ahmedheakl/docatlas_instruct huggingface dataset:
1	2	3	4
учащихся, студентов и преподавателей образовательных учреждений искусств (нарастающим итогом).
1.12.	За счет бюджета Тульской области проведено не менее 40 всероссийских и международных конкурсов, направленных на выявление и поддержку талантливой молодёжи (нарастающим итогом); за счет средств бюджета Тульской области обеспечено участие делегации Тульской области в Молодёжных Дельфийских играх России; за счет средств бюджета Тульской области организовано не менее 75 мастер-классов выдающихся мастеров искусств для учащихся, студентов и преподавателей образовательных учреждений искусств (нарастающим итогом).	31.12.2023	Министр культуры Тульской области Рыбкина Т.В.
1.13.	За счет бюджета Тульской области проведено не менее 48 всероссийских и международных конкурсов, направленных на выявление и поддержку талантливой молодёжи (нарастающим итогом); за счет средств бюджета Тульской области обеспечено участие делегации Тульской области в Молодёжных Дельфийских играх России; за счет средств бюджета Тульской области организовано не менее 90 мастер-классов выдающихся мастеров искусств для учащихся, студентов и преподавателей образовательных учреждений искусств (нарастающим итогом).	31.12.2024	Министр культуры Тульской области Рыбкина Т.В.
2.	Подготовить кадры для отрасли культуры
Создание и функционирование Центров непрерывного образования и повышения квалификации творческих и управленческих кадров в сфере культуры
2.1.	Направлено на обучение в Центры непрерывного образования и повышения квалификации творческих и управленческих кадров 30 специалистов; на базе Учебно-методического центра по образованию и повышению квалификации обучены 300 работников учреждений сферы культуры; проведен конкурс «Профессионал»	31.12.2019	Министр культуры Тульской области Рыбкина Т.В.
- it feel like when he/she understood and was able to join in?
- • the importance of context in how we choose to behave or how our behaviour may be influenced.

Agree that when we are online we are in a particular context and we have to understand how to behave appropriately.

######### Review group aims

Remind students of the group aims. Which of them apply to working online? During this session we are going to think about the rules we want for online working..

######### Plan for today’s session

Explain that, today, we will work on these learning outcomes for each student in the group.

- • can describe online behaviours that can make people feel accepted and included • can describe online behaviours that can make people feel accepted and included
- • know how to behave towards others as I would like others to behave towards me online • know how to behave towards others as I would like others to behave towards me online
- • understand that, if people show unacceptable behaviour online there can be serious • understand that, if people show unacceptable behaviour online there can be serious consequences. There are laws to deal with this.

Ensure they understand the learning outcomes and remind them you will be asking them at the end of the session to think about whether they think they have been achieved.

######### Core Activity 1: Online and offline behaviours

Purpose: To consider how different behaviours might appear online Ask students to work in pairs or small groups and give each group a set of cards from Resource Sheet 1. Ask them to try to match the cards to each other. Discuss

- • Which cards match each other?
- • Are they true matches?
- • Can they suggest other online behaviours and their offline equivalents?

Discuss the fact that;

- • behave differently online and offline • behave differently online and offline
- • accept very different behavior online and offline • accept very different behavior online and offline
- • engage with people online who we do not know and are not familiar with • engage with people online who we do not know and are not familiar with
- • may share or engage more online with a stranger than we would in an offline • may share or engage more online with a stranger than we would in an offline situation

You could use the Video clip 'Can I be your friend?' which compares online and offline behaviour to illustrate these points. Can I be your friend? https://youtu.be/aDycZH0CA4I

$$You could use the Video clip 'Can I be your friend?' which compares online and offline behaviour to illustrate these points. Can I be your friend? https://youtu.be/aDycZH0CA4I Can I be your friend?$$

