ahmedheakl/docatlas_instruct huggingface dataset:
1	2	3	4	5	6	7
Pondelok	SJL	MAT	NBV/ETV	ANJ	SJL	VLA
Utorok	SJL	MAT	PDA	ANJ	HVV
Streda	SJL	VLA	TEV	MAT	SJL
Štvrtok	SJL	ANJ	MAT	SJL	PDA
Piatok	TEV	MAT	INF	VV	PVC

Triedna učiteľka : Mgr. Martina Janeková Zoznam žiakov :

Bačová	Zuzana
Birošíková	Laura
Bizíková	Viera
Borecký	Roman
Bršlík	Roman
Cupec	Samuel
Dubovická	Andrea
Fašánok	Michal
Horecký	Martin
Jedinák	Shimon Razzi
Kocúr	Jakub
Krišicová	Diana
Macúš	Samuel
Majtan	Miroslav
Mindek	Dominik
Novák	Vladimír
Očková	Nicolette
Škulec	Michal
Tabaček	Maximilián
Vlčková	Alexandra
Závodská	Lenka
Žiliak	Marcos
### 1. The application 1.1 Name of station(s) to which the application applies

### 1.2 Title of proposed access contract or amendment

### 1.3 Contact details (Company and named individuals for queries):

Company: Click or tap here to enter text. Contact individual: Click or tap here to enter text. Job title: Click or tap here to enter text. Address: Click or tap here to enter text. Email: Click or tap here to enter text. Telephone number: Click or tap here to enter text.

### 1.4 Licence and railway safety case

Please state whether the applicant intends to use the station or whether someone else will use the station on their behalf.

Please state whether the proposed user of the station (a) holds a valid train operating licence under section 8 of the Railways Act 1993 or an exemption under section 7, and (b) has an accepted railway safety case under the Railways (Safety Case) Regulations 2000. If the answer to (a) or (b) is no, please state the point which that person has reached in their obtaining of the licence, exemption or railway safety case (as the case may be).

### 2. The proposed contract or amendment 2.1 Executive Summary

Please provide an executive summary of the proposed contract or amendment. This should cover the station services, the commercial terms, and the applicant's reasons for seeking the contract in the terms proposed. The summary in this section should also explain (here or by cross-reference to the answers in the sections below):

- • there is an existing agreement in respect of the services in question, • there is an existing agreement in respect of the services in question, any differences between the existing agreement and the proposed contract;
#### 11) In base alla legge 104/1992, alla definizione del profilo dinamico- funzionale della persona disabile, ai fini della formulazione di un piano educativo individualizzato, provvedono congiuntamente:

- a. il personale insegnante specializzato della scuola, con la partecipazione dell'insegnante operatore psico-pedagogico e dei genitori del disabile
- b. il dirigente scolastico, il personale insegnante della scuola e l'insegnante operatore psico-pedagogico
- c. gli operatori delle aziende sanitarie locali, un operatore psico-pedagogico e i genitori del disabile
- d. gli psicologi delle aziende sanitarie locali, il dirigente scolastico e il personale insegnante della scuola, con la collaborazione dei genitori del disabile
- e. gli operatori delle aziende sanitarie locali e, per ciascun grado di scuola, personale insegnante specializzato della scuola, con la partecipazione dell'insegnante operatore psico-pedagogico e con la collaborazione dei genitori del disabile

#### 12) Quale dei seguenti aspetti NON risulta essere uno dei quattro punti cruciali su cui è basata la costituzione dell'ICF-CY (Classificazione Internazionale del Funzionamento, della Disabilità e della Salute per Bambini e Adolescenti)?

