ahmedheakl/docatlas_instruct huggingface dataset:
law. They are formed so as to make sure that the secondary schools maintain good discipline with enough resources. They are also formed so as to make simple regulations for the prosperity of the schools. Sometime the school bodies have overlapped the student’s rights hence creating misunderstanding between the students and the school administration hence being the source of the rise of secondary school conflict and protest in many of the school community in the country.

## 2.7 Empirical Studies on the Perceived causes of students’ protest

Different studies indicate that, students protest occurs in the secondary schools due to different causes. Mostly, the literature indicates that, the students protest are caused by the school administrative incompetence, embezzlement of the school funds, indiscipline of the students, poor academic performance and inadequate of school resources.

## 2.7.1 Administrative Incompetence of heads of the schools

Yee and Cuba (1996) found out school conflict and protests in many cases occur because of the poor competence of the head of the schools in various administrative matters. In this aspect, some of the head of the school were not able to adapt and respond to various complexities issues which sometimes rose in their institutions as that fast as it was required. In this circumstance, some school boards got impatient because they expect quick positive response and change, and when change fails to occur that fast, the head of the school is accused of being low performer. Conflicts and protest rose for the quickly removal out of the school the then head of the school and the demand of the new head of the school. Rono (2001) agrees with this view when he argues that, some heads of the schools display so poor leadership qualities that created conflicts and protests in schools. Also Shah (2011) pointed out that, the secondary school student protest which took place in India in 2011 was mainly caused by weak school administration. This was because the
statement regarding ethics and consent and a set of instructions on how to complete the sections. Overall, we received responses from 26 instructors and 77 lecturers. This represents a response rate of 59 per cent for those in the role of instructor and 25 per cent for those in the role of lecturer. In an effort to establish how the role of the instructor was conceptualised, data was drawn from three areas: (1) Local document review; (2) Participants’ quantitative rating of the roles that make up their jobs, and (3) Lecturers’ qualitative descriptions of the role of the instructor.

#### Data collection and analysis

Data collection involved the examination of documents and participant ratings on roles undertaken. The first aspect of data involved the review or public documentation. The documents examined were limited to publicly available job adverts for academic positions (lecturer and instructor) at the university under study. We analysed the usage of the terms representing the core roles identified in the Briggs’ (2005) Generic Role model in the role descriptions of the job adverts. The eight core roles were used as a template that allowed us to score the frequency of usage of words related to the core roles in the advertisements. We reviewed the documents that were ‘live’ at the time of the research. In total, five advertisements for instructor positions and ten adverts for lecturer position were found and examined. The core role descriptors were scored based on them being clearly stated (2), implied (1) or not stated (0) in the documents.

11
chuyên cần, làm bài tập ở nhà.
2	Điểm kiểm tra định kỳ	- 3 bài kiểm tra	30 %
3	Thi kết thúc học phần	- 01 bài thi	60 %	Thi: viết Thời gian thi 90p

- 10.2. Cách tính điểm:

11. Thang điểm: Theo qui chế tín chỉ 12. Nội dung chi tiết học phần: Theo qui chế tín chỉ

CHƯƠNG	TÊN CHƯƠNG	LÝ THUYẾT (tiết)	Thực hành (tiết)	Kiểm tra (tiết)
1	Lí luận chung về luật hôn nhân và gia đình	4	1
2	Kết hôn và huỷ việc kết hôn trái pháp luật	5	2
3	Nghĩa vụ và quyền của vợ và chồng	5	2	01
4	Quan hệ pháp luật giữa cha mẹ và con và giữa các thành viên trong gia đình	5	1
5	Li hôn	5	1
6	Cấp dưỡng và giám hộ giữa các thành viên gia đình	4	2	02
7	Quan hệ hôn nhân và gia đình có yếu tố nước ngoài	4	1
Tổng cộng: 45	32	10	3

- 13. Hình thức và nội dung từng tuần:

Hình thức TC dạy học	Nội dung	Thời gian (tiết)	Yêu cầu SV chuẩn bị và địa chỉ tư liệu	Ghi chú
Tuần 1
Lý thuyết	- Giới thiệu sơ lược các hình thái hôn nhân và gia đình trong lịch sử; - Giới thiệu khái niệm và đặc điểm của hôn nhân; - Giới thiệu khái niệm và các chức năng cơ bản của gia đình. - Phân tích đối tượng điều	3	* Đọc: - Giáo trình luật hôn nhân và gia đình của Trường Đại học Luật Hà Nội, tr. 3 - 30. - Giáo trình luật hôn nhân và gia đình Việt Nam (hệ đào tạo từ xa) của Trung tâm đào tạo từ xa của Đại học Huế, tr. 3 - 28.
The data collected and summarized in table 4.5 our below indicates that, a large number of the students respondents asserted that, the secondary school students protest is caused by the following factors poor school teaching and learning 27 (84%); poor students involvement in making the decision pertaining different issues relating to their school matters 28 (88%); poor school environment, including, lack of teaching and learning materials, poor buildings, and sanitary facilities 28 (88%); Inability of the school administration to provide for alternative solutions to various students needs 25 (78%); poor response to student raised issues by school administrator 23 (72%); and the misappropriation or embezzlement of funds were also identified by the half of the students respondents as one of causal factor for the occurrence and presence of the secondary school students protest in the Ilala municipal. On the other hand, only a small number of the students’ respondents supported the idea that, indiscipline on the part of secondary school students 12 (38%) and poor school supervision 10 (36%) contribute to the secondary school students’ protests.

## 4.3.3 The perceptions of the heads of schools on the different causal factors of the presence of secondary school students’ protest in Ilala municipal

The focus group discussion was conducted to the group of four heads of secondary schools. The aim of the discussion was to found out the different perceptions of head of schools on the causes of secondary school students protest in Ilala municipal. The respondents highlights that the causes differ from one school and another, however they also mentioned that the following are the common ones: poor discipline of the secondary school students poor school environment; including, lack of teaching and learning materials, poor buildings, and sanitary facilities; poor food services; poor response to student raised issues and poor involvement of the students representatives in matters of decision making pertaining to their school environment.
Offer to help customer create written action plan using Action Plan document. Action Plan Elements: ☐ Customer’s goal ☐ Actions to meet goal ☐ Name of agency or support ☐ Who will complete each action by when ☐ Steps that need to occur	☐ Below Requirement (1) ☐ Meets Requirement (2) ☐ Exceeds Requirement (3)
Help customer assess plan and their confidence in it.	☐ Below Requirement (1) ☐ Meets Requirement (2) ☐ Exceeds Requirement (3)	If staff has respected customer’s desire for no written plan at this time, then score on this competency will be recorded as “Meets Requirement.”
Establish a plan for follow-up.	☐ Below Requirement (1) ☐ Meets Requirement (2) ☐ Exceeds Requirement (3)	If staff has respected customer’s desire for no follow-up, then score on this competency will be recorded as “Meets Requirement.”
Please choose a piece of music by your Composer and share it with your class. Can you tell the class anything about the piece. If you need help please ask Dave.
THEME AFRICA & SIERRA LEONE
Week 5: 4/10	SS/RT	In the parable of The Lost Sheep the Shepherd shows joy when he finds the Sheep. I’ve got that joy,joy,joy https://www.youtube.com/watch?v=imK7pAMf61E	The parable is actually about God searching out one sinner who is lost, but it is a good example of how much sheep were valued by their shepherds. Place a vase filled with water centrally. Scatter flowers on the table or floor around the vase. Explain that the flowers need to be put back in the container with the water in order to live. We need to be in contact with God to be whole and to know life in its fullness. Ask everyone to pray, in silence, for people and situations they know that need the life-giving Spirit given by Jesus. Invite them to place one of the scattered flowers back in the vase as a token of their prayer in silence, or with a brief explanation of their prayer. When the vase is full it can be placed on the altar.
5/10	Clergy – video.	Community. All over the world https://www.youtube.com/watch?v=q76GXwxCHJQ	Churches all over the world. Work of churches and charities e.g. Christian Aid…
6/10	Class	Sing a song in unison https://www.youtube.com/watch?v=dIKcXWu0Dc0 (Sorry its only one verse and chorus)	Community. What does it mean? School, local, national, global? Global citizens? Take action: Writing a class letter to a class in Kankalay, Hastings, Sierra Leone. These will be sent to Africa.
7/10	Teacher led	African worship music Siyahamba - Mwamba Children's Choir https://www.youtube.com/watch?v=N1KZbMprW8U	Community. What does it mean? School, local, national, global? Global citizens?
8/10	Class worship	Music focus for reflection Camille Saint-Saëns - The Carnival of the Animals - Aquarium https://www.youtube.com/watch?v=IyFpZ5MZ7kk
## РАЗДЕЛ 1. КОМПЛЕКС ОСНОВНЫХ ХАРАКТЕРИСТИК ПРОГРАММЫ