ICAMcsr Small Group Workshops Primary / 2022
- условиях недостатка времени нет времени (простите за каламбур) на раскачку, на повестку дня, на программы долгосрочного воздействия. В организационном плане важно рационализировать использование ресурса времени за счет четкого администрирования, разделения зон ответственности, излишнего контроля и т.п.
- 5. предвидеть и прогнозировать. Перед 5. предвидеть и прогнозировать. Перед началом кампании у политконсультанта с хорошим стратегическим мышлением в голове есть уже наиболее вероятный сценарий (может быть даже не один) развития событий. И со стратегической точки зрения, быть может, наиболее важным является умение переломить возможный ход событий. В этом случае и позиционирование, и повестка дня, и отстройка от соперников — всего лишь инструменты, структурно подчиненные стратегии перелома хода событий.
- 6. кампании. Планирование также 6. кампании. Планирование также многогранно. Во-первых, это бюджетное планирование, опирающееся на имеющиеся в распоряжении средства, на выделенные приоритеты и структуру информационных потоков. Во-вторых, это планирование производственного процесса от замысла до агитационного контакта с избирателем. Это планирование этапов кампании, в-третьих.
- ∙ ∙
- 1. содержания избирательной 1. содержания избирательной кампании.

Описание основных содержательных линий кампании. Основные линии кампании - распространяемые в ходе кампании смысловые блоки, обеспечивающие формирование, развитие, закрепление и коррекцию стратегического образа кандидата. Ключевые линии кампании призваны не только удовлетворять общественный спрос, но и участвовать в его формировании, создавать выигрышную для кандидата «картину мира», реагировать на основные линии кампаний конкурентов. Основные линии будут:
1999	“Teacher Assessment for Accountability: A Case Study of School-Based Supervision at a Private Secondary School”, UCEA Convention 1999, Contradictions in Accountability, Minneapolis, Minnesota, 29-31 October, 1999.
1996	W-I-T WE IN TEACHING”, (W-I-T), Symposium ’96 Development and improvements in modern teacher training 30 September – 4 October, Ankara, 1996.
2017 2017 2016 2016	INVITED LECTURES AND INVITED TALKS “Medical Tourism”, University of South Florida, Sarasota, USA. “Higher Education System in Turkey”, University of South Florida, Sarasota, USA. “Inclusions of Students with Physical Disabilities in Higher Education”, Deakin University, Melbourne, Australia. “Higher Education System in Turkey” Deakin University, Melbourne, Australia
2014	“Through the Eyes of a Qualitative Researcher: Application of Qualitative Research Method and Problems Encountered”, “IV. Symposium Alternative Techniques in Marketing” Abant Izzet Baysal University Faculty of Economics and Administrative Sciences, 24-25 April 2014.
2013	Employment Opportunities for People with Disabilities (PWD)”, Saxion University of Applied Sciences-NL, 11-15 March 2013.
2013	People with Disabilities (PWD) rights as guests in Hospitality Industry”, Saxion University of Applied Sciences-NL, 11-15 March 2013.
2009	University Experience in Developing Internship Programs”, OECD, Sector Competitiveness Project, Improving Skills for the ICT sector in 3rd Western Balkans, Investment Committee for South East Europe: 17th Meeting of the Capital Working Group, Zagrep, Croatia, September.
2009	“Why are Internship Schemes Scarce in the SEE Region and What are the main barriers to their Expansion?”, OECD, Sector Competitiveness Project, Improving Skills for the ICT sector in Western Balkans, 3rd Investment Committee for South East Europe: Meeting of the Human 17th Capital Working Group, Zagrep, Croatia, September, 2009.
2008	“Job Analysis and performance evaluation” Human Resources Management, Ankara, Turkey, October, 2008.
2008	“Human Resources Management and Technology- Balanced Scorecards” Human Resources Management, Ankara Turkey, October, 2008.
- Session4 . Resource Sheet 1: What can you guess from an online picture?

