ahmedheakl/docatlas_instruct huggingface dataset:
Casa Judeţeană de Pensii Iaşi

ACORD privind prelucrarea datelor cu caracter personal

Subsemnatul…………………………………………………………......, CI (BI) ............…………. data eliberării ................. Adresa………………………………………………………...............

Candidat la concursul din data de 30.01.2023 in vederea ocuparii postului de CONSILIER (S), DEBUTANT in cadrul Casei Judeţene de Pensii Iaşi, prin acest acord imi exprim in mod expres consimţământul ca Serviciul/Compartimentul Resurse Umane, Salarizare, Comunicare din cadrul Casei Judeţene de Pensii Iaşi să prelucreze datele mele cu caracter personal, care sunt oferite de către mine, precum şi să colecteze şi să prelucreze datele mele pe durata desfasurari procesului de selectie si a raporturilor de serviciu/muncă (in situatia in care sunt declarat admis la concursul din data de 30.01.2023) in conditiile prevazute de Regulamentul (UE) 2016/679 privind protecţia persoanelor fizice în ceea ce priveşte prelucrarea datelor cu caracter personal.

Semnătura Data
3

- 2) Des pays qui ont liquidé l’Ancien Regime par une revolution infrastructurelle (« d’en bas ») : Ex : L’Angleterre et la France, avec toutes les reserves sus-mentionnees.

Bien que ces pays n’aient rien a craindre de l’Ancien Regime, ils sont confrontés a ce probleme de symboles créé par des religions et confessions minoritaires qui sont etrangeres a la culture de ces pays.

- 3) Ceux qui ont cherché a liquider l’Ancien Regime par une revolution superstructurelle (« d’en haut ») : Je ne peux en citer qu’un seul : La Turquie.

Ce pays a encore beaucoup a craindre l’islam pour beaucoup de raisons :

- a) Parce qu’elle n’a pas pu liquider le mode de production feodale et que par consequent les reformes occidentalistes du Kemalisme ont causé des reactions enormes dans un pays a 98 % musulman.
- b) Parce que la bourgeoisie « nationale » que le Kemalisme se proposait de creer etait trop faible. Elle a donc besoin de coaliser avec la Religion :

Premierement, contre le Communisme dont il a peur ; Deuxiemement parce qu’elle a besoin de faire du populisme pour obtenir des votes. Elle detruit une a une les reformes laiques une fois qu’elle a le pouvoir.

- - de ce point de vue, l’histoire des laicismes en France et en - de ce point de vue, l’histoire des laicismes en France et en Turquie sont diametralement opposes :

En France, France, le laicisme gagne du terrain lorsque le processus democratique est en bonne marche et perd du terrain pendant le regime Vichy, par exemple. (p. ?) En Turquie, Turquie, 1) la laicite est imposee par le regime autoritaire Kemaliste, 2) ensuite une transition democratique favorise la liberte d’expression culturelle mais aussi le developpement d’une action politique islamique, 3) enfin, cette mutation est denoncee par les elites occidentalisees qui supportent une intervention militaire qui pretend restaurer l’ordre laic. Laicité forcee, democratie, Islam, coup militaire laicisant! (p.86, 29).

Le pire de ce model, bien sur, sera vecu en Algerie.
17

### ОЦЕНКА РАССТОЯНИЙ И ВРЕМЕНИ Определение расстояния шагами

Для определения расстояния по своим шагам надо знать их длину. Средняя длина пары шагов условно может быть принята раиной 1,5м. Счет шагов можно вести тройками, отсчитывая тройки попеременно под правую и левую ногу. Если расстояние измеряется бегом, то счет ведется на пятерки шагов. При измерении больших расстояний каждую сотню отсчитанных пар или троек шагов отмечают записью, загибанием пальцев или другим способом.

### Оценка расстояния по слышимости звуков

Таблица расстояния начала видимости предметов. Для глазомерной оценки расстояния можно использовать следующую таблицу.

