ahmedheakl/docatlas_instruct huggingface dataset:
One or two case studies illustrating current good practice in quality in HE should be included. Please note that, case studies for languages of the wider world (including minority languages) and BSL are especially welcome.

- 4. Community
- ¾ practical steps can HE undertake to improve collaborations between employers, ¾ practical steps can HE undertake to improve collaborations between employers, professional associations and practitioners?
- ¾ can HE do to support other sectors, e.g. further education? ¾ can HE do to support other sectors, e.g. further education?

## PART 2

- b) Practical steps for building a community of practice

This section of the project will involve collecting typical resources and examples of good practice which teachers and trainers of PSIT will find useful in their teaching and learning and piloting a collaborative tool as detailed below:

- 1. Develop, pilot and evaluate a tool for promoting collaboration and networking in PSIT on a small scale. This may include blogs; discussion fora; mailing lists; repositories and other tools which you think will contribute to the formation of virtual communities of professionals, interpreters and translators, those working in training centres and interpreting and translation users. Make recommendations on ways in which collaboration and networking may be developed and enhanced in the future through use of technology. A set of practical guidelines and evaluation of this tool should be included in this section.
- 2. Provide 2/3 examples of good practice for each of the following categories:
- ¾ resources, e.g. examples of telephone interpreting or audio exercises on ¾ resources, e.g. examples of telephone interpreting or audio exercises on telephone interpreting
- ¾ resources, e.g. examples of video conferences or exercises on ¾ resources, e.g. examples of video conferences or exercises on video-conferencing
- ¾ plans ¾ plans
- ¾ and peer evaluation ¾ and peer evaluation
- ¾ ¾

## Methodology

This research will involve: Part 1

- • review of relevant literature on teaching PSIT, on the context of teaching and • review of relevant literature on teaching PSIT, on the context of teaching and learning PSIT in England
- • interviews with stakeholders and with university staff • interviews with stakeholders and with university staff
- • and surveys • and surveys
- • searches • searches
Воспитатель. А давайте мы с вами поиграем с капельками. лoгоритмическая игра «капля раз» (прохлопывание ритма в соответствии со словами, ритм постепенно убыстряется). Капля раз, капля два капля мелено сперва (дети медленно стучат, прохлопывая ритм) Стала капля ударять, Капля, каплю догонять (ритм постепенно убыстряется) А потом, потом, потом, Все бегом, бегом, бегом (быстро стучат прохлопывая ритм в соответствии со словами). Воспитатель. Ребята, a давайте мы отправим нашу тучку дальше путешествовать Ддети. Давайте. Воспитатель. Ребята a тучка не может лететь без ветерка. Давайте ей поможем, образуем ветерок. Упражнение на дыхание «Ветерок». Воспитатель. Все ребята тучка улетела. А сейчас давайте сделаем гимнастику для глаз, чтобы наши глазки отдохнули. Гимнастика для глаз: Солнышко с тучами в прятки играло Солнышко тучке-летучке считало (глаза закрывать, открывать) Серые тучки (глазки вправо) Черные тучки (глазки влево). Легких- две штучки (глазки вверх) Тяжелых-три штучки (глазки вниз) Тучки попрятались, тучек не стало,(закрыть глаза) Солнце на небе вовсю засияло (широко открыть газа и поднять и вверх) Воспитатель. Ребята, a давайте позовем солнышко. С помощью чего мы его будем звать? Дети. Закличка. Предлагаю желающему ребенку звать солнце. Спрашиваю как он его будет звать как будет менять интонацию. Закличка. Солнышко-ядрышко Высвети, выгляни! Воробьи чирикают Весну-красну кликают.
Strada 1 Decembrie 1918, nr. 109. Cele trei magazine dispun fiecare de o suprafață de vânzare de peste 1.200 metri pătrați. Noul Lidl din București dispune de peste 120 de locuri de parcare, cel din Tecuci de peste 65 de locuri de parcare, în timp ce noua unitate din Pitești pune la dispoziția clienților 85 de locuri de parcare. În plus, magazinele din București și Pitești au în parcări stație de încărcare pentru automobilele electrice, unde se vor putea alimenta câte două mașini simultan. „Inaugurarea magazinelor Lidl din București, Pitești și Tecuci continuă strategia companiei de a oferi zilnic românilor produse la cel mai bun raport calitate-preț, într-o largă varietate de sortimente. Lidl reușește să respecte această misiune investind constant în sustenabilitate, la baza acțiunilor companiei stând eficiența și demersurile de dezvoltare durabilă. În plus, Lidl promovează cu consecvență colaborarea cu producătorii locali, multe dintre mărcile de calitate comercializate în rețea fiind produse în România”, declară reprezentanții retailerului. Prin utilizarea unor tehnologii avansate din domeniul construcțiilor şi în conformitate cu normele de protecție a mediului, noile magazine Lidl din București, Pitești și Tecuci dispun de soluții și tehnologii moderne, care asigură standarde înalte de eficiență energetică. Printre acestea se numără sistemul de iluminat LED, cu senzor de prezență, și sistemele de recuperare a căldurii integrate în instalațiile de climatizare, ori stația de încărcare pentru automobile electrice. În plus, noua unitate din București dispune de un acoperiș verde, care oferă o multitudine de beneficii ce țin de protecția mediului înconjurător. Acesta contribuie în primul rând la eficiența energetică a clădirii, prin menținerea unei temperaturi constante pe parcursul întregului an. În același timp, vegetația amplasată pe acoperiș are rolul de a filtra în mod natural apa pluvială, datorită multiplelor straturi componente, și de a reduce în același timp cantitatea de apă deversată în sistemele de canalizare. Parte a grupului Schwarz, Lidl este prezent în 32 de țări din întreaga lume și operează aproximativ 11.200 de magazine și peste 200 de centre logistice în 29 de țări la nivel mondial. Retailerul, intrat pe piața din România în urmă cu zece ani prin preluarea discounterului Plus, a raportat pentru 2020 o cifră de afaceri pentru piața locală de 12,86 miliarde de lei, în creștere cu 31% față de 2019.
OMB No. 0925-0001 and 0925-0002 (Rev. 12/2020 Approved Through 02/28/2023)