- a. Il ritardo evolutivo
- b. La partecipazione
- c. Il bambino nel contesto della famiglia
- d. Gli ambienti
- e. Il ritardo nell'apprendimento

#### 13) I docenti di sostegno:

- a. non possono prendere parte al Collegio dei docenti
- b. fanno parte del Consiglio di Classe e partecipano a pieno titolo alle operazioni di valutazione, con diritto di voto
- c. non fanno parte del Consiglio di Classe e non possono partecipare alle operazioni di valutazione
- d. non fanno parte del Consiglio di Classe ma possono partecipare alle operazioni di valutazione
- e. formalmente non fanno parte del Consiglio di Classe ma la loro presenza è talvolta ammessa

#### 14) Quale legge ha introdotto l'insegnante specializzato per le attività di sostegno per gli alunni disabili?

- a. La legge 262/1988
- b. la legge 59/97
- c. La legge 517/1977
- d. La legge 215/1987
- e. La legge 104/1992
161

Sx	Dx	Specific
Morning stiffness, better w exercise, ulnar deviation	Rheumatoid arthritis	Anti-RF (sensitive), Anti-CCP (specific)
Malar rash	Lupus	ANA (sensitive), Anti-smith, anti-dsDNA (specific)	Ab can cause 3rd degree heart block by crossing placenta
Autoimmune hemolytic anemia	Lupus
Pregnant woman w size less than dates, recurrent pregnancy losses	Anti-phospholipid antibody syndrome	Anti-phospholipid, anti-cardiolipin, lupus anticoag, anti- beta2-glycoprotein
Marital problems d/t pain w sexual intercourse, dry mouth	Sjogren's	Anti-ro (SSA), anti-la (SSB)	Ab can cause 3rd degree heart block by crossing placenta!
Wegner's	c-ANCA
Ulcerative colitis, PSC, polyarteritis nodosa, Churg-Strauss/EGPA, microscopic polyangiitis	p-ANCA
Prox muscle, shoulder weakness; elevated CK	Polymyositis, dermatomyositis	Anti-Jo1 (--| tRNA synthetase), anti-mi2, anti-SRP
Bleeding gums, plt >20,000	ITP	Anti-Gp2b3a	Vs. Glanzmann (complete deficiency of Gp2b3a)
## 一般社団法人千代田エコシステム推進協議会 個人会員 入会申込書

(一社)千代田エコシステム推進協議会 (一社)千代田エコシステム推進協議会 殿 E-mail:info@chiyoda-ces.jp 入会を以下の通り申し込みます。

お申込日	令和(西暦） 年 月 日
ふりがな
ご 芳 名
ご連絡先	住 所	〒

ＴＥＬ
ＦＡＸ
Ｅ－mail
会員の区分 ※いずれかに ○をお付け下 さい。	正会員	年会費 ２，０００円／１口
賛助会員	年会費 １，０００円／１口
お申込口数	口	計 円
入会の動機、等 ※当協議会は何 をご覧になり、お 知りになりまし たか。
その他連絡事項	※「会員資格」は毎年４月に自動継続となります。
## ОТЧЁТ о проведении мероприятия

Полное наименование мероприятия : Первенство г.Усинска по самбо среди юношей и девушек 2002-2004 г.р., 2004 - 2006 г.р.,в рамках акций «Молодёжь Усинска вместе-за здоровый город » Сроки проведения: с «21» ноября по « 22» ноября 2019 г. Место проведения: г.Усинск Спортивный объект: МБУ "СШ" г.Усинска Возрастные категории участников: юноши и девушки 2002-2004 г.р., 2004 - 2006 г.р Количество участвующих команд: Усинск, Количество участников: 66 спортсменов Количество участников из Усинска:

## Результаты соревнований: Победители и призеры

- 1. Личное (фамилия и имя)

## юноши и девушки 2002-2004 г.р. 1 место:

56кг Француз Глеб 60кг Ахундов Иса 65кг Нурисламов Альберт 70кг Гамзаев Вугар 75кг Дуйсенбиев Рифат 81кг Волков Андрей 87кг Квятковский Григорий +87 кг Гриценко Артём 56кг Капустина Ксения

