ahmedheakl/docatlas_instruct huggingface dataset:
(9) In order to avoid that the same activity is subject to different authorisations within the Union, crowdfunding service provided by persons that have been authorised under Council5 Directive 2014/65/EU of the European Parliament and of the or provided in accordance with national law should be excluded from the scope of this Regulation. (10) In relation to lending-based crowdfunding, the facilitation of granting of loans, including services such as presenting crowdfunding offers to clients or rating the creditworthiness of project owners, should accommodate different business models enabling a loan agreement to be concluded through a crowdfunding platform between one or more clients and one or more project owners. (11) In relation to investment-based crowdfunding, the transferability of a security is an important safeguard for investors to be able to exit their investment since it provides them with the legal possibility to dispose of their interest on the capital markets. This Regulation therefore only covers and permits investment-based crowdfunding services in relation to transferable securities. Financial instruments other than transferable securities should however be excluded from the scope of this Regulation because those securities entail risks for investors that cannot be properly managed within this legal framework. (11a) The characteristics of initial coin offerings (ICOs) differ considerably from crowdfunding regulated in this Regulation. Among others, ICOs typically do not use intermediaries, such as crowdfunding platforms, and often raise funds in excess of EUR 1 000 000. The inclusion of ICOs in this Regulation would not tackle the problems associated with ICOs as a whole. (12) Given the risks associated with crowdfunding investments, it is appropriate, in the interest of the effective protection of investors and of the provision of a mechanism of market discipline, to impose a threshold for a maximum consideration for each crowdfunding offer. That threshold should be set at EUR 8 000 000, which is the maximum threshold up to which Member States are able to exempt offers of securities to the public from the obligation to publish a prospectus in accordance Council6. with Regulation (EU) 2017/1129 of the European Parliament and of the Notwithstanding the high standard of investor protection needed, that threshold should be set in accordance with practices on national markets to make the Union platform attractive for cross-border business funding. (12a) This Regulation lays down the content of a key investment information sheet to be supplied to potential investors for every crowdfunding offer. As the key investment information sheet is designed to be tailored to the specific features of a crowdfunding offer and the information needs of investors, it should replace the prospectus required by Regulation (EU) 2017/1129 when securities are offered to
######## Nouns

########## Pick a noun then add two adjectives before it, to turn it into a noun phrase.

Legs	Body	Eyes
Hair	Head	Necklace
Arms	Crown	Web

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 24th Wednesday February 2021

########## Where does Atherus live?

Next up we are going to use our creativity skills and imagine where Atherus live. Your task is to come up with a home for her. This can be as realistic or as made-up as you like. You can draw/ paint/ colour/ create on a computer/ use materials where they might live thinking about: her size and the size of the house (if it is a house), what
## на праве собственности, о вкладах в банках, ценных бумагах, об обязательствах имущественного характера по состоянию на "\_\_" \_\_\_\_\_\_ 20\_\_ г.

## -------------------------------- <1> Заполняется собственноручно или с использованием специализированного программного обеспечения в порядке, установленном нормативными правовыми актами Российской Федерации. <2> Сведения представляются лицом, замещающим должность, осуществление полномочий по которой влечет за собой обязанность представлять такие сведения (гражданином, претендующим на замещение такой должности), отдельно на себя, на супругу (супруга) и на каждого несовершеннолетнего ребенка.

## Раздел 1. Сведения о доходах <1>
- 3. ODRŽAVANJE JAVNIH ZELENIH POVRŠINA UKUPNO: 280.000,00 KUNA

PROCJENA ZA 2021	IZVOR FINANCIRANJA	IZNOS
ODRŽAVANJE ZELENIH POVRŠINA (LUMIN , KRK) ODRŽAVANJE PARKA U GARICI	180.000,00 100.000,00	Turistička pristojba Komunalna naknada Ostali prihodi Ostali prihodi	100.000,00 50.000,00 30.000,00 UKUPNO: 180.000,00 100.000,00
UKUPNO:	280.000,00	280.000,00

- 4. ODRŽAVANJE GRAĐEVINA , UREĐAJA I PREDMETA JAVNE NAMJENE
- UKUPNO: 200.000,00 KUNA

PROCJENA ZA 2021	IZVOR FINANCIRANJA	IZNOS
ODRŽAVANJE ZGRADA	65.000,00	Najam posl.prostora	65.000,00
ODRŽAVANJE KABLOVSKOG SUSTAVA	70.000,00	Prihodi od CATV-a Komunalna naknada	50.000,00 20.000,00 UKUPNO:70.000,00
OSTALE USLUGE ODRŽAVANJA	65.000,00	Najam posl.prostora	65.000,00
UKUPNO:	200.000,00	200.000,00

