kdo nám to udělal Tys tak rychlý konec vzal Lásko má Proč Ty sám

Vstávám a mohla bych spat V zrcadle vidím se tajně Snídani prokouřím Po světle netoužím Zas předlouhý čeká mě den Co s Tebou mi utek´ jak sen

Proč jsi to vzdal Proč´s nezůstal Lásko má Proč tu nejsi dál Proč jsi to vzdal Proč´s nezůstal Lásko má Jsi ta tam

Nepláču, nenaříkám Asi jsem všechno už vzdala Prázdnotou plná jsem Bolestí tupá jsem Kde tohle svůj konec kdy má Jak přestat, jak začít znova

Proč jsi to vzdal Proč´s mě nechal Takhle žít Nechci víc Nemám proč Nevím jak ani Kudy kam Proč už to nešlo dál Nikdo nepomoh´ nám Lásko má Jsi ta tam

Tak hrozně blízký's mi byl Proč právě Tebe jsem našla Jiného nechci už ať je mi hůř a hůř Proč nešlo Ti říct ´ještě stůj´ Snad měla víc jsem Ti dát, milý můj
Учебно- тематический план предполагает проведение теоретических и практических занятий в течение одного учебного года в объеме 144 часов, 4 учебных часа в неделю (по 2 учебных часа дважды в неделю). Продолжительность занятия 40 минут. Временной период занятий: сентябрь-май. Тематическое наполнение и часовая разбивка отражены в учебно-тематическом плане. Программа предусматривает индивидуальные и групповые занятия, деление группы на подгруппы. Отдельные темы содержат ряд достаточно сложных в теоретическом плане вопросов. Степень их освещения устанавливается, исходя из уровня общей подготовки, образовательных и возрастных особенностей учащихся. Контрольными занятиями по отдельным темам являются: работа с фондом, проведение тематических и обзорных экскурсий по экспозиции в целом или ее отдельным разделам, участие, организация и проведение мероприятий по плану работы музея, участие в городских и областных мероприятиях. Основной учебной базой для проведения занятий учебных групп является мемориальный музей Героя Советского Союза Почетного гражданина Великого Новгорода Каберова И. А., располагающий полноценной тематической экспозицией, а также учебный кабинет и библиотека.

###### В результате освоения программы учащиеся должны знать:

- структуру и состав собрания школьного музея, систему учета музейных фондов, - правила составления этикеток к экспонатам и приемы размещения текстов в экспозиции, - особенности организации поисково-собирательской работы,

- - правила составления текста экскурсий.

###### В результате освоения программы учащиеся должны уметь:

- организовать учет фондов школьного музея, - вести документацию по учету музейных предметов,

- - описывать музейные предметы,
- b) Legitimation Crisis, Theory of Communicative Action Jurgen Habermas:

##### Unit- III: Feminist Thinkers

- a) : Men's right and women's freedom, Idea of Women Marry Wollstonecraft Education
- b) The Sexual Contract; Democracy, Participation and Carole Pateman: Obligation; Patriarchy, Contract and Property

##### Unit- IV: Contemporary Liberalism &Its Critics

- a) Justice as Fairness, Original Position, Veil of Ignorance John Rawls:
- b) Power and Freedom, Governmentality and Ethics Michel Foucault:

##### Essential Readings:

- ✓ Heywood, A. (2004). . Palgrave Macmillan. Political Theory: An Introduction
- ✓ Mukherjee, S., & Ramaswamy, S. (2004). A History of Political Thought: Plato to . PHI Learning. Marx
- ✓ Nelson, B. R. (2006). . Pearson Education India. Western political thought
- ✓ Russell, B. (2005). . Routledge. History of Western philosophy
- ✓ Sabine, G. H. (2018). . Oxford and IBH Publishers. History of Political Theory
- ✓ Skinner, Q. (2002). The Foundations of Modern Political Thought (Vol. 1, The . Cambridge University Press. Renaissance)
- ✓ Wayper, C. L. (2007). . Surjeet Publication. Teach Yourself Political Thought
- Additional Reading:
- ✓ Hampsher-Monk, I. W. (1981). . Basil Modern political thought from Hobbes to Marx Blackwell.
- ✓ McLellan, D. (1979). . Palgrave Macmillan. Marxism after Marx
- ✓ Mehta, V. R. (1968). Hegel and the modern state: An introduction to Hegel's Political . Associated Publishing House. Thought
- ✓ Rawls, J. (1993). Political Liberalism. Columbia University Press .

