ahmedheakl/docatlas_instruct huggingface dataset:
PSHE/RSE	Body Image To recognise that images in the media do not always reflect reality and can affect how people feel about themselves That thankfulness builds resilience against feelings of envy, inadequacy, etc. and against pressure from peers or media NC How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed. The importance of self-respect and how this links to their own happiness. What a stereotype is, and how stereotypes can be unfair, negative or destructive. The importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. Peculiar Feelings To deepen their understanding of the range and intensity of their feelings; that ‘feelings’ are not good guides for action. That some behaviour is wrong, unacceptable, unhealthy or risky. NC That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right. Practical steps they can take in a range of different contexts to improve or support respectful relationships. The conventions of courtesy and manners. That mental wellbeing is a normal part of daily life, in the same way as physical health. That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. Emotional Changes Emotions change as they grow up (including hormonal effects); To deepen their understanding of the range and intensity of their feelings; that ‘feelings’ are not good guides for action;
###### Session 7 . Resource Sheet 3: How advertisers influence us online

######## Interviewer: Welcome to our expert in online advertising. How can we begin to think about it?

Expert : Let’s start by going back 200 years. People didn’t go to a lot of shops then. They bought from pedlars who came to their houses with carts full of goods. Pedlars would look at their customers and their homes and guess how much money they had, what their lives were like, what they wanted or didn’t want. Then they would show them things that they thought they would buy. They didn’t show them everything in their cart.

######## Interviewer: What has this got to do with online advertising?

Expert: Now people who want to sell you something don’t come to your house. But they still behave like the pedlars did. They guess what you like or don’t like. To do that they use algorithms.

######## Interviewer: What is an algorithm?

Expert: An algorithm is a set of steps to solve a problem or get something done. Advertisers use algorithms in their computers to process information about you. Then they send you advertisements that fit their idea of what you want. For instance, Facebook takes information about you and uses algorithms with more than 52,000 categories that they could put you in to choose advertisements for you.

######## Interviewer: What information do they have? Let us discuss this with our whole group. Do we know what information about us is online?

ICAMcsr Small Group Workshops Primary / 2022
## The Real Cost

## The Real Cost

### of

### of

## Drone Warfare

## Drone Warfare

#### Tuesday October 8th 7.30 - 9pm MKA Centre, Connaught Street

#### Tuesday October 8th 7.30 - 9pm MKA Centre, Connaught Street

Speakers include Maya Evans from Voices for Creative Non Violence, who has seen the effects of drones in Afghanistan, and Penny Walker, one of the Waddington Six who broke into the Lincoln RAF base in June from where the armed Reaper drone is now controlled.

Speakers include Maya Evans from Voices for Creative Non Violence, who has seen the effects of drones in Afghanistan, and Penny Walker, one of the Waddington Six who broke into the Lincoln RAF base in June from where the armed Reaper drone is now controlled.

####### On display will be the drones quilt measuring 13 metres by 2 metres made up of panels of civilians killed by drone attacks in Pakistan

####### On display will be the drones quilt measuring 13 metres by 2 metres made up of panels of civilians killed by drone attacks in Pakistan

The Muslim Khatri Association Centre is wheel chair accessible. It is at 1 Connaught St LE2 1FJ. Park in Victoria Park as this is a residents parking area but permits available for those with mobility needs. Contact Penny on 07414 465695 From Victoria Park cross into St. Albans Rd. Comnnaught St. is second turning left and the Centre on the left hand side at the end

The Muslim Khatri Association Centre is wheel chair accessible. It is at 1 Connaught St LE2 1FJ. Park in Victoria Park as this is a residents parking area but permits available for those with mobility needs. Contact Penny on 07414 465695 From Victoria Park cross into St. Albans Rd. Comnnaught St. is second turning left and the Centre on the left hand side at the end

This event is organised by Leicester CND in assoication with the Drone Campaign Network

This event is organised by Leicester CND in association with the Drone Campaign Network
Name: ___________________________________	Date: ______________