- 5. ODRŽAVANJE GROBLJA UKUPNO: 84.000,00 KUNA

PROCJENA ZA 2021	IZVOR FINANCIRANJA	IZNOS
ODRŽAVANJE GROBLJA (KD VERBENA , VRBNIK) ODRŽAVANJE GROBLJA -nabava i montaža ul.vrata	24.000,00 60.000,00	Grobna naknada Grobna naknada Ostali prihodi	24.000,00 26.000,00 34.000,00 UKUPNO:60.000,00
UKUPNO:	84.000,00	84.000,00

- 6. ODRŽAVANJE ČISTOĆE JAVNIH POVRŠINA UKUPNO: 276.200,00 KUNA

PROCJENA ZA 2021	IZVOR FINANCIRANJA	IZNOS
OPSKRBA VODOM	70.000,00	Komunalna naknada	70.000,00
ČIŠĆENJE JAVNIH POVRŠINA (PLAVO JEZERO, MALINSKA)	191.200,00	Komunalna naknada	191.200,00
DERATIZACIJA I DEZINSEKCIJA	15.000,00	Komunalna naknada	15.000,00
UKUPNO:	276.200,00	276.200,00
##### PROCEDURE – COMMITTEE RESPONSIBLE

Title	European Crowdfunding Service Providers (ECSP) for Business
References	COM(2018)0113 – C8-0103/2018 – 2018/0048(COD)
Date submitted to Parliament	7.3.2018
Committee responsible Date announced in plenary	ECON 16.4.2018
Committees asked for opinions Date announced in plenary	ITRE 16.4.2018	IMCO 16.4.2018	JURI 16.4.2018
Not delivering opinions Date of decision	ITRE 21.3.2018	IMCO 23.4.2018	JURI 27.3.2018
Rapporteurs Date appointed	Ashley Fox 31.5.2018
Previous rapporteurs	Ashley Fox
Discussed in committee	29.8.2018	9.10.2018
Date adopted	5.11.2018
Result of final vote	+: –: 0:	38 5 0
Members present for the final vote	Pervenche Berès, David Coburn, Esther de Lange, Markus Ferber, Jonás Fernández, Stefan Gehrold, Roberto Gualtieri, Gunnar Hökmark, Danuta Maria Hübner, Petr Ježek, Philippe Lamberts, Werner Langen, Bernd Lucke, Ivana Maletić, Marisa Matias, Gabriel Mato, Caroline Nagtegaal, Sirpa Pietikäinen, Anne Sander, Martin Schirdewan, Kay Swinburne, Paul Tang, Ramon Tremosa i Balcells, Marco Valli, Tom Vandenkendelaere, Jakob von Weizsäcker
Substitutes present for the final vote	Richard Corbett, Mady Delvaux, Bas Eickhout, Ashley Fox, Eva Joly, Syed Kamall, Thomas Mann, Eva Maydell, Luigi Morgano, Lieve Wierinck, Roberts Zīle
Substitutes under Rule 200(2) present for the final vote	Tiziana Beghin, John Flack, Aleksander Gabelic, Anna Hedh, Agnes Jongerius, Ricardo Serrão Santos
Date tabled	9.11.2018

RR\1168700EN.docx 67/68 PE626.662v03-00

EN
Data Firma RUP \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

24
Reading	Read to an adult	Choose a book and read for 15 minutes to an adult for pleasure!
PE	Real PE KS2 day one activity	See the attached file named ‘afternoon lessons week 1’ for information

Wednesday 22.4.20.

Lessons	Description	Web link and / or comments
Maths	Use counting to estimate the area of triangles	Read Read the document week math’ for Wednesday’s math lesson. There are 7 activities today.
English	Recap prepositions and prepositional phrases	Look at the document which named ‘English Week 1’ to identify Wednesday’s lesson. 1. Watch the video about prepositions. 2. Place the prepositions to their function and then write a sentence from each of the columns. 3. Preposition detective – circle the prepositions from each sentence. 4. Missing prepositions – add the correct preposition to complete the sentence, use each once only. 5. Prepositional openers – watch the video on prepositional phrases. Add the correct prepositional phrase to the opening of each sentence - use each once. 6. Prepositional Phrases – underline the prepositional phrase in each sentence. 7. A messy Bedroom – Highlight the prepositional phrases in the passage. 8. Your Turn – Write a passage about your own bedroom – use the prepositions in the box to make at least 8 prepositional phrases. Highlight them all please so I may see these. 9. Please Keep your ‘messy bedroom’ piece in a separate wallet as I would like to see them when we return.
Reading	Read to an adult	Choose a book and read for 15 minutes to an adult for pleasure!
RE part one	I can explain the beliefs and values which inspire me to be an Apostle Today	See the attached file named ‘afternoon lessons week 1’ for information

Thursday 23.4.20.