A

SDAEH GNIKLAT :4 MLIF

B

ENIL EHT GNISSORC

ICAMcsr Small Group Workshops Primary / 2022
###### Session 5. Resource Sheet 1: Behaviours for making and keeping friends

########## Prepare by cutting into 6 cards

listen well	take turns
show understanding of others’ views or feelings	show patience
compromise	encourage and compliment others

ICAMcsr Small Group Workshops Primary / 2022
- (b) Restrictions to which the securities are subject;
- (c) Description of any restrictions on the transferring of securities;
- (d) Opportunities for exit;
- (e) For equity securities, distribution of capital and voting rights before and after the capital increase resulting from the offer (assuming that all the securities will be subscribed).

##### Part G: Disclosure related to the loan agreement

Where the crowdfunding offer involves credit intermediation, the key investment information sheet shall, instead of the information referred to in Parts D, E and F, contain the following information:

- (a) Nature and duration of the credit agreement;
- (b) Applicable interest rates or, where applicable, other compensation to the investor;
- (c) Risk mitigation measures, such as whether credit is secured;
- (d) Amortisation schedule of the principle and repayment of interest.

##### Part H: Fees, information and legal redress

- (a) Fees charged to, and the costs incurred by, the investor in relation to the investment;
- (b) Where and how additional information about the crowdfunding project, the project owner and issuer can be obtained free of charge;

(a) (c) How and to whom the investor may address a complaint about the investment or about the conduct of the project owner or about the crowdfunding service provider.
# Sacred Time

For those who are regulars in the synagogue, Torah readings 4-6 might seem rather commonplace. After all, we read them 4 times a year: twice on Sukkot, once on Passover and this Shabbat. What does reading about the holidays have to teach us, especially when we read them not on a holiday? I see a key message at the center of these readings: the importance of marking sacred time. Aliyah 4 begins with the observance of Shabbat, the day of the week when we cease from doing our professional work and turn instead to our family, friends and our own mental health. Shabbat was described by Abraham Joshua Heschel as a “palace in time,” a source of majesty in the midst of our daily routines. Having Shabbat, having a time to cease from our work and to focus on ourselves and our families, is essential for everyone, be they secular and religious. Phil, if you don’t mind, let me use you as an example. For you, Saturday is a day to not take the Long Island Rail Road but rather to enjoy the
Actuator Tooling Assembly Procedure, BSC-ISI, aLIGO S.Barnum E1000096

Stage1-2 Horizontal:

- 1. Align and attach "Actuator Assembly" to "stage2 interposer plate" (D0902162) with correct screws & pins.
- 2. Align and attach "Bobbin Bracket"(D0902155) to "Actuator Bobbin" with correct pins & screws.
- 3. Align and attach "Tooling Bracket"(D0902136) to "stage2 interposer plate" (D0902162) ) with correct screws & pins.
- 4. Align and insert 2x "Pin Key"(D0902434) through the "Tooling Bracket"(D0902136) and into the "Bobbin Bracket"(D0902155). Hold in place with correct screws.

Stage1-2 Vertical:

- 1. Align and attach "Actuator Assembly" to "stage2 Magnet Mount" (D0902161) with correct screws & pins.
- 2. Align and attach "Bobbin Bracket"(D0902155) to "Actuator Bobbin" with correct pins & screws.
- 3. Align and attach "Tooling Bracket"(D0902137) to "stage2 Magnet Mount" (D0902161) with correct screws & pins.
- 4. Align and insert 2x "Pin Key"(D0902434) through the "Tooling Bracket"(D0902137) and into the "Bobbin Bracket"(D0902155). Hold in place with correct screws.

Stage0-1 Horizontal:

- 1. Align and attach "Actuator Assembly" to Stage1 Magnet Bracket"(D0902310) with correct screws & pins.
- 2. Align and attach "Coil Bracket"(D0902427) to "Actuator Bobbin" with correct pins & screws.
- 3. Align and attach "Tooling Bracket"(D0902342) to "Coil Bracket"(D0902427) with correct screws & pins.
- 4. Align and insert 2x "Pin Key"(D0902433) through the "Tooling Bracket"( D0902342) and into the "Bobbin Bracket"(D0902155). Hold in place with correct screws.

