ahmedheakl/docatlas_instruct huggingface dataset:
3.2. Особенности предоставления услуги в электронной форме. 3.2.1. При предоставлении муниципальной услуги в электронной форме Заявителю обеспечиваются: получение информации о порядке и сроках предоставления муниципальной услуги; запись на прием в Администрацию (Уполномоченный орган), многофункциональный центр для подачи запроса о предоставлении муниципальной услуги (далее - запрос); формирование запроса; прием и регистрация Администрацией (Уполномоченным органом) запроса и иных документов, необходимых для предоставления муниципальной услуги; получение результата предоставления муниципальной услуги; получение сведений о ходе выполнения запроса; осуществление оценки качества предоставления муниципальной услуги; досудебное (внесудебное) обжалование решений и действий (бездействия) Администрации (Уполномоченного органа) либо действия (бездействие) должностных лиц Администрации (Уполномоченного органа), предоставляющего муниципальную услугу. 3.2.2. Запись на прием в Администрацию (Уполномоченный орган) или многофункциональный центр для подачи запроса. При организации записи на прием в Администрацию (Уполномоченный орган) или многофункциональный центр заявителю обеспечивается возможность: а) ознакомления с расписанием работы Администрации (Уполномоченного органа) или многофункционального центра, а также с доступными для записи на прием датами и интервалами времени приема; б) записи в любые свободные для приема дату и время в пределах установленного в Администрации (Уполномоченном органе) или многофункциональном центре графика приема заявителей. Администрация (Уполномоченный орган) или многофункциональный центр не вправе требовать от заявителя совершения иных действий, кроме прохождения идентификации и аутентификации в соответствии с нормативными правовыми актами Российской Федерации, указания цели приема, а также предоставления сведения, необходимых для расчёта длительности временного интервала, который необходимо забронировать для приема. Запись на прием может осуществляться посредством информационной системы Администрации (Уполномоченного органа) или многофункционального центра, которая обеспечивает возможность интеграции с РПГУ. 3.2.3. Формирование запроса. Формирование запроса осуществляется посредством заполнения электронной формы запроса на РПГУ без необходимости дополнительной подачи запроса в какой-либо иной форме. На РПГУ размещаются образцы заполнения электронной формы запроса.
is the sickness to an incident relation connection individual’s the school, do not
Medical assessments or referrals	ü	ü	ü	ü	Do not destroy.	Retain for in which against the year for served on unless assessment accident/ sustained in individual’s the school, do not
Sick leave records (sick benefit forms)	ü	ü	ü	ü	Confidential shredding	In case of Current (6 years in claim plus 1 year proceedings on the
Superannuation /Pension /Retirement records	Primary	Vol Sec.	C&C	ETB	Final Disposition	Comments
Records of previous service (incl. correspondence with previous employers)	ü	ü	ü	Superannuation records are held at MSLETB head office in the HR and Finance Depts.	N/A	DES advise should be indefinitely.
Pension calculation	ü	ü	ü	ü	Confidential shredding	Retain for been paid member
Pension increases (notification to Co. Co. / PMG)	ü	ü	ü	ü	Confidential shredding	Duration payments spouse
Salary claim forms	ü	ü	ü	ü	If the separately destroy. indefinitely exhausted.
Government returns	Primary	Vol Sec.	C&C	ETB	Final disposition
Any returns which identify individual staff/pupils,	Submitted online to DES. Printout retained by	N/A	Depends of the to of staff,

10
### The New Roads and Street Works Act 1991

Section 34 of the T(S)A inserts section 154A and schedules 6A and 6B into NRSWA. This provides for certain offences under Part IV of NRSWA to become fixed penalty offences and enables regulations to be made in relation to them.

Road managers are exempt from the provision of the Act giving road works authorities (RWA) the powers to issue fixed penalty notices (FPNs).

### Roads (Scotland) Act 1984

Section 37 of the T(S)A introduced Schedules 8A and 8B and the additional section 130A to the R(S)A.

