ahmedheakl/docatlas_instruct huggingface dataset:
Committee: UNESCO-1 Country: United Arab Emirates Country: United Arab Emirates Agenda Item(s): Item(s): Barriers to Education in Conflict- Affected Countries

United Arab Emirates or basically The Emirates is a muslim country located in Western Asia. It shares borders with Oman and Saudi Arabia and also it has maritime borders in the Persian Gulf with Qatar and Iran. Our country is ruled by elective monarchy formed from a federation of seven emirates.

Education during conflict effects has always been an important issue that is needed to be solved. As we look through the current situation of the world, more than 25 million children between 6 and 15 years old, are affected by conflict and missing out on school. Our country sets education as priority during these kinds of situations. Since 2011, the UAE has donated $1.55 billion in support of education projects globally and has also worked with Unicef and other partners to support the education of 20 million children in 59 countries since 2017. A presidential statement approved by all 15 council members we expressed “grave concern about the significant increase of attacks on schools in recent years and the resulting alarming number of children denied access to quality education.”. Another important situation that the whole world is facing right now is Covid-19. Covid-19 has made our lives change especially when it comes to education. So we set education as our priority. Our country has implemented online education in March 2020. More than 30,000 teachers and administrators had one week professional training about online education. Not everyone had enough opportunity to access education. We worked with Telecommunications and Digital Government Regulatory Authority (TDRA), Du and Etisalat to facilitate free mobile internet package for families in the UAE who have no home internet connection.

As we mentioned before at the UN Security Council (2019), we firmly believe that education is not only the right of every child, but is an essential tool to uplift entire communities in order to reduce conflicts and the exploiation of children. So it is time to take serious the current issue. Working together to help children is not an option anymore. It’s a necessity now. Because children didn’t choose these things to happen. As delegates, we are the ones who are suppose to solve this.
Les guerriers sont quand même marqués par le goût de la frugalité, de la simplicité, du dépouillement1, et aussi par cette notion de l'impermanence du monde phénoménal qui est tout de même le pilier de l'enseignement bouddhique et donc de celui du zen. Cela correspondait très bien à la classe guerrière qui affrontait chaque jour la mort. À partir de 1185 commence l'époque Kamakura, et jusqu'à 1867, à la veille de la réforme Meiji ce sont les guerriers qui sont au pouvoir. Donc pendant sept siècles le Japon est gouverné par les guerriers, et cela explique à mon sens l'expansion de la spiritualité zen.

#### 2°) L'évolution du Japon à partir de l'époque Kamakura.

##### Les époques Kamakura, Muromachi et Azuchi-Momoyama.

Après l'époque Kamakura il y a l'époque Muromachi (1338-1573) et l'époque Azuchi- Momoyama (1573-1598). Ces noms viennent des lieux où est installé le shôgunat car le shôgun est le chef de tous les guerriers :

- – À l'époque Kamakura le shôgun Minamoto s'installe à Kamakura qui se trouve au sud de la ville de Tôkyô actuelle, à 50 km. Mais là il n'y a que le centre politique car Kyôto resta la capitale officielle. Il y a donc deux pôles : le centre culturel et religieux qui reste à Kyôto, et le centre politique qui se trouvait à Kamakura. Comme en plus tous les seigneurs féodaux avaient leur propre centre, on parle de la multiplication des centres et de la pluralité de tous les aspects religieux.
- – Muromachi se trouve à l'intérieur de la capitale Kyôto et c'est là que le shôgun Ashikaga s'est installé d'où le nom de l'époque.
- – Azuchi-Momoyama se trouve aux alentours de Kyôto et c'est là que d'autres shôgunats se sont installés.

Les époques Muromachi et Azuchi-Momoyama durent 270 ans environ et c'est à cette époque se développe toute l'esthétique japonaise avec le théâtre de Nô, la Voie du thé [Sadô 茶道] avec Senno Rikyû (1522-1591)… Du point de vue esthétique c'est une époque わび さび, absolument primordiale. Les qualificatifs de cette esthétique sont wabi et sabi deux mots difficilement traduisibles : à la fois il y a la pureté radicale, le dépouillement et la beauté. On ne trouve cela nulle part ailleurs.