WWII puzzle

1

2	3	4

10

11

15

5

6

7

9

12

13

14

16

17

18

19

20

21

22

23

24

25

Across 5. the leader that created nazism 6. the hatred of jewish people 12. the belief that was created by hitler 13. when the US is involved in a war and they need soldiers 14. a form of killing a group of people systematically 16. an offensive military strategy 17. the enemy to the west of the USA 18. attacks by planes dropping bombs 19. the extreme belief of people on the right 20. the weapon used to end the war between the US and japan 21. the US policy originally in the war 22. a city in southern poland that was most well known for the jewish concentration camp there 24. the day they stormed the beaches of normandy	Down 1. the ruler of italy 2. one of the cities that was bombed by an atomic bomb 3. a form of socialism that gets rid of private ownership 4. naval battle in the pacific ocean 7. countries supporting each other and sharing resources 8. other countries letting Germany spread its control without consequence 9. a total ruler that has total control of the place they rule 10. a member of the nazi secret police 11. the bombing of the US naval base 15. the second city that was bombed by an atomic bomb 23. the ruler of russia
(cid:0)

########## Please note pupils can “jump” to any stage of warnings if their behaviour merits this. Pupils with specific needs may have Individual Behaviour Plans or Support Plan (Appendix 4 and 5) which can run alongside this system.

########## Dinner and Playtime behaviour

Bramley Park Academy – Behaviour Policy – September 2017 Wellspring Academy Trust
Приложение № 1 к Порядку предоставления субсидий на возмещение выпадающих доходов, возникающих при осуществлении льготного проезда учащихся очной формы обучения, обучающимся в ССУЗах города Вольска и зарегистрированным в поселке Шиханы-2 и поселке Шиханы - 4 муниципального образования город Вольск по пригородному автобусному маршруту «Вольск-Шиханы».

РАСЧЕТ расходов на предоставления субсидий на возмещение выпадающих доходов, возникающих при осуществлении льготного проезда учащихся очной формы обучения, обучающимся в ССУЗах города Вольска и зарегистрированным в поселке Шиханы-2 и поселке Шиханы - 4 муниципального образования город Вольск по пригородному автобусному маршруту «Вольск-Шиханы., за \_\_\_\_\_\_\_\_\_ месяц 20\_\_\_\_\_ года по \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (предприятие - получатель субсидии)

N п/ п	Кате- гории пасс- ажиров	Реализовано льготных проездных билетов	Факти- ческое расстоя- ние поездок с использо -ванием льготных проездны х билетов (км)	Коли- чество поездок в месяц	Дейст- вующий тариф за 1 пассажи- ра	Общий объем пасса- жиров кило- метров по пере- возке по льгот- ным проезд- ным биле-там (гр. 3 х гр. 5 х гр. 6)	Расходы по перевоз- ке исходя из дейст- вующего тарифа (гр. 8 х гр. 7)	Субси- дии, подле- жащие возме- щению (гр. 9 - гр. 4)
Коли- чест- во (шт.)	Сум- ма (руб.)

Руководитель предприятия - получателя субсидии \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ "\_\_\_"\_\_\_\_\_\_\_\_\_\_\_ 20\_\_ г. (подпись) (Ф.И.О.) Главный бухгалтер предприятия - получателя субсидии \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ "\_\_\_"\_\_\_\_\_\_\_\_\_\_\_ 20\_\_ г. (подпись) (Ф.И.О.)

- М.П.

Руководитель аппарата О.Н.Сазанова

7
別紙３（研修生→財団） （香川大学大学院地域マネジメント研究科生用）

### 勤務先企業概要等一覧表

１ 株主構成一覧表

株主氏名 (企業名)	大企業に該当する場合〇	出資金額	持株比率（％）	備考

【注意】①持株比率の高い順に記載すること。 ②持株比率の合計が67％以上になるよう記載すること。

２ 役員構成一覧表

役職名	氏 名	大企業の役員又は職員を 兼ねている場合〇	備考
fol. 68v in Oerscot

188. Johannes, zoon van Heila van den Hovel van Spoerdonc, 6 1/2 nieuwe penningen betaald: 1340 t/m 1351

189. dezelfde, 3 oude obolen betaald: 1340 t/m 1351

190. Johannes, zoon van Jordanus Smids (Fabri), 18 nieuwe penningen doorgestreept, laatste betaling in 1343 bijschrift: Daniel

bijschrift fol. 66v: Danel, genaamd Neelken de Schoenmaker (Sutor), van het erfgoed van Jordanus Smids (Fabri), 18 nieuwe penningen later: de weduwe en kinderen betaald: 1340 t/m 1351

191. Johannes van Ellaer de jonge (junior), 12 nieuwe penningen cijns later: gewonnen door Enghelberna, de vrouw betaald: 1340 t/m 1351

192. dezelfde, 3 nieuwe penningen later: gewonnen door Enghelberna, de vrouw betaald: 1340 t/m 1351

