ahmedheakl/docatlas_instruct huggingface dataset:
## PORTARIA Nº 234, DE 28 DE MARÇO DE 2019.

## CONTRATA IDIMARA SAMISTRARO PARA EXERCER EM CARÁTER TEMPORÁRIO A FUNÇÃO DE PROFESSOR REGENTE - EDUCAÇÃO INFANTIL E ENSINO FUNDAMENTAL.

PEDRO RABUSKE, RABUSKE, Prefeito de Pinheiro Preto, Estado de Santa Catarina, no uso de suas atribuições legais, e tendo em vista o disposto no art. 37, X, da Constituição Federal de 1988, no art. 17, inciso IX, da Lei Orgânica do Município, e ainda de acordo com o Edital de Seleção nº 004/2018, e

Considerando o Laudo Médico, que declaro IDIMARA SAMISTRARO apta para exercer a função de Professor Regente - Educação Infantil e Ensino Fundamental; Considerando o comunicado interno da Secretária de Educação, Cultura e Esportes;

## RESOLVE:

Art. 1º 1º Nomear a partir de 04 de fevereiro de 2019, IDIMARA SAMISTRARO, brasileira, inscrita no CPF sob nº 046.990.899-84, para exercer a função em caráter temporário de PROFESSOR REGENTE - EDUCAÇÃO INFANTIL E ENSINO FUNDAMENTAL, Lotada na Secretaria de Educação, Cultura e Esportes, com carga horária de 20 horas semanais, com vencimento previsto em lei, filiada ao Regime Geral de Previdência Social (RGPS).

Art. 2º 2º Esta portaria entra em vigor na data de sua publicação, com efeitos a partir de 04 de fevereiro de 2019.

Centro Administrativo de Pinheiro Preto – SC, 28 de março de 2019.

## PEDRO RABUSKE

Prefeito Municipal

Av. Mal. Costa e Silva, 111 - Fone/Fax: (49) 3562-1311

89570-000 – PINHEIRO PRETO – SC.
This transcript was exported on Oct 24, 2022

Ben (00:00): When were you born? George Stahl Stahl (00:02): January the 21st, 1921. Ben (00:05): And where were you born? George Stahl Stahl (00:06): Fancy Farm, Kentucky. Ben (00:09): What was it like growing up there? George Stahl Stahl (00:12): Fancy Farm, Kentucky? Ben (00:13): Yes. George Stahl Stahl (00:14): It was a small Catholic town. About the only thing they had in that town was a great big cathedral, Catholic cathedral, but the whole town was Catholic. Ben (00:24): Where did you live before you came to Marshall? George Stahl Stahl (00:27): I lived in St. Louis, Missouri. Well, I lived in several places, but my hometown was east St. Louis, Illinois. Ben (00:34): When did you come to Marshall and why? George Stahl Stahl (00:38): I came to Marshall in 1970 because my wife and I, from Shreveport, moved over here from Shreveport to start a business. We started Chemzall Chemical Company. Ben (00:53): What was the name of the chemical company you own? George Stahl Stahl (00:58): Chemzall Chemical. Ben (01:00): What was it like working there? George Stahl Stahl (01:02): It was heaven on Earth. I had all the chicken industries in East Texas and some in Arkansas and some in Louisiana, even one in Missouri, all the way from Fort Worth to Waco, Texas. All of them, you name them, they belong to me. Ben (01:20): Cool. What year did you start building homes? George Stahl Stahl (01:24): I don't know what year that was, but I was playing with him and he asked me to build that house for his granddaughter on 80, here across from... When the heck was that? That was about in the early nineties, I think. Wasn't it? Speaker 3 3 (01:40): I think so. Yeah. Early 90s. George Stahl Stahl (01:40): Exactly, because, yeah, that helped started me there. Yeah.