##### L'époque Edo.

Ensuite il y a l'époque Edo (1603-1867). La capitale officielle se déplace pour la première fois à la ville actuelle de Tôkyô, mais à l'époque Tôkyô s'appelait Edo. Et c'est à partir de cette époque Edo que le centre politique, économique, coïncide avec la capitale officielle. Et c'est au moment de la réforme de Meiji que la capitale Edo est renommée Tôkyô. C'est un peu avant l'époque Edo qu’a lieu l'introduction du christianisme au Japon en 1549 par François-Xavier. Au départ le christianisme a été très bien accueilli par les seigneurs féodaux, y compris par le shôgun. Mais ce bon accueil n'a pas duré longtemps car le shôgun Hideyoshi interdit formellement le christianisme dès 1587.
- - vững các quyền và nghĩa vụ giữa cha mẹ và con. - vững các quyền và nghĩa vụ giữa cha mẹ và con.
- - vững các quyền và nghĩa vụ giữa các thành viên trong gia đình. - vững các quyền và nghĩa vụ giữa các thành viên trong gia đình.
- - và phân tích được khái niệm li hôn, căn cứ li hôn, các trường hợp li hôn và - và phân tích được khái niệm li hôn, căn cứ li hôn, các trường hợp li hôn và hậu quả pháp lí của li hôn.
- - và vận dụng được các quy định của pháp luật về các trường hợp chia tài sản - và vận dụng được các quy định của pháp luật về các trường hợp chia tài sản chung của vợ chồng.
- - được bản chất của quan hệ cấp dưỡng và căn cứ phát sinh nghĩa vụ cấp - được bản chất của quan hệ cấp dưỡng và căn cứ phát sinh nghĩa vụ cấp dưỡng; nêu và vận dụng được các quy định về các trường hợp cấp dưỡng giữa các thành viên trong gia đình.
- - được các trường hợp giám hộ giữa các thành viên trong gia đình và so sánh - được các trường hợp giám hộ giữa các thành viên trong gia đình và so sánh với giám hộ trong dân sự.
- - và vận dụng được khái niệm, nguyên tắc áp dụng pháp luật và thẩm quyền - và vận dụng được khái niệm, nguyên tắc áp dụng pháp luật và thẩm quyền giải quyết các quan hệ hôn nhân và gia đình có yếu tố nước ngoài.
- 6.2. Về kỹ năng:
- - thành và phát triển năng lực tư duy pháp lí; - thành và phát triển năng lực tư duy pháp lí;
- - dựng kĩ năng phân tích, xác định tính chất, nội dung các quan hệ pháp luật; - dựng kĩ năng phân tích, xác định tính chất, nội dung các quan hệ pháp luật;
- - chọn, vận dụng một cách khoa học các quy phạm pháp luật hôn nhân và gia - chọn, vận dụng một cách khoa học các quy phạm pháp luật hôn nhân và gia đình để giải quyết các tình huống pháp lí;
- - thành và hoàn thiện kĩ năng giải quyết các tranh chấp trong thực tế; - thành và hoàn thiện kĩ năng giải quyết các tranh chấp trong thực tế;
- - dụng thành thạo các nguồn pháp luật; - dụng thành thạo các nguồn pháp luật;
- - triển kĩ năng giao tiếp, sử dụng ngôn ngữ pháp lí trong khi giải quyết vấn đề, - triển kĩ năng giao tiếp, sử dụng ngôn ngữ pháp lí trong khi giải quyết vấn đề, trong giờ thảo luận, trả thi
- 6.3. Về năng lực tự chủ và tự chịu trách nhiệm:
- - Nâng cao năng lực tư duy logic, độc lập suy nghĩ của sinh viên;
- - Hình thành niềm say mê nghiên cứu khoa học, tinh thần không ngừng học hỏi;
- - Hình thành thái độ học tập đúng và nâng cao ý thức học tập.
- 7. Mô tả tóm tắt nội dung học phần:

Luật hôn nhân và gia đình là môn học chuyên ngành bắt buộc với sinh viên luật. Đây là một môn khoa học có tính ứng dụng cao và gắn với cuộc sống của mỗi cá nhân trong cộng đồng. Môn học gồm mười hai vấn đề với hai phần chính. Phần lí luận giới thiệu các hình thái hôn nhân và gia đình trong lịch sử; các khái niệm cơ bản như khái niệm hôn nhân, khái niệm gia đình, khái niệm luật hôn nhân và gia
Dear Parent/Guardian of ,