## 2 место:

56кг Джафаров Эльшад 60кг Тарикулиев Хамза 75кг Александров Константин 81кг Аникин Игорь

## 3 место:

56кг Ахметов Данил ,Шахпазов Шамиль 60кг Халилов Саид (Усинск) , 75кг Куницын Никита 81кг Засыпко Дмитрий

## юноши и девушки 2004-2006 г.р. 1 место

35кг Гасанов Гасан 38кг Сворцов Иван 46кг Сагиров Эльдар 50кг Джафаров Адам 55кг Джафаров Эльшад
### 1.6. Планируемые результаты

В процессе занятий по программе к окончанию учебного года обучающиеся будут знать:

- § ключевые особенности технологий виртуальной и дополненной реальности;
- § принципы работы приложений с виртуальной и дополненной реальностью;
- § перечень современных устройств, используемых для работы с технологиями, и их предназначение;
- § принципы и способы разработки приложений с виртуальной и дополненной реальностью;
- § основной функционал программных сред для разработки приложений с виртуальной и дополненной реальностью;
- § особенности разработки графических интерфейсов.

В процессе занятий по программе к окончанию учебного года обучающиеся будут уметь:

- § настраивать и запускать шлем виртуальной реальности;
- § устанавливать и тестировать приложения виртуальной реальности;
- § самостоятельно собирать очки виртуальной реальности;
- § формулировать задачу на проектирование исходя из выявленной проблемы;
- § уметь пользоваться различными методами генерации идей;
- § выполнять примитивные операции в программах для трёхмерного моделирования;
- § выполнять примитивные операции в программных средах для разработки приложений с виртуальной и дополненной реальностью;
- § разрабатывать все необходимые графические и видеоматериалы для презентации проекта;
- § представлять свой проект.

В процессе занятий по программе к окончанию учебного года обучающиеся будут владеть:

- § основной терминологией в области технологий виртуальной и дополненной реальности;
- § знаниями пользовательского интерфейса профильного ПО, базовых объектов инструментария;
- § знаниями по принципам работы и особенностям устройств виртуальной, дополненной и смешанной реальности.

По итогам освоения программы, к окончанию учебного года, обучающийся приобретет:

- • результаты: • результаты:
- § критическое отношение к информации и избирательность её восприятия;
- § осмысление мотивов своих действий при выполнении заданий;
- § развитие любознательности, сообразительности при выполнении разнообразных заданий проблемного и эвристического характера;
- § развитие внимательности, настойчивости, целеустремлённости, умения преодолевать трудности;
- § развитие самостоятельности суждений, независимости и нестандартности мышления;
- § освоение социальных норм, правил поведения, ролей и форм социальной жизни в группах и сообществах;
serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first; perhaps because of the need to assuage an unusual power drive or to acquire material possessions. In this aspect, the leader-first and the servant-first are two extreme types in the administration issues. While the latter brings the leader closer to the subordinates hence creating an atmosphere of love and friendship to the subordinate, the former makes the leader to be far away from his/her subordinates. In the school context the servant leadership can be seen when the head of the school feels that she or he is in not in power to control and lead others; the servant leader feels to be the servant of the teachers, students and the community as a whole. The head of the school in this aspect, feels that, he is there to serve the interest of the whole school community. In this kind of leadership, the head of the school does not feel superior to his or her subordinates rather than he feels that the subordinates area equal as him or herself. In this school environment of leadership style, normally, the students’ conflict and protest do not occur.

Heads of schools who possess the all the required leadership attributes would seem to be successful and effective in their schools by facilitating learning process and directing the groups´ effort towards achieving the desired institution effectiveness. Indicators of an effective school include good school performance, positive student discipline, motivated staff and students with good interpersonal relations (Hoy and Miskel, 1991). Schools which fall short of these indicators therefore, seem to be characterized by poor students discipline, poor academic performance and bad relationship with the school community hence making it difficult to achieve the educational goals and objectives. Such a situation can easily lead to school students’ conflict and protest.