193. Johannes, zoon van de Molenaar (Molendinarius) (bijschrift: van der Straten), 13 nieuwe penningen betaald: 1340 t/m 1351

m. dezelfde (Johannes, zoon van de Molenaar (Molendinaris) (bijschrift: van der Straten),) 9 nieuwe penningen, van het erfgoed van Theodoricus van Notelen betaald: 1340 t/m 1351

VIII. dezelfde (Johannes, zoon van de Molenaar (Molendinaris) (bijschrift: van der Straten),) 18 nieuwe penningen van der Wolfgroeven doorgestreept

bijschrift fol. 69: Joannes, zoon van Willelmus van Notelen, 18 nieuwe penningen, van der Wolfsgroeven doorgestreept, laatste betaling in 1348 Opmerking: Het volgende bijschrift heeft betrekking op de vorige cijns en

29
Have you ever been known to any Social Services department as being a risk or potential risk to children?	YES / NO (if Yes, please provide further information below):

Have you been the subject of any disciplinary investigation and/or sanction by any organisation due to concerns about your behaviour towards children?	YES / NO (if Yes, please provide further information)

Confirmation of Declaration (tick box below)
I agree that the information provided here may be processed in connection with my volunteer role and I understand that any role may be withdrawn or dismissal may result if information is not disclosed by me and subsequently come to the organisation’s attention.
I agree to inform the organisation within 24 hours if I am subsequently investigated by any agency or organisation in relation to concerns about my behaviour towards children or young people.
I understand that the information contained on this form and information supplied by third parties may be supplied by the Name of Governing Body to other persons or organisations in circumstances where this is considered necessary to safeguard other children.

#### I declare that any answers are complete and correct to the best of my knowledge and I will inform the ORGANISATION of any future convictions or charges.

Signature: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Print Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Date: \_\_\_\_\_\_\_\_\_\_\_
* Meals are NOT included. However, time will be provided for you to go out and enjoy local dining. We do provide light snacks and drinks.

## LOCATION

National Christian Foundation 5110 North Federal Hwy 1st Floor conference room Ft. Lauderdale, FL 33308

## DRESS CODE

The setting is relaxed so please dress casual. You may want to bring a jacket if you tend to get cold in air conditioned rooms.

## COVERED IN PRAYER

One cannot say enough about the importance of seeking God’s blessing and favor in our lives. At Hope Weekends, through prayerful meditation and intercession, we are prepared to receive our guests under the covering of God’s blessing and anointing. A team of intercessors volunteer to pray by name for each person attending a Hope Weekend. We hope you are encouraged to know that others will be praying just for you by first name only. Seeking God’s presence on your behalf, inviting Him into this experience, and having the faith for Him to move are essential aspects of the ministry that takes place at a Hope Weekend.

## CONTINUED CARE PROGRAM

Though Hope Weekends are intended to create a shift in a couple’s relationship, provide skills for success, provide HOPE, and get distressed couples “unstuck”…we recognize that some couples may still require additional support. They are therefore strongly encouraged to continue follow-up sessions with a Live the Life coach or counselor for further support and to keep the positive momentum moving forward.

## QUESTIONS?

If you need to contact our staff for any reason before your arrival, or have any questions, please contact us:

South Florida staff: Lisa May 850-264-1495 lisamay@livethelife.org

Amanda May 850-264-1494

Administrative staff: Elizabeth Albertson 850-668-3700 elizabeth@livethelife.org
Старость приходит к каждому. С годами здоровье становится более хрупким, чем раньше. Однако даже в этой ситуации, когда сделать вроде бы ничего уже нельзя, необходима активная жизненная позиция! Пожилые люди должны внимательнее следить за состоянием своего тела. Ведь старение – длительный процесс, и каждый в силах затормозить его развитие. Существуют различные методы и средства, замедляющие старение, которые помогают и в пожилом возрасте сохранять жизненные функции, присущие молодому организму.В структуре общей смертности сердечно- сосудистые заболевания занимают первое место, злокачественные новообразования на втором, на третьем – внешние причины смерти (в первую очередь травмы и отравления).

-Употребление алкоголя, наркотиков. -Ожирение. -Низкая физическая активность (гиподинамия). -Неполноценное, несбалансированное питание (недостаточное употребление в пищу фруктов, овощей, чистой питьевой воды)

Каждый приём пищи начинайте с овощного салата. При выборе продуктов пользуйтесь нашими рекомендациями:

### При повышенном артериальном давлении:

1. Контролируйте своё АД и тщательно выполняйте врачебные рекомендации. 2. Помните: чем меньше соли, тем лучше! Не досаливайте пищу, не добавляйте к пище более 6 граммов соли в сутки (неполная чайная ложка), а лучше откажитесь от неё вовсе! Для улучшения вкуса еды можно добавлять сок лимона, уксус, травы и пряности.