I wanted to take time and thank you for sharing your child with me this year. It truly has been a pleasure to have in class. One thing I have told students this year is that we are all responsible for our education, teacher and students. This year, your student has done an outstanding job contributing to their mathematics education. Students present different strategies and understanding of math, allowing us all to learn. I am not sure what has told you about class but we have done a lot of great things this year. has learned to work collaboratively with others. has shared the different responsibilities of group work: leader, recorder, participant and timekeeper. has presented work to the class, explained thinking and justified why methods worked. has compared work to others, finding both similarities and differences. This has allowed to refine thinking and approaches to math problems. have also reflected on the lessons, letting me know what parts understand and what things still needs help with. have used a variety of technology to help learn. has watched videos and constructed graphs from them, and created own videos to represent graphs. Through the use of mobile devices, has captured pictures and recorded videos. has used computers to prepare presentations that showcase work, create reports about projects and investigations, and has construct informational posters to display or develop lessons to help other students learn. has constructed understanding- can take a situation and apply problem solving skills. Besides the growth in verbal communication, this is the biggest accomplishment by this year. Being able to see a situation, understand the mathematics behind it and find an answer is the heart of what we do everyday in class. Having this skill will allow to be successful in whatever profession decides to pursue. I want to thank for all of the effort has provided in my classroom. It has created an environment where students can share ideas, discuss options and derive answers. Without this, the class would not be as successful as it is.

Thank you for the support this past year and I wish you and your child the best in the years to come,

Mr. Anderson
Figure Thirteen - Former Alki Ferry Dock At Low Tide, 2019

Photo by author, July 4, 2019 at 1:08pm PDT. Low tide was -3.4 feet at 12:44pm. Remaining ferry dock pilings can be seen only at a relativly low tide.

Figure Fourteen - Current Land Use of Former Alki Ferry Dock Site, 2019 at Alki Avenue Street Frontage

Photo by author, October 24, 2019. The Alki Ferry Dock was located in the center of the photograph to the left of Alki Beach Park and the right of the two residential structures on the far left. The house resting upon the dock site was constructed 1999-2000.

Copyright 2019 AlkiHistoryProject.com doc\_1d28640e8518a485bd55439334ecb58528071cfe\_19767.docx April 24, 2025 Page 24 of 30
- 2) Лот №2 - Объект незавершенного строительства, расположенный по адресу: Респ. Башкортостан, Кушнаренковский район, с.Кушнаренково, ул.Токарева д.6, площадью застройки 93,1 кв.м., кадастровый номер объекта 02:36:070128:1244.
- Начальная цена продажи Имущества: 658 000,00 (шестьсот пятьдесят восемь тысяч) рублей, шаг аукциона - 32 900,00 рублей (5% от начальной цены продажи имущества). Требование о внесении задатка отсутствует.
- Объект представляет собой бетонный, ленточный фундамент, степень готовности объекта 10%. Объект недвижимости находится на земельном участке с кадастровым номером 02:36:070128:529 площадью 1627 кв.м., предоставленном ГУП «ФЖС РБ» в аренду до 31.12.2017 года администрацией МР Кушнаренковский район для строительства индивидуального жилого дома. Объект располагается в центральной части с.Кушнаренково. Участок имеет правильную форму, ровную поверхность.
- Обременения, ограничения права: отсутствуют.

Сведения обо всех предыдущих торгах по продаже такого имущества, объявленных в течение года, предшествующего его продаже: торги, объявленные на 13.12.2021 года и 04.03.2022 года, признаны несостоявшимися в связи с отсутствием заявок.

- 3) Лот №3 - Объект незавершенного строительства, расположенный по адресу: Респ. Башкортостан, Кушнаренковский район, с.Кушнаренково, ул.Токарева д.8, площадью застройки 109,2.м., кадастровый номер объекта 02:36:070128:1242.

### Начальная цена продажи Имущества: 696 000,00 (шестьсот девяносто шесть тысяч) рублей, шаг аукциона - 34 800,00 рублей (5% от начальной цены продажи имущества). Требование о внесении задатка отсутствует.

- Объект представляет собой бетонный, ленточный фундамент, степень готовности объекта 10%. Объект недвижимости находится на земельном участке с кадастровым номером 02:36:070128:527 площадью 1630 кв.м., предоставленном ГУП «ФЖС РБ» в аренду до 31.12.2017 года администрацией МР Кушнаренковский район для строительства индивидуального жилого дома. Объект располагается в центральной части с.Кушнаренково. Участок имеет правильную форму, ровную поверхность.
- Обременения, ограничения права: отсутствуют.

Сведения обо всех предыдущих торгах по продаже такого имущества, объявленных в течение года, предшествующего его продаже: торги, объявленные на 13.12.2021 года и 04.03.2022 года, признаны несостоявшимися в связи с отсутствием заявок.