# BIOGRAPHICAL SKETCH

Provide the following information for the Senior/key personnel and other significant contributors. Follow this format for each person. DO NOT EXCEED FIVE PAGES.

NAME: Hunt, Morgan Casey

eRA COMMONS USER NAME (credential, e.g., agency login): huntmc1

POSITION TITLE: Associate Professor of Psychology

EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, include postdoctoral training and residency training if applicable. Add/delete rows as necessary.)

INSTITUTION AND LOCATION AND LOCATION	DEGREE (if applicable)	Completion Date MM/YYYY	FIELD OF STUDY
University of California, Berkeley	BS	05/2003	Psychology
University of Vermont	PHD	05/2009	Experimental Psychology
University of California, Berkeley	Postdoctoral	08/2013	Public Health and Epidemiology

## A. Personal Statement

I am an Associate Professor of Psychology, and my research is focused on neuropsychological changes associated with addiction. I have a broad background in psychology, with specific training and expertise in ethnographic and survey research and secondary data analysis on psychological aspects of drug addiction. As PI or co-Investigator on several university- and NIH-funded grants, I laid the groundwork for the proposed research by developing effective measures of disability, depression, and other psychosocial factors relevant to the aging substance abuser, and by establishing strong ties with community providers that will make it possible to recruit and track participants over time as documented in the following publications. In addition, I successfully administered the projects (e.g. staffing, research protections, budget), collaborated with other researchers, and produced several peer-reviewed publications from each project. As a result of these previous experiences, I am aware of the importance of frequent communication among project members and of constructing a realistic research plan, timeline, and budget. The current application builds logically on my prior work. During 2015-2016, my career was disrupted due to family obligations. However, upon returning to the field, I immediately resumed my research projects and collaborations and successfully competed for NIH support. In summary, I have the expertise, leadership, training, expertise and motivation necessary to successfully carry out the proposed research project.