Наименование предметов	Расстояние
Дневное время:
Населенные пункты	10-12 км
Большие строения	8 км
Отдельные небольшие дома	5 км
Окна в домах (без переплета)	4 км
Трубы на крышах	3 км
Отдельные деревья	2 км
Люди (в виде точек)	1,5-2 км
Движения ног, рук человека	700 м 1
Переплеты оконных рам	500 м
Голова человека	400 м
Цвет и части одежды	250-300 м 1
Листья на деревьях	200 м
Черты лица, кисти рук	100 м
Глаза (в виде точек)	60-70 м
Ночное время:
Program Security : Nonmalicious Program errors - Buffer overflow, Incomplete mediation, Time-of-check to Time-of- use Errors, Viruses, Trapdoors, Salami attack, Man-in-the- middle attacks, Covert channels. File protection Mechanisms, User Authentication Designing Trusted O.S: Security polices, models of security, trusted O.S design, Assurance in trusted O.S. Implementation examples.

##### UNIT V

Security in Networks : Threats in networks, Network Security Controls - Architecture, Encryption, Content Integrity, Strong Authentication, Access Controls, Wireless Security, Honeypots, Traffic flow security. Web Security: Web security considerations, Secure Socket Layer and Transport Layer Security, Secure electronic transaction.

##### PRESCRIBED TEXT :

- 1.Security in Computing, Fourth Edition, by Charles P. Pfleeger, Pearson Education
- 2. Cryptography And Network Security Principles And Practice, Fourth or Fifth Edition, William Stallings, Pearson,
- 3. Cryptography and Network Security: C K Shyamala, N Harini, Dr T R Padmanabhan, Wiley India, lst Edition.

##### BOOKS FOR REFERENCE :

- 1. Cryptography and Network Security : Forouzan Mukhopadhyay, Mc Graw Hill, 2"d Edition
- 2. Information Security, Principles and Practice: Mark Stamp, Wiley India.
- 3. Principles of Computer Sceurity: WM.Arthur Conklin, Greg White, TMH

##### WEBREFERENCE:

##### Mapping with Programme Outcomes:

PO 1	PO 2	PO 3	PO 4	PO 5	PO 6
CO1	L	S	M	S	M	S
CO2	S	L	S	L	S	L
CO3	M	S	L	M	S	M
CO4	L	S	S	L	S	M
CO5	S	M	M	S	L	S

##### S-Strong M-Medium L-Low

##### SEC-5: Enterprise Resource Planning
- 2) Suitability Information

Number
1	Details of any conviction or finding of guilt against the applicant for an office against either the Public Unleased Land Act 2013 or a similar law of another jurisdiction.
2

##### 3) Referee Contact Details

The applicant will provide at least two referee contact details from regulatory bodies, such as local councils, who can comment on the applicant’s past performance including safety, rebalancing of devices and complying with permit conditions.
- - выразительные средства в разных видах искусства - выразительные средства в разных видах искусства (форма, цвет, колорит, композиция);
- - представление о региональных художественных - представление о региональных художественных промыслах.

##### Приобщение к музыкальному искусству:

- - жанры музыкальных произведений (марш, песня, танец), - жанры музыкальных произведений (марш, песня, танец), произведения по мелодии, вступлению;
- - звучание музыкальных инструментов (фортепиано, скрипка, - звучание музыкальных инструментов (фортепиано, скрипка, балалайка, виолончель).

##### Приобщение к словесному искусству:

- - реагирует на поэтические и прозаические - реагирует на поэтические и прозаические художественные произведения;
- - любимого детского писателя, любимые сказки и - любимого детского писателя, любимые сказки и рассказы.