- 1.7. Аукцион проводится открытым по составу участников. Форма подачи предложений о цене: предложения о цене государственного имущества заявляются участниками открыто в ходе проведения аукциона.
- 1.8. Заключение договора купли-продажи с победителем аукциона – не ранее 10 дней со дня опубликования подведения итогов аукциона в простой письменной форме, вне электронной площадки. Оплата производится денежными средствами или другими, не запрещенные законодательством способами, в течение 10 дней после подписания договора купли-продажи имущества на счет, указанный в договоре.
- 2. Место, сроки, время подачи заявок и проведения аукциона
- 2.1. Время, указанное в информационном сообщении – МОСКОВСКОЕ.
- 2.2. Начало приема заявок на участие в аукционе – 12.08.2022 года с 07.00 часов (МСК).
2016 г. N 291-пп"; - постановление Правительства Магаданской области от 15 июня 2017 г. N 567-пп "О внесении изменений в постановление Правительства Магаданской области от 19 апреля 2016 г. N 291-пп"; - постановление Правительства Магаданской области от 21 декабря 2017 г. N 1089-пп "О внесении изменений в постановление Правительства Магаданской области от 19 апреля 2016 г. N 291-пп"; - постановление Правительства Магаданской области от 15 марта 2018 г. N 203-пп "О внесении изменений в постановление Правительства Магаданской области от 19 апреля 2016 г. N 291-пп"; - постановление Правительства Магаданской области от 29 марта 2018 г. N 249-пп "О внесении изменений в постановление Правительства Магаданской области от 19 апреля 2016 г. N 291-пп"; - постановление Правительства Магаданской области от 26 сентября 2019 г. N 646-пп "О внесении изменений в постановление Правительства Магаданской области от 19 апреля 2019 г. N 291-пп".

- 3. Настоящее постановление подлежит официальному опубликованию и распространяет свое действие на правоотношения, возникшие с 1 января 2020 года.

Губернатор Магаданской области

- С.К.НОСОВ

Утверждено Постановлением Правительства Магаданской области от 3 февраля 2020 г. N 54-пп

## ПОРЯДОК ПРЕДОСТАВЛЕНИЯ ИЗ ОБЛАСТНОГО БЮДЖЕТА СУБСИДИЙ СОЦИАЛЬНО ОРИЕНТИРОВАННЫМ НЕКОММЕРЧЕСКИМ ОРГАНИЗАЦИЯМ (НАЦИОНАЛЬНО-КУЛЬТУРНЫМ И РЕЛИГИОЗНЫМ ОБЪЕДИНЕНИЯМ) НА ПРОВЕДЕНИЕ РАЗОВЫХ СОЦИАЛЬНО ЗНАЧИМЫХ МЕРОПРИЯТИЙ, НАПРАВЛЕННЫХ НА РАЗВИТИЕ И УКРЕПЛЕНИЕ МЕЖНАЦИОНАЛЬНЫХ ОТНОШЕНИЙ, СОЦИАЛЬНО-КУЛЬТУРНУЮ АДАПТАЦИЮ И ИНТЕГРАЦИЮ МИГРАНТОВ

Список изменяющих документов (в ред. Постановления Правительства Магаданской области от 22.09.2021 N 718-пп)

- 1. Общие положения
## 4. Policy Objectives

- To achieve the overall aim Greenfields Community School will:
- • Provide adequate resources to support an effective approach to data protection.
- • Respect the confidentiality of all personal information irrespective of source.
- • Publicise the school's commitment to Data Protection.
- • Compile and maintain appropriate procedures and codes of practice.
- • Promote general awareness and provide specific training, advice and guidance to its staff at all levels to ensure standards are met.
- • Monitor and review compliance with legislation and introduce changes to policies and procedures where necessary.

## 5. Processing of Information

Greenfields Community School, through appropriate management controls will, when processing personal information about any individual:

- • Observe fully the conditions regarding the collection and use of information and meet Greenfields Community School’s legal obligations under the UK GDPR and the Data Protection Act 2018.
- • Collect and process appropriate information only to the extent that it is needed to fulfil operational needs or to comply with any legal requirement.
- • Ensure that the individual about whom information is held can exercise their rights under the Act unless an exemption applies for example in relation to education data, including the right:-
- 1. to be informed that processing is being undertaken
- 2. to prevent processing in certain circumstances
- 3. to correct, rectify, block or erase information, which is regarded as incorrect information
- 4. of access to personal information
- 5. to erasure
- 6. to portability where applicable.

