ahmedheakl/docatlas_instruct huggingface dataset:
# AMV Assessment Exemplar: Key Stage 1 Unit 2

Title: Why are some times special? Areas of Enquiry: B&E Key Question: Why are some festivals and celebrations special? talk about some things about people, that make people ask Outcomes: Investigation of religious and non-religious worldviews: b: questions; recall key features of an inspirational event, place, ritual or special occasion; Judaism d: Throughout: provide a good reason for the views they have and the connections they make.
Context / Prior Learning: Pupils have watched the TrueTube Charlie and Blue film on the Passover: https://www.truetube.co.uk/film/charlie-and- blue-celebrate-passover and are following the downloadable lesson plan: https://www.truetube.co.uk/film/charlie-and-blue-celebrate- passover?tab=lesson_plan They have been provided with information about the symbolism of the foods on the Seder plate, e.g., from https://reformjudaism.org/jewish-holidays/passover/learn-about-passover-seder-plate
Assessment Activity – Pupils:	Developing – Pupils:	Secure – Pupils:	Exceeding – Pupils:
• watch again the Charlie & Blue film up to the point where Blue asks, “Do you eat all the things on this plate?” (1:27 to 2:20), talk about what interests or puzzles them in the film, and then work in pairs to identify some of the things on the Seder plate using the information provided (see context / prior learning above); • watch the next part of the film up to the point where Blue is given a copy of the Seder Haggadah (2:20 to 4:17), recall the main parts of the story and say why they think that Jewish people eat the different foods on the Seder plate, even the ones that do not taste nice.	• recognise that Pesach / Passover is a special time for Jewish people; • recall one of the key features of the Passover meal; • say what an item from the Seder plate might remind Jews of, e.g., the roast egg might remind them of Spring, when the Passover is celebrated.	• talk about what puzzled or interested them about what Rachel does at the Seder meal; • recall the key features of the Seder meal and the events they commemorate; • provide a good reason for the views they have and the connections they make.	• ask relevant questions about the features of the Passover celebration and find an answer which relates to the story of the Exodus; • describe one of the ways in which Jewish people symbolise their beliefs about God through the Passover celebration, e.g., in retelling the story of how they were saved from slavery in Egypt; • provide good reasons why Jewish people remember the Exodus to this day.
Key Concepts • Pesach / Passover • Seder • Exodus	Pupils’ Attainment (names)

© 2017 Bath & North East Somerset, Bristol, North Somerset & Haringey Councils
## С-21 Дата: 15.04.2020

### Предмет: Технологія паркетних робіт Тема уроку: Конструкція підлоги із штучного паркету на деревостружкових та деревоволокнистих плиток

Збірні стяжки із дере волокнистих або деревостружкових плит, виконують по суцільним залізобетонним настилом перекриття під покриття із штучного паркету. Розгляньте малюнки (є, ж, з) які малювали раніше. При цьому, як бачимо на малюнку плити(11) марки М-2товщиною 12 мм. або тверді деревоволокнисті плити марки Т товщиною 5мм., або деревостружкові плити наклеюють безпосередньо на перекриття на гарячій або холодній бітумній мастиці. Такі стяжки являються тепло- і звукоізоляційним шаром. В житлових будинках для влаштування підлоги другого і вищих поверхів для підсилення звукоізоляції по суцільним плитам перекриття укладають два шари м’яких ДВП(11) і один шар твердих ДВП або ДСП на холодній мастиці, а вже потім паркет на холодній мастиці. На першому поверсі укладають лише один шар м’яких ДВП(11). Різниця в конструкції підлог першого поверху і вищих поверхів тільки в кількості шарів м’яких деревоволокнистих плит. На першому поверсі один шар, бо над утепленим підвалом по теплотехнічним характеристикам цілком достатньо одного шару ДВП. Домашнє завдання: завдання: На ваших рисунках 25 і 26 зображені схеми конструкції підлог на деревоволокнистих і деревостружкових плитах. Вам необхідно буде вибрати тільки ті схеми де показано підлоги із паркету на деревостружкових і деревоволокнистих плитах. Ці малюнки замалюєте з визначенням елементів. В підручнику даний матеріал В.Н. Дам’є-Вульфсон «Улаштування підлог із паркету і лінолеуму» §31 стр. 88, рис. 25; стр. 91 рис. 26. Вибрати необхідні малюнки.