Ongoing and recently completed projects that I would like to highlight include:

R01 DA942367 Hunt (PI) 09/01/16-08/31/21 Health trajectories and behavioral interventions among older substance abusers

R01 MH922731 Merryle (PI), Role: co-investigator 12/15/17-11/30/22 Physical disability, depression and substance abuse in the elderly
Academic year 2020-2021 Total income £61,175 Additional income received late of £5,500 to be carried over to 2021/2022 budget
Item	Cost
Staffing- Pupil premium support assistants Pastoral learning posts (Including contribution towards salary of Head of Pastoral Care and 2 x part time learning mentor posts) Overtime paid for extra interventions (rainbows and sunbeams) PP 1:1 support staff member	£22,730 £13,982 £523 £2,584.56
Free school meals for FSM children for Years 3- 6	£14,683
School uniform	£900
Extra-curricular activities Drums Samba	£482 £99
Educational psychologist	£1,500
CPOMS licence	£921.20
Safeguarding Welfare Service	£1,070
Education Welfare Officer	£300
Morrisons school meal boxes	£539.84
Play services	£860.40
TOTAL SPEND- £61,175
Επιχορήγηση Ν.Π. ΑΡΣΙΣ ΚΟΙΝΩΝΙΚΗ ΟΡΓΑΝΩΣΗ ΥΠΟΣΤΗΡΙΞΗΣ ΝΕΩΝ για την υλοποίηση του έργου ΜΕΤΟΙΚΟΣ

Δράση/ έργο συγχρηματοδοτούμενο από την Ε.Ε. στο πλαίσιο του Εθνικού Προγράμματος του ΤΑΜΕ

Χαρτάκια σημειώσεων λευκά τετράγωνα συσκευασία κύβου	ΤΜΧ	1
Μαρκαδόροι λεπτοί μαύροι	ΤΜΧ	5
ΣΥΝΟΛΟ

ΕΛΑΒΑ ΓΝΩΣΗ ΤΩΝ ΕΙΔΙΚΩΝ ΟΡΩΝ ΤΗΣ ΠΡΟΣΚΛΗΣΗΣ ΓΑ ΤΗΝ ΑΝΑΘΕΣΗ ΤΗΣ ΩΣ ΑΝΩ ΠΡΟΜΗΘΕΙΑΣ ΚΑΙ ΤΟΥΣ ΑΠΟΔΕΧΟΜΑΙ ΑΝΕΠΙΦΥΛΑΚΤΑ .

Η παράδοση των παραπάνω ειδών στην ως άνω διεύθυνση (Εγνατία 30 Θεσσαλονίκη), θα πραγματοποιείται με δική μου δαπάνη τμηματικά, κατόπιν συνεννόησης με τη Υπηρεσία.

Η παρούσα προσφορά ισχύει μέχρι τις 31/12/2017.

Εταιρία / Επιχείρηση:

Ονοματεπώνυμο:

Υπογραφή Σφραγίδα
reading of “Primitive Negro Sculptures” (1929) in Cape Town’s public library and the work could be seen as his response to the book’s explanation of the aesthetics of rhythm, pattern and plasticity of antique West African sculptures, which had so inspired European Modernists like Picasso. When Mancoba moved to Paris in 1938, he was able to engage first hand not only with such African works but also the arts of other peoples through visits to the Musee de l’Homme (now Musee Quai Branly). He also visited galleries showing works by Miro, Picasso, Klee, and other European Modernists and he had a studio in Giacometti’s complex. Many of these visits were undertaken with the Danish artist Ejler Bille, with whom he remained lifelong friends, and Sonja Ferlov, whom he married in 1942. Their son Marc, known as Wonga, was born in 1946. Through these Danish artists Mancoba became familiar with Surrealist art techniques such as automatic drawing [3]. That Mancoba was interested in and engaged with these different arts, cultures and times, as well as modern art techniques can be seen in his first significant work “Komposition” (1940), an oil painting [4]. At first glance, it appears to represent an “African” mask, certainly art historian and Mancoba’s biographer Elza Miles, attributes the inspiration to a “helmet mask, from Zaire, known as mboom” Paris2. which Mancoba would have seen at the British Museum in London on his way to But deeper investigations into the British Museum’s collection at the time would also reveal that the painting could owe something to objects from Oceania as well as Africa. In any event, “Komposition” was the beginning of the artistic direction that Mancoba was to take, which is art that is neither definitively South African social realistic nor European Modernist. As his lifelong friend the Danish artist Ejler Bille puts it:

What I like very much in his painting is his ability to combine an African feeling with living Western culture. What I mean is, that he has always found his own personal way without art”3. listening to – or following – other second hand references – [which] is poor

Mancoba explains:

As artists we have followed the national academies, and each is national, and the point of this is political. Each country follows the method by which each country will survive and these countries have never been united. England, Denmark, France. Each country has its different ways of looking. They agreed that in the Occident they constitute the whole of humanity, each other country, the rest of the world are trying in vain to become like Europe. In my memoirs I am trying to show my struggle to get the rest of the third world included in part of all humanity. The third world has to be taken into consideration as it exists. I want that this separation, this apartheid has to be pushed aside and that all human species have all”4. to hang together hand in hand, that’s
Усучасному мовознавстві існує два підходи до їх класифікації - акустичний та артикуляційний, які не виключають, а доповнюють один одного. - це розподіл звуків за слуховим сприйняттям. З Акустична класифікація класифікація погляду акустики голосні виділяються як чисто тональні звуки, в яких відсутні шуми. Розрізнення тонального ефекту, наприклад, у звучанні [а] чи [о] досягається лише зміною резонатора - порожнини рота, глотки й участю губів. Більш докладних видимих акустичних ознак голосних і приголосних поки що не встановлено. Тому в основу розрізнення голосних і приголосних зазвичай кладуть артикуляційні ознаки. Один з важливих показників протиставлення голосних і приголосних - відсутність перепони при вимові голосних, наявність перепони - при вимові приголосних.

- 4. Граматика та морфологія.

Граматика grammatike , від grâmma -буква, правопис ) - розділ Граматика grammatike , від grâmma -буква, правопис ) - розділ лінгвістичної науки, що вивчає граматичний устрій мови, закономірності створення та функціонування осмислених мовленнєвих відрізків цією мовою (словоформ, синтагм, речень, текстів). Ці закономірності граматика формулює у граматичних правилах. Виділяють (наука, що вивчає історичну граматику устрій слова, словосполучення та речення у розвитку за допомогою порівняння різних етапів історії мови), (наука, що вивчає устрій синхронну граматику слова, словосполучення та речення у синхронії , у певний проміжок часу), (граматика, що вивчає ті відношення у будові речення, формальну граматику що мають формальне вираження). - це (грецьк. kategoria - судження, визначення), Граматична категорія категорія по - перше, сукупність однорідних граматичних значень. Так, значення окремих відмінків об'єднуються у категорію відмінку, значення окремих форм часу об'єднуються у категорію часу та ін. Категорія роду отримує певний зміст у вікно конкретному слові. Так, категорія рода виявляється у слові тим, що воно є іменник середнього роду (має граматичне значення середнього роду); категорія читай способу у слові виявляється у тому, що ця дієслівна форма виражає граматичне значення наказового способу. Таким чином, граматична категорія відноситься до граматичного значення як загальне до часткового. По - друге, поняття охоплює найбільш значні лексико - граматичні граматична категорія розряди (класи) слів, що об'єднуються загальними семантичними та морфологічно - синтаксичними ознаками. (категорія дієслова, категорія прислівника). Граматична форма - це ті мовні засоби, що слугують задля вираження беру - у граматичних значень. Так, у слові закінчення вказує на особу (1 - ша), число (однина), час (теперішній), спосіб (дійсний спосіб). Задля вираження
Quality of teaching for all
Desired outcome	Chosen action/approach	What is the evidence and rationale for this choice?	How will you ensure it is implemented well?	Staff lead	When will you review implementation?
A/ B	Increased adult support in some year groups. Targeted 1:1 support if a child is identified as struggling.	Children whose progress slows or are not at ARE receive in class support to ensure that no child is left behind academically.	Children’s progress reviewed at data assessment points. Children targeted and tracked.	LH	At data assessment points.