##### Развитие продуктивной деятельности детей (рисование, лепка, аппликация, художественный труд:

- - выразительные художественные образы в рисунке, лепке, - выразительные художественные образы в рисунке, лепке, аппликации, передает характерные признаки предметов и явлений, настроение персонажей;
- - особенности изобразительных материалов (гуашь, акварель, - особенности изобразительных материалов (гуашь, акварель, мелки, уголь, сангина);
- - предметы разной формы, используя усвоенные приемы и - предметы разной формы, используя усвоенные приемы и способы;
- - разные способы вырезания и обрывания бумаги для - разные способы вырезания и обрывания бумаги для создания образов в аппликации.

##### Развитие конструктивной деятельности:

- - постройки по рисунку, схеме, по образцу, по заданию взрослого, - постройки по рисунку, схеме, по образцу, по заданию взрослого, самостоятельно подбирая детали;
- - структуру объекта и устанавливает ее взаимосвязь с - структуру объекта и устанавливает ее взаимосвязь с практическим назначением объекта;
- - способами построения замысла и элементарного планирования - способами построения замысла и элементарного планирования своей деятельности.

##### Развитие музыкально-художественной деятельности:

- - высокие и низкие звуки (в пределах квинты); - высокие и низкие звуки (в пределах квинты);
- - петь плавно, лёгким звуком, отчётливо произносить слова, - петь плавно, лёгким звуком, отчётливо произносить слова, своевременно начинать и заканчивать песню, в сопровождении музыкального инструмента;
- - импровизировать мелодии на заданный текст, сочинять - импровизировать мелодии на заданный текст, сочинять мелодии различного характера (колыбельную, марш, вальс);
- - выполнять танцевальные движения: поочерёдное - выполнять танцевальные движения: поочерёдное выбрасывание ног в прыжке, полуприседание с выставлением ноги на пятку, шаг на всей ступне на месте, с продвижением вперёд и на месте;
- - двигается в соответствии с характером и динамикой - двигается в соответствии с характером и динамикой музыки;
- - инсценирует содержание песен, хороводов; - инсценирует содержание песен, хороводов;
The Youth Hub at the Heart of the Community

Providing youth services for all 7-25 year olds in Felixstowe and the surrounding area

Felixstowe Youth Development Group

## Welcome to Level Two Mentoring

To support you we need the following details… * Please note areas marked must be completed *Full name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gender: Male: Female: Do not wish to disclose: *Date of birth: . . . . . . . . . . . . . . . . . .Year Group: . . . . . . .School name: . . . . . . . . . . . . . . . . . . . . *Address & postcode: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *Young person’s contact number: . . . . . . . . . . . . . . . . . . . . . . . . Best way to contact you? . . . . . . . . . . . . . . . . . . . . *Name of parent/carer (if under 18 yrs ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Who do you live with? . . . . . . . . . . . . . . . . . . . . . . . Can we contact your parent/carer if necessary? . . . . . . . . . . . . . . . . . . . . . . . . . *Emergency contact name and number: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GP/Surgery:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . If not at school are you in any of the following: Training/apprenticeship Employment Further Education None of the above

*Do you have any special educational/additional/medical needs we should be aware of? . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *Please give an explanation of why you are making this referral and how you think mentoring can help? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinh phí đã được cấp và sử dụng tính đến kỳ báo cáo
- Số dư kỳ trước chuyển sang
- Kinh phí cấp trong kỳ
- Kinh phí được sử dụng trong kỳ
- Kinh phí đã sử dụng đề nghị quyết toán
- Kinh phí nộp giảm trong kỳ
+ Luỹ kế từ khi thực hiện nhiệm vụ
- Kinh phí chuyển kỳ sau
+ Kinh phí đã chi chưa đủ thủ tục quyết toán
+ Kinh phí chưa sử dụng

Các khoản chi lớn trong thời gian liên quan đến báo cáo .....................................................................................................................................
15.	Những vấn đề tồn tại cần giải quyết
- .........................
16.	Dự kiến những công việc cần triển khai tiếp trong thời gian tới
- .........................
17.	Kết luận và kiến nghị
.........................
Chủ nhiệm nhiệm vụ (Họ tên, chữ ký)	THỦ TRƯỞNG TỔ CHỨC CHỦ TRÌ NHIỆM VỤ (Họ tên, chữ ký, đóng dấu)