2022.32 (Completed 10/24/22) Page 1 of 2 Transcript by Rev.com
See above under ON-Site model

##### LUNCH

See above under ON-Site model

##### EXTRA-CURRICULAR ACTIVITIES

See above under ON-Site model

##### PROCEDURES IF A STUDENT OR STAFF MEMBER GETS SICK AT SCHOOL

See above under ON-Site model

##### IOWA CORE STANDARDS

See above under ON-Site model

##### Mental Health Resources for Students and Staff

See above under ON-Site model

##### Equity

See above under ON-Site model

### CO-U Virtual Learning Plan

Virtual learning occurs when a decision is made by the Governor, District County Health Department, or the CO-U Board or Board Designee for an emergency closure of a building and/or buildings. Virtual learning also occurs if a student(s) or family requests to participate in virtual learning even if the district is in an On-Site or Hybrid model. Parents who choose the virtual learning option for the 2020-2021 school year, rather than attending during Hybrid Learning or On-Site Learning, will be expected to support their child or children at home with their learning. It will be the family’s responsibility to acquire internet access in their home. Parents will communicate their commitment to Virtual Learning by August 7 by emailing or calling their building principal.

##### EXPLANATION OF VIRTUAL LEARNING DELIVERY TO STUDENTS HOME DURING ON-SITE OR HYBRID MODEL
1:28	1:29	Transición – Centro de Sevica
1:29	1:46	“Módulo TMS” a la izquierda de la imagen y debajo “Eficiencia y reducción de costes” sin mayúsculas https://www.shutterstock.com/es/video/clip-29799820-aerial-shot- truck-attached-semi-trailer-leaving
1:41	1:44	Rotular “Máxima eficiencia y reducción de costes”
1:46	1:54	“Módulo Dashboard” a la izquierda de la imagen y debajo “Mejora la productividad y eficiencia en la toma de decisiones” en minúsculas.
1:55	2:00	Cambiar la secuencia por 5 segundos de esta C0052 (01:16 – 01:21)
2:01	El efecto “nublado” de este frame en todas la transiciones e inicios.
2:02	2:09	Mantener el “nublado” esta secuencia es oscura.
2:02	2:09	Título a la izquierda con pastilla azul que cubra todo, y subtítulo debajo en minúsculas. En recto
2:13	2:15	Rótulos “Aportando multicanalidad al negocio”
2:16	2:20	Secuencias oscuras
2:17	Frame negro, hemos dejado de hacer transiciones en blanco…
2:20	Desenfocar precio y marca o buscar secuencia alternativa
2:25	Frame negro, hemos dejado de hacer transiciones en blanco…
2:17	2:24	https://www.shutterstock.com/es/video/clip-1060977046- professional-female-worker-wearing-hard-hat-uses Rotular “Fiabilidad, agilidad y control” y “éxito de la cadena logística” a medida que la voz en off los nombra los vamos mostrando
2:45	2:54	Cambiar por otras imágenes de almacén de SEVICA C0083 (00:03 – 00:09) C0094 (00:29 – 00:35)
2:52	2:54	Rotular “Alier dio con la solución”
3:05	3:08	C0050 (00:12 – 00:14)
3:09	Frame en negro, cambiar a blanco

3:09	Transición – volvemos a la oficina
3:09	3:13	Cambiar por fotos de oficina que salgamos nosotros
3:14	3:19	“Alex” sin acento, subtítulo en minúsculas.
3:22	3:35	El final igual que el principio
does not neglect his/her partner. Karina and I do month-a-versaries, trying to do something special just for us the first of each month. Some couples have a weekly date night set aside on their calendars just for them; others build time at different points in the week to check up on the other, make sure they are doing well and remind them that they are loved. Whatever approach the couple takes, it is important to build that “sacred time” into the relationship. My Senior Rabbi told me before I got married not to sweat the small stuff with the wedding because “the weddings for them, the marriage is for you.” While I disagree regarding the wedding, I agree that the marriage to follow your wedding is about you and your ability to build love, companionship and “sacred time” into a relationship when life keeps pulling you in different directions. I know that you will be able to be there for one another and show devotion to each other regardless of the path in which life takes you. I wish you the best on your upcoming wedding as well as on your marriage-your building a home together and a life together as a couple. Mazal Tov!
Support faculty and students/families if there is necessary shifting from one of the plans to another. Maintain regular communication regarding all plans with all constituents. Help all staff implement each of the three plans as necessary.

Coordinate with the local and state Department of Health and Iowa Department of Education to communicate timely updates on the status of any extended closure and preparations for safe and timely return to face to face learning.

##### Principal and/or Dean of Students

Monitor and support communication between teachers and their students.