Targeted support
Desired outcome	Chosen action/approach	What is the evidence and rationale for this choice?	How will you ensure it is implemented well?	Staff lead	When will you review implementation?
E	Children in receipt of PP grant receive uniform.	No children are disadvantaged by home circumstance.	All PP children receive vouchers and use of vouchers is monitored. LH to work with office staff to ensure this. Regular monitoring of uniform in school.	LH	N/A
D	Extra curriculum activities (This has been restricted this year due to Covid 19).	Children who are unable to access these activities out of school are provided with the opportunities to learn something new in school e.g. drums, piano.	Identify children who would benefit from extra- curricular activities. Activities to be offered to these families and paid for.	LH/ JJ	Ongoing monitoring looking at the number PP children being offered after school clubs / e.g. % of PP children.
C	Learning mentors to be used to support PP children with social and emotional issues.	Social and emotional support to be provided for children with difficult home lives. Opportunities to be provided to support the children in these circumstances.	Identify children with the support of the pastoral lead. Review children regularly. Sessions to be logged on CPOMS when appropriate and followed up.	JJ/ KS/ AT	Review of the children termly. JJ to meet with learning mentors regularly to review children.
Contacts for more information: Mrs. Thilo HANE president-founder of Canis Ethica Cellular: +33(0)6 7027 6352 www.canisethica.org Email: Thane@canisethica.org Website: Facebook: www.facebook.com/CanisEthicaFrance Twitter: https://twitter.com/CanisEthica
40 Федерального закона от 06.10.2003 № 131-ФЗ «Об общих принципах организации местного самоуправления в Российской Федерации». На депутатов, осуществляющих свои полномочия на постоянной основе, такие ограничения не распространяются.»
Николаев Т.А.	18	Исключить статью 9 «Гарантии осуществления полномочий депутата»	«За» - 1 «Против» - 7 «Воздержались» -1 Поправка отклонена
Николаев Т.А.	19	Пункт 2 статьи 10 «Глава муниципального округа» изложить в следующей редакции: «Глава муниципального округа избирается депутатами Совета депутатов из своего состава открытым голосованием на срок полномочий Совета депутатов большинством от установленной численности депутатов. Процедура избрания главы муниципального округа устанавливается Регламентом Совета депутатов.».	«За» - 3 «Против» - 4 «Воздержались» -2 Поправка отклонена
Николаев Т.А.	20	Пункт 4 статьи 10 «Глава муниципального округа» исключить.	«За» - 3 «Против» - 5 «Воздержались» -1 Поправка отклонена
Николаев Т.А.	21	Подпункты 4 и 5 пункта 1 статьи 11 «Полномочия главы муниципального округа» исключить.	«За» - 1 «Против» - 5 «Воздержались» -3 Поправка отклонена
Николаев Т.А.	22	Дополнить Устав муниципального округа статьей «Председатель Совета депутатов» с изменением нумерации статей Устава: «Председатель Совета депутатов» 1. Председатель Совета депутатов избирается депутатами из своего состава на срок полномочий Совета депутатов путем открытого голосования большинством голосов от установленной численности депутатов сроком на один год.	«За» - 2 «Против» - 4 «Воздержались» -3 Поправка отклонена
The Guide Dogs for the Blind (GDB) VFA program helps defray the cost of veterinary care for guide dogs and K9 Buddy dogs when our clients request financial assistance. Funds are available for both Wellness care and for Illness/Emergencies as described below.