### 1.1 Пояснительная записка

Направленность и уровень программы: и уровень программы: техническая направленность, продвинутый уровень Актуальность: Программа построена таким образом, чтобы обучающиеся получили углубленные знания и опыт для проектирования и разработки VR/AR контента, получили навыки работы с современным оборудованием, что позволяет приобрести представление об инновационных профессиях будущего: дизайнер виртуальных миров, продюсер AR игр, режиссер VR фильмов, архитектор адаптивных пространств, дизайнер интерактивных интерфейсов в VR и AR и др. В программе рассматриваются технологические аспекты реализации систем виртуальной и дополненной реальности: специализированные устройства, этапы создания систем VR/AR реальности, их компонентов, программные инструментарии для управления моделью в интерактивном режиме в реальном времени. Представлен опыт и продукция компаний, занимающих лидирующие позиции в области разработки программного и аппаратного обеспечения для VR/AR систем. Освоение этих технологий подразумевает получение ряда базовых компетенций, владение которыми критически необходимо любому специалисту на конкурентном рынке труда в STEAM-профессиях. В основу программы по направлению «Разработка VR/AR продвинутый курс» заложены принципы практической направленности - индивидуальной или коллективной проектной деятельности. В совокупности это приводит к возможности осознанного выбора будущей специальности. Программа разработана в соответствии со следующими нормативными документами: Федеральный закон от 29 декабря 2012 г. № 273-ФЗ «Об образовании в Российской Федерации» (с последующими изменениями) Государственная программа Российской Федерации «Развитие образования» на 2013 - 2020 годы / Постановление Правительства РФ от 15.04.2014 г.№ 295 (ред. от 27.04.2016) Концепция развития дополнительного образования детей до 2030 года /Распоряжение правительства Российской Федерации от 24.04.2015 г. № 729-р Порядок организации и осуществления образовательной деятельности по дополнительным общеобразовательным программам /Приказ МинПросвещения РФ от 09.11.2018 г. № 19 Методические рекомендации по проектированию дополнительных общеразвивающих программ (включая разноуровневые программы) / Письмо Минобрнауки РФ от 18.11.2015 г. N 09-3242 СанПин 2.4.3648-20 «Санитарно-эпидемиологические требования к организации воспитания и обучения, отдыха и оздоровления детей и молодежи» / Постановление Главного государственного санитарного врача Российской Федерации от 28.09.2020 г. № 28 Группа/категория учащихся для которой программа актуальна: дети от 14 до 18 лет Формы занятий: очная, с возможностью применения дистанционных технологий Режим занятий: занятий: 4 академических часа в неделю. 2 раз – 2 часа (академический час – 45 мин) Срок реализации программы: 1 год.
## My Limerick Planner by EXAMPLE

Line	Ideas for rhyming words

1	There was an old man with a key	see bee sea he flea pea wee tea me
2	Who decided to sit down for his tea
3	He jumped up and said	bed head fed read dead
4	I must go to bed
5	But not before I feed my pet bee!
Приложение к распоряжению администрации муниципального образования поселок Боровский от 30.07.2021 № 267

Приложение к Порядку ведения реестра муниципальных услуг, предоставляемых администрацией муниципального образования поселок Боровский

## Реестр муниципальных услуг (функций), предоставляемых (исполняемых) администрацией муниципального образования поселок Боровский

1. Муниципальные услуги (функции), предоставляемые (исполняемые) администрацией муниципального образования поселок Боровский
### Policy Review

This Investment Policy will be reviewed at least annually to ensure its consistency with: 1. The California Government Code sections that regulate the investment and reporting of public funds. 2. The overall objectives of preservation of principal, sufficient liquidity, and a market return.
## Структура программы учебного предмета I. Пояснительная записка

