ahmedheakl/docatlas_instruct huggingface dataset:
Do súťaže sa vyplnením elektronického formulára na stránke účinkujúci prihlasujú Národného osvetového centra: http://www.nocka.sk/chcemsaprihlasit. Do regionálneho kola súťaže sa súťažiaci prihlasujú podľa miesta svojho bydliska alebo . pôsobenia

Organizátorom regionálneho kola súťaže je Turčianske kultúrne stredisko v Martine. regionálneho kola súťaže je Turčianske kultúrne stredisko v Martine. Vyhlasovateľom a odborným garantom je Národné osvetové centrum z poverenia Ministerstva kultúry Slovenskej republiky.

### B. Podmienky pre súťažiacich:

Súťaže sa môžu zúčastniť všetky detské folklórne súbory, ktoré vyvíjajú svoju umeleckú činnosť na území Slovenskej republiky alebo členovia , ktorí majú štatút Slováka žijúceho v zahraničí a prezentujú materiál z územia Slovenska, presahujúcich hraničných regiónov alebo z oblastí historicky obývaných Slovákmi.

Kolektív prechádza všetkými stupňami súťaže , ktoré s tým istým súťažným vystúpením uvedie v základnom stupni súťaže. Celkový počet členov vo všetkých zložkách kolektívu môže byť maximálne . Súťažné čísla môžu mať trvanie maximálne . 45 členov 12 minút Súťažiaci sa prezentovať súťažným programom, s ktorým sa už v minulosti nemôžu zúčastnili na celoštátnej súťaži a sú staršie ako 5 rokov. Zjedného detského folklórneho súboru môže byť prihlásené maximálne . V čase prihlásenia kolektívu do súťaže 1 súťažné číslo viac ako 16 rokov. Ľudová nesmú mať účinkujúci tanečnej a speváckej zložky hudba/sólista inštrumentalista je akceptovaný , v najlepšom len v živom predvedení prípade detskou ľudovou hudbou alebo detským sólistom inštrumentalistom.

### C. Kritéria hodnotenia:

Vhodnosť rešpektovaním dramaturgických a Vhodnosť rešpektovaním dramaturgických a výberu témy a spracovania materiálu režijných princípov. (zábavný, Rešpektovanie podoby a funkcie tradičnej príležitosti obradový či slávnostný repertoár; zvykoslovný materiál a pod.). Rešpektovanie zákonitostí (forma a štruktúra tanca, funkcia motívov v daného typu tanca a úroveň jeho interpretácie rámci motivických radov, etiketa tanečného prejavu - správanie a roly partnerov v tanci...). daného typu tradičnej detskej hry a úroveň jej interpretácie. Rešpektovanie zákonitostí Dodržiavanie danej lokality/ štýlovo - interpretačných znakov hudobno-spevného štýlu regiónu (výber piesní k typu tanca, typ hudobného zoskupenia, a úroveň ich interpretácie rytmika, harmonizácia, tempo, variačná technika, súhra jednotlivých hudobných nástrojov pri skupinovej hre, komunikácia s tanečníkmi, hlasové prejavy - pokriky, ujúkanie...), pričom
Утверждена постановлением Администрации Кировского сельсовета от 02.03.2018 № 12

## ПРОГРАММА «Содействие занятости населения Кировского сельсовета» на 2018 год

- п. Кировский

2018 год
modificación de los contratos de arrendamiento por cualquier titulo de derecho, de los locales de los Mercados Municipales, que implique un beneficio o provecho al locatario, contraviniendo entre otros no especificados, lo establecido en el punto que antecede, no procederá, y el Ayuntamiento Municipal sancionara con la rescisión del contrato, clausura y cancelación de la licencia del giro comercial.

Que el arrendatario deberá cumplir con los requisitos y disposiciones fiscales, sanitarias y demás leyes aplicables.

Que por ningún motivo se permitirá que una sola persona física o moral ocupe dos o mas locales en un solo Mercado Municipal, ya sea a nombre propio por interpósita persona.

Hecho lo anterior, el funcionario encargado de la Secretaria del Ayuntamiento Municipal, turnara el contrato al encargado de Padrón y Licencias Municipal, para que a su vez expida la licencia Municipal a nombre del solicitante y para el giro comercial correspondiente y expedida la misma, la pasara para su autorización y firma del Presidente Municipal, quien la turnara al Encargado de la Hacienda Municipal para que el nuevo locatario cubra según lo establecido en la Ley de Ingresos del Ejercicio Fiscal correspondiente.