Полезно – свежие фрукты и овощи, зелень, салат, шпинат, обезжиренный творог, нежирная рыба, злаки, отруби. Необходима умеренность – крупы, картофель, бобовые (горох, соя, фасоль, чечевица), фрукты, ягоды протёртые с сахаром, молоко, кисломолочные продукты (кефир, простокваша, йогурт), твёрдые сыры с низким содержанием жира, постное мясо, грудка курицы, индейки, яйца, хлеб, макароны, несладкие соки.

### При повышенном содержании холестерина в крови:

### Главные факторы риска, предрасполагающие к развитию сердечно-сосудистых заболеваний.

-Употребляйте продукты с низким содержанием жира. Замените сливочное масло растительным, лучше оливковым. Старайтесь постное мясо и овощи тушить, а не жарить, ешьте фрукты и овощи. --

-Повышенное артериальное давление. -Повышенное содержание холестерина в крови. -Курение.
Year 6 Boys

Position
# 2021

## MINNESOTA HALF ARABIAN HORSE ASSOCIATION ASSOCIATE MEMBERSHIP APPLICATION

A CLUB FOR BOTH THE HALF ARABIAN AND THE PUREBRED NOTE: MHAHA IS AN AHA AFFILIATED CLUB. YOU DON'T NEED A HALF ARABIAN TO JOIN.

#### For more information check out our website at WWW.MHAHA.ORG or www.ArabianHorses.org

### For For AHA FULL MEMBERSHIP renewal, visit

#### Be sure to select MHAHA as your affiliate club! We prefer you update you membership online!

If you are unable to complete your membership online, please contact Michelle Wiberg

For an associate membership, please fill out the form below and mail it to the address below. Checks can be made out to MHAHA. An associate membership is $15 per person.

Associate memberships are ideal for members who do not wish to compete in Arabian shows or partake in the other benefits that AHA offers. Associate members may still participate in the highpoint program and other programs and events offered through MHAHA.

### NAME:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ ADDRESS:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ CITY,STATE,ZIP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

DATE OF BIRTH E-MAIL

Associate Membership is $15 per person

*** Make checks payable (in U.S. Funds) to "Minnesota Half Arabian Horse Association" or "MHAHA" and send to:

#### MHAHA Membership C/O: Michelle Wiberg 360th 6488 St. North Branch, MN 55056
Ask students to think about what we have learned today and how they will be cyber-safe and responsible when they are online.

ICAMcsr Small Group Workshops Primary / 2022
• edit photographs using a range of basic • edit photographs using a range of basic tools.
Using Data
• understand the basic structure of a • understand the basic structure of a database. To be able to add data to a pre-made • database. To use the data in a pre-made database to • generate graphs and charts. To use technology to create graphs and • charts.	• to use technology to create • to use technology to create graphs and charts. Understand which a database is, and the • basic structure of a database. Create graphs from pre-made databases, • and enter their own data into a database and generate graphs using these. Use other software to present these findings as apppropaite.
Programming and Control
• continue to develop their understanding • continue to develop their understanding of how computer and technology works and how computers process instructions and commands. To create, edit and refine more complex • sequences of instructions for a variety of programmable devices. To use a computer to create basic • applications, investigating how different variables can be changed and the effect this has..	• to develop understanding of how • to develop understanding of how a computer and technology works, focusing on computational thinking. Begin to plan more complex sequences of • instructions for on-screen and floor turtles test and amend these instructions. Use software to make basic puzzles and • quizzes, changing parameters (e..g time allowed, points, number of pieces etc) to customise the puzzle or quiz (e.g. 2DIY)
Modelling and Simulations
• use a range of simulations to represent • use a range of simulations to represent real life situations. Use simulations to make and test • predictions.	• to explore simulations as • to explore simulations as appropriate and as link with other curriculum areas and discuss the benefits of using these simulations Use simulations to make and test • predictions.
###### Article 27c Criminal penalties

1. Member States may decide not to lay down rules for administrative penalties or other administrative measures for infringements which are subject to criminal penalties under their national law. 2. Where Member States have chosen, in accordance with paragraph 1 of this Article, to lay down criminal penalties for an infringement referred to in Article 27a(1), they shall ensure that appropriate measures are in place so that competent authorities have all the necessary powers to liaise with judicial, prosecuting, or criminal justice authorities within their jurisdiction to receive specific information related to criminal investigations or proceedings commenced for the infringements referred to in Article 27a(1), and to provide the same information to other competent authorities as well as to ESMA, in order to fulfil their obligation to cooperate for the purposes of this Regulation.

