ahmedheakl/docatlas_instruct huggingface dataset:
# 2º ESO- EDUCACIÓN FÍSICA

#### MARTES 26/05/2020 RETO IMPROVISACIÓN 3 - RAP 'O SABOR DA AVENTURA ESTÁ NO MAR'

## Últimas improvisacións:

Déixovos tamén a ligazón á páxina dos arroases, por se buscades inspiración e/ou información. https://osabordaaventuraestanomar.xunta.gal/gl/os-arroases

#### IMPROVISACIÓN 5:

- - Xurelo.
- - Humor.
- - Diversión.
- - Vitamina B3.

#### IMPROVISACIÓN 6:

- - Lirio.
- - Tranquilidade.
- - Saúde.
- - Profundidade.

#### IMPROVISACIÓN 7:

- - Sardiña.
- - Vitamina B12.
- - Forza.
- - Redes.

#### Realiza un vídeo coas 3 improvisacións e envíao antes do Mércores 27 ás 13:00 h.

#### MÉRCORES 27/05/2020 IOGA (PARTE I)

Aínda que creo que todos sabedes que é o ioga, déixovos unha pequena introdución.

O ioga é unha práctica que conecta o corpo, a respiración e a mente. Esta práctica utiliza posturas físicas, exercicios de respiración e meditación para mellorar a saúde xeral. O ioga desenvolveuse como unha práctica espiritual fai miles de anos. Hoxe propóñovos esta pequena táboa de IOGA Realiza unha foto e envíaa por Classroom . Data límite mércores 27/05/2020 as 14:00h

## Que teñades unha boa semana.
# Policy on Research Animal Adoption

## I. Policy Statement

In alignment with the American College of Laboratory Animal Medicine (“ACLAM”) position statement supporting the adoption of research and teaching animals, the University of Puget Sound, through its Institutional Animal Care and Use Committee (“IACUC”), encourages its researchers to place for adoption animals that have participated in research or teaching, provided that the animal is deemed eligible for adoption, and provided that the individual adopting the animal has demonstrated that they are capable of providing a suitable home for the animal.

## II. Coverage

This policy applies to all University Community Members as well as any qualified Outside Individuals interested in adopting a research or teaching animal approved for adoption from the University of Puget Sound.

## III. Definitions

Principal Investigator (“PI”): Investigator (“PI”): the scientist or scholar employed by the university responsible for the conduct of research or educational exercise, described in the approved research project. The PI is responsible for all programmatic and administrative aspects of a project or program. Outside Individual: Individual: For purposes of this policy, these are individuals who are not currently a University Community Member as defined within. Protocol: For the purposes of this policy, this is the IACUC-approved document describing the objectives, design, and methodology for the research project involving the subject animal. Research Animal(s): Animal(s): An animal kept or brought on Campus for the purpose of research, teaching, or testing. These animals are part of the University curriculum and kept or brought on Campus under the authority of the Provost. University Building(s): Building(s): Any and all structures owned and controlled by the University; provided, however, that University property used for the sole purpose of providing temporary housing for faculty and staff is exempt from this policy and animals in such housing are subject only to any applicable provisions in the University lease agreements (requiring prior approval of pets) for such property so long as the animal is inside the house or on the housing property. University Campus (or “Campus”): Campus (or “Campus”): Any and all University Buildings (permanent and temporary structures) and University Grounds (outdoor spaces including, but not limited to, athletic spaces, sidewalks, and fields) owned and controlled by the University.
– отримання і засвоєння учнями знань про Бога як джерело моралі, про добро і зло у світлі Біблії, про принципи моральної поведінки у ставленні до Бога, до себе, до своїх ближніх, до своєї держави, до природи; – оволодіння знаннями про культуру, історію та реалії народів періоду написання Біблії; – формування навичок та розвиток умінь роботи з Біблією, релігійною та довідковою літературою, підручником, посібником. Освітня мета здійснюється на основі підбору навчального матеріалу, зокрема, біблійних історій, інформації історико-культурологічного характеру, цікавих наукових фактів. Розвиваюча мета реалізовується в процесі розвитку пізнавальної, емоційної та вольової сфери учнів. Передбачається розвиток в учнів: – емоційної сфери: співчуття, співпереживання, радості; – інтелектуальних і пізнавальних здібностей (різних видів уваги, пам’яті, мислення); – готовності до спілкування, взаємодії та співпраці з оточуючими людьми на основі християнських моральних цінностей; – готовність до подальшої самоосвіти і морального самовдосконалення. Виховна мета слугує для виховання в учнів характеру і поведінки у світлі Біблійних моральних цінностей у зазначених сферах: у ставленні до Бога, до себе, до своїх ближніх, до держави та природи. Передбачається виховання в учнів: – культури мислення, спілкування, взаємодії та співпраці на основі християнських моральних цінностей; – рис характеру – доброзичливість, працьовитість, любов до ближнього, співчуття, оптимізм; – ціннісних орієнтацій, почуттів та емоцій учнів. Виховання учнів у процесі викладання християнської етики забезпечується: – підбором навчального матеріалу: біблійних віршів, біблійних історій, прикладів з художньої літератури повчального спрямування, матеріалів культурологічного спрямування, прислів’їв тощо; – застосування у процесі навчання запитань, проблемних завдань, ситуацій, рольових ігор, які вимагають від учня висловлення своїх почуттів, власної думки з питань моральної поведінки. Нагадаємо найголовніші сучасні дидактичні вимоги до уроків духовно- морального спрямування. Урок розпочинається вступною організаційною частиною, мета якої – створення духовної атмосфери християнського спілкування. Етап актуалізації особистісного досвіду учнів передбачає врахування їхніх життєвих пріоритетів, емоційного налаштування та читацьких інтересів. На цьому етапі доцільне використання яскравої наочності, інтерактивних вправ, індивідуальних повідомлень, цікавих життєвих історій, уривків з літературних творів. Етап актуалізації опорних знань може реалізуватись через перевірку домашнього завдання, повторювальну бесіду, індивідуальні відповіді, міні-самостійну роботу з розгорнутою відповіддю на запитання або тестами. Етап мотивації навчальної діяльності передбачає можливу участь учнів у формулюванні теми і мети уроку, первинне
- BYLAE A