## 6. What counts as Personal Information?

This is any information held by Greenfields Community School about a living individual, from which that individual can be identified. For example, this includes:

• A name and address or contact details held about pupils, students, parents and staff and their families • characteristics such as ethnicity, language, nationality, country of birth, free school meals, adopted and fostered • information attached to a reference number that could be used to identify someone • a pupil’s school record, including achievement, attendance, sickness, necessary health care plan details • photographs of a child • financial records relating to a child’s parents

Page Page of 8
Wash Fishery stocks. As a result consultation had taken place, the outcome of which was that there was no appetite for this to be explored further. Mr Lake stated that in terms of numbers of entitlement held, the request had only been narrowly outvoted. It was explained that a significant numbers of individuals had responded to the consultation which indicated a clear desire from a cross section of Wash Entitlement holders. Mr Lake added that if the number of crew onboard vessels and the comparison of full-time and part-time vessels had been taken into account the result would have been different. It was stated that the direction provided to officers was to consult with Entitlement holders as individuals not to factor in crew or working practices. The HoMC advised the remit had been to consult the Entitlement Holders, which was what had been done, it would make more sense if the industry tried to work in unison and come up with a combined proposition which united the whole industry.

Mr Spray moved that members should acknowledge that officers had completed the task as directed and that members should agree that the piece of work had reached a conclusion.

## It was Resolved that the Authority acknowledge the work had been done, unfortunately the result had not pleased everyone. Proposed: Mr Spray Seconded: Mr Pinborough Agreed – by all those able to vote on the matter

## EIFCA14/16 Item 16: Wash Lay applications update

Luke Godwin gave a brief background on the situation with lay leases and the food availability study. Expired leases had been reissued, although it was hoped a revised more modern lease would be developed shortly. A necessary part of the lay renewal process is to deliver a more robust biosecurity plan, which would provide better protection against disease and invasive species. This was provided for approval by members.

Members were advised the next steps in the process were modernising the lease and considering new lay applications to ensure they met Habitats Regulation assessments and were therefore sustainable and would not affect the EMS.

Members raised a variety of questions relating to the Biosecurity Plan including:

The CEO advised that the plan was an essential part of the process to preserve the infection free status of the Wash and, as with other forms of agriculture, bio-security was a mandatory requirement and any new or revised management measures would represent a cost for doing business in the Wash.
§ The CC led a special issue to Frontiers in Genetics (currently over 41,000 views online) Enhancing methods to determine re-identification & privacy risks o The CC also provided logistical support to the network by way of tool development, updated website, o reporting, meeting management, and project management for workgroups. Large-scale phenome-wide scan in twins using electronic health records – Scott Hebbring • This scan sought to prove that EHR-linked twin cohorts can be used for phenome-wide studies to identify diseases with genetic etiologies. The study used 28,888 twins found in the Marshfield (~16,000) and Mayo (~12,000) twin cohorts. • The study concluded that: most diseases are not random events in twins. 1,406/5,598 (25%) of phenotypes are statistically o enriched in pairs of twins. ~1% of phenotypes have RRs. (<1.0); and family data may be efficiently captured in EHR and may be used to predict, prevent, and treat human o disease for the advancement of precision medicine. EHRI Workgroup Update – Justin Starren & Marc Williams • Collaborations include: HL7 Clinical Genomics Workgroup, IOM Roundtable on Translating Genomic-based Research for Health, o G2MC, CSER, ClinGen, IGNITE, Precision Medicine Initiative, CPIC Implementation Consortium, PGRN PGx Guideline Repository, IOM DIGITizE • Four recently- accepted publications were noted: AMIA 2015 Panel: Public Implementation Resources for Genomic Medicine – Josh Peterson, Marc Williams, o Casey Overby, Robert Freimuth, Iftikhar Kullo A Conceptual Model for Omic Data – Tim Herr et al; accepted with revisions to Journal of Pathology o Informatics Practical Considerations in Genomic Decision Support: The eMERGE Experience – Tim Herr et al; accepted o JPI CSER and eMERGE: Current and Potential State of the Display of Genetic Information in the EHR – Brian o Shirts et al; accepted to JAMIA • An overview of CDS KB was provided. The site is now live, and currently includes 31 artifacts from 9 institutions. DANGER: Understand Your Data, Save Yourself – Marylyn Ritchie • While running pediatric null variant PheWAS analyses, Marylyn’s lab was unable to replicate known findings. Specifically, some phenotypes were present in only discovery or replication analyses, but not both. The major issue was that regression models were not converging. • Variables in the model will have a p-value, but that p-value may not actually be valid. Additionally, some software doesn’t notify you that the model didn’t converge. • Comparisons of this issue between genomic analysis software were shown. • Suggestions to alleviate these issues: Adjust the models for site, platform, sex, and PCs. Having only cases and controls in some strata leads to o non-convergence. Drop any rows from the table where zeros are present. o Use firth regression. o • It is critical to carefully look at regression results to confirm convergence while running analyses. Vanderbilt Site Report – Josh Denny & Dan Roden