##### Internet Resources
########## Things to check out, reflect on and questions to ask

- • Which Elders in my community are supporting the research?
- • How much say do we – our children, family members, community members – have about the research aims and questions? What is going to happen with the information collected?
- • Will my (or my children’s) relationships with people within the community be affected by our participation in the project?
- • How are children and young people going to be supported to ensure they can fully participate in the study?
- • What is the age-range of child participants in the study? Have the researchers developed age appropriate information letters, consent forms, data collection methods and tools?
- • Why do the researchers think this research is needed?
- • Do the researchers want to find out what we do well, and what makes us proud? Or do they seem to just be focusing on problems and what is going wrong?
- • What are the potential risks and benefits of the research? How are these being managed during and after the research?
- • How will our information be used? Do we have a say on what is used and how?
- • How will I find out about the results of the research?
- • How will my child’s safety be ensured? How will our confidentiality, anonymity and privacy be protected?

Doing good business
Unit 2: Basics of Organic Chemistry and Stereochemistry 2: Basics of Organic Chemistry and Stereochemistry 15 Lectures BasicsofOrganicChemistry: Classification,andNomenclature,Hybridization,Shapesof molecules,Influenceofhybridizationonbondproperties.ElectronicDisplacements:Inductive,elec trometric,resonanceandmesomericeffects,hyperconjugationandtheir applications; Tautomerism; Organic acids and bases; their relative strength. Homolytic andHeterolytic fission with suitable examples. Curly arrow rules, Electrophiles and Nucleophiles;Nucleophilicityandbasicity;Types,shapeandtheirrelativestabilityof carbocations, carbanions, free radicals, carbenes, nitrenes and benzynes. Stereochemistry: Fischer Projection, Newmann and Sawhorse Projection formulae and their interconversions; Geometrical isomerism: cis - trans and, syn-anti isomerism E/Z notations with C.I.P rules. Optical Isomerism: Optical Activity, Specific Rotation, Chirality/Asymmetry, Enantiomers, Molecules with two or more chiral-centres, Diastereoisomers, meso structures, Racemic mixture and resolution. Relative and absolute configuration: D/L and R/S designations.

########## Unit 3:Gaseous state 15 Lectures

Kinetic molecular model of a gas: postulates and derivation of the kinetic gas equation; collision frequency; collision diameter; mean free path. Maxwell distribution and its use in evaluating molecular velocities (average, root mean square and most probable) and average kineticenergy,lawofequipartitionofenergy,degreesoffreedomandmolecularbasisofheat capacities. Behaviour of real gases: Deviations from ideal gas behaviour, compressibility factor, Z, and its variation with pressure for different gases. Causes of deviation from ideal behaviour. van der Waals equation of state, its derivation and application in explaining real gas behaviour, mention of other equations of state (Berthelot, Dietrici); virial equation of state; van der Waals equation expressed in virial form and calculation of Boyle temperature. Isotherms of real gases and their comparison with van der Waals isotherms, continuity of states, critical state, relation between critical constants and van der Waals constants, law of corresponding states.

########## RecommendedBooks RecommendedBooks

- 1. InorganicChemistry 1. InorganicChemistry Lee,J.D. ELBS, 1991.
- 2. Concepts&ModelsofInorganicChemistry. Douglas,B.E.andMcDaniel,D.H.