Рис. 25 рис. 26
If you or your child feel COVID-19 symptoms, please contact your local doctor to determine if testing is necessary. If you or your child is told to quarantine due to COVID-19 exposure, please contact your building of attendance and follow quarantine guidance from your county’s health professionals. If you or your child tests positive for COVID-19, please follow the quarantine guidance from your county’s health professionals and please contact the nurse of your building’s attendance. In order to help our students succeed in a virtual learning environment, CO-U strongly encourages the following roles and responsibilities for families: Establishing routines and expectations. Defining the physical space for your child to study. Monitoring communications from your child’s teachers. Completing daily check-in/check-out. Taking an active role in helping your child process his/her learning. Establishing times for quiet and reflection. Encouraging physical activity and/or exercise. Remaining mindful of your child’s stress or worry. Monitoring how much time your child is spending online.

##### STUDENT ROLES AND RESPONSIBILITIES

In order for students to succeed in a virtual learning environment, CO-U strongly encourages the following roles and responsibilities for students to consider during on-site or hybrid learning, so that you are ready to succeed if we have to move to our virtual plan: Establish daily routines for engaging in the learning experiences. Identify a space in your home where you can work effectively and successfully.
Boles ISD Wellness Policy

Physical Activity and Nutrition

- - Entrée items offered as part of the lunch program or breakfast program on the day of service or the day after service (Entrée
- item is a combination foo d of M/ MA and G, or com bination of M/ MA and F or V, or a M/ MA served alone.)

## USDA Smart Snacks in School Effective July 1,

Plain or Carbonated Water	Any size	Any size	Any size
Low Fat Milk (1%), Unflavored	≤8oz	≤12oz	≤12oz
Non Fat Milk (Skim), Flavored or	≤8oz	≤12oz	≤12oz
100% Fruit or Vegetable Juice (plain or c arbonated) with no added sweeteners	≤8oz	≤12oz	≤12oz
100% Fruit or Vegetable Juice, Diluted with Water (plain or c arbonated) with no added sweeteners	≤8oz	≤12oz	≤12oz
Calorie-Free Beverages, Flavored and/ or Carbonated ≤5 calories per 8oz, or ≤10 c alories per 20oz	Not permitted	Not permitted	≤20oz
Low Calorie Beverages, Flavored and/ or Carbonated ≤40 calories per 8oz, or ≤60 calories per 12oz	Not permitted	Not permitted	≤12oz

5/23/19 Revised
Turkish (native), English (fluent)
JOURNAL PUBLICATIONS
2007 2018 2017	Book Chapter: Collins, A.B “Opportunities and Obligations in Dealing with the Disabled staff and customers in Hospitality Industry” in Tourism 21stcentury Management in (Edited by Peter R. Chang). Nova Science Publishers, Inc. New York, 2007. 157-179. https://www.novapublishers.com/catalog/product_info.php?products_id=5699 Collins, A; Azmat, F; Rentschler, R. (2018) ‘Bringing everyone on the same journey’: Revisiting inclusion in higher education”, Studies in Higher Education, Estimated publication date 19. March 2018 (online). DOI: 10.1080/03075079.2018.1450852. https://doi.org/10.1080/03075079.2018.1450852 . Collins, A. (2017), “Kendimizi Pazarlıyabiliyor muyuz? Yüksek Öğretimde Küreselleşme ve Öğrenci Hareketliligi: Turizm ve Otel İşletmeciligi Okullarının Karşılaştırması ile ilgili bir örnek çalışma”, Türk Turizm Araştırmaları Dergisi, 2 ( 2).
2017 2012	Karl, K; Peluchette, J.V.E; Collins, A. (2017), “Employee Self- Perceptions Regarding Workplace Attire in Turkey”, Journal of Organizational Psychology, 17(6). Collins, A. (2012), “The Fourth Academic Tourism Education Conference: Academic Tourism Books at Higher Education Level”, Anatolia – An International Journal of Tourism and Hospitality Research, 23(1), 1–2.
2010	Collins, A. (2010), “English-medium higher education: Dilemmas and problems," Eurasian Journal of Educational Researches (EJER) 39, Spring, 97-110.
2008	Ryan, C; Collins, A. (2008), “Entertaining International Visitors – the hybrid nature of tourism shows”, Journal of Tourism and Cultural Change 33(2), 143-151.
2007	Collins, A. (2007), “Human Resources: A hidden Advantage?,” International Journal of Contemporary Hospitality Management, 19(1), 78-85.
2007	Collins, A. (2007), Tourism Education”, TURAFED, no. 8, May. http://www.turofeddergi.com/index.html
2006	Collins, A. (2006), “Adding a course to the curriculum? Dilemmas and problems,” Journal of Teaching in Travel and Tourism, 6(4), 51-73.
Ahora verás un video donde se presentan algunos cuerpos geométricos y te ayudará a aprender sus nombres, así como algunas de sus características.