These new schedules stipulate that road authorities may issue fixed penalties for certain offences committed in contravention of section 58(1) and 85(3) of the R(S)A.

### Commencement

The T(S)A received Royal Assent on 05 August 2005. The following Commencement Orders brought into force:

- • 16 to 17 (Creation and Functions of the Scottish Road Works • 16 to 17 (Creation and Functions of the Scottish Road Works Commissioner) on 10 October 2005 (2005/454);
- • 25 (Penalties under S118 and S119) on 1 October 2007 • 25 (Penalties under S118 and S119) on 1 October 2007 (2007/409);

The Scottish Ministers have by regulations made provision for exempting road managers (as defined in S108(4) of NRSWA), as prescribed in regulation 3 of The Road Works (Fixed Penalty) (Scotland) Regulations 2008, from the issuing of FPNs.
Punkter	O r i e n t e r i n g	D r ø f t e l s e	B e s l u t n i n g	Referat/beslutning	Ansvarlig/ opfølgning
5	Oplæg til møde med klubberne og beboere omkring brug af lokaler / udsendt materiale fra AAB Skal på afdelingsmødet, men først godkendes hos juristerne i AAB	x	x	Der afholdes åbent hus den 14. august 2019 i kulturhuset. Wagn laver opslag til hjemmesiden sætter i bladet og sender rundt på mail til klubberne.	Wagn
6	Oplæg til møde med Peter fra økonomi, hvem deltager.	x	x	Den 1. juli 17.30 / opstart Christina udtaler kritik af at mødet afholdes på tidspunkt hvor flere bestyrelsesmedlemmer har meldt sommerferie. Wagn forklarer at det ikke kan afvente og alene er et indledende møde og at eventuelle ændringer vil blive fremlagt i bestyrelsen efterfølgende.	Wagn
7	Vedtægter for Vejleåparkens uddelings forening i AAB 55. Skal sendes til godkendelse hos juristerne og skal på til afdelingsmødet den 26. september 2019.	x	x	Der er fra Wagn udsendt de vedtægter der blev laver af parkeringsforeningen. Bestyrelsen bedes komme med kommentar såfremt noget skal rettes.	P. udvalg

Side 13 af 16
электронного документооборота «Дело» (присвоение номера и датирование); назначение должностного лица; ответственного за предоставление муниципальной услуги, и передача ему документов; отказ в приеме документов: - в случае личного обращения в Администрацию (Уполномоченный орган) по основанию, указанному в пункте 2.15. Административного регламента, – в устной форме; - в случае поступления через РПГУ – в форме электронного уведомления (приложение № 1 к Административному регламенту), подписанного усиленной квалифицированной подписью
The second part of data collection involved an online survey tool designed to encourage anonymous and open responses, with a short turn-around time for increased participation. The survey was completed by both groups of participants – lecturers and instructors. The survey consisted of initial biodata questions followed by a question which required participants to Rate how important each role is to your position at the university. The options listed as responses to this question, were the core roles drawn from Briggs’ Generic Role model and participants rated themselves in these eight roles. Participants’ responses were recorded using a Likert-type scale including 0 (not applicable) and ranging from 1 (not important) to 10 (essential). The final part of the data collection asked lecturers to describe their understanding of the role of the instructor. This question was asked in the online survey using an open text box without prompts. We only asked the lecturer to complete this part of the project as we felt that this would be a useful tool for discovering how obvious the work of the instructor tribe was to others. The qualitative (open text) responses, were then coded using the eight core roles from the Briggs’ Generic Role model.

#### Bias and limitations

This was a self-selecting survey which may have led to some biases in the responses which are likely to come from those with some form of interest (either vested or contingent); however this study does not claim to be representative – rather it seeks to give a clear depiction of the perspectives of the two participant cohorts. Brady and Collier (2010) report that concerns over

12
## 3

"Son," the king crossed his arms and peered down his nose at the young prince. "The training I have chosen for you today, I call The Path of the Monk. First thing this morning, the townsfolk will be coming to the throne hall to present their weekly supplications to me. To have an audience with the king is a great honor for them, and only the most needful and deserving matters are brought before me. I want you there to see firsthand how such things are handled."