41
- 2) Planlegging av sesongen 2020
- • Treningstider: Tirsdag 17-20 Torsdag 17-20 Lørdag 10-12 for de minste, 12-16 for alle Mulig vi skal få til egen dag med trener for lisenesierte mdl. Her er 3. onsdag hver mnd en aktuell dag. Kommer tilbake til dette. Vi endrer priser på trening. Medlemmer tom 65ccm trener gratis. Medlemmer fra 85ccm og oppover - 75kr. Barnebane - 60kr. Stor bane - 150kr. Vi ser for oss å åpne for sesongen i påsken. Her er det fint om vi får mange åpningsdager. Pinsehelgen holder vi åpent lør, søn og man. Vi kommer også til å holde åpent ekstradager når det er ferie osv. Det vil bli annonsert.
- • Aktiviteter: Vilde og Torkel setter sammen et opplegg for barn mandager. Her ser vi for oss 10 mandager med treningsopplegg. Solveig arrangerer slik at det blir matservering inne i klubbhuset etter endt trening - dette for å styrke samholdet mellom barna. Dette tilbudet gjelder i første omgang lisenserte medlemmer. Her hadde det også vært moro med egen trøye til de barna som er med på opplegget. Henning er med å bidrar. Dette er og en fin arena for de som ønsker å komme og prøvekjøre. Siste helgen i april skal Christer Svendsen, Team Embla og Anita Pedersen ha aktivitetscamp hos oss. Her er vi med som arrangør. Vi tar inntektene på strøm og kiosk. Det er tenkt at vi serverer lunsj og middag og her er det satt opp: Middag fredag - tacobuffet Lunsj lørdag - lunsjbord med fokus på sunn og næringsrik kost. Middag lørdag - Stroganoffgryte med ris og salat Lunsj Søndag - lunsjbord med fokus på sunn og næringsrik kost. Her trenger vi noen som kan være med å lage mat :-)
State Boards for The Prevention and Control of Air Pollution - Powers And Functions - Prevention and Control of Air Pollution - Penalties and Procedure.

Course Outcomes Students will be able to:

CO No.	CO Statement	Knowledge level
CO 1	Compare the various avenues of acquiring finance to setup a business entity	K2
CO 2	Recall the legal requirements for Section 8 Company	K1
CO 3	Examine the provisions for LLP and joint venture	K4
CO 4	Analyse the registration and licensing procedure	K4
CO 5	Examine the compliance of regulatory framework regarding environment	K4

