ahmedheakl/docatlas_instruct huggingface dataset:
Num Num 2 Lire, écrire et décomposer les nombres jusqu’à

## Pour lire et écrire des grands nombres, on regroupe les chiffres par classe. Chaque classe comprend les unités, les dizaines et les centaines.

tnemertua erdnerppA

Classe des mille	Classe des unités
Centaines	Dizaines	Unités	Centaines	Dizaines	unités
2	5	7	3	9

Le nombre du tableau s’écrit en chiffres 25 739

On laisse un espace entre les classes

Pour t'assurer que tu as bien compris ta leçon, et pour l'apprendre, tu peux essayer de faire cette activité.

nosiam al A

Ce nombre se lit et s’écrit:

On ajoute le nom de la classe

Complète : 2 569 = deux- …………………….. – cinq - ……………………… - soixante - ………………… 58 147 = ………………………….. –huit mille - ……………….. – quarante-…………………. Ecris les nombres en chiffres : Vingt-cinq-mille-trois-cent-dix-huit : ……………………………………….. Quatre-vingt-deux-mille-six-cent-trois : ……………………………………

On peut décomposer un nombre :

#### 25 739= (2x 10 000) + (5 x 1 000) + (7 x 100) + (3 x 10) + 9

- ou (25 x 1 000) + (7 x 100) + (3 x 10) + (9 x 1)

retlusnoc à oédiV

http://www.dailymotion.com/video/x2 0zr5n\_lire-et-ecrire-les- nombres\_school
## Opdrachten by les 4

A. Frysktaligen: foar jim is it belangryk dat jim it Fryske wurdbyld foar eagen krije. Dêrfoar is it belangryk dat jim in soad Frysk skriuwe. Jim krije dêrom diskear de opdracht om it ferhaal Read flewiel yn paragraaf 1 oer te skriuwen. Mei de hân, net op 'e kompjûter! Net in leuke opdracht, wol in nuttige! Net-Frysktaligen: foar jim is de opdracht