"Yes, father. I hope that one day I may rule as wisely as you," the prince humbly answered. The king smiled. "I have no doubt that you shall, my son. After that, I'll have the cook prepare a quick lunch for us before the nobles of the court gather in the throne hall at noon. When I leave to hear their concerns, I want you to head to the royal Dojo. Have the sensei there first instruct you in the guqin... and I dare say your lunch shall digest better than mine will - being surrounded by nobles." King Arregret rolled his eyes at the prospect, and Prince Michael chuckled at the thought of his father silently enduring the often petty squabbles of the local nobles.

"After about an hour's guqin practice, I want you to have the sensei teach you proper grappling and martial arts until dinner time."

"Yes, sir!" the prince answered dutifully.

"But be sure to leave yourself plenty of time to come back to the castle and wash up for dinner. Don't forget: we'll be celebrating the return of our envoys from Clearin Falls tonight. Still, as much as I wish to hear what news the envoys bring, I shall not be too busy to hear what has happened with your training today... so be diligent and report well to me."

"Yes, father. I shall," the prince resolved, happily.
รอรูปแบบที)ชดั เจนจาก งานคณะกรรมการส่งเสริมการศึกษาเอกชน สาํ นกั อีกคร>ัง

ความสามารถในการใชMทักษะชีวิต
5. ความสามารถในการใชMเทคโนโลยี
รวม

5) รMอยละของนักเรียนที่มผี ลการประเมินสมรรถนะสำคัญตามหลักสูตรแกนกลางการศึกษาขั้นพื้นฐาน พุทธศักราช 2551ป5การศึกษา 2560 ของผูMเรียนชั้นมัธยมศึกษาป5ท3ี่ ในระดับผQานขึ้นไป

สมรรถนะสำคัญ	ผลการประเมิน	ระดับผQาน ขึ้นไป	รMอยละ
ไมQผQาน	ผQาน	ดี	ดีเยี่ยม
1. ความสามารถ ในการสื่อสาร
2. ความสามารถ ในการคิด
3. ความสามารถ ในการแกMปwญหา
4. ความสามารถในการใชMทักษะชีวิต
5. ความสามารถในการใชMเทคโนโลยี
รวม

####### 1.5 ผลการประเมินทดสอบความสามารถพื้นฐานของผู*เรียนระดับชาติ (NT) ระดับชั้นประถมศึกษาปVที่ 3