Contemporary the secondary school administration bodies are formed in part from the secondary school staff. The function of these school bodies are abide from the government
- any matching funds. Include sources of other funding (if the project was funded by multiple sources in addition to the Innovation Grant)
- • of the Project (and how they were overcome/addressed) • of the Project (and how they were overcome/addressed)
- • to Students/Staff • to Students/Staff
- • to Community • to Community
- • Expenses (can model Section III, Proposed Budget, from your • Expenses (can model Section III, Proposed Budget, from your application)
- • must be recognized on any publication and or announcements related to funded • must be recognized on any publication and or announcements related to funded proposals. This requirement is necessary to ensure continued growth of KGEF through public awareness and public support. Funds not spent by the end of the school year (5/23/19) must be returned to the Foundation.

#### Proposal Selection Criteria:

The KGEF grant committee will select a grant recipient(s) based on the merit of their project proposal. Consideration will only be given to proposals with a budget of $1,000.00 or less. The committee will use the following criteria to judge the project proposals:

- 1. The project enhances and improves student achievement in the following ways.

(70 points total, each letter is worth 10 points)

- a) Innovatively stimulates and motivates students to achieve academic excellence
- b) Engages students as active participants in the learning process
- c) Encourages specific improvement in students’ skills and attitudes
- d) Nurtures the students’ desire to learn and create
- e) Supports Virginia standardized tests and/or other Division goals
- f) Addresses an underserved need
- g) Has a lasting benefit, opposed to a one-time event
- 2. The Project can be replicated (10 points)
- • be easily and inexpensively adapted for use by other employees and/or schools • be easily and inexpensively adapted for use by other employees and/or schools
- 3. Collaboration with others (10 points)
- • efforts across disciplines and between school administrations, teachers • efforts across disciplines and between school administrations, teachers (or other employees), students, parents, and/or community are encouraged
- 4. Budget is clear and effectively supports the proposal (10 points)
- • a complete itemization of expenses, including shipping • a complete itemization of expenses, including shipping
- • expenditures that directly support the proposed activities • expenditures that directly support the proposed activities
- • other source(s) of funding if the total project cost exceeds $1,000 • other source(s) of funding if the total project cost exceeds $1,000
- • a base for continued activities that will not require future Foundation • a base for continued activities that will not require future Foundation funding

##### Address any questions about the Innovation Grant application process and/or selection criteria to:

Annie Cupka President, Board of Directors King George Education Foundation kgef14@gmail.com
students to rap their female secondary school teacher. In this context then, the students protest results in having the mistrust between teachers and their students. This concurs with the findings from the study as it was conducted in Murang’a district in Kenya, where it was found out that, the students’ strikes had caused serious negative effects such as students boycotting lessons, walkouts and pelting teachers with stones hence hurting the relationship between teachers and students. Also it causes the murder threats to the school administrators, teachers and fellow students and the destruction of learning facilities and resources. Furthermore these effects were found to be associated by the repercussion of death of students, students school dropouts, poor academic performance, destruction of property, parents incurring expenses of rehabilitating the destroyed school properties and the psychological torture to all the school stakeholders (Karanja, 2014). The fact is that, the students’ conflict and strikes causes students’ academic unrest and indiscipline which ultimately undermine the quality education. Basing to this collected information one can suggest that, great efforts have to be directed to addressing the problem of secondary school students’ protest so as to help the teachers and students to be able to achieve to the established educational goals in Ilala municipal and in the country as a whole.