- - Характеристика учебного предмета, его место и роль в образовательном процессе;
- - Срок реализации учебного предмета;
- - Объем учебного времени, предусмотренный учебным планом образовательного

учреждения на реализацию учебного предмета;

- - Форма проведения учебных аудиторных занятий;
- - Цели и задачи учебного предмета;
- - Обоснование структуры программы учебного предмета;
- - Методы обучения;
- - Описание материально-технических условий реализации учебного предмета;

## II. Содержание учебного предмета

- - Сведения о затратах учебного времени;

- Требования по годам (этапам) обучения;

## III. Требования к уровню подготовки обучающихся

## IV. Формы и методы контроля, система оценок

- Аттестация: цели, виды, форма, содержание;

- - Критерии оценки;

## V. Методическое обеспечение учебного процесса

- - Методические рекомендации педагогическим работникам;

- Рекомендации по организации самостоятельной работы обучающихся;

## VI. Списки рекомендуемой нотной и методической литературы

- - Список рекомендуемой нотной литературы;
- - Список рекомендуемой методической литературы;
# ‘Hier is mijn Dienaar’

Preek over Jesaja 42,1-4 Eerste profetie over ‘de dienaar’ 1e adventszondag Bijbellezingen: Jesaja 40,27-31; 42,1-9; Matteüs 12,9-21

Bedum, 1 december 2013 Ds. Marten de Vries

Gemeente van Jezus Christus, Mijn broeders, zusters, Jongens en meisjes,

## Waar ging de preek over?

Als de kerk afgelopen is ga je naar huis. Je krijgt wat te drinken. Misschien vraagt je vader of moeder: ‘En, waar ging de preek over?’ Tenminste, ik hoop dat ze dat af en toe doen. Ben jij gedoopt? Dan hoort dat zo. Als een vader en moeder een baby laten dopen krijgen ze eerst vragen. ‘Zijn jullie van plan jullie kind later uit te leggen waarom het vroeger gedoopt is?’, vraagt de dominee. Dan moeten ze ‘ja’ zeggen. Als je groter bent lezen ze voor uit de kinderbijbel. En ze helpen je om de preek steeds beter te begrijpen.

## Elke preek gaat over Jezus

Daarom moet je opletten in de kerk. Nou heb ik een tip voor je. Je kunt altijd een goed antwoord geven. Ook als je niet hebt opgelet. Als ze vragen: ‘Waar ging de preek over?’, moet je zeggen: ‘over de Heer Jezus’. Dat klopt altijd. Of de preek nou ging over Genesis, Jesaja of Lucas. Maakt niet uit. En als je vader dan zegt: ‘Dat was niet zo’, dan heeft hij zelf niet goed opgelet. Of hij heeft gelijk. Maar dan was de preek zo slecht dat je net zo goed niet kon luisteren. Elke goede preek gaat over Jezus.

## De hele Bijbel gaat over Jezus

Weet je waarom dat zo is? Omdat het in de hele Bijbel over Hem gaat. Niet alleen het Nieuwe Testament. Nee, van het begin tot het einde gaat het over de Heer Jezus. Dat heeft Hij zelf ook gezegd. Er waren mensen die tegen Hem zeiden: ‘We geloven wél in de Bijbel maar niét in U’. Toen antwoordde Jezus : ‘U bestudeert de Mij’.1 Schriften en u denkt daardoor eeuwig leven te hebben. Welnu, de Schriften getuigen over En ook: ‘Als u geschreven.’2 Mozes zou geloven, zou u ook Mij geloven, hij heeft immers over Mij

## Jesaja 42 gaat over Jezus

Wat we net gelezen hebben uit het boek Jesaja gaat ook over de Heer Jezus. Zijn naam staat er niet in. Dat kan ook niet. In de tijd van die profeet was Jezus nog niet geboren. Het was nog een paarhonderd jaar vóór de allereerste Kerstdag. En toch waren het allemaal woorden over Jezus die we hoorden. Vader in de hemel noemt Hem ‘mijn Dienaar’ en ‘mijn uitverkorene’. En door de Heilige Geest zegt Jesaja alvast over Jezus: ‘Hij schreeuwt niet (…) in het openbaar’. En: ‘het riet breek Hij niet af.’ En: ‘De eilanden zien naar zijn onderricht uit.’