1) ผลการประเมินทดสอบความสามารถพื้นฐานของผูMเรียนระดับชาติ (NT)ป5การศึกษา2561

ความสามารถ	คะแนนเฉลี่ยรMอยละ
ระดับโรงเรียน	ระดับสพฐ.	ระดับประเทศ
ดMานภาษา
ดMานคำนวณ
ดMานเหตุผล
รวมความสามารถทั้ง 3 ดMาน
Наш лесочек так хорош! Лучше леса не найдёшь! Есть у нас в лесу дела, Нам без леса никуда. Будем лес мы охранять И всем дружно помогать, И зверям, и птицам Помощь пригодится. Ты расти на радость людям, Мы дружить с тобою будем, Добрый лес, могучий лес, Полный сказок и чудес! Воспитатель: Сохраняя чистоту и порядок в лесу, мы тем самым помогаем растениям и животным. (на экране медиапроектора кустарники) Воспитатель: Чем отличаются деревья от кустарников? Дети: Деревья высокие, а кустарники низкие. Воспитатель: (поясняет) У дерева от корня отходит один ствол, а у кустарника несколько довольно тонких стеблей-стволиков. Воспитатель: Какие кустарники вы знаете? Дети: малина, шиповник, смородина сирень и т.д. Дидактическая игра: «Назови правильно» (воспитатель показывает картинки деревьев и кустарников, дети называют) Воспитатель: Молодцы ребята, вы правильно назвали кустарники и деревья. Физкультминутка. Мы корзиночки возьмём, В лес по ягоды пойдём. (дети шагают по кругу друг за другом) Раз, два, три, четыре, пять, Будем ягоды искать. (останавливаются, выполняют «пружинку», хлопают в ладоши) Пробежимся по дорожке, (бегут по кругу) Перепрыгнем через лужи. (прыгают на двух ногах) Под листочек мы заглянем- (приседают) Ягод соберём на ужин: (имитируют сбор ягод) Ежевики и малины, Голубики и калины. (шагают на месте) Гроздья спелые брусники И немного земляники. (выполняют «пружинку», хлопают в ладоши) Воспитатель: Какие растения есть в лесу? Дети: Грибы. Воспитатель: Правильно, грибы. Грибы бывают съедобные и несъедобные.Грибники аккуратно срезают их ножом, чтобы не повредить корень (грибницу). Тогда на этом месте ещё вырастут грибы. Грибами питаются люди и обитатели леса. Как вы думаете, кто люби грибы?
Ministério da Educação

Instituto Federal de Educação Ciência e Tecnologia Baiano campus Teixeira de Freitas

RodoviaBR101,Km882,s/n,CEP.45.995-970-CaixaPostal66

13. Resultados previstos
Artigo ( ) Resumo ( ) Protótipo ( ) Programas Ouros (especificar):
14. Carga horária semestral dispensada para cada participante do projeto
Participante	Carga horária

15. Contrapartida do campus para elaboração do projeto: ( ) sim ( ) Não Se sim, qual?
Local e data Assinatura do (a) coordenador (a) do projeto
Ciência _______________________________ ____ Coordenador de Pesquisa do Campus Carimbo e assinatura Local e data	Ciência ___________________________________Diretor(a )Geral do Campus Carimbo e assinatura Local e data
########## Answers Paragraphs: Pasta

Pasta, a large family of shaped, dried wheat pastes, is a basic staple in many countries. Its origins are obscure. Rice pastes were known very early in China; pastes made of wheat were used in India and Arabia long before they were introduced into Europe in the 11th or 12th century. According to legend, Marco Polo brought a pasta recipe with him from Asia in 1295. Pasta quickly became a major element in the Italian diet, and its use spread throughout Europe. Pasta is made from durum wheat flour, which makes a strong, elastic dough. Hard durum wheat has the highest wheat protein value.