Oxford,1970

- 3. 3. Day,M.C.andSelbin,J. ,ACSPublications,1962.
- 4. 4. Puri,B.R.,Sharma,L.R.,Kalia,K.C. ,VishalPublishing Co.
- 5. 5. Bahl,A.&Bahl,B.S. S.Chand, 2010.
- 6. Guidebook to Mechanism in Organic Chemistry, 6. Guidebook to Mechanism in Organic Chemistry, Sykes, P. Orient Longman, NewDelhi (1988).
- 7. 7. March,J.AdvancedOrganicChemistry:Reactions,MechanismsandStructure.7 Edition. Willey &Sons.
- 8. Conformation and Mechanism 8. Conformation and Mechanism Kalsi, P. S. , New Age International,2005.
importance of nuclear energy, safety measures carried and get our Govt. agencies like DAE guiding the country in the nuclear field.

CO4 To describe the basic concepts of relativity like equivalence principle, inertial frames and Lorentz transformation. Extend their knowledge on concepts of relativity and vice versa. Relate this with current research in this field and get an overview of research projects of National and International importance, like LIGO, ICTS, and opportunities available. CO5 Summarize the working of semiconductor devices like junction diode, Zenerdiode, transistors and practical devices we daily use like USB chargers and EV charging stations.

PROGRAMME OUTCOMES AND COURSE OUTCOMES MAPPING TABLE

CO/PO	PO1	PO2	PO3	PO4	PO5
CO1	2	3	2	2	3
CO2	3	2	3	3	2
CO3	3	3	2	2	2
CO4	3	3	3	3	2
CO5	2	2	3	2	3

1-LOW 2- MODERATE 3-HIGH
1

# АЗБУКА ВЫЖИВАНИЯ

## в помощь военнослужащему Сухопутных войск

Москва 2013
Etape 8 : Credo Saul est allé porter la Bonne Nouvelle de l'Evangile. Il lui a fallu du courage. Lui, le Juif , n'a pas renié sa foi juive mais est allé proclamer la mort et la résurrection de Jésus. Comme Saul, chacun reçoit le credo qui dit notre foi. Temps de silence pour le lire dans le carnet de route. Inviter ceux qui le désirent à dire à haute voix une phrase du credo. Lire ou chanter l'anamnèse, la prière après la consécration « Gloire à toi qui étais mort, Gloire à toi qui es vivant Notre sauveur et notre Dieu, Viens Seigneur Jésus ! »

## Temps Temps de relecture

Diaporama Expérience à vivre PPT ou PDF

- - Regarder les images de chaque temps. Rechercher ensemble et nommer les 8 étapes qui ont été vécues : en route - la lumière - dans le noir - à terre - se lever - baptême - voir dans la foi - Credo. Ces étapes marquent un itinéraire de foi.
- - Inviter chacun à exprimer l'étape qui l'a le plus interpelé. Pourquoi ?
- - Quels rapports entre Moïse et Saul ?
- - Qu'est ce qui a changé pour Saul ? Dans sa vie, dans sa foi ?
- - Vous sentez-vous interpelé ? appelé personnellement ?

## Repères pour animateur : la vocation

Découvrir sa vocation pour Paul, comme pour tout croyant, cela amène à un retournement, ou à des retournements dans sa vie, autrement dit à des conversions. C'est quelquefois soudain mais plus souvent par un long cheminement.

Repères Repères rapports entre Moïse et Saul Tous les deux : -sont des fidèles de la Loi de Moïse. -ont fait une rencontre du Dieu mystérieux qui se nomme « Je suis ». -ont vécu un bouleversement, une lumière, un Sinaï intérieur. Différence : Saul a découvert le Christ. Il y a continuité dans la découverte de Dieu et un grand déplacement. Dieu s'est révélé « Je Suis » en Jésus- Christ.