Stage0-1 Vertical:

- 1. Align and attach "Actuator Assembly" to Stage1 Magnet Bracket"(D0902310) with correct screws & pins.
- 2. Align and attach "Coil Bracket"(D0902426) to "Actuator Bobbin" with correct pins & screws.
- 3. Align and attach "Tooling Bracket"(D0902342) to "Coil Bracket"(D0902426) with correct screws & pins.
- 4. Align and insert 2x "Pin Key"(D0902433) through the "Tooling Bracket"( D0902342) and into the "Bobbin Bracket"(D0902155). Hold in place with correct screws.
betaald: 1340 t/m 1351

83. dezelfde, 3 nieuwe penningen betaald: 1340 t/m 1351

84. Ghiben, genaamd Cuppen, 18 nieuwe penningen betaald: 1340 t/m 1351

85. Ghiben, genaamd Hoens, en Joannes Heyla, zoon van Severinus van Cnechsel, 7 1/2 nieuwe penningen doorgestreept, laatste betaling in 1340 bijschrift: Heila

bijschrift fol. 67: Heila Severinus van Kercoerle, 7 1/2 nieuwe penningen betaald: 1340 t/m 1351

86. Gertrudis, dochter van Joannes Bernardus, 2 nieuwe schellingen doorgestreept, laatste betaling in 1349 bijschrift: Johannes van Westelb(er)se doorgestreept

bijschrift fol. 69: dezelfde (Joannes van Berze), 2 nieuwe schellingen betaald: 1340 t/m 1350

87. Ghiben van der Vonderen, 2 nieuwe schellingen doorgestreept, laatste betaling in 1340

bijschrift fol. 69v: Joannes, zoon van Ghibonis van der Vonderen, 2 nieuwe schellingen veranderd in 1 nieuwe schelling doorgestreept, laatste betaling in 1346 bijschrift: Joannes Eckerman

bijschrift fol. 69: Joannes Eckerman, en Metta zijn vrouw, 12 nieuwe penningen, van het erfgoed van Joannes van Vonderen betaald: 1340 t/m 1351

Opmerking: Het volgende bijschrift is onder voorbehoud aan deze doorgestreepte cijns gerelateerd.

bijschrift fol. 69v: Jacobus Baest, zoon van Franconis van den Bogaert (de Pomerio), 12 nieuwe penningen, van Mortel

12
####### 3.2.2. Estimated impact on [body]'s appropriations

- – – The proposal/initiative does not require the use of operational appropriations
- – – The proposal/initiative requires the use of operational appropriations, as explained below:

Commitment appropriations in EUR million (to three decimal places)

Indicate objectives and outputs ò	Year N	Year N+1	Year N+2	Year N+3	Enter as many years as necessary to show the duration of the impact (see point 1.6)	TOTAL
OUTPUTS
Type 18	Avera ge cost	N N	Cost	N N	Cost	N N	Cost	N N	Cost	N N	Cost	N N	Cost	N N	Cost	Total No	Total cost
SPECIFIC SPECIFIC OBJECTIVE No 1 …
- Output
- Output
- Output
Subtotal for specific objective No 1
SPECIFIC OBJECTIVE No 2 ...
- Output
Subtotal for specific objective No 2
TOTAL COST

RR\1168700EN.docx 55/68 PE626.662v03-00

EN
UNIVERSITY OF FLORIDA COLLEGE OF NURSING COURSE SYLLABUS Fall 2022

COURSE NUMBER NGR 7970L

COURSE TITLE Advanced Nursing Project

CREDITS 4 (1-2 credits per semester with faculty approval)

PLACEMENT DNP Program

COREQUISITE None

FACULTY

Semesters 2-3-4-Course Facilitator
Rene Love PhD, DNP, PMHNP-BC, FNAP, FAANP Associate Dean for Academic Affairs-Graduate Clinical Education & Clinical Professor Office: HPNP Office Phone: (352) 273-6599 Office Hours*: Monday 11-1 Email: renelove@ufl.edu
Various Faculty

* Faculty are generally available to meet with students (in the office or virtually) as listed above. Due to professional travel and other unavoidable obligations, faculty may not be present every week without notice. It advisable that students confirm availability or make an appointment in advance.