Provide occasional “drop ins” to either face to face or remote learning classrooms Review records of student attendance. Work with teachers to reach out to students who are struggling academically, emotionally, or behaviorally. Support faculty and students/families shifting between learning plans.

Help teachers implement each plan as necessary.

##### Guidance Counselor

Serve as a liaison for communication with students/families in crisis.

Provide resources for students and families to support them if they are away from school. Communicate regularly with the subject or classroom teachers to see if students in their classes need support.

Provide office hours (Google, Zoom, or face to face) to support students in crisis.

##### Technology Directors

Provide at least one device per student (grades PK-8) as requested and possible.
If school closes due to a COVID-19 outbreak and there is a need for sanitization, the students and staff in that building will immediately transfer to virtual learning. If there is a wider outbreak of COVID-19 and all buildings close, the students and staff will immediately transfer to virtual learning. Virtual learning may also be utilized for single classrooms to mitigate COVID-19 exposure beyond the classroom. Daily instruction and assessment provided to students during virtual learning will be required with attendance taken by teachers, grades issued, and credit awarded. Virtual learning will also be an option for parents when the CO-U Community School District is providing On-Site Learning or Hybrid Learning.

##### VIRTUAL LEARNING PLAN IF THERE IS A BUILDING OR SCHOOL-WIDE CLOSURE

If the building closes due to a COVID-19 outbreak and there is a need for sanitization, the students and staff in that building, upon guidance from the Iowa Department of Public Health, will immediately transfer to virtual learning. Virtual learning may also be utilized for single classrooms to mitigate COVID-19 exposure beyond the classroom. Daily instruction and assessment provided to students during virtual learning will be required with attendance taken by teachers, grades issued, and credit awarded. Virtual learning will also be an option for parents when the CO-U Community School District is providing On-Site Learning or Hybrid Learning.

##### ESSENTIAL FUNCTIONS, IMPLEMENTATION PROCEDURES, AND ESSENTIAL RESOURCES

Appendix 2 includes essential functions for families and students. CO-U’s Virtual Learning Plan would be implemented as soon as possible following the announcement of a closure, with the goal being full implementation of the Virtual Learning Plan within 24 hours of an announced closure longer than one day.

##### CO-U VIRTUAL LEARNING OUTCOMES, REQUIRED LEARNING DAILY SCHEDULE, AND REQUIRED ONLINE LEARNING GUIDELINES Grades PK-2

PK-2nd grade Virtual Learning will be mainly focused around grade-level literacy, writing, and numeracy to develop skills and build knowledge around prioritized content. An average of 2-2.5 hours of total learning time will take place each day with 25 minutes each of reading, math, writing, science, and social studies. Teachers will continue to follow Common Core State Standards (or Iowa Early Learning Standards in PK).
### Piątek 05.06.2020r.

Witajcie Pszczółki!!

####### Temat kończący tydzień to: W co się pobawimy?

Oto nasze propozycje: 1.„Do jakiej zabawy przyda się ta zabawka” jakiej zabawy przyda się ta zabawka” – rozpoznawanie przedmiotów dotykiem. W woreczku znajdują się przedmioty z różnych kącików sali. Dzieci wkładają rękę do worka. Dotykają jakiegoś przedmiotu i mówią, co to jest i do jakiej zabawy może się przydać.

2.„Celne rzuty” rzuty” – zabawa z elementami rzutu. Dzieci mają woreczki (piłeczki a nawet zwinięte w kulkę skarpetki). Kładziemy na dywanie obręcz bądź stawiamy pojemnik. Dzieci stają w określonej odległości od obręczy. Dziecko wrzuca woreczkiem do obręczy. Razem z dziećmi liczymy, ile woreczków jest w kręgu. Ta osoba, która wrzuciła więcej woreczków, wygrywa.