Lessons	Description	Web link and / or comments
Math	Calculate the area of a right-angled triangle	Read Read the document week of math’ for Thursday’s lesson. There are 8 questions to do today.
English	Understand and create simple noun phrases and	Look at the document which named ‘English Week 1’ to identify Thursday’s lesson. 1. Watch the video on noun phrases.
## Why was Paul baptized? Why was Paul baptized after his experience on the road the Damascus?

Paul was baptized because that was what he was told to do and he was being obedient to what God told him to do at that time. (Acts 9:6 KJV) And he trembling and astonished said, Lord, what wilt thou have me to do? And the Lord said unto him, Arise, and go into the city, and it shall be told thee what thou must do. (Acts 22:12-16 KJV) And one Ananias, a devout man according to the law, having a good report of all the Jews which dwelt there, {13} Came unto me, and stood, and said unto me, Brother Saul, receive thy sight. And the same hour I looked up upon him. {14} And he said, The God of our fathers hath chosen thee, that thou shouldest know his will, and see that Just One, and shouldest hear the voice of his mouth. {15} For thou shalt be his witness unto all men of what thou hast seen and heard. {16} And now why tarriest thou? arise, and be baptized, and wash away thy sins, calling on the name of the Lord. When Saul of Tarsus encountered the risen, glorified Lord Jesus Christ on that road to Damascus, he was told that he would be a witness both to the things which he has seen and things which will be revealed to him. (Acts 26:16 KJV) But rise, and stand upon thy feet: for I have appeared unto thee for this purpose, to make thee a minister and a witness both of these things which thou hast seen, and of those things in the which I will appear unto thee; Paul did not receive the mystery revelation all at once; it was revealed over a period of time. Paul did what God told him to do at that particular time, which was to be water baptized. The reason is because the issue of water baptizing had to do with purifying. We see this in John 3 when John was baptizing there arose a question about purifying. (John 3:23-25 KJV) And John also was baptizing in Aenon near to Salim, because there was much water there: and they came, and were baptized. {24} For John was not yet cast into prison. {25} Then there arose a question between some of John's disciples and the Jews about purifying. John’s disciples and the Jews understood from the law that baptism was a washing from defilement and a separation needed to place because the water is called "water of separation" (See Numbers 19:9, 13, 20-21) And the water of separation (or sanctification) was a purification for sin.
Military Librarians Checklist

### Navy

Navy e-Learning (NeL)

### Air Force

Air Force Library Activity Manager's Course (2 week class). Includes library administration and operations, hands-on training for AFLIS modules, financial management, central procurement, and marketing. USAF Civilian Development

### Other Government Training

Graduate School USA (formerly, USDA Graduate School), http://www.graduateschool.edu/

GSA, https://www.gsa.gov/about-us/events-and-training/gsa-training-programs

Catalogers Learning Workshop (CLW), https://www.loc.gov/catworkshop/

Federal Depository Library Program (FDLP) Academy Webinars, https://www.fdlp.gov/about-fdlp/415-fdlp-academy/academy-webinars

### Staff Training

The ALA has an explanation of Library Technician duties, http://www.ala.org/educationcareers/education/paths/assistant/tech

Several organizations list current degree or certificate programs for library staff: ACRL Committee on Library Staff Education, https://acrl.libguides.com/c.php?g=726230&p=5184661 Learn.org, https://learn.org/articles/Library\_Tech\_Training\_and\_Courses\_Answers\_to\_Your\_Quest ions.html Study.com, https://study.com/articles/Online\_Library\_Technician\_Courses\_and\_Training\_Informatio n.html
Details of Concern
Circumstances : Please include ALL the information known to you. Points to cover. 1.What has happened 2. Where did it happen 3. When did it happen 4. Who is involved, and who did what 5. Why did it happen Try to report in a chronological order. If your information has come to you from a number of individuals, please be clear about who said what. Detail any previous concerns about the person you are referring to. Include any verbatim comments and the demeanour of the person if possible.
## Session 7 - Questioning what we see online