Pon mucha atención a las caras de los cuerpos geométricos, identifica qué figuras son las que aparecen en ellas, toma nota en tu cuaderno las figuras que logres identificar.

- • Video 2. Cuerpos geométricos. Características.

Ya pudiste conocer más los cuerpos geométricos y algunas características de ellos, ¿Qué figuras geométricas lograste identificar en el video?

En el dado se pueden ver cuadrados, su nombre como cuerpo geométrico es cubo. El cubo tiene caras cuadradas y son 6.

En el bote de leche hay varios rectángulos ya que sus caras están formadas por rectángulos, ese cuerpo geométrico se llama prisma rectangular.

En casa, ¿Puedes identificar estas figuras en muchos de los objetos que tienes?

Ahora realizarás un ejercicio, en casa toma una caja de medicamento o cualquier otra que tengas y obsérvala. ¿Qué figuras puedes encontrar en la caja? ¡Rectángulos! toma tu cajita y pon una cara de ella pegada a tu libreta, con tu lápiz dibuja el contorno, vamos observando que figura se forma.

¡Muy bien! es un rectángulo, porque vemos que son dos pares de lados iguales.

Ahora toma un vaso de plástico de tu cocina, ¿Qué figura puedes encontrar en el vaso? Obsérvalo muy bien por todas partes, ponlo sobre tu libreta y dibuja la base del vaso para que puedas observar qué figura es, en la parte de abajo del vaso hay un círculo.

Eres un gran observador y conoces muy bien las figuras, ahora, vas a crear una secuencia de figuras, para eso repetirás el mismo procedimiento que hiciste anteriormente, pega dos hojas de tu cuaderno o de reciclaje para que puedas tener más espacio para hacer la actividad.

Primero marca la caja de medicina y después el vaso, así hasta que consigas una línea completa con las figuras que marcaste. ¡Muy bien ya terminaste! ahora tienes una secuencia de figuras.

Ya sabes que usaste una caja de medicina y un vaso, pero ¿Conoces el nombre de los cuerpos geométricos que acabas de utilizar? la caja de medicina se conoce como un prisma rectangular, porque tiene dos bases rectangulares y cuatro caras rectangulares, de ahí su nombre.
受 験 票	（写真貼付）
公益財団法人高知県文化財団職員（文学館勤務）採用選考試験	１ 最近３月以内に撮影のもの。 ２ 上半身、正面向きの写真。。 ３ 写真のない受験票では受験できませ ん。

受験番号	ふりがな
氏名
(注)受験票は第２次試験を受験する際に必ず持参してください。	（縦４cm×横３cm）
## VOLUNTEER APPLICATION FORM FOR THOSE IN REGULATED POSITIONS

## Section 1 All information received in this form will be treated confidentially

Name:
Address:
Date of Birth:	National Insurance No:
Telephone No:	Mobile No:
Previous work experience and relevant qualifications:
Have you previously been involved in voluntary work? If yes, please give details:	Yes No
Do you have any spare time hobbies, interests or specific skills that may be useful to the activities?
Do you agree to abide by NAME OF GOVERNING BODY Code of Conduct (a copy should be included with this form)?	Yes No
Have you completed Safeguarding Awareness Training?	Yes No
If yes Organised by:	When:
Do you agree to undergo specific training on the role of the (position being appointed)	Yes No
Have you ever been asked to leave a sporting organisation in the past? (if you have answered yes we will contact you in confidence)	Yes No
- 3. Utilizing authentic job-related material in classrooms to provide practical and relevant training during activities.
- 4. Incorporating testing into job related duties in the form of continuous assessments so as to reduce educational burden while working.
- 5. Recognizing and rewarding language-oriented performance at least in the initial stages of career development to sustain motivation.