Books for study: nd 1. Kailash Thakur, (200 7) 'Environment Protection Law and Policy in India', 2 Edition, Deep &Deep Publication Pvt. Ltd., New Delhi. 2. Avtar Singh, (2015), 'Intellectual Property Law', Eastern Book Company, Bangalore 3. Zad N.S and Divya Bajpai, (2022) 'Setting up of Business Entities and Closure' (SUBEC), Taxmann, Chennai 4. Amit Vohra & Rachit Dhingra (2022) 'Setting Up Of Business Entities & Closure', th 6 Edition, Bharath Law House, New Delhi
Books for reference: 1. Setting up of Business Entities and Closure (2021), Module 1, Paper 3, The Institute of Company Secretaries of India, MP Printers, Noida 2. The Air (Prevention and Control of Pollution) Act, 1981, Bare Act, 2022 Edition, Universal/LexisNexis Noida , 3. The Water (Prevention and Control of Pollution) Act, 1974, Bare Act, 2022 Edition, Universal/LexisNexis Noida , 4. Cliff Ennico, (2005) 'Small Business Survival Guide Starting Protecting and Securing your Business for Long- Term Success', Adams Media, USA rd 5. Daniel Sitarz,(2011) 'Sole Proprietorship: Small Business Start - up Kit', 3 Edition, Nova Publishing, USA
Web references: 1. https://www.icsi.edu/media/webmodules/FINAL_FULL_BOOK_of_EP_SBEC_2018 .pdf 2. https://www.mca.gov.in/MinistryV2/incorporation_company.html 3) 3. https://legislative.gov.in/sites/default/files/The%20Limited%20Liability%20 Partnership%20 Act,%202008.pdf 4. https://legislative.gov.in/sites/default/files/A1999-48.pdf 5. https://www.indiacode.nic.in/bitstream/123456789/6196/1/the_environment_protectio n_act%2C1986.pdf
- • Do I understand my obligations in supporting children and families who may disclose that they are unsafe? And do I have support processes set up to help facilitate ensuring adequate and appropriate support to children (and their families and community).
- • Have I developed transparent protocols and processes to communicate these with participants and partners?
- • Have I ensured that there are appropriate processes in place to check my decision-making around notifications of concerns to authorities?
- • Do I understand my duties and obligations as outlined in UN Conventions?
- • Are the rights of participants and partners being clearly communicated to them?
- • Have I developed a process to trial some of my proposed methods and data collection tools and adapt them in line with feedback from children, families and community members?
- • Is appropriate support in place for children before, during and after their participation in the research
- • Am I confident that my research processes and tools are engaging and appropriate for the children in the study? Am I using a strengths-based approach?
- • Am I familiar with and well-practiced in respectful adult listening?
- • Do I have all of the resources which will help me to provide a comfortable environment to children?

#### 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.

Doing good business
- Comment le saurais-je ? Izzy voulut intervenir. Caroline était une employée compétente et efficace, mais elle manquait assurément de sensibilité depuis que son mari l'avait quittée. Il cherchait actuellement un moyen pour ne plus lui verser de pension alimentaire. Caroline n'avait jamais véritablement connu autre chose qu'une vie très aisée. Elle avait toujours tendance à voir le fait de gagner sa vie et de fréquenter des gens normaux comme une nouveauté hilarante. - Bon, c'est bientôt la dernière semaine de novembre, déclara Izzy. Partout ailleurs, il y a des tasses rouges, des bonnets de père Noël et des chants de Noël. Franchement, il ne faut pas rester à Londres si l'on veut échapper à Noël. Il n'y a pas de meilleure ville au monde où le fêter, et je veux que nous soyons de la partie. - Ho, ho, ho !, tonna l'homme bedonnant à la barbe blanche. Elles le dévisagèrent, puis échangèrent des regards. - Arrête ça !, dit Pearl à Izzy. - Mais non ! Izzy était tellement excitée par Noël cette année ; il y avait tant Cupcake Café de choses à célébrer. Le n'allait pas réellement faire d'elles des femmes fortunées, mais elles gardaient la tête hors de l'eau. Sa meilleure amie Helena et son compagnon Ashok devaient se joindre à eux avec Chadani Imelda, leur petite fille d'un an, en parfaite santé et très sautillante. La mère d'Izzy, Marian, serait peut-être présente également. La dernière fois

6
####### Back to Education and SUSI

Students experiencing a crisis pregnancy or their partners have limited options. They can opt for One Parent Family payment (if choosing to live separately) or Working Family Payment (if cohabiting). However, as many students do not meet the criteria for this they are left to rely on college grants (if available), managing college duties and weekend work to survive. A minority of students may obtain the exceptional needs social welfare payment, depending on the Community Welfare Officer. However, the reality is that there is a significant gap in support for this cohort.

A lone parent returning to education and getting a social welfare payment may qualify for the Back to Education Allowance (BTEA) or the student grant depending on the circumstances. However, it is no longer possible to get the Back to Education Allowance and a full student grant at the same time. BTEA recipients are no longer eligible to receive the Student Universal Support Ireland (SUSI) maintenance grant. Without this financial support, many lone parents in full time education are forced to drop out of college. Meanwhile census data shows that lone parents participation in education has decreased by 4 approximately 20% in the 5 years from 2011 to 2016.