Wellness Care: Care: GDB will reimburse up to $250 (USD) per fiscal year (July 1-June 30) for Wellness and Preventive Care which includes some or all of the following:

- § Routine annual physical exams
- o medical concerns found during a wellness exam that lead to additional o medical concerns found during a wellness exam that lead to additional diagnostics, treatments or medications require authorization. Please have the client call for authorization during the appointment if during normal business hours, or the next business day for weekend or evening appointments.
- § Vaccinations
- o vaccines--GDB advises our clients to obtain core vaccines DA2PP and o vaccines--GDB advises our clients to obtain core vaccines DA2PP and Rabies every 3 years (unless required more frequently per state law)
- o vaccines--GDB advises lifestyle risk assessment to determine the o vaccines--GDB advises lifestyle risk assessment to determine the need for the following: Leptospirosis (annual), Lyme (annual), Influenza (annual) and Bordetella (annual). Leptospirosis, Influenza and Bordetella are required for dogs traveling to a GDB campus.
- § Heartworm test

### Senior Wellness (dogs 8 years of age and up):

- § Routine laboratory screening including CBC/Chem and Urinalysis is recommended annually for senior dogs. An additional $250 (USD) per year for this labwork is allowed for senior dogs without pre-authorization.
- § Please call for pre-authorization for additional or specialized labwork.

### Heartworm and Flea Prevention (U.S.):

- § Heartworm preventation medication will be reimbursed up to an additional $150 per year. No pre-authorization is needed.
- § GDB will provide flea/tick prevention to clients directly. The use of an alternative preventative must be approved by GDB and requires pre-authorization.

### Heartworm and Flea Prevention (Canada):

- • will reimburse up to $250 annually towards the combined cost of Flea/Tick and • will reimburse up to $250 annually towards the combined cost of Flea/Tick and Heartworm prevention products. No pre-authorizaiton is needed.

### Illness/Injuries:

Pre-authorization is required for VFA assistance for non-routine care. Please verify that the client has obtained pre-approval by requesting the authorization number. If the client does not have an authorization number, please have them contact VFA staff for assistance with the pre-authorization process.

### Emergencies:

In the event of a life threatening emergency, please perform emergency treatment first, then contact us (or have the client contact us) once the dog has been stabilized.

(800) 295-4050 | guidedogs.com

National Headquarters: P.O. Box 151200, San Rafael, CA 94915-1200

California Campus: 350 Los Ranchitos Road, San Rafael, CA 94903 | (415) 499-4000

Oregon Campus: 32901 SE Kelso Road, Boring, OR 97009 | (503) 668-2100
rice (cooked/boiled)	米饭	mǐ fàn
rice dumpling (related to Dragon Boat Festival)	粽子	zòng zǐ
role models	偶像	ǒu xiàng
roast	烤	kǎo
shopping	买东西/购物	mǎi dōng xī / gòu wù
soft drinks, fizzy drinks	汽水	qì shuǐ
soup	汤	tāng
sport	运动	yùn dòng
tea	茶	chá
to cook, prepare a meal	做饭	zuò fàn
to order (from a menu)	点菜	diǎn cài
to pay	付钱	fù qián
vegetable	青菜	qīng cài
wallet, purse	钱包	qián bāo
water	水	shuǐ
wine	酒	jiǔ
yuan	元/块	yuán / kuài
Higher tier
chips	薯条	shǔ tiáo
choice	选择	xuǎn zé
confectionery	糖果	táng guǒ
cultural life	文化生活	wén huà shēng huó
daily life	日常生活	rì cháng shēng huó
delicious	好味道	hǎo wèi dào
dessert	甜点	tián diǎn
disadvantage	缺点/坏处	quē diǎn / huài chǔ
fried	炒	chǎo
fried rice/noodles	炒饭，炒面	chǎo chǎo fàn chǎo miàn
knife and fork	刀叉	dāo chā
salad	沙拉	shā lā
seafood	海鲜	hǎi xiān
self-service (buffet)	自助（自助餐）	zì ） zì ） zhù zì zhù cān
snack	点心，小吃	diǎn diǎn xīn xiǎo chī
sweet	甜	tián
salty	咸	xián
spicy	辣	là
take away restaurant	外卖店	wài mài diàn
vegetarian	素食	sù shí