ARTÍCULO 8.- 8.- Todo arrendatario, estará obligado a enterara la Tesorería Municipal en calidad de depósito, un importe equivalente a $1,000.00 (MIL PESOS MONEDA NACIONAL), en garantía en posibles daños al local y todo aquel ocasionado por el uso y desgaste natural en perjuicio del mismo, en su caso, para aplicarse en el pago de gastos de ejecución, multas, recargos o rentas no pagadas, así como aquellos adeudos que, por servicios de energía eléctrica o agua potable, se adeudaran por cuenta de la localidad y a cargo del arrendatario, situación que pudiera presentarse en los casos de clausura de la licencia o rescisión del contrato.

CAPITULO SEGUNDO DE LA ADMINISTRACION Y VIGILANCIA DE LOS MERCADOS MUNICIPALES

ARTÍCULO 9.- 9.- Los Mercados Municipales, serán manejados por un administrador y el personal necesario para que lo auxilie.

ARTÍCULO 10.- 10.- Sera responsabilidad de los Administradores la conservación del buen orden, la vigilancia del cumplimiento de las disposiciones de este Reglamento, y serán auxiliares de las autoridades sanitarias y de ecología, para vigilar que se cumplan las disposiciones de esta índole.
Years 1–2
Design and Technologies achievement standard
Version 9.0	Version 8.4
By the end of Year 2 students describe the purpose of familiar products, services and environments. For each of the 2 prescribed technologies contexts they describe the features and uses of technologies and create designed solutions. Students select design ideas based on their personal preferences. They communicate design ideas using models and drawings and follow sequenced steps to safely produce designed solutions.	By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts. With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.
Technologies learning area achievement standard
Version 9.0	Version 8.4
By the end of Year 2 students describe the purpose of familiar products, services and environments, including digital systems. They represent and process data in different ways and follow and describe basic algorithms involving a sequence of steps and branching to show how simple digital solutions meet a need for known users. For each of the 2 prescribed technologies contexts they identify the features and uses of technologies and create designed solutions. Students select design ideas based on their personal preferences. They access and use the basic features of common digital tools to create, locate and share content, and collaborate and communicate design ideas using models and drawings. Students safely produce designed or digital solutions and recognise that digital tools may store their personal data online.	By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list the features of technologies that influence design decisions and identify how digital systems are used. Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range of sources and recognise patterns in data. Students record design ideas using techniques including labelled drawings, lists and sequenced instructions. They design solutions to simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies contexts. Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the environment. They safely create solutions and communicate ideas and information face-to-face and online.
######## KEY FINDINGS

This report focuses on four life-altering rights in the lives of persons with disabilities, which the Convention enshrines: the right to legal capacity (Article 12), the right to independent living and being included in the community (Article 19), the right to family and parenthood (Article 23), and the right to work (Article 27).

The report's findings lead to our main conclusion: Israel has no national plan for the implementation and deployment of the Convention and for promotion of the . The lack of such a national plan, including the rights of persons with disabilities delineation of tasks for each of the governmental ministries, leads to large and ongoing gaps in the implementation of the rights of people with disabilities in Israel.

We urge the Prime Minister to order the formulation of a national program to implement the Convention. We recommended that the Commission for Equal Rights for Persons with Disabilities lead this program, with the participation of all of the governmental ministries alongside civil society, including people with disabilities. Without such a plan, persons with disabilities will continue to suffer discrimination, exclusion and disenfranchisement.

Examination of the four rights at the heart of this report points to disturbing findings, since in all four rights there is a large gap between the requirements of the Convention and the reality in Israel. Moreover, other than the right to legal capacity-- in which there has been visible improvement-- we have witnessed very little action on the government's part to narrow the gap in the areas of independent living, family and employment. As we will detail in the report, four different trends emerge regarding these rights--one positive and three negative:

IMPROVEMENT -- The right to legal capacity is the right with the most striking IMPROVEMENT -- The right to legal capacity is the right with the most striking -- improvement. The report commends the state's work, coordinated by the Ministry of Justice, in adopting an amendment to the law and a change in policy. - The right to independent living is the most violated right among VIOLATION - - those examined in this report. Despite signs of change, there is a profound gap between the requirements of the Convention and the reality in Israel in this field (which falls under the aegis of the Social Welfare and Health Ministries). It is also a field in which Israel demonstrates the largest gap relative to other western countries that recognize the right to independent living, and that provide actual services for implementation of this right. - There is no trace of government policy in the field of family and DISREGARD-- parenthood, and it seems that the government largely ignores this subject. There is a
0 2 2 6 7 0 7 0 7 7 2 0 5 0 2 2 6 7 0 7 0 7 7 2 0 5	75.11.32	Ремонт водопроводов	руб.	50000,0	По факту	04.15	06.15	Единств енный постав щик
0 2 2 6 7 0 7 0 7 7 2 0 5 0 2 2 6 7 0 7 0 7 7 2 0 5	75.11.32	Ремонт водопроводов	руб.	50000,0	По факту	06.15	09.15	Единств енный постав щик
0 1 3 6 7 0 7 0 7 7 2 0 5 0 1 3 6 7 0 7 0 7 7 2 0 5	75.11.32	Приобретение основных средств в области коммунального хозяйства	руб.	50000,0	По факту	01.15	12.15	Единств енный постав щик
0 2 2 1 8 0 7 0 7 7 3 0 5 0 2 2 1 8 0 7 0 7 7 3 0 5	75.11.32	Уличное освещение	руб.	90000,0	По факту	01.15	06.15	Единств енный постав щик
0 2 2 1 8 0 7 0 7 7 3 0 5 0 2 2 1 8 0 7 0 7 7 3 0 5	75.11.32	Уличное освещение	руб.	90000,0	По факту	07.15	12.15	Единств енный постав щик
Profiadau o herio penderfyniadau gofal cymdeithasol i oedolion: Cyfweliadau manwl

Roedd y rhan fwyaf o gyfranogwyr a gyflwynodd gŵyn ffurfiol wedi gwneud mwy na dim ond codi'r gŵyn:

- - Roedd rhai wedi cynnwys pobl eraill, gan gynnwys cyfarwyddwr gofal
- - Roedd ambell un wedi cwyno ac yna wedi herio'r penderfyniad ynglŷn â'r gŵyn ymhellach trwy ail gam y broses gwyno.
- - Roedd rhai wedi cysylltu â'r ombwdsmon perthnasol ar ôl cwyno wrth yr awdurdod lleol.
- - Mewn un sefyllfa, cafwyd adolygiad barnwrol.

Clywsom enghreifftiau gan gyfranogwyr o Gymru o aelod o'r Senedd (Senedd Cymru) yn gofyn am i weithiwr cymdeithasol annibynnol adolygu'r sefyllfa. Roedd yn ymddangos fel pe bai hyn wedi deillio o'r cyfranogwyr yn ysgrifennu at eu cynrychiolydd yn y Senedd. Soniodd cyfranogwyr am nifer o bobl mewn gwahanol rolau oedd ynghlwm â heriadau ac mae pa mor aml y cyfeiriwyd at hyn yn awgrymu pa rolau oedd fwyaf perthnasol i heriadau ar gyfer y cyfranogwyr hyn (gweler Tabl 4).

######### Tabl 4: Rolau a gafodd eu crybwyll mewn perthynas â heriadau
henviser til, at det idealiserede objekt er et forsvar mod alt det destruktive i det ekstremt onde objekt (Klein, 1957, p. 192).

Ifølge Colman (2006) er det helt afgørende, at terapeuten tør være det gode nok objekt, idet den omsorg og bekymring, der ligger heri, er helt central for at skabe forandring, og det er vigtigt ikke at forveksle det gode nok objekt med det idealiserede. Han beskriver det meget malerisk:

' ikke vi skelner mellem det gode objekt og det idealiserede vil terapeuten ' ikke vi skelner mellem det gode objekt og det idealiserede vil terapeuten ende med at skylle den gode baby ud med det idealiserede badevand med det resultat, at ethvert udtryk for kærlighed, omsorg, bekymring eller varme tolkes som en ulovlig handling, der skal undgås for enhver pris ' (oversat fra Colman, 2006, p. 298).

Vi Vi hæfter os i den forbindelse ved, at Colman beskriver, at det er terapeutens på at indtage rollen som det gode objekt, der skaber en form for idealiseret falsk godt objekt, hvor både terapeut og klient søger tilflugt. På den måde virker det som om, at er problemet ikke ligger i, at terapeuten er et godt objekt, hvis denne rent faktisk det. prøver Problemet består nærmere af, at terapeuten at være - eller stiler efter at blive - det gode objekt. Derfor mener vi, at bekymringerne over faren ved overføringen og terapeuten som det gode objekt er oprigtige nok, og Kleins pointe er vigtig på den måde, at terapeuten ikke må søge de positive overføringer og undgå de negative, idet det ikke fremmer integrationsprocessen, men nærmere er et forsvar mod den fra både klient og terapeut (Klein, 1957 p. 225). Ligeledes er det dog vigtigt, at terapeuten ikke prøver at undgå at være det gode objekt, hvis denne i sin bevidsthed rent faktisk er det, og Colman pointerer, at det har ligeså store konsekvenser at søge de negative overføringer fra klienten ud fra en naiv tro om, at der i den forbindelse er tale om virksom terapi (Colman, 2006, p. 298). Vi får dermed ud fra Colman en opfattelse af, at det, der i virkeligheden er tale om i forhold til, om terapeuten skal være det gode søge objekt eller ej handler om, at terapeuten ikke skal at være eller blive hverken det ene eller andet. Vi pointerer, at terapeuten i den forbindelse skal være enormt opmærksom på sig selv og sin egen følelse for at finde ud af, hvornår der er tale om oprigtig omsorg, og hvornår terapeuten forsøger at leve op til at være det gode objekt og dermed bliver det idealiserede objekt. Colman pointerer, at det er gennem