## REFERENCES

Braun, V., & Clarke, V. (2012). Research Designs: Quantitative, qualitative, neuropsychological and biological. (H. Cooper, P. M. Camic, D. L. Long, A. L. Panter, D. Rindskopf, & K. J. Sher, Eds.) Handbook of Research Methods and Psychology, 2, 57-71. Brewer, J. D. (2000). Ethnography. Buckingham: Open University Press. Dornyei, Z., & Scott, M. L. (1997). Communication Strategies in a Second Language: Definitions and Taxonomies. Language Learning, 47 (1), 173-210. Gallois, C., Ogay, T., & Giles, H. (2005). Communication Accommodation Theory: a look back and a look ahead. Theorizing about intercultural communication, 121-148.

Giles, H., & Gasiorek, J. (2013). Parameters of Non-Accommodation: Refining and Elaborating Communication Accommodation Theory. Social Cognition and Communication, 155-172. Lantolf, J., Thorne, S., & Poehner, M. (2015). Sociocultural Theory and Second Language Development. Theories in Second Language Acquisition, 207-226. Leech, N. L., & Onwuegbuzie, A. J. (2007). An Array of Qualitative Data Analysis Tools: A Call for Data Analysis Triangulation. School Psychology Quarterly, 22 (4), 557-584. Lim, L. (2013). Kaduwa of privileges power, instrument of rural empowerment? In L. Lim, The Politics of English. South Asia, Southeast Asia and the Asia Pacific. (pp. 61-78). USA: John Benjamins Publishing Company. Maquire, M., & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, step-by-step Guide for Learning and Teaching Scholars. All Ireland Journal of Teaching and Learning in Higher Education, 8 (3). Nakatani, Y. (2006). Developing an Oral Communication Strategy Inventory. The Modern Language Journal, 90 (2), 151-168. Wei, L. (2008). Research Methods in Bilingualism and Multilingualism. (L. Wei, & M. G. Mӧyer, Eds.) Australia: Blackwell Publishing Ltd.

## ACKNOWLEDGMENTS

This paper and research behind this would not have been possible without the immense support of my supervisor Dr. Kaushalya Perera, my lecturers at Post Graduate Institute of English (PGIE), the staff and management of the research site and my lovely friends and family.
профессиональной деятельности. Техник-технолог должен обладать профессиональными компетенциями, соответствующими видам деятельности: ПК 1.1. Проводить геодезические и таксационные измерения. ПК 1.2. Планировать и организовывать топологические процессы заготовки и хранения древесины, выбирать лесозаготовительную технику и оборудование в рамках структурного подразделения. ПК 1.3. Выбирать технологию и систему машин для комплексной переработки низкокачественной древесины и отходов лесозаготовок в рамках структурного подразделено. ПК 2.1. Планировать и организовывать технологические процессы строительства временных лесотранспортных дорог и обеспечивать их эксплуатацию. ПК 2.2. Обеспечивать эксплуатацию лесотранспортных средств. ПК 2.3. Организовывать перевозки лесопродукции. ПК 3.1. Участвовать в планировании и организации работы структурного подразделения. ПК 3.2. Участвовать в управлении выполнения поставленных задач в рамках структурного подразделения. ПК 3.3. Оценивать и корректировать деятельность структурного подразделения.

- 1.4. Рекомендуемое количество часов на освоение примерной программы учебной дисциплины:

максимальной учебной нагрузки обучающегося 57 часов, в том числе: обязательной аудиторной учебной нагрузки обучающегося 38 часа; самостоятельной работы 19 часов.
A provocative set of question that is quite relevant to the topic at hand is to ask “saved…

- 1. from what,
- 2. to whom [does it apply],
- 3. for what [purpose]?”