## Wat Jesaja moet uitspreken neemt God straks in de mond

‘Hier is mijn Dienaar, in Hem vind Ik vreugde’. Dat zegt Jesaja. Over wie? Dat weet hijzelf nog niet precies. Maar het zijn woorden over Jezus die hij van God moet uitspreken. En als Jezus gekomen is, neemt God de Vader bijna dezelfde woorden in de mond. Jezus wordt gedoopt door Johannes in de Jordaan. Dan klinkt uit de hemel: vreugde.’3 ‘Dit is mijn geliefde Zoon, in Hem vind Ik Later nog eens, op een hoge berg. Een stem uit de wolk zei: Hem!’4 ‘Dit is mijn geliefde Zoon, in Hem vind Ik vreugde. Luister naar

## In adventstijd zegt Jesaja wat Matteüs later ziet
nguy hại. Đối với con đường Trung Đạo đứng giữa hai thái cực thì cá thể đơn thuần chỉ là một dòng chảy hay một luồng luân chuyển (tiếng Pali santati), và khi đã là một dòng chảy thì tất nhiên sẽ tượng trưng cho một quá khứ, một hiện tại và một tương lai, cách giải thích đó hợp lý (lôgic) hơn so với chủ nghĩa trường tồn (không chủ trương có quá khứ) và chủ nghĩa đoạn diệt (không chủ trương có tương lai). Cũng xin nhắc thêm là Đức Đạt- Lai Lạt-Ma gọi dòng chảy đó là dòng tiếp nối liên tục (tiếng La-tinh continuum) của tri thức(consciousness). Cá thể chỉ là một danh xưng mang tính cách quy ước dùng để gán cho dòng tiếp nối liên tục đó. Khái niệm về sự liên tục trên đây là một yếu tố then chốt góp phần trong việc giải thích hiện tượng tái sinh và chu kỳ luân hồi của một cá thể, (có thể xem thêm chủ đề này trong bài viết "Khái niệm về nghiệp trong Phật giáo" của Hoang Phong trên các mạng Thư Viện Hoa Sen, Quảng Đức,...). Ngoài cách trả lời trực tiếp các thắc mắc của Kassapa như trên đây, Đức Phật còn giải thích sự vận hành của khổ đau một cách bao quát và toàn diện hơn. Thật vậy, Kassapa nêu lên các thắc mắc của mình về sự vận hành của khổ đau trong một cấp bậc khá "thấp", trực tiếp liên hệ đến một số thể dạng cá biệt và chi tiết nào đó, và đấy cũng là lý do cho thấy Kassapa không thể nắm vững được các nguyên nhân và các tác động sâu kín và phổ quát của khổ đau trong thế giới ta-bà. Một cách cụ thể xin nêu lên một vài thí dụ như sau: - khi bước ra đường ta chợt nhìn thấy hai người đang đánh nhau, vừa đi ta vừa quay đầu nhìn lại khiến ta va đầu vào một gốc cây (khổ đau của khổ đau - tức khổ đau phát sinh từ giác cảm), để rồi tự hỏi có phải là ta tự làm cho ta đau đớn, hay hai người đánh nhau làm cho ta phải va đầu vào gốc cây? - nếu có một tế nào đó trong số hàng tỉ tế bào trong cơ thể "đột biến" (mutation) và trở thành một tế bào ung thư (khổ đau vì sự đổi thay - tức vô thường), thì đấy có phải là một thứ khổ đau phát sinh một cách ngẫu nhiên hay không, hay là do người khác hay một thứ gì khác tạo ra cho mình? - một thanh niên nhìn vào gương để hãnh diện với vẻ đẹp trai của mình, hay một thiếu nữ nhìn vào gương vừa nhoẻn miệng cười vừa hơi nghiêng đầu một tí để làm nổi bật vẻ duyên dáng của mình (khổ đau của sự hình thành - tức khổ đau của sự hiện hữu và bám víu vào ngũ uẩn), thì vẻ đẹp trai ấy và vẻ duyên dáng ấy có phải là do họ tạo ra cho họ, hay đấy chỉ là những sự "may mắn" ngẫu nhiên, và cũng nên hiểu thêm là cả hai trường
รอรูปแบบที)ชดั เจนจาก งานคณะกรรมการส่งเสริมการศึกษาเอกชน สาํ นกั อีกคร>ัง