######### Fooi ten opsigte van openbare liggame soos per aanhangsel A van die Inligtings regulasies. Aansoek- en toegangstariewe betaalbaar, of vrystelling daarvan, in terme van artikel 22 van die Wet.

No	Beskrywing	Fooi
1	Die tarief vir `n kopie van die handleiding soos bedoel in regulasie 5 ( c ). Per afskrif per A4 bladsy of deel daarvan:	R0-60
2	Die tariewe vir reproduksie soos per regulasie 7 (1), as volg:-
2 (a)	Per afskrif per A4 blad of gedeelte daarvan:	R0,60
2 (b)	Per gedrukte kopie van `n A4 blad of gedeelte daarvan wat op `n rekenaar of elektronies- of masjien leesbare vorm gehou word:	R0,40
2 (c)	Per kopie in `n rekenaar leesbare vorm as volg:-
i. Per stafie disket:	R5.00
ii. Per kompak disket	R40-00
2 (d)	i. Transkripsie van visuele beelde per A4 grootte blad of gedeelte daarvan:	R22-00
ii. Per afskrif van visuele beelde:	R60-00
2 (e)	i. Per A4 afskrif of gedeelte van `n transkripsie van `n klankreproduksie rekord:	R12-00
ii. Kopie van `n klankreproduksie rekord:	R17-00
3	Die tarief betaalbaar deur `n aansoeker, anders as `n persoonlike aansoeker, waarna verwys word in regulasie 7 (2):	R35-00
4	Die tarief betaalbaar deur `n aansoeker waarna verwys word in regulasie 7 (3):
4.1	(a) Per A4 fotokopie of gedeelte daarvan:	R60-00
(b) Per gedrukte kopie van `n A4 blad of gedeelte daarvan wat op `n rekenaar of elektronies- of masjien leesbare vorm gehou word op:	R40-00
(c) Per kopie op `n rekenaar leesbare vorm as volg:-	(i) per stafie disket	R5-00
(ii) per kompak disket	R40-00
(d) Transkripsie van visuele beelde:	(i) Per A4-grootte papier of gedeelte daarvan:	R22-00
(ii) Per kopie van visuele beelde:	R60-00
(e) Transkripsie van klankreproduksie rekord:	(i) Per A4-grootte papier of gedeelte daarvan:	R12-00
(ii) Per kopie van visuele beelde:	R17-00
(f) Om `n rekord op te spoor en voor te berei vir openbaarmaking. Vir elke uur of gedeelte van `n uur, uitgesluit die eerste uur wat redelikerwys nodig is vir sodanige opsporing of voorbereiding:	R15-00
4.2	Vir doeleindes van artikel 22 (2) van die wet, geld die volgende:
(a) Ses uur moet verloop alvorens `n deposito betaalbaar word; en
(b) Een derde van die toegangstarief is betaalbaar deur die aansoeker as `n deposito.
4.3	Die werklike koste ten opsigte posgeld is betaalbaar indien `n rekord gepos moet word aan `n aansoeker.
Alle tariewe is betaalbaar by die kontant kantoor van die Munisipaliteit te Voortrekstraat 49, Swellendam
experienced progress in poverty reduction and human and economic development over the last ten years; notes that the situation of other countries remains critical; notes with satisfaction that the EDF priorities are aligned with the SDG’s values and objectives; 26. Emphasises that the Union’s short-term domestic interests should not be the only driver of its development agenda, and that aid effectiveness principles should be fully applied to all forms of development cooperation; 27. Calls on the DG DEVCO to consider the following points for EDF management to ensure its effectiveness, efficiency and added value:

– illustrate better the complementarity of EDF funding, the coherence of the Union toolbox and synergies with other external aid instruments; – ensure the highest level of regularity and accountability for results for actions funded by the EDF; – invites the Commission in that context to better explain the logical framework underlying its interventions, especially to get a better visibility of the expected long term impacts or sustainability of EDF-financed operations; – include in the next annual activity report a structured assessment of the impact of the activities of the eleventh EDF, with a particular focus on human rights and environmental results achieved; – considers there is still a need for a more systematic approach to the communication of Union´s grant-funded activities to enhance Union´s visibility, and to strengthen transparency and accountability along the chain of funding; – improve the spirit of partnership through the establishment of democratic ownership of the programme and its implementation while ensuring respect for the fundamental values and principles of the EDF;

28. Considers that for infrastructure-related projects financed through the EDF, an independent ex-ante assessment that takes into account the social and environmental impact of the projects, as well as their added value , is essential; considers that funding decisions ought to be correlated to a proper cost-benefit analysis, with projects funded if their implementation is environmentally, financially or socially sustainable; 29. Highlights the highly negative findings by the European Court of Auditors on Public- Partnerships1 Private (PPPs) and the Court’s recommendation “not to promote a more intensive and widespread use of PPPs” inside the Union; calls on the Commission to take this recommendation fully into account when dealing with PPPs in developing countries where the environment for successful implementation of PPPs is even more difficult than inside the Union; 30. Expresses great concern over the fact that in the years 2016, 2017 and 2018 hunger has been on the rise worldwide, with now over 820 million people suffering chronic undernourishment, while at the same time the proportion of Official Development Assistance from the Union and its Member States for food and nutrition security has declined from about 8 % in 2014 to 6 % in 2016, and budgetary commitments for food security under the instruments managed by the Commission having dropped significantly in 2017;
## 6.1.2 Rukhsah Ibadah

Penyampaian cenderahati berbentuk alatan untuk memudahkan mengambil wudhu' dan tayammum sebagai kegunaan oleh para pesakit kepada wakil Indra Gandhi Memorial Hospital

Perbincangan bersama wakil Indra Gandhi Memorial Hospital
Сіздің назарыңызға ұсынамыз! назарыңызға ұсынамыз! 1. Сұраныстағы олимпиада номері және толық тақырып әр тапсырманың жоғары жағында қойылған 5 - я Республиканская олимпиада для всех классов номермен сәйкес келуі тиіс! Мысалға, (для казахских классов) казахских классов) 2. Дипломдар екі тілдің бірінде ғана беріледі (орыс немесе қазақ), сол себепті өтініш қай тілді қаласаңыз сол тілде жазылады, марапаттау құжаты да сіздің қалаған тіліңізде тапсырылады. 3. Дипломдарда автоматты түрде анкетадағы мәліметтер көшіріледі, сол себепті өтінішті мұқият толтырыңыздар. Құжаттарда жіберілген қателер, қатысушы өзі жіберсе, қосымша 50% ( толық бағадан) көлемінде ақы төлейді. 4. Өтініш пен жауаптар тек Word форматында ұсынылуы тиіс. Басқа формалар қабылданбайды. 5. Қатысу үшін мына құжаттарды электронды поштаға жіберу қажет: Center@olimpkaz.ru а) көшірме немесе фото түбіртектер б) өтініш мен дұрыс жауап бланкісі (қатысушының орындаған жұмысын жіберудің қажеті жоқ) в) берілген олимпиада тапсырмасы Ережеге сай рәсімделмеген материалдар қателерің түзету үшін қайта қайтарылады.