If we inject the House of Israel (aka Ephraim) in this question, it is my testimony that we could conclude that 1) è è Ephraim is saved from what the Bill of Divorce; 2) to whom does this salvation apply to House of Israel è (aka Ephraim) and 3) for what purpose that they can now perform the duties proscribed in the Torah with authority. I also want to narrow down the scope of salvation by defining two contexts. The first being what is my legal status in the Kingdom of Heaven and second where my soul and/or spirit will reside in eternity. It is the opinion of this writer, the antinomian Christianity rhetoric and commentary of scriptures is focused (to the extreme) on the latter whereas this article is focused on the former. The reason (one of many) is that I want to be focused on the here-and-know i.e. “the Kingdom of Heaven is at hand” which was said 2,000 years ago by [Mat 10:7]. a very famous rabbi for whom I put a lot of stock in I posit that what I actually do is more important and impressive to whom it may concern (God) that my works and my accomplishments in my life are more important than by theological positions. ToDo: expand on this

## Perseverance Perseverance of the saints – aka Once Saved, Always Saved

Perseverance of the saints of the saints (also referred to as eternal security as well as the similar but distinct doctrine known as "Once Saved, Always Saved") is a teaching that asserts that once persons are truly “born of God” or “regenerated” by the indwelling of the Holy Spirit, nothing in heaven or earth “shall be able to separate (them) from the love of God” (Romans 8:39) resulting in a reversal of the converted condition. Sometimes this position is held in conjunction with Reformed Christian confessions of faith in traditional Calvinist doctrine which argues that all men are "dead in trespasses and sins" and so apart from being resurrected from spiritual death to spiritual life, no one chooses salvation alone. Calvinists maintain that God selected certain individuals before the world began and then draws them to faith in His Son, Jesus Christ. They believe that when Jesus said, "No man can come unto Me except the Father which hath sent Me draw him" (John 6:44), Jesus was saying that men had to be drawn to Him by God before they would believe. Calvinists have long taught that when the apostle Paul wrote, "God hath chosen us in Him before the foundation of the world" (Ephesians 1:4), he was indicating that God actually chose believers in Christ before the world was founded. According to Calvinism, God begins a good work in some and then continues it. They attempt to prove that with the text from the book of Phillipians where the apostle Paul writes, "He which hath begun a good work in you will perform it until the day of Jesus Christ" (Philippians 1:6).

4/20/2025 http://MyHebrewBible.com/Article/710 2 of 4
Výdavková časť bežného rozpočtu