3. Zajęcia o emocjach Zajęcia o emocjach – cierpliwość, czekanie na swoją kolej podczas zabaw z innymi dziećmi oraz podczas wykonywania bardziej skomplikowanych czynności – nauka cierpliwości – słuchanie wierszyka i rozmowa na jego temat. (Nauka cierpliwości – wiersz)

####### Nauka cierpliwości Dominika Niemiec

Gramy w planszówkę. przesuwam pionek, raz i dwa. Najpierw rzuć kostką ty, potem znów rzucę ja. Ty będziesz pierwsza mamo, następnie się zamienimy, a jeszcze chwilkę później w coś innego się zabawimy. Może weźmiemy kredę? Będę rysować motyle. Wezmę niebieską i żółtą,
• to use ICT to create a finished product or • to use ICT to create a finished product or set of linked products, developing consistency in style across linked products.
Digital Media
• use technology to electronically • use technology to electronically compose music or sounds including creating melodies and save these as audio files. To begin to recognise the different layers • of sound in a professional broadcast and use technology to record and manipulate music/sound refining for a given audience or project. To use technology to create astop motion • animations and add audio and video effects to these animations. To use a computer to add complex effects • to photographs and to preform common photograph edits (e.g. red eye removal) To compare different image creation and • editing tools and select the most appropriate tool to use, justifying their choices. To independently take photographs and • record video taking into account the audience and/or purpose for the image/video.	• a range of devices to create music samples • a range of devices to create music samples and sequence these. Independently choose and use an appropriate • device to record sounds in order to create a sound file and use software manipulate sounds using computer software – e.g. remove unwanted silences/trimming start and end - combine to make a podcast or similar broadcast. Create stop motion animations and combine • with video and audio effects. Apply more complex effects to photographs • using a computer. Compare and contrast different image creation • and editing tools across a range of platforms. Continue to choose to independently record • video for a range of purposes. Continue to take photographs for a specific • reason or project and/or find appropriate images on-line.	Audio- use web based on-line tools, audacity on a computer and iPad apps. Focus on using ambient sounds.
Using Data
• continue to use, search, enter data • continue to use, search, enter data into and create their own databases.. To continue to use technology, including • spreadsheets to create graphs and present data in different ways. To be able	• to use, query and create their own • to use, query and create their own databases as appropriate, linking into work across the curriculum
### Fair Access

The school participates in the county council’s Fair Access protocol and will admit children under this protocol before children on continuing interest.

### Appeals

Parents wishing to appeal who applied through Hertfordshire’s online system should log in to their online application and click on the link “register an appeal”. Out of county residents and paper applicants should call the Customer Service Centre on 0300 123 4043 to request their registration detail, log into www.hertfordshire.gov.uk/schoolappeals and click on the link “log into the appeals system”.

For In Year appeals, the school will write to you with the outcome of your application and, if you have been unsuccessful, the county council will write to you with registration details to enable you to login and appeal online at www.hertfordshire.gov.uk/schoolappeals.

### DEFINITIONS and EXPLANATORY NOTES

The following definitions apply to terms used in the admissions criteria:

### Rule 1:

Places are allocated to children in public care according to Chapter 7, Section 2 of the School Admissions (Admission Arrangements and Co-ordination of Admission Arrangements) (England) Regulations 2012.

These children will be prioritised under rule 1.

Highest priority will also be given to children who were previously looked after, including those looked after outside England, but ceased to be so because they were adopted, or became subject to a child arrangement order or a special guardianship order.

A “child looked after” is a child who is:

- a) in the care of a local authority, or
- b) being provided with accommodation by a local authority in the exercise of their social services functions (section 22(1) of The Children Act 1989)

All children adopted from care who are of compulsory school age are eligible for admission under rule 1.

Children in the process of being placed for adoption are classified by law as children looked after providing there is a Placement Order and the application would be prioritised under Rule 1.

Children who were not “looked after” immediately before being adopted or made the subject of a child arrangement order or special guardianship order, will not be prioritised under rule 1. Applications made for these children, with suitable supporting professional evidence, can be considered under rule 2.

¹ Child arrangements order Under the provisions of the Children and Families Act 2014, which amended section 8 of the Children Act 1989, residence orders have now been replaced by child arrangements orders which settle the arrangements to be made as to the person with whom the child is to live.

3
bijschrift: vacat Opmerking: Volgens de aantekeningen in de marge is deze cijns in de periode 1340-1351 niet betaald.