COURSE DESCRIPTION: The advanced nursing project provides an opportunity for the student to demonstrate synthesis of learning and expertise. This synthesis will be evidenced through the development and dissemination of a scholarly work that contributes to evidence- based practice in a nursing specialty. The student is expected to integrate knowledge, theory, and research to address a selected specialty issue or clinical problem. The application of knowledge from all previous courses is emphasized.

COURSE OBJECTIVES Upon completion of this course(s) the student will be able to:

- 1. Propose a question or practice issue for which there is a need to acquire information from a variety of sources.
- 2. Evaluate the evidence from research, theory, and other sources pertinent to the proposed question or issue.
Appendix 1. List of statutory policies and procedures for the EYFS This checklist lists the policies and procedures that we must have according the EYFS statutory framework.

Statutory policy or procedure for the EYFS	Where can it be found?

Safeguarding policy and procedures	See child protection and safeguarding policy
Procedure for responding to illness	See health and safety policy
Administering medicines policy	See supporting pupils with medical conditions policy
Emergency evacuation procedure	See health and safety policy
Procedure for checking the identity of visitors	See child protection and safeguarding policy
Procedures for a parent failing to collect a child and for missing children	See child protection and safeguarding policy
Procedure for dealing with concerns and complaints	See complaints policy

8
### What do I do if I think I am going to be late for an exam?

Contact the Exams Officer on 01782 854225 who will inform the staff at the exam venue. You must continue to make your way to the venue as quickly and safely as possible. When you arrive at the venue, please report to the nearest invigilator or at the reception desk if you have an exam in College.

######## At the Start of an Exam

- • carefully to the announcement at the start and do what you are asked to • carefully to the announcement at the start and do what you are asked to do.
- • all the paper instructions and complete all the required details on the front • all the paper instructions and complete all the required details on the front of the answer booklet before you start. You will be asked to write your full name, candidate number (this can be found on your exam timetable), the paper name and paper code. You may also need to sign it.
- • pre-printed answer booklets, each page has a box around the edge. Do not • pre-printed answer booklets, each page has a box around the edge. Do not write outside this box as these papers will be marked electronically and anything written outside the box may not be marked.
- • your hand up and tell the invigilator if you think you have not been given the • your hand up and tell the invigilator if you think you have not been given the correct exam paper, stationery, inserts, additional material or if the paper is badly printed or incomplete.

## During the Exam

### What do I do if I need additional paper during my exam?

If you need additional paper during your exams, put up your hand to alert an invigilator. Don’t forget to complete all the necessary details at the top of any additional answer sheets and place them inside your answer booklet when you have finished.

### What do I do if the fire alarm goes off?

- Please remain seated until you are told otherwise. If the decision has been made to evacuate the building, you will be directed outside. You will not be able to collect your personal belongings and must not communicate with other students during this time. You will be escorted back to the exam venue if and when it has been declared safe.