OdsTP PolPodP KZdr Názov účtu	2020	2021	2022
0111 OBCE
611 Mzdy, platy	40000	40000	40000
614 Odmeny	800	800	800
620 Poistné a príspevok do poisťovní
623 Poistné do ostatných ZP	4100	4100	4100
625 Poistné do SP
625 001 Na nemocenské	580	580	580
625 002 Na starobné	5800	5800	5800
625 003 Na úrazové	330	330	330
625 004 Na invalidné	1250	1250	1250
625 005 Na poist. v nezamestn.	410	410	410
625 007 Na poistenie do RF	1950	1950	1950
627 Príspevok do DDP	360	360	360
630 Tovary a služby
631 001 Cestovné náhrady	250	250	250
632 Energie, voda a komunikácie
632 001 Energie	2000	2000	2000
632 002 Vodné, stočné	180	180	180
632 003 Poštovné služby	500	500	500
632 005 Telekomunikačné služby	1400	1400	1400
633 Materiál
633 006 Všeobecný materiál	4000	4000	4000
633 016 Reprezentačné	1500	1500	1500
635 Rutinná a štandardná údržba
635 006 Budov, objektov	2500	2500	2500
637 Služby
637 001 Školenia, kurzy	250	250	250
637 004 Všeobecné služby	2000	2000	2000
637 005 Špeciálne služby	2500	2500	2500
637 014 Stravovanie	2000	2000	2000
637 015 Poistné	1100	1100	1100
637 016 Prídel do SF	600	600	600
637 017 Provízia	100	100	100
637 026 Odmeny a príspevky	3500	3500	3500
642 Transfery jednotlivcom a nezis. PO
642 006 Na členské príspevky	1000	1000	1000
0112 Finančná a rozpočtová oblasť
637 Služby
637 012 Poplatky a odvody	800	800	800
0170 Transakcie verejného dlhu
651 002 Bankám 52	5 0 0	500	500
0320 Ochrana pred požiarmi
가장 작은 입자로 분해될 때 우주의 모든 것은 우리를 포함한 에너지로 이루어져 있다. 에 너지가 순환 패턴으로 이동하기 때문에 모든 것은 서로 다른 주파수에서 진동하는 전자와 순환 패턴의 바다다. 우리가 진동적으로 보내는 것이 특정한 시점에 우리에게 돌아올 것이 라는 것을 이해하는 것은 쉽다. 그것은 당신이 생각들에 쏟는 집중력과 강도에 따라 즉각적이거나 지연될 수 있다. 중요한 요인은 또한 당신이 생각에도 얼마나 많은 감정과 언어적 또는 행동을 붙이는가 이다. 당신 이 가지고 있는 생각들에 감정을 붙일 때, 당신은 우주에 보내진 에너지를 곱하고, 따라서 당신은 당신이 집중하고 있는 것들을 훨씬 더 빨리 물리적인 것으로 가져올 것이다. 네 목숨은 네 책임이다. 당신은 긍정적인 생각이나 부정적인 생각들에 초점을 맞출 수 있는 자유 의지를 가지고 있고, 더 중요한 것은 당신이 무엇을 생각하고 있는지 알게 해주고 따 라서 당신이 기쁨, 즐거움, 소망, 열정 또는 열정을 느낄 때마다 진동하는 감정 지도 시스템 을 가지고 있다는 것이다. 당신의 감정은 당신이 당신의 희망과 일치하고 같은 방식으로 당 신의 육체적 경험에 사물처럼 긍정적인 것을 끌어들이고 있다고 말한다. 절망, 우울, 분노 또는 부족함을 느낄 때마다, 여러분의 감정은 여러분이 사물과 진동적으로 잘못 동조되어 있다는 것을 말해준다. 당신은 이 진동이 원치 않는 것들을 끌어들이기를 원하고 반대 방향으로 가고 있다. 감정은 당신의 삶을 자주 인도하고 이해하기 위한 당신의 가장 멋지고 정교한 도구다. 우주의 법칙 은 당신의 육체적, 정서적, 정신적 신체를 더 이상 지체 없이 변화시키고 최적화하는 태도와 행동에 대한 지침을 제공한다. 여기가 12개의 보편적인 법칙이다.
Give out Resource sheet 1. Ask students to work in pairs to identify each of the 'Family Apps' on the sheet and to record the age they think a person needs to be to have access to it. Use the Resource Sheet 2 'Answers' to discuss outcomes and to emphasise the point that, apart from Moshi Monsters (which has no age restriction), all the apps have an age restriction of 13. However, YouTube not only requires users to register if they want to post videos; it offers a separate 'YouTube Kids' platform.

Facilitator tip: Alternatively you could cut Resource Sheets 1 and 2 into cards. Pairs of students could play a game of 'What App Am I?' with one participant holding one of the unseen cards from Resource Sheet 1 to their forehead and asking their partner questions in order to guess the app (the partner uses a card from the Resource Sheet 2 'Answers' sheet to respond to the questions).

######### Review aims: Review aims:

Explain that, today, we are going to think about how we use the internet at home. Do the rules we have agreed apply just as much there as they do here?

######### Plan for today’s session

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

- • accept the need to install security updates and antivirus software on all of the devices • accept the need to install security updates and antivirus software on all of the devices that my family owns, as well as update passwords and codes
- • know what I need to do for myself if I have a problem online outside school • know what I need to do for myself if I have a problem online outside school
- • know what acceptable and healthy use of the internet at home looks like • know what acceptable and healthy use of the internet at home looks like

Ensure they understand what the learning outcomes mean and tell 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 risks

Purpose: to begin a conversation about the risks of being online and discover how aware students are of them Prepare 4 flip chart sheets or whiteboard with headings: 1. Interference from others 2. Tracking of my internet use and use of data by website/social media and their partners 3. Inappropriate content, 4. Influencing, controlling, intimidating or abusive communication Ask students to work in small groups. Give them some sticky notes and ask them to list all the risks that they can think of regarding their online activity. They should write each risk on a separate sticky note. Explain that we are going to arrange the risks under 4 headings by putting each sticky note on the appropriate place on a flip chart sheet/whiteboard. Ask for an example of each category (Resource sheet 3 lists relevant examples) to ensure they understand the task.

ICAMcsr Small Group Workshops Primary / 2022