288. de weduwe van Petrus Judas, 3 1/2 nieuwe schellingen betaald: 1340 t/m 1351

289. Rodolphus de Schoenmaker (Sutor) van Berse, 2 oude penningen betaald: 1340 t/m 1351

290. de weduwe van Rutgherus van Audenhoven, en haar kinderen, 3 nieuwe schellingen betaald: 1340 t/m 1351

291. dezelfde, 1 penning doorgestreept, laatste betaling in 1348 Opmerking: Het volgende bijschrift is onder voorbehoud aan deze doorgestreepte cijns gerelateerd.

bijschrift fol. 69: Joannes, zoon van Lirinc, 1 nieuwe penning betaald: 1340 t/m 1351

292. Rodolphus, de Schoenmaker (Sutor) van Spoerdonc, 12 nieuwe penningen, van een bunder heide (merica) doorgestreept, laatste betaling in 1351 bijschrift: Joannes Comans

bijschrift fol. 69: Joannes, zoon van Arnoldus, genaamd Comans), van het goed van Rodolphus Schoenmakers (Sutoris) van Spordonc, 12 nieuwe penningen betaald: 1340 t/m 1351

293. dezelfde, 6 1/2 nieuwe penningen, en 3 oude obolen betaald: 1340 t/m 1351

294. Rutgherus, zoon van Huysmans, van het erfgoed van Denkinus van Arle, 10 nieuwe penningen betaald: 1340 t/m 1351

295. de weduwe van Seskinus, 3 (schellingen) bijschrift: achter in haar brief (retro in sua littera) betaald: 1340

40
Y no se ha considerado ni la cercanía a la Red Natura 2000 ni las figuras de BIC, ni las propuestas de la zona como Reserva de la Biosfera, ni tampoco su calificación como área de protección paisajística. 2.BASADO EN COPIAS DE BIBLIOGRAFIA SIN PRACTICAMENTE INVESTIGACION DE CAMPO La investigación de campo es irrisoria, dos días con espesa niebla de avistamiento de rapaces, de un día para los quirópteros y una noche las aves nocturnas y además en puntos fijos cuando lo que se recomienda es lo contrario ya que los puntos fijos dan resultados sesgados Por supuesto no estudian factores como distribución, abundancia de especies o de individuos, ni del uso del territorio, ni del espacio aéreo, ni del número de especies presentes durante todo el año. Tampoco hay estudios individuales de cada especie , sino que se limitan a copiar los listados oficiales No siguen las recomendaciones de estudio evaluadas científicamente No evalúan el riesgo de cada aerogenerador individualmente ni la elección de la localización de los mismos tiene en cuenta previamente el riesgo ambiental ni presentan alternativas de localización a partir de datos. Dada la cercanía a dos zonas protegidas de la Red Natura 2000 se tendría que haber estudiado individualmente cada aerogenerador en relación a ellas no solo expresar la distancia del más próximo ya que la acción de cada uno será SINERGICA con el impacto de los otros El estudio no cubre ni las aves migratorias ni las que usan el espacio ni las que nidifican ( nº de ellas presentes, hábitats de referencia etc.) En el estudio bibliográfico no hay consultas a la Xunta con lo que no tienen una aproximación fidedigna ni aproximada del nº de especies presentes ni de las que usan el espacio para cazar o migrar. No recogen en las vulnerables el riesgo de extinción. Eso hace que este estudio sea inservible para evaluar el riesgo y el impacto del parque en las diferentes especies. No hay planes de conservación de ninguna especie de aves, ni recoge el impacto importante sobre la conectividad de los espacios naturales y hábitats ni tampoco la perdida de hábitats tanto directa como indirecta Menos aún estudia las aves presentes en el trayecto de la vía de evacuación. En cuanto a la población de murciélagos se ha minusvalorado su importancia pese a la abundancia de refugios y la constatación de especies vulnerables ni presenta alternativas de colocación de los generadores con vistas a minimizar efectos.
MINUTE OF THE VIRTUAL MEETING

The project workshops took place on Zoom, on April, 22nd, 2021 with the participation of the Act4Env students team and the coordinator teacher Militaru Nicoleta. The topic of the workshop is Earth day and participants discuss about the way the actions of people can seriously affect the planet. They also discuss about what can be done in order to prevent the increase of damage that has been done so far. They are invited to take part in an international challenge launched in the Eco School program, Treasure Earth.

This app will allow them to take part in challenges that will help them understand the impact of people on the planet way better. The link is also included in the twinspace thus inviting partners to join the campaign. They also create a boardgame for primary school children to play using words related to environment with the purpose of making them also aware of different problems.