Page 6 of 9
6, 보상의 법칙 이 법칙은 우리가 이전 법칙, 인과의 법칙을 적용했을 때의 우주의 반응이다. 우리가 진동 주파수를 통해 보내고 있는 것을 우리에게 다시 가져다준다. 우리는 돈, 선물, 우정, 사랑, 창조성, 두려움, 부족함, 시기심, 질투심 또는 피해자 정신에 이르기까지 어떤 형태로든 취할 수 있는 보상으로 축복과 풍요를 받는다. 성공은 돈이나 금전적인 보상뿐만 아니라 풍요를 의미한다. 우리의 행동에 대한 반응으로 우리를 향해 오는 모든 형태에서 모든 것들은 당신이 생각하는 생각과 당신이 우주로 보내 는 어떤 형태의 에너지를 보여주는 당신의 내면의 세계 반영이 당신에게 온다. 당신이 그것 을 인지하고 필요하다면 그것을 바꿀 수 있도록. 부정적인 감정은 진동하는 것을 정확하게 보여주는 가장 놀라울 정도로 정확한 도구이기 때 문에 당신은 당신의 부정적인 감정에 감사할 필요가 있다. 당신은 그들의 유용성을 이해하 고 자신에 대한 연민과 사랑으로 그들에게 접근한다. 비난과 죄책감 대신, 그들은 부드러워 지기 시작할 것이고 당신의 감정적인 육체에서 해방될 것이다. 그 모든 에너지는 해방될 것이다. 그래서, 당신은 그것을 당신에게 유리하게 사용할 수 있다. 당신이 원하지 않는 상황을 끌어들이기 위해 억압되고 정체되는 대신 우리는 그것을 더 많 이 받기 위해 우리가 원하는 것을 자유롭게 보낼 수 있다.
2	/
3	/
Live Virtual Learning will start and end on time. Zoom/Google Meet will be recorded and the teacher will end the meeting for all participants. At the conclusion of the Live Online learning session the teacher will post the session on Seesaw so it may be viewed later by those who weren't able to attend the original session.

##### Grades PK-2 Parents/Guardians Expectations:

Establish an expectation in your home that your child(ren) must be online during live classes. If your child(ren) is ill or other issues arise that prevent participation, call the School Office (712-678-3325) and report this so we can track attendance. Contact your child’s teacher with questions about participation, assignments, grading etc.

##### Grades 3-5

Learning will be mainly focused around literacy, reading and writing, science, social studies, and numeracy to develop and maintain current skills and build knowledge around prioritized content and teachers will continue to follow Common Core State Standards. Students will have both online and off-line learning activities. These opportunities are provided Monday through Friday. The primary tools for communication between teachers and students will be Google Classroom and email and teachers and parents will be email and Power School. Core teachers will provide live online learning as needed or upon requests via Google Meet. Student participation and grades will be tracked in Google Classroom.

##### CO-U 3-5 Distance Learning Daily Schedule
Rhythmic Development
- 1. ПАСПОРТ ПРОГРАММЫ УЧЕБНОЙ ДИСЦИПЛИНЫ

## «Правовое обеспечение профессиональной деятельности»

- 1.1. Область применения программы

Программа учебной дисциплины является частью профессиональной подготовки специалистов среднего звена в соответствии с ФГОС по специальности СПО 35.02.02 Технология лесозаготовок

## 1.2. Место учебной дисциплины в структуре профессиональной подготовки специалистов среднего звена: дисциплина Правовое обеспечение профессиональной деятельности входит в профессиональный цикл

- 1.3. Цели и задачи учебной дисциплины – требования к результатам освоения учебной дисциплины:

В результате освоения учебной дисциплины обучающийся должен уметь: защищать свои права в соответствии с трудовым законодательством;

В результате освоения учебной дисциплины обучающийся должен знать: права и обязанности работников в сфере профессиональной деятельности; законодательные акты и другие нормативные документы, регулирующие правоотношения в процессе профессиональной деятельности Техник-технолог должен обладать общими компетенциями, включающими в себя способность: ОК 1. Понимать сущность и социальную значимость своей будущей профессии, проявлять к ней устойчивый интерес. ОК 2. Организовывать собственную деятельность, выбирать типовые методы и способы выполнения профессиональных задач, оценивать их эффективность и качество. ОК 3. Принимать решения в стандартных и нестандартных ситуациях и нести за них ответственность. ОК 4. Осуществлять поиск и использование информации, необходимой для эффективного выполнения профессиональных задач, профессионального и личностного развития. ОК 5. Использовать информационно-коммуникационные технологии в профессиональной деятельности. ОК 6. Работать в коллективе и команде, эффективно общаться с коллегами, руководством, потребителями. ОК 7. Брать на себя ответственность за работу членов команды (подчиненных), результат выполнения заданий. ОК 8. Самостоятельно определять задачи профессионального и личностного развития, заниматься самообразованием, осознанно планировать повышение квалификации. ОК 9. Ориентироваться в условиях частой смены технологий в
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