## 4.3 The different causal factors for secondary schools students’ protests in Ilala Municipal, Dar es Salaam region, Tanzania

The objective two of the study aimed at investigating the different causal factors for secondary schools students’ protests in Ilala municipal, Dar es Salaam region, Tanzania. The following questions were asked to 28 teachers, 32 students and four heads of schools and to the MSEO. The question required the respondents to show their consent to the suggested causal factors to the secondary school students’ protest. The related responses from the teachers and students were collected and summarized in tables and explanations as they are indicated below.
- 9. Powrót do normalności oznacza:
- • od maseczek, • od maseczek,
- • spotkania z rodziną i przyjaciółmi, • spotkania z rodziną i przyjaciółmi,
- • dzieci do szkół i rozwój ich kompetencji społecznych, • dzieci do szkół i rozwój ich kompetencji społecznych,
- • rozwój gospodarki, • rozwój gospodarki,
- • miejsc pracy oraz szansę na nowe zatrudnienia, • miejsc pracy oraz szansę na nowe zatrudnienia,
- • dostęp do basenów, siłowni, kin i teatrów, • dostęp do basenów, siłowni, kin i teatrów,
- • bez ograniczeń, • bez ograniczeń,
- • jakości życia nas wszystkich. • jakości życia nas wszystkich.
- 10. Szczepionki są najbardziej skuteczną metodą chroniącą przed zarażeniem różnymi chorobami. Ludzkość z powodzeniem korzysta z tej zdobyczy cywilizacji od kilkuset lat.
тайну, ставшие известными им в ходе размещения заказа, за исключением случаев, предусмотренных Федеральным законодательством.

- 9.4. Член Единой комиссии, допустивший нарушение законодательства Российской Федерации и (или) иных нормативных правовых актов Российской Федерации о размещении заказов, может быть заменен по решению заказчика, а также по представлению или предписанию органа, уполномоченного на осуществление контроля в сфере размещения заказов, выданному заказчику (уполномоченному органу) названным органом.
## CHAPTER FIVE

## 5.0 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

## 5.1: Introduction

This chapter presents a summary of the study, findings, conclusions and recommendations for administrative action and for further study. The purpose of the study was to investigate the relationship between school administrations and students’ protests in Ilala municipal Council in Dar es Salaam Tanzania. The major findings from this study were guided by the four objectives as follows to examine on the perception of MSEO, Heads of schools, teachers and students on the presence of incidents of secondary school protest, its magnitude and effects to the schools and in the Ilala Municipal Council to investigate the different causal factors of secondary schools students’ protests, to investigate the relationship between the school administration and secondary schools students´ protests and to identify different strategies that can be used to overcome the problem of secondary schools students´ protests in Ilala municipal, Dar es Salaam region.

## 5.2: Summary of the Study Findings

Generally, the study found that the problem of secondary school students’ protest is still persisting in Ilala municipal. In most cases the respondents’ pointed the protests have been bringing about different negative impact in the whole process of teaching and learning. The impact includes disturbing the school academic and non-academic timetable and bringing chaos and confusion among the entire school community. Furthermore, it sometimes ultimately the protest brings physical, psychological and economic pains among the school community. It is highlighted from the study that, if some measures are not taken the secondary school students’ protest may rise at any time and at any secondary
######### SECTION 116 (NOTICE OF EMERGENCY WORKS)