## Өтініш және жауап бланкілерін толтыру үлгілері Өтініш және жауап бланкілері (оқушылардың дипломдарын рәсімдеуге) Нұсқалары : Егерде бір немесе бірнеше оқушы болса

Олимпиаданың нөмірі мен толық атауын көрсетіңіз! 5 - я Республиканская олимпиада для всех классов (для казахских классов)
Оқу орнының орналасқан жері (облысы, қала, ауыл)	Қазақстан Республикасы Тараз қаласы
Білім беру мекемесінің толық атауы	«Мектеп - лицей №64» КММ
Жетекшінің аты - жөні, тегі толық (дайындығы үшін дипломды рәсімдеу)	Асанова Сауле Қайратқызы
Қызметі	қазақ тілі мен әдебиеті пәні мұғалімі
Қосымша ақпарат (қалауынша)

Жауаптары : Пәні: математика Сынып: 5 Қатысушының тегі, аты: Аманжолова Бибинур

1	2	3	4	5	6	7	8	9	10
А	*	*	*
Б	*	*	*
В	*
Г	*	*	*

Пәні: математика Сынып: 6 Қатысушының тегі, аты: Арыслан Нурлан

1	2	3	4	5	6	7	8	9	10
А	*	*	*
Б	*	*	*
В	*
Г	*	*	*
- 2. Daňovník je povinný na výzvu správcu dane bezodkladne predložiť inventárny zoznam evidencie nevýherných hracích prístrojov.
- 3. Daňovník je povinný označiť každý nevýherný hrací prístroj na viditeľnom mieste štítkom, kde musí byť uvedené obchodné meno prevádzkovateľa, sídlo resp. miesto podnikania, IČO, dátum začatia prevádzkovania nevýherného hracieho prístroja a výrobné číslo.

### § 6 Zrušovacie ustanovenie

Týmto VZN sa zrušuje Všeobecne záväzné nariadenie Obce Turček č. 4/2011 zo dňa 13. 12. 2011 O ostatných daniach na území obce Turček.

### § 7 Záverečné ustanovenie

Obecné zastupiteľstvo v Turčeku sa uznieslo na vydaní tohto VZN na svojom zasadnutí dňa 13. 12. 2012 uznesením č. 99/2012 písm. f) a toto VZN nadobúda účinnosť dňom 1. 1. 2013.

Oľga Wagnerová starostka obce
SPORT PREMIUM FUNDING Summary 2020/2021 – Maylandsea Primary School

Primary PE & Sport Grant Awarded
Wheatley Hill Primary Teaching & Learning policy

######## Our Base Classroom Environment

Across our school, we aim to ensure that all classrooms, group learning areas and whole school areas are spaces that everyone can use to learn and be proud of. All classes across the school should have:

- 1. A communication friendly base classroom - Calm colours and a strong emphasis on natural materials and elements – the reason for this is because many of our children can become over sensitive to bright colours so a calming environment is more suitable to learning. We value natural materials and plants because these are “real” and we encourage children to celebrate and protect our natural world. Classrooms will have a space, where pupils can talk with peers, reflect on learning or support their behaviour and emotional regulation.
- 2. A quiet space including a dedicated area, which supports Reading for Pleasure / Topic Specific Books / Accelerated Reading System - These spaces will provide a quiet learning environment for pupils with additional needs and will be set up in line with the needs of the pupils in your class. Classrooms will also have a range of books that children can choose to read for pleasure during ‘Choice’ time. Topic / Curriculum specific books will also be available and could include artefacts, which pupils can use to answer questions or study further about topics. Additional items could also include puppets, role play characters and story sacks. Classrooms will have a reading area, where their AR books will be available for pupils to access. This area will be organised, well presented and promote the love of reading.
- 3. A group table – Each base will have a group table for ‘big table sitting’. This can be used for group work and daily interventions with the children. This table can be used for lunch time.
- 4. Work stations - Children will have work stations for INDEPENDENT work. Younger bases may only need 1 communal work station, where as the older bases may need one per child. Please refer to the work station policy to set up your workstations.