###### Article 27d Notification duties

Member States shall notify the laws, regulations and administrative provisions implementing this Chapter, including any relevant criminal law provisions, to the Commission and ESMA by… [one year from the date of entry into force of this Regulation]. Member States shall notify the Commission and ESMA without undue delay of any subsequent amendments thereto.

###### Article 27e Cooperation between competent authorities and ESMA

1. The national competent authorities and ESMA shall cooperate closely with each other and exchange information in order to carry out their duties under this Chapter. 2. National competent authorities shall closely coordinate their supervision in order to identify and remedy infringements of this Regulation, develop and promote best practices, facilitate collaboration, foster consistency of interpretation and provide cross-jurisdictional assessments in the event of any disagreements. 3. Where a national competent authority finds that a requirement of Chapters I to V has not been met or has reason to believe that to be the case, it shall inform the competent authority of the entity or entities suspected of such infringement of its findings in a sufficiently detailed manner. The competent authorities concerned shall closely coordinate their supervision in order to ensure consistent decisions.

RR\1168700EN.docx 39/68 PE626.662v03-00

EN
Závěrečná zpráva o realizaci výsledků výzkumu a vývoje
ZÁKLADNÍ ÚDAJE O PŘÍJEMCI:
obchodní firma nebo název (popřípadě jméno a příjmení fyzické osoby):

identifikační číslo:
kód a název organizační jednotky (fakulta, ústav, apod.):
právní forma:
sídlo, popřípadě místo pobytu a místo podnikání:
adresa ve veřejné informační síti a adresa elektronické pošty:
registrační číslo projektu:
HLAVNÍ ÚDAJE O VÝSLEDKU:
druh výsledku:	CZ-NACE výsledku::
údaje o roku uplatnění výsledku:
stupeň důvěrnosti údajů:

TVŮRCI VÝSLEDKU:
celkový počet autorů (tvůrců) podílejících se na dosažení výsledku:
počet domácích tvůrců, kteří byli v pracovněprávním nebo obdobném vztahu k příjemci:
jména a příjmení tvůrců:

ÚDAJE BLÍŽE URČUJÍCÍ VÝSLEDEK:
popis výsledku:
klíčová slova:
podrobný popis dosavadního procesu výzkumu a vývoje za danou fázi - milníky, postupy, progres v projektu apod.:
- 4.4- Başka Üniversitelerden Üniversitemizde Görevlendirilen Akademik Personel

Başka Üniversitelerden Üniversitemizde Görevlendirilen Akademik Personel
Unvan	Sayı	Çalıştığı Bölüm	Geldiği Üniversite
Profesör
Doçent
Yrd. Doçent
Öğretim Görevlisi
Okutman
Çevirici
Eğitim-Öğretim Planlamacısı
Araştırma Görevlisi
Uzman
TOPLAM

- 4.5- Sözleşmeli Akademik Personel

Sözleşmeli Akademik Personel Sayısı
Profesör
Doçent
Yrd. Doçent
Öğretim Görevlisi
Okutman	2
Uzman
Sanatçı Öğrt. Elm.
Sahne Uygulatıcısı
TOPLAM	2

- 4.6- Akademik Personelin Yaş İtibariyle Dağılımı

Akademik Personelin Yaş İtibariyle Dağılımı
21-25 yaş	26-30 yaş	31-35 yaş	36-40 yaş	41-50 yaş	51-üzeri
Kişi sayısı	1	3	4	6	11	3
Yüzde	% 4.575	%10.714	% 14,285	% 21,428	% 39,285	% 10,714

- 4.7- İdari Personel

İdari Personel (Kadroların Doluluk Oranına Göre)
Dolu	Boş	Toplam
Genel idari Hizmetler Sınıfı	4	4
Sağlık Hizmetleri Sınıfı
Teknik Hizmetler Sınıfı
Eğitim ve Öğretim Hizmetleri Sınıfı
Avukatlık Hizmetleri Sınıfı
Din Hizmetleri Sınıfı
Yardımcı Hizmetli	3	3
TOPLAM	7	7