Offence	Brief description
Tự học	6
Kiểm tra Đánh giá
Tuần 7
Lý thuyết	- Khái niệm li hôn. - Căn cứ li hôn trong hệ thống pháp luật hôn nhân và gia đình.	2	* Đọc: - Giáo trình luật hôn nhân và gia đình, tr. 227 - 280. - Giáo trình luật hôn nhân và gia đình (hệ đào tạo từ xa) của Trung tâm đào tạo từ xa của Đại học Huế, tr. 207 - 235
Tự học	6
Kiểm tra Đánh giá	Kiểm tra bài số 01	1
Tuần 8
Lý thuyết	- Đường lối giải quyết việc li hôn trong pháp luật hiện hành. - Nguyên tắc chia tài sản khi li hôn. - Giải quyết vấn đề con chung và cấp dưỡng khi li hôn.	3	* Đọc: - Giáo trình luật hôn nhân và gia đình, tr. 227 - 280. - Giáo trình luật hôn nhân và gia đình (hệ đào tạo từ xa) của Trung tâm đào tạo từ xa của Đại học Huế, tr. 207 – 235.
Tự học	6
Kiểm tra Đánh giá
Tuần 9
Lý thuyết	- Phân tích các tình huống pháp lí trong việc áp dụng quy định về quyền đại diện và trách nhiệm liên đới của vợ chồng. - Xử lí những tình huống về việc xác định tài sản chung và tài sản riêng của vợ chồng. - Xây dựng và giải quyết một số tình huống về chia tài sản	3	* Đọc: - Giáo trình luật hôn nhân và gia đình, tr. 227 - 280. - Giáo trình luật hôn nhân và gia đình (hệ đào tạo từ xa) của Trung tâm đào tạo từ xa của Đại học Huế, tr. 207 - 235. - Cổ luật Việt Nam lược khảo (quyển 1), Vũ Văn
- 8.Which of the following connectives is a good one to use in the final paragraph of an argument?
- • Secondly
- • Firstly
- • In conclusion
- 9.

Which of the following is a connective?

- • Furthermore
- • Beautiful
- • Unusual
- 10.

Which of the following is a good story plan that will help you to organise your writing into paragraphs and write an effective story?

- • Headline, tag line, first paragraph, subheadings, conclusion
- • Beginning, middle, end
- • Beginning, set the scene, introduce problem, build the tension, resolution, conclusion
Blair, E. (2012). The relationship between 'employability' and the Scholarship of Teaching and Learning in Caribbean university education. The Caribbean Teaching Scholar, 2(1), 69-75. Brady, H.E., & Collier, E. eds. (2010). Rethinking social inquiry: Diverse tools, shared standards. Plymouth, UK: Rowman and Littlefield Publishers. Briggs, S. (2005). Changing roles and competencies of academics. Active Learning in Higher Education, 6(3), 256-268. Brock-Utne, B. (2003). Formulating higher education policies in Africa: The pressure from external forces and the neoliberal agenda. Journal of Higher Education in Africa/Revue de l'enseignement supérieur en Afrique, 1(1) 24-56. Browne, J. (2014). Medical educators: the other 'lost tribe' is coming home. Excellence in Medical Education, 5(1), 19-22. Carlin, C. (2007). The interpretation of inequality in Trinidad. International Journal of Diversity in Organisations, Communities & Nations, 6(4), 1-5. Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329-345. Coaldrake, P. (2000). Rethinking academic and university work. Journal of the Programme on Institutional Management in Higher Education, 12(3), 7-30.

24
Добрый день, уважаемые студенты группы 34. « Продавец, контролёр- кассир». Сегодня 06.11.2020.Пятница Дистанционное обучение по МДК 01.01.

#### «Розничная торговля непродовольственными товарами»

6 часа ( часы 75-- 80) Тема урока: Практическая работа «Изучение ассортимента стиральных машин , утюгов, холодильников.» ( часы 75-- 80)

# Готовые работы сфотографировать и отправить результаты на почту

tika.71@mail.ru или личное сообщение в ВАТСАП. За задания вы должны получить 1 оценку, если до конца дня ( до 16-00)не будут выполнены все задания, в журнал будут выставлены неудовлетворительные оценки .Преподаватель Щапова С.А.

Вопросы для самоконтроля ( ответить письменно в тетради )

- • Перечислите виды бельеобрабатывающих машин и приборов. • Перечислите виды бельеобрабатывающих машин и приборов.
- • Чем отличается автоматическая стиральная машина от • Чем отличается автоматическая стиральная машина от полуавтоматической?
- • В какой последовательности проводят экспертизу качества • В какой последовательности проводят экспертизу качества стиральных машин?

Практическая работа Тема: изучение ассортимента бытовых электрических стиральных машин Цель работы: работы: изучить современный ассортимент электрических стиральных машин; ознакомиться с основными производителями; изучить требования нормативно-технической документации к качеству стиральных машин.