Resources
‘Fact’ ‘Opinion’ ‘Bias’ sheets	3 sheets of paper and pen
Resource Sheet 1 – Fact, opinion and bias	1 copy for the facilitator
Resource Sheet 2 - How can we differentiate between real and fake news?	A copy for each student Paper and pen for each group of students
Resource Sheet 3 - How advertisers influence us online	A copy for each student
Resource Sheet 4 - Questions to ask if we follow someone online	A copy for each student
PowerPoint slides 16-21	Computer, projector and screen
My evaluation sheet	Each student has a copy
My Acceptable User Policy	Each student has a copy

######### Intended learning outcomes: ‘I …’ statement(s)

I know how online images and language can influence how I feel I understand how information is targeted at users of different social media I know how important it is to question what I see and hear online, and the values and motives of the person who posted it. I can resist unreasonable pressure (and help my friends to do the same) from people who try to persuade us to their view. I know how to get help if this concerns me.

Note: One of the SEL foci of this session is identifying and articulating emotions and facilitators will be sensitive to this. Participants may find it upsetting to express their inferences from, and responses to, online content. The session may remind them of their experiences, both in their home countries and abroad, and facilitators may need support to ensure that this doesn't adversely affect the learning experience and the wellbeing of the group.

######### Welcome

Welcome students and ask whether they have done anything to change their online behaviour at home since the last session.

######### Warm-up activity: Fact, opinion and bias

Purpose: to establish the difference between fact, opinion and bias in order to help students judge online information Write ‘Fact’ in large letters on one sheet of paper, ‘Opinion’ on a second sheet and ‘Bias on a third sheet. Put the sheets on the floor or wall spaced well apart. Explain that we are going to think about the differences between Fact, Opinion and Bias. Ask what students think the differences are. Agree that

- • can be checked to be true (or not). • can be checked to be true (or not).

ICAMcsr Small Group Workshops Primary / 2022
IV. Анализ внутренней коммуникации организации

В данной части практики нужно изучить внутреннюю коммуникацию организации, под которой понимается любые коммуникации внутри организации (они могут быть устными или письменными, непосредственными или виртуальными, личными или групповыми). Для этого необходимо:

- 1. Определить количество каналов коммуникации в соответствии с выделенными блоками (см. таблицу).

Табл.4

Информационные каналы	Аналитические каналы	Коммуникативные каналы	Организационные каналы
3	1	2	5

- 2. Оценить СВК посредством опроса сотрудников по схеме и сделать вывод.

Схема: Информативность коммуникации (это должен быть не просто набор слов, а что-то, что как-то повлияет на работу) 1 2 3 4 5 6 7 8 9 10 Ясность (сообщение должно быть составлено с учетом восприятия тех, кому оно предназначено) 1 2 3 4 5 6 7 8 9 10 Своевременность (сотрудники должны получать необходимую информацию раньше, чем она выходит за пределы фирмы и предоставляется клиентам, партнерам, конкурентам) 1 2 3 4 5 6 7 8 9 10 Независимость и беспристрастность 1 2 3 4 5 6 7 8 9 10 Лаконичность 1 2 3 4 5 6 7 8 9 10 Вывод: Средние показатели СВК

- 3. Провести систематическое наблюдение в столовой и выявить особенности коммуникации работников по следующим критериям:

Круг вопросов, выносимых на обсуждение, их оценку и преобладающую тематику общения;
## ГРАФІК ДИСТАНЦІЙНОГО НАВЧАННЯ З КУРСУ «ДИСКУСІЙНІ ПРОБЛЕМИ СУЧАСНОЇ КОМПАРАТИВІСТИКИ» ДЛЯ АСПІРАНТІВ ІІ РОКУ НАВЧАННЯ на період з 12 березня по 3 квітня 2020 р. (викладач: проф. Денисова С.П.)

- 1. 18 березня 2020 р. (1 пара лекційне заняття)

#### Тема:

Квантитативна типологія Дж. Грінберга.