54
THAINA GALLO URSULA COLLISCHONN VINICIUS MENEGUZZI VIVIANA SCHAMES

### CENOTÉCNICOS

ANDERSON BALHERO CAROLINE FALERO CICERO NEVES DOUGLAS DIAS FERNANDO ROSSA GABRIEL FORLIN TURI WANDER LUÍZA GABRIELA RAFAEL ARAUJO RODRIGO SHALAKO SILVANA RODRIGUES

### TÉCNICOS DOS TEATROS

Teatro do Bourbon Country: ANTÔNIO CARVALHO, LUCAS MARTINS CUNES, RODRIGO CORREA, DIEGO AGOSTINI, FELIPE CONSTANT Theatro São Pedro: ANDRÉ HANAUER, ALEXSANDER DA COSTA SILVA, JEFERSON BIDARTI, PAULO AVILLA, FAGNER CÉSAR MEDEIROS Salão de Atos UFRGS: CLAUDIO MARTINS, JOÃO LUIZ PADILHA, JOEL TRISTÃO DE OLIVEIRA, MOZART DUTRA, PAULO ROBERTO OLIVEIRA, LUCIANO MEDINA BUIANO, HAIK YERMIA KHATCHIRIAN Teatro Renascença e Sala Álvaro Moreyra: OSÓRIO ROCHA, RUBENS KOSHIMIZU, MIRCO ZANINI, LUCIANO PAIM, JADER ZOMER, MAURÍCIO ROSA, EMERSON TRINDADE DOS SANTOS Teatro de Câmara Túlio Piva: ALEXSANDRO PEREIRA "PREGO" KARRA Teatro Bruno Kiefer e Carlos Carvalho: JOSÉ ANTÔNIO CARVALHO “ZÉ", PAULO JUOLAIR BONZAN Instituto Goethe: CLAUS HERZER Teatro de Arena: WAGNER DUARTE, JOSÉ RENATO Teatro do SESC: DEIVISON KELLER, OSMAR MONTIEL Teatro do CIEE: RAFAEL LISBOA, GUTO GRECA, PAULO CESAR BORBA, LUCIANO MIOTTO, RUDSON DA SILVA, GUILHERME MUELLER, FERNANDO MAXIMENCO Teatro Barbosa Lessa: FERNANDO OCHOA
ombæring praktiserer vedkommende dog tillige leadership ved at invitere eleverne til forhandlingsbordet, og medtage deres forudsætninger og ønsker omkring netop form, indhold og mål. Involveringen af eleverne sker således i overensstemmelse med både skolens lovgrundlag og børnenes tarv som deltagende og medskabende subjekter. Alligevel fordrer denne dimension af kontraktudformningen, at coachingen i en målstyret undervisningssituation, må forlade sig på de modificeringer som den ledelsesbaserede coaching angiver. Det betyder, ifølge Molly-Søholm m.fl. (ibid.:15), at, når man coache r som leder, skal man coache som leder . Derfor er klasselederskabet da også et overbegreb i forhold til midlet coaching, og dermed må lærerens fronesis lokalisere balancen mellem politisk bestemte mål og elevernes medejerskabsønsker. Dette fører videre til en nærmere analyse af timeouten.

### 7.2 Timeouten somforgreningspunkt

Når læreren i sit klasselederskab, som nævnt, to gange i minuttet skal træffe vigtige beslutninger, er det indlysende, at de fronesiske dyder kommer i spil i forbindelse med timingen af timeoutens metasamtale om kontraktens fortsatte berettigelse. Timeoutinterventionens progressive udfald beror således i høj grad på tilstedeværelsen af coachende grundkvaliteter som empati og transparens . Empatien er nødvendig for, at læreren kan sætte sig i elevernes sted, og fornemme om kontraktens potentiale er udtømt fra deres perspektiv. Transparensen sikrer modsat, at lærerens overblik som gamemaster ikke nødvendigvis fører til manipulerede kontraktskift, som af eleverne kan føles intimiderende. I stedet må det transparente klasselederskab vise sig gennem en åben og velargumenteret kommunikation om bevæggrunde for timeouten. Derved tilbydes eleverne mening i form af indsigt i lærerens målrettede undervisningshensigt, og på dette grundlag kan de så gøre deres demokratiske indflydelse gældende i kontraktforhandlingen. Dette sker dog velvidende, at de er underlagt et asymmetrisk klasselederskab, som i sidste ende har vetoret som følge af både den formelt tildelte autoritet og den overlegne besiddelse af metaperspektivet.