The flour is mixed with water, kneaded to form a thick paste, and then forced through perforated plates or dies that shape it into one of more than 100 different forms. The macaroni die is a hollow tube with a steel pin in its center; the spaghetti die lacks the steel pin and produces a solid cylinder of paste. Ribbon pasta is made by forcing the paste through thin slits in a die; shells and other curved shapes are produced with more intricate dies. The shaped dough is dried carefully to reduce the moisture content to about 12 percent, and properly dried pasta should remain edible almost indefinitely. Pastas can be colored with spinach or beet juice. The addition of egg produces a richer, yellower pasta that is usually made in noodle form and is often sold undried.
- thể loại thứ ba gọi là khổ đau của sự hình thành (sankhara dukkha), tức là khổ đau của sự hiện hữu. Những khổ đau này mang tính cách rất sâu xa, bao quát và tinh tế do đó rất khó nhận biết, đó là những thứ khổ đau kín đáo và thường xuyên, phát sinh từ sự bám víu vào ngũ uẩn tức năm thứ cấu hợp của sự hình thành. Tất cả các thể dạng "hạnh phúc" phát sinh từ giác cảm - ngũ giác và tâm thần - kể cả thể dạng lắng dịu hay lâng lâng cảm nhận được qua phép thiền định gọi là thiền na (dhyana) cũng đều là khổ đau (dukkha). Vì thế cũng xin nhắc thêm là chữ khổ đau không hàm chứa đầy đủ ý nghĩa của chữdukkha trong giáo lý nhà Phật, vì khổ đau theo ý nghĩa thông thường chỉ phản ảnh được ý nghĩa của khổ đau trong hai thể loại thứ nhất và thứ hai được trình bày trên đây, nhưng không bao hàm được ý nghĩa củakhổ đau trong thể loại thứ ba tức là khổ đau của sự hình thành (sankhara dukkha), bởi vì thể loại khổ đau này bao gồm cả những giác cảm thích thú mà ta thường gọi là "hạnh phúc". Do đó một số các học giả Phật giáo Tây phương dùng thẳng tiếng Phạn dukkha và không dịch chữ này là khổ đau (souffrance). Kinh Rahogata-sutta (Kinh về sự ẩn cư trong Tương Ưng Bộ kinh - Samyutta Nikaya, SN 16.11) ghi lại trường hợp một đệ tử nêu lên thắc mắc là nếu cho rằng năm thứ cấu hợp (tức ngũ uẫn - skanda) là khổ đau thì sẽ mâu thuẫn với cách phân loại các giác cảm (vedana) thành ba thể loại là thích thú, khó chịu và trung hòa. Đức Phật nêu lên nguyên tắc vô thường và sự tạo tác lệ thuộc (tức lý duyên khởi hay sự tạo tác do điều kiện mà có) để chứng minh cho người người đệ tử thấy rằng "tất cả những gì thuộc các thể loại giác cảm đều thuộc vào lãnh vực của khổ đau", tức có nghĩa là những cảm nhận hạnh phúc cũng là những biểu hiện kín đáo của khổ đau, (cũng xin nhắc thêm là giác cảm gồm có cả tư duy và mọi thứ xúc cảm trong tâm thức). Đối với những ai không thích cách diễn đạt bao quát và trừu tượng trên đây, thiết nghĩ cũng nên nêu lên một vài thí dụ cụ thể, chẳng hạn như một số biểu tượng của hạnh phúc như chiếc nhẫn cưới và những niềm hạnh phúc trong lòng cô dâu chú rể, hay những ngọn nến cắm trên chiếc bánh sinh nhật, hoặc tấm gương phản chiếu một thanh niên đang ngắm nhìn chân dụng của mình, hay một thiếu nữ đang thoa son điểm phấn..., thì phía sau của tất cả những thứ ấy đều ẩn nấp những khổ đau thật mênh mông kín đáo, và những khổ đau ấy chính là những thứ khổ đau thuộc vào loại khổ đau của sự hình thành, tức là khổ đau phát sinh từ sự hiện hữu của chúng ta trong thế giới này.
# Table S1:

Table S1: S1: Available information on bird collisions and electrocutions on power lines from different sources: electric company outage records, citizen science and field monitoring projects. The number of events by province/department and country, type of impact (electrocutions/collisions) and type of power line (distribution/transmission) are shown.

Country	Province/ Department	Year	Number of events	Type of impact	Type of power line	Source
Province/ Department	Province/ Department Department	Year	events	Number of events	Electrocution	Collision	Transmission	Distribution	Source
Argentina	Neuquén	2020	41	41	-	-	41	Electric company
Argentina	Neuquén	2021	28	28	-	-	28	Electric company
Peru	Arequipa	2009	5	5	-	-	5	Electric company
Peru	Arequipa	2010	4	4	-	-	4	Electric company
Peru	Arequipa	2011	5	5	-	-	5	Electric company
Peru	Arequipa	2012	5	5	-	-	5	Electric company
Peru	Arequipa	2013	4	4	-	-	4	Electric company
Peru	Arequipa	2014	7	7	-	-	7	Electric company
Peru	Arequipa	2015	12	12	-	-	12	Electric company
Peru	Arequipa	2016	2	2	-	2	-	Electric company
Peru	Arequipa	2017	3	2	1	1	2	Electric company
Peru	Arequipa	2020	10	9	1	2	8	Electric company
Peru	Iquitos	2018	1	-	1	1	-	Electric company
Peru	Iquitos	2019	1	-	1	1	-	Electric company
Peru	Lima	2017	3	1	2	3	-	Electric company
Peru	Lima	2018	3	2	1	3	-	Electric company
Peru	Lima	2019	5	3	2	5	-	Electric company
POSSIBLE SCHEDULING MODELS DURING COVID19 CLOSURE