########## *See ‘Work stations at WHP’ for further information.

- 5. Continuous Provision / Practical Learning appropriate to the ability levels / needs in the classroom. E.g. the use of a water tray to support/challenge learning in Yr3 would be significantly different to Yr6. Are your areas purposeful and appropriate for the children in your base?
- 6. A working wall display- This should reflect the work currently being studied in each of the subjects and outline the learning journey. It should include:
- • Children’s questions.
- • Key vocabulary.
- • Visuals and artifacts to stimulate thinking.
- • Photographs.
- • Showcased pupil work.

16
- • კლიენტების ან მომწოდებლების არქონა ან მატი მცირე რაოდენობა • კლიენტების ან მომწოდებლების არქონა ან მატი მცირე რაოდენობა
- • გარიგებები რომლებიც გაერთიანებულია კომპანიის მართვის მაღალ • გარიგებები რომლებიც გაერთიანებულია კომპანიის მართვის მაღალ , დონეზე
- • მსგავსი ბიზნეს ერთეულები • მსგავსი ბიზნეს ერთეულები
- • ბიზნეს ერთეულის დამოუკიიდებელი ხელმძღვანელები , რომელთაც ბიზნეს • ბიზნეს ერთეულის დამოუკიიდებელი ხელმძღვანელები , რომელთაც ბიზნეს პროცესებზე გადაწყვეტილებებს დამოუკიდებლად არ იღებენ
- • კონტროლი ბიზნეს პროცესის დიზაინზე • კონტროლი ბიზნეს პროცესის დიზაინზე
- • სტანდარტული სტრუქტურა , ამასთანავე - მონაცემების განკარგვა ხდება • სტანდარტული სტრუქტურა , ამასთანავე - მონაცემების განკარგვა ხდება ლოკალურად ( საოპერაციო ერთეულის დონეზე ) და ამავე დროს , მონაცემები მთლიანი ბიზნესის მონაცემმებთან აგრეგირდება
- • მიღება ცენტრალიზებულად იმართება • მიღება ცენტრალიზებულად იმართება IT
Investigações em Ensino de Ciências – Vxx (x), pp. xx-xx, 20xx

Observação importante: importante: todos os elementos gráficos que não forem do próprio autor, sejam adaptações ou extrações de alguma obra, precisam ter a autoria referenciada na respectiva legenda. Exemplo: Figura 3 – Legenda descritiva (adaptado/extraído de Araujo & Veit, 2010, p.2). A referência completa deve ser listada na seção “Referências” do artigo.

## Agradecimentos

Agradecimentos a pessoas e agências de fomento, podem ser feitas aqui.

#### REFERÊNCIAS

Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research on teaching. In Gage, N. L. (Ed.), Handbook of research on teaching (171-246). Chicago: Rand McNally.

Costa, S. S. C., & Moreira, M. A. (2006). Atualização da pesquisa em resolução de problemas: informações relevantes para o ensino de Física. In Atas do I Encontro Estadual de Ensino de Física – RS (p.153. Porto Alegre, RS, Brasil.

Feynman, R. (1967). The character of physical law. Cambridge: MIT Press.

Greca, I. M., & Moreira, M. A. (2002). Mental, physical, and mathematical models in the teaching and learning of physics. Science Education, 86(1), 106-121.

Mcdermott, L. C. (2000). Bridging the gap between teaching and learning: the role of physics education research in the preparation of teachers and majors. Investigações em Ensino de Ciências, 5(3), 157- 170. Recuperado de http://www.if.ufrgs.br/ienci/artigos/Artigo\_ID62/v5\_n3\_a2000.pdf

3
By Nancy Burns

During this life-changing Covid time, we are all looking for activities to keep our minds occupied. Some of us write, some crochet, some create beautiful art objects, some of us cook, and some just read or watch TV. No matter what we do, it is mostly done with the attempt to keep from going stir-crazy during this pandemic. As someone who loves to dance and just listen to good music, I recently saw featured on GMA television Jason Derulo, a singer and dancer. His music caught my attention as it was so upbeat, and I also loved the story behind it.