#### 7.2.1 Time on task

Den franske prisvindende film 'Entre les murs' (' Kla ssen' ) - hvor instruktøren Francois Bégaudeau, på godt og ondt, spiller sig selv i rollen som lærer på en parisisk grundskole - indledes med en skildring af skolens problematik om tidsmæssig effektivitet (time on task). I Francois'
##### RECOMMENDATIONS

- 1. PROMOTING INDEPENDENT LIVING :
- A. It is recommended to enshrine the right to independent living within the Equal Rights for People with Disabilities Act. The right to independent living should be , including all persons with disabilities, regardless of the comprehensive type of disability and its severity.
- B. It is recommended to revoke the powers of professional committees (such as the Assessment Committee or the Rehabilitation Services Committee) to determine or deny eligibility for independent living. Concurrently, it is recommended to develop a mechanism to determine the nature of support which the person receives to allow him to live independently. The guiding principle: the person's wishes will be the decisive force in designing the support he receives.
- C. is recommended to base the community housing services offered to each C. is recommended to base the community housing services offered to each person on a 'personal assistance basket' of services, as well as a personal budget tailored to the needs and desires of the person. This personalized assistance will be available to individuals at all levels of functioning, and in all areas of life, including housing, employment, education, leisure and social networking.
- D. It is recommended to develop responses to ease the social isolation borne by people with disabilities, and to ease their experience of loneliness.
- E. It is recommended to promote programs to explain and to enforce the accessibility of the services in Israel, out of the conviction that without accessible services, independent living for many will not be possible.
- F. It is recommended to promote housing solutions for people with disabilities, such as public housing or dedicated subsidized mortgages.
- G. It is recommended to eliminate the age-based determinations of eligibility for independent living, which discriminate against senior citizens with disabilities and limits their eligibility for independent living.
- 2. DE-INSTITUTIONALIZATION:
- A. According to the Convention, institutions are a violation of the right to independent living.
- B. It is recommended that the State of Israel enshrine, in legislation and in regulations, the right to ndependent living for all persons (including individuals who require intensive support). Further, the state should develop the necessary services to offer a comprehensive solution to all people with
### Academic Performance Indicator 7: Science Proficiency (and Growth)

Are all and subgroups of students achieving proficiency in science? And, if applicable, are all and subgroups of students meeting expected growth targets in science?

Students are assessed to evaluate grade level competency in science. MCA series assessment data is evaluated. Schools may also provide additional data from norm-referenced assessments showing grade level equivalencies and curriculum-based assessments.

Additionally, the school can measure and report on student growth in science achievement over the course of a school year (fall to fall, fall to spring, and/or spring to spring). Data may be from a variety of sources, including normative assessments, such as NWEA or STAR, and curriculum-based assessments.

#### Contractual SMART Goal Measures [Measures CCR and AGC components of World’s Best Workforce]:

Schools have several contractual measures in this indicator comparing the school to the state and local district, but may have additional measures at their discretion. Measures can be subdivided by grades and performance rating marks (10.0 points above and below for example) may be adjusted slightly based on the school’s overall performance to make the targets reasonable. For schools where the core number tested is large enough, comparisons are evaluated for all students, students qualifying for free or reduced price lunch, students receiving special education services, and other specific populations that the school serves. Base example goals are:

Exceeds: The school’s aggregate proficiency index score is at least 10.0 points greater than the state’s score Meets Target: Target: The school’s aggregate proficiency index score is equal to or greater than the state’s score Approaches: The school’s aggregate proficiency index score is within 10.0 points of the state’s score Does Not Meet: Not Meet: The school did not meet the criteria for any of the ratings above

Exceeds: The school’s aggregate proficiency index score is at least 10.0 points greater than the district’s score Meets Target: Target: The school’s aggregate proficiency index score is equal to or greater than the district’s score Approaches: The school’s aggregate proficiency index score is within 10.0 points of the district’s score Does Not Meet: Not Meet: The school did not meet the criteria for any of the ratings above

#### Performance Rating Criteria:

#### Exceeds Standard

SCHOOL NAME Academic Performance Evaluation | DATE ISSUED

14