with shortened periods every day (with Friday as independent work/counseling day)	● Easy for teachers/students to follow ● Creates a consistent “school day” ● Offers opportunity for students to get regular help ● Gives all classes equal time ● Easy for teachers who teach multiple subjects within their discipline
5. No form -- everyone just creates their own schedules and their own office hours	● Allows for teacher freedom and flexibility; puts faith in teacher’s strengths ● We won’t be wasting time “micro-managing” a system whose outcomes are unknown	● Hard for parents/guardians to keep track and help keep students focused ● Teachers may schedule multiple meetings at the same time.
6. Hybrid Form	● Allows for certain strengths of two or more models ● Remains highly flexible	● Daily “routine” perhaps not created at the same level

NOTES: In any system, it would probably be good to have some expectation for office hours No traditional “lecturing”
## 4.4 Relationship between secondary school administration and secondary school students´ protests

To identify the present relationship between secondary school administration and the occurrence of secondary school students´ protest in Ilala Municipal, the following questions were asked to 28 teachers and 32 students only. The fact is that, the researcher thought that it was from this group of the respondents that, the right information concerning the relationship between the secondary school administration and the occurrence of secondary school students´ protest in Ilala municipal can be obtained, rather than, from the school administrators (head of schools). The data collected were summarized and presented in table 4.6 for teachers’ respondents and table 4.7 for students’ respondents.

The data collected and summarized in the table 4.6 below indicates that almost all the respondents (26 93%) agreed that there is the relationship between the secondary school administration and the secondary school students protest. Furthermore, the teachers’ respondents were also asked to show in which areas the school administration relates with the secondary school students protest. The following collected data on teachers’ responses indicated that the following school administrators’ factors directly contribute to the secondary school students’ protest. Many of the teachers respondents (24 (84%) strongly agreed that, the secondary school students protest are caused by poor response to student problems by school administrator and the rest few teachers respondents 4 (16%) also just agreed that, the secondary school students protest are caused by poor response to students’ problems by school administrators.
# Client Event Checklist

Note: This checklist can be used by the person responsible for coordinating events and should be modified as required based on the specific event.

r 90 days (or more) prior to the event, confirm the type of client appreciation event you wish to have and when. r 60 days (or more) prior to the event, identify if outside experts and/or specific venue are required, based on the event.

r RSVP your event expert and confirm date, time and place. r RSVP your venue and confirm logistics for date, time and place.

- r 45 days prior to the event, identify those you wish to invite: your AAA or preferred clients.

r 45 days prior to the event, create the invitations. Make them interesting & never email them.

- r Theme or brand the event with a catchy name.

r 45 days prior to the event, coordinate event logistics (food, supplies, IT, order item to anchor event – the gift) r 30 days prior to the event, mail the invitations and carefully track RSVPs. r 30 days prior to the event, ensure you have the anchor gift for the event. r 2 weeks prior to the event, have someone from your team go to the venue and finalize the details (if required). r 2 weeks prior to the event, send confirmations to clients who have RSVP’d and follow up with those who have not RSVP’d. r 2 to 3 days prior to the event, make confirmation calls to all attending the event. r Day OF the event, have someone from your team arrive early to make sure everything is in order. Make sure you and your team are on time. r Day AFTER the event, mail thank-you cards. Be sure to include the event anchor if it was not distributed at the event itself. suggestions or r On your next Relationship Call, thank them for coming and ask if they have any feedback for next time.

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