มาตรฐานที่ 1 คุณภาพของผูMเรียน	17
มาตรฐานที่ 2 กระบวนการบริหารและการจัดการ	17
มาตรฐานที่ 3 กระบวนการจัดการเรียนการสอนที่เนMนผูMเรียนเปXนสำคัญ	17
ส2วนที่3สรุปผล และแนวทางการพัฒนา	17
 ระดับปฐมวัย	17
 ระดับการศึกษาขั้นพื้นฐาน	17
ส2วนที่4ภาคผนวก	17
 คำสั่ง	17
 …	17
 ….	17
 ….	17
 ….	17

##### ส#วนที่ 1 ข+อมูลพื้นฐานของสถานศึกษา

- 1.1 ข*อมูลทั่วไป

ชื่อสถานศึกษา: โรงเรียน… ที่อย:ูQ เลขท.ี่. หมูQท.ี่. บMาน.. ตำบล.. อำเภอ.. จังหวัดลำปางรหัสไปรษณีย^ 52100 สังกัด: สำนักงานเขตพื้นที่การศึกษาประถมศึกษาลำปางเขต 1 โทรศัพท:^ โทรสาร : E-Mail : เปrดสอน: ระดับชั้นอนุบาลป5ท 1 ถึงระดับชั้นมัธยมศึกษาป5ที่ 3

- 1.2 ข*อมูลบุคลากรของสถานศึกษา
- 1) จำนวนบุคลากร

บุคลากร	ผูMบริหาร	ขMาราชการครู	พนักงานรา ชการ	ครูอัตราจMาง	เจMาหนMาที่อื่ นๆ	รวมทั้งหมด
On the other hand most of the students respondents too, about 28 (88%) strongly agree and the rest 4 (12%) just agree that, the school administration need to the regular meeting with the students representatives to discuss different school issues so as to prevent the problem of students protest. Lastly, many of the students respondents about 25 (75%) through strongly agree response and 7 (25%) through agree response revealed that, strong measures need to be taken so as to improve the teaching and learning process in order to overcome the problem of secondary school students protest in Ilala municipal.

## 4.5.4 Discussion on the findings on measures that would be taken to overcome the problem of secondary school students protests in Ilala municipal

The data collected and summarized in the table 4.8 which shows the responses of the heads of school, table 4.9 responses of bearing of teachers and table 4.10 entailing issues of students’ responses on the matter of the important measures that would be taken so as to overcome the problem secondary school student protest in Ilala municipal. Generally, the collected data indicates that, some things must be seriously done so as to overcome the problem of secondary school students’ protest. These things include improving the school teaching and learning environments, improving teaching and learning materials, improving teaching and learning materials, improving food services, conducting seminar to the heads of secondary schools so as to equip them with the desired skills and knowledge on issues of conflict resolutions . Other suggested measures were to improve teaching and learning process and having the regular meeting with the students’ representatives so as to discuss with them about various issues of their schools.

In this context, one can see that, for one to be able to fight against the secondary school students’ protest, he / she must fight against their causes as they are discussed in the objective two in this study. He causes and the measures to overcome the problem are
Заметно участились случаи рассылки смс-сообщений, содержащих информацию о том, что банковская карта абонента заблокирована в силу ряда причин. Иногда подобные сообщения содержат призыв перевести деньги для разблокировки карты, иногда абонента просят позвонить или отправить смс на короткий номер. Необходимо помнить о том, что единственная организация, которая сможет проинформировать вас о состоянии вашей карты – это банк, обслуживающий ее. Если у вас есть подозрения о том, что с вашей картой что –то не в порядке, если вы получили смс- уведомление о ее блокировке, немедленно обратитесь в банк. Телефон клиентской службы банка обычно указан на обороте карты. Не звоните и не отправляйте сообщения на номера, указанные в смс-уведомлении, за это может взиматься дополнительная плата.