While the talented Jason Derulo was spending time in his home, as most of us are doing these days, he decided to create a video with song and dance. The song is called “TAKE YOU DANCING” and the video shows Jason and his dance partner dancing through his bedroom, kitchen, and around his home. The additional reason this music and story caught my attention is because Don and I love to dance and often dance through our apartment.

Don and I met at the Dallas NFB convention in 1993 after being introduced by Christine Hall, a mutual friend. This convention featured a Texas-style barbecue complete with food, beer, and a live Western band. Don and I danced and were immediately attracted to one another that fun- filled evening. Don was living and working in Alamogordo, New Mexico, and I was living in Burbank, California. I had just completed my Master’s degree and had left the California Department of Rehabilitation in order to search for other employment opportunities.

After the convention, Don and I stayed in touch with nearly daily phone calls. On one such call he mentioned that a position at the Commission for the Blind had just become available. I applied for and was accepted as an Independent Living Teacher based out of the Alamogordo facility. I packed up my Burbank home and moved to New Mexico. Shortly after moving there, Don and I were married. We had known each other for only three months, but it just seemed right.

I soon met and became friends with Commission staff. Many of my new friends also loved to dance, and Saturday night at the Desperado became a weekly fun event. After working in Alamogordo for a year, Don and I moved back to Southern California, where we danced in several Western clubs in the L.A. area. Eventually we again relocated, this time to Albuquerque,
Municipality/Rural Municipality survey

राि$%यपनुिनमा+ण-ािधकरण, केि12य आयोजना काया+1वयन ईकाई

अनुदान&यब)थापनतथा)थानीयपुब.धार

Inspection engineers नीरीXण इिqजिनयरह(cid:212)
Social Mobilisers सामािजक पgरचालक
Information ManagementPer sonnel

- 26. पनु िन0मा0णका लािग पािलकाले गरेका Bमखु ि(cid:192)याकलापहb के के ह“न?् What are the key activities carried out by municipality on reconstruction?

ि(cid:146)याकलापहZ Activities	आ(cid:147)नै पहल\ अqय िनकायको सहयोग Own initiation/ supported by external agency	अqयिनकायको सहयोग भए, स.ं था\िनकायको नाम If external, Supporting agency/organization name	कैिफयत Remark s
पनु िन0मा0ण स\बिqध तािलम, अिभमखु ीकरण आिद Reconstruction related training or orientation	आ(cid:181)नै ☐ आ(cid:181)नै ☐ (cid:131)ोत) िनकाय)
पनु िन0मा0ण स\बिqध बैठकहb Reconstruction related meetings	आ(cid:181)नै ☐ आ(cid:181)नै ☐ (cid:131)ोत) िनकाय)
वेबसाईट िडजाइन र होिjटंग Website design and hosting	आ(cid:181)नै ☐ आ(cid:181)नै ☐ (cid:131)ोत) िनकाय)
सचू ना (cid:133)यवjथापन तथा सचू ना (cid:133)यवjथापन Bणाली Information Management and MIS	आ(cid:181)नै ☐ आ(cid:181)नै ☐ (cid:131)ोत) िनकाय)
पािलकाको वािषक0 योजनामा पनु िन0मा0ण स\बिqध ि(cid:192)याकलापहbको मलू Bवाहीकरण Mainstreaming reconstruction related activities in municipal annual plan	आ(cid:181)नै ☐ आ(cid:181)नै ☐ (cid:131)ोत) िनकाय)
jथानीय jतरमा िवपद जोिखम qयणू ीकरण योजनाको िनमा0ण (एलिडआरएमिप) वा अqय योजनाहbFormulation of local DRR plan (LDRMP) or other DRR plan	आ(cid:181)नै ☐ आ(cid:181)नै ☐ (cid:131)ोत) िनकाय)
िडजाईनको jवीकृित\िनमा0ण jवीकृित का लािग पािलकाको आ(cid:181)नै मापद•ड वा नीित Municipality’s own policy or standard for Design approval/ building permit	आ(cid:181)नै ☐ आ(cid:181)नै ☐ (cid:131)ोत) िनकाय)

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