###### Recommendations

- • Grant lone parents in full-time education the Back to Education Allowance without discretion
- • Review the eligibility rules of the SUSI grant to better facilitate part-time students particularly lone parents to provide to financial support to flexible care duties.
- • Extend Back to Education Allowance to younger student parents under 21
- • Address the anomaly by which lone parents in receipt of Rent Supplement and OFP/JST, who want to take up education or training are not eligible for SUSI maintenance.

11
5 5 dimanche de Pâques - Rogate

##### Offrande

si le Repas du Seigneur n'est pas célébré, l'offrande et la prière d'offrande précèdent la prière d'intercession qui est conclue par le Notre Père

quand le Repas du Seigneur n'est pas célébré Seigneur notre Dieu, tout ce qui est dans les cieux et sur la terre t'appartient, et c'est de ta main que nous avons tout reçu. Reçois l'offrande que nous te présentons pour le service du monde et de l'Église. Tu es béni pour les siècles des siècles. : Amen l'assemblée

####### ou

quand le Repas du Seigneur est célébré Seigneur Dieu, nous n'avons rien à t'offrir qui ne vienne de toi. Accepte cependant cette offrande et apprends-nous à en user conformément à ta volonté. Nous te la présentons avec ce pain et ce vin que ton Fils nous a prescrit de te consacrer. Veuille te servir toi-même de ces dons pour la joie de ton Église et le salut de tous. Tu es béni pour les siècles des siècles. : Amen l'assemblée
Unit-IV: unit dives into the Odia nationalism and socio-economic ideas depicted in the Unit-IV: unit dives into the Odia nationalism and socio-economic ideas depicted in the work s of Madhusudan Das and Gopabandhu Das.

##### Course Content: Unit -I:

- a) Views on Nationalism and Internationalism a) Views on Nationalism and Internationalism R N Tagore:
- b) Nationalism, Political Goal and Techniques b) Nationalism, Political Goal and Techniques Sri Aurobindo:

Unit -II: Nonviolence, Swaraj, Satyagraha, Trusteeship a) M.K. Gandhi: Nonviolence, Swaraj, Satyagraha, Trusteeship a) M.K. Gandhi: Annihilation of Caste, Social Justice and Social Democracy b) B.R. Ambedkar: B.R. Ambedkar:

##### Unit -III:

a) Marxism and New-Humanism a) Marxism and New-Humanism M.N. Roy Socialism, Secularism, Internationalism b) J.L. Nehru:

Unit -IV: Odia Nationalism, Socio-economic Ideas a) Madhusudan Das: Odia Nationalism, Socio-economic Ideas a) Madhusudan Das: Nationalism, Reforms and Education b) Gopabandhu Das: Gopabandhu Das:

##### Essential Readings:

- ✓ (1991). 'Constituent Assembly Debates', in S. Hay (Ed.). Sources of Ambedkar, B. . Penguin, pp. 342-347. Indian Tradition, Vol. 2. (Second Edition)
- ✓
- ✓ (1982) Indian Idea of Freedom: Political Thought of Swami Vivekananda, Dalton, D. . The Academic Press, Aurobindo Ghose, Mahatma Gandhi and Rabindranath Tagore pp. 154-190.
- ✓
- ✓ (1991) 'Satyagraha: Transforming Unjust Relationships through the Gandhi, M. Power of the Soul', in S. Hay (ed.), Sources of Indian Tradition, Vol. 2. Second . Penguin, pp. 265-270. Edition
- ✓ (2007). 'Quest for Democratic Socialism', in S. Thorat and Aryana Mungekar, B. (eds.), . IIDS and Ambedkar in Retrospect - Essays on Economics, Politics and Society Rawat Publications, pp. 121-142.
- ✓ (1991). 'Selected Works', in S. Hay (ed.), Sources of Indian Tradition, Vol. Nehru, J. . Penguin, pp. 317-319. 2. (Second Edition)