## Repères : les étapes

L'animateur s'aide des repères ci -dessous pour reformuler. : permet de se situer dans sa foi à ce moment de sa vie, de repérer où j'en suis sur le Etape 1 En route 1 En route chemin de foi. : le rapport avec Moïse permet de découvrir que c'est Dieu qui se révèle à nous. La Etape 2 La lumière 2 La lumière lumière symbolise cette révélation d'un Dieu qui met notre vie en lumière. Les grandes manifestations du Sinaï montrent que cette lumière est bouleversante pour notre vie. : le rapport avec Moïse permet de découvrir que celui qui se révèle à Saul est le Dieu du Etape 3 A terre 3 A terre Premier Testament, que Dieu s'incarne et se révèle en Jésus, que Jésus est à la foi s homme et Dieu. : permet de prendre conscience de nos obscurités, de la confiance à donner à l'autre. Etape 4 Dans le noir : Etape 5 Se lever 4 Dans le noir : permet de rapprocher nos moments de détresse avec le tombeau, la mort et la Etape 5 Se lever résurrection. : permet de faire un lien avec le sens du baptême, être plongé dans la mort et la Etape 6 Baptême 6 Baptême résurrection de Jésus. : permet de se questionner et de méditer sur notre foi en Christ aujourd'hui. Etape 7 Voir dans la foi : permet Etape 8 Credo 7 Voir dans la foi : permet de redécouvrir le centre de notre foi chrétienne et notre mission d'apôtre. Etape 8 Credo
#### Critical questions for researchers to consider

##### Before -

- • How will I negotiate timeframes with partners and participants and ensure there is flexibility in the research design?
- • How can I ensure the research funding is appropriate to support flexible and sustainable processes and outcomes?

##### During -

- • Do I have the time and tools required to build rapport and trust with children?
- • How am I going to ensure my research methods and materials are age and developmentally appropriate for all children in the study?
- • How am I going to make assessments that it is safe for children (and their families) to participate in research? Are there other trusted community members who can help me make this decision?
- • What special considerations may I have to give to ensure that the research is trauma-informed

#### Engaging family and community

Families, Elders and other community members will want to know what they can expect from researchers. Below, we have included the types of information you might want to convey.

##### Before and during the research -

- • Research with Aboriginal and/or Torres Strait Islander children, families and communities needs to be well resourced. The researchers should have allowed enough time for meaningful engagement with you and your community.
- • You should not feel rushed or pressured to provide information in an unrealistic timeframe.
- • Researchers should take the time to get to know your child, and to understand the interests, skills and capacities of each child they are asking to participate in the research. You should always feel like the researchers have enough time to stop and listen to what you and your child have to say.
- • Researchers must be respectful of the time you and your child are also contributing to the research. They must respect that cultural commitments, obligations and caring responsibilities may mean you or your children cannot participate in research activities at certain times.
- • Researchers should only talk to children if children are living in safe environments and have support readily available to them. Children should not be asked to participate in research when they and their families are in crisis situations.

Doing good business
contains advertising, public relations, personal selling and sales promotion. They are used as tools to communicate to the target market and produce organizational sales goals and profits. The new amusement park Fun Town has spent most of this year customizing and fine-tuning their promotional mix. Let's take a look at each element that Fun Town adopted to create an effective promotional communication program.

###### Advertising

One of the most important elements of the promotional mix for Fun Town was the creation of a viable advertising program. Adiviting is any form of impersonal (one-way) paid communication in which the company is identified. Fun Town realized that it needed to have a good advertising campaign because this would allow the company to reach a large number of people effectively. Fun Town used television, radio, newspaper, social media and Internet ads to introduce the target market to a grand opening of the amusement park. The park also used giant billboards and e-mails to reach other local customers. They promoted senior citizen discounts, family discounts and grand opening specials to lure the target market into trying a day at Fun Town.

###### Public Relations

Another promotional tool that Fun Town utilized was . The main purpose of public relations public relations is that it helps build a positive public image for a company, supports new product launches and sales, helps a company to evaluate public attitudes and communicates the overall goals of the company. Fun Town has multiple days throughout the year where they donate a percentage of ticket sales to local charities. They also have days where they close the park down and invite disadvantaged youths to enjoy the rides for free. In addition, Fun Town uses their public relations team to handle any negative park issues. For example, if a visitor is injured on a ride, the public relations team must evaluate public attitudes and communicate with the media that the appropriate corporate response occurred.