#### Надіслані матеріали:

- - Посилання на статтю: Гринберг Дж. КВАНТИТАТИВНЫЙ ПОДХОД К МОРФОЛОГИЧЕСКОЙ ТИПОЛОГИИ ЯЗЫКОВ // Новое в лингвистике. Вып. III. - М., 1963. - С. 60-94 // Режим електронного доступу: http://www.philology.ru/linguistics1/greenberg-63.htm
- - на інтернет-презентації - на інтернет-презентації МЕТОДИ ІНДЕКСУВАННЯ https://ppt- online.org/308215.
- - на монографію: Режим - на монографію: Режим Есперсен О. Философия грамматики // електронного доступу: https://www.gumer.info/bibliotek\_Buks/Linguist/esper/08.php
- - Завдання (виконані завдання потрібно надіслати до 18 березня включно):
- - надісланих матеріалів згідно з такими питаннями: 1) поняття про - надісланих матеріалів згідно з такими питаннями: 1) поняття про квантитативну типології; 2) методи квантитативної типології.
- - Опрацювання матеріалів грецької, української та англійської мов щодо індексів Дж. Грінберга:
- - 1) M / W - індекс синтезу
- - 2) A / J - індекс аглютинації
- - 3) R / W - індекс словоскладання
- - 4) D / W - індекс деривації
- - 5) I / W - індекс провідної словозміни
- - 6) P / W - індекс префіксації
- - 7) S / W - індекс суффіксації
- - 8) О / N - індекс ізоляції
- - 9) Pi / N - індекс словозміни в чистому вигляді
- - 10) Co / N - індекс узгодження
- 2. 18 березня 2020 р. (1 пара семінарське заняття)
- Тема: Квантитативна типологія Дж. Грінберга.

#### Надіслані матеріали:

- - Посилання на статтю: Гринберг Дж. КВАНТИТАТИВНЫЙ ПОДХОД К МОРФОЛОГИЧЕСКОЙ ТИПОЛОГИИ ЯЗЫКОВ // Новое в лингвистике. Вып. III. - М., 1963. - С. 60-94 // Режим електронного доступу: http://www.philology.ru/linguistics1/greenberg-63.htm
- - на інтернет-презентації - на інтернет-презентації МЕТОДИ ІНДЕКСУВАННЯ https://ppt- online.org/308215.
- - на монографію: Режим електронного - на монографію: Режим електронного Есперсен О. Философия грамматики // доступу: https://www.gumer.info/bibliotek\_Buks/Linguist/esper/08.php
- 8. ФЗ «О несостоятельности (банкротстве)»
- 9. ФЗ «О занятости населения в Российской Федерации»
- 10. 10.ФЗ «Об основах охраны труда в Российской Федерации»
- 11. ФЗ «Об обязательном пенсионном страховании в Российской Федерации»
- 12. Закон РФ «О коллективных договорах и соглашениях»
- 4. КОНТРОЛЬ И ОЦЕНКА РЕЗУЛЬТАТОВ ОСВОЕНИЯ УЧЕБНОЙ ДИСЦИПЛИНЫ

Контроль и оценка результатов освоения учебной дисциплины осуществляется преподавателем в процессе проведения практических занятий и лабораторных работ, тестирования, а также выполнения обучающимися индивидуальных заданий, проектов, исследований.

Результаты обучения (освоенные умения, усвоенные знания)	Формы и методы контроля и оценки результатов обучения
Умения:
- использовать нормативно-правовые акты в профессиональной деятельности;	защита практических занятий, домашняя работа
- участвовать в составлении актов, регулирующих правоотношения граждан в процессе профессиональной деятельности;	защита практических занятий, домашняя работа
- защищать свои права в соответствии с трудовым кодексом;	защита практических занятий
Знания:
- организационно-правовые формы юридических лиц;	защита практических занятий,
- основы трудового права;	защита практических занятий, тестирование, домашняя работа
- положения о дисциплинарной, материальной и административной ответственности;	защита практических занятий
- порядок разрешения споров.	экспертное наблюдение и оценка на практических работах, зачёт с оценкой
## INSTRUKCJA MONTAŻU

######## Po otwarciu kartonu, powinieneś znaleźć poniższe części:

######## Spare parts list:

LP.	CZĘŚĆ	Specyfikacja	Ilość
A	RAMA GŁÓWNA	1
A07	BLOK BEZPIECZEŃSTWA	1
B07	KLUCZ W/ WKRĘTAK	S=13,14,15	1
B08	5#KLUCZ IMBUSOWY	5 mm	1
C31	KUBEK	2
C06	KLUCZ BEZPIECZEŃSTWA	1
C11	POKRYWA LEWEJ PIONOWEJ RURKI	1
C12	RIGHT UPRIGHT TUBE COVER	1
E15	ŚRUBA	M5*12	6
E09	ŚRUBA	M8*15	10
E25	PODKŁADKA	8	10

######## NARZĘDZIA:

5#KLUCZ IMBUOWY 5 mm - 1pcs, KLUCZ W/ WKRĘTAK S=13, 14,15 – 1 pcs Uwaga: Nie włączaj urządzenia zanim go nie zmontujesz.

6
1	2	3	4	5	6	7