Sales Promotion is another tool in the promotional mix. It contains methods of stimulating Sales promotion is another tool in the promotional mix. It contains methods of stimulating Sales promotion consumer purchase and is usually based on a short-term or immediate goal. Examples of sales promotion items are contests, sweepstakes, giveaways, free samples or coupons. Fun Town has invested heavily in sales promotion. They have had contests, like the first 1,000 people in the park would get a prize. They also had giveaways of free Fun Town water bottles, t-shirts, hats and canvas bags. Lastly, Fun Town released a large number of coupons into the marketplace, such as BOGO (buy one ticket, get one ticket free) or 15% off for students, family coupons for 20% off the day, etc.

####### WHAT IS ADVERTISING:

Advertising is a means of communication with the users of a product or service. Advertisements are messages paid for by those who send them and are intended to inform or influence people who receive them, as defined by the Advertising Association of the UK.
########## AVIS MOTIVES ET CONCLUSIONS DU COMMISSAIRE-ENQUÊTEUR

## 1 Rappel du dossier

La sud-est de la France en région Provence-Alpes- La sud-est de la France en région Provence-Alpes- commune de MENTON se situe dans Côte d'Azur, la Côte d'Azur désigne une partie de la côte méditerranéenne, qui est délimitée par la ville de Cassis à l'ouest dans les Bouches-du-Rhône et la ville de Menton à l'est, dans les Alpes-Maritimes. Ses habitants sont appelés les Mentonnais et les Mentonnaises. La commune fait partie de la Communauté d'Agglomération de la Riviera Française (CARF). Par décision n°E23000010/06 en date du 04/04/2023 de Madame la Présidente du Tribunal Administratif de Nice a désigné Mr Claude HENNEQUIN commissaire enquêteur chargé de conduire la présente enquête publique. Par arrêté du 20 avril 2023, M. le Maire de la commune de Menton a prescrit l'ouverture et l'organisation de l'enquête publique. Cette enquête ouverte le 15 mai 2023 pour 31 jours consécutifs, a été close le 16 juin 2023. Le projet consiste en une modification N° 3 du PLU de Menton. La « modification » du PLU se distingue de sa « révision » par la nature relativement modérée des mesures correctives qu'elle met en œuvre. Formellement, ces mesures correctives se qualifient non par ce qu'elles sont, mais par ce qu'elles ne sont pas :

-  Elles ne doivent pas porter atteinte à l'économie générale du projet de PADD
-  Elles ne doivent pas porter atteinte à l'économie générale du projet de PADD
- 
-  Elles ne doivent pas réduire un espace protégé
-  Elles ne doivent pas comporter de graves risques de nuisance.

Suite à la délibération du Conseil Municipal n°122/22 en date du 11 octobre 2022 et à l'arrêté N° 28/23 en date du 20 avril 2023, monsieur le maire a prescrit cette enquête publique portant sur le projet de modification N°3 du PLU de la commune de Menton.

Enquête publique préalable à la modification n°3 du Plan Local d'Urbanisme de la commune de Menton

Décision du TA N° E23000010/06 du 04-04-2023/ Arrêté municipal N° 28/23 du 20-04-2023

Conclusion et avis motivés du commissaire enquêteur 3
SECTION 2: PLEASE PROVIDE IF RFERAL IS RELATED TO ANY OF THE FOLLOWING: PLEASE PROVIDE DETAILS AS REQUIRED
SERVICE	TICK AS APPROPRIATE	DETAILS
ACCOMMODATION AND HOMELESS
FAMILIES
DOMESTIC VIOLENCE
SEXUAL ABUSE AND OTHER TYPE OF ABUSE
IMMIGRATION
FOODBANK
MENTAL HEALTH
TRAFFICKING
EDUCATION
PROSTITUTION AND DRUG USE
SKILLS & EMPLOYMENT
LEGAL SUPPORT
COUNSELLING AND PSYCHOTHERAPY
ANY OTHER SUPPORT

Section 3: Counselling and Psychotherapy: Please include any relevant additional information.
IS THE REFERRAL FOR: Individual therapy Group therapy Both
Section 4: Support and Well-being services: Please attach additional information, if necessary

Please ensure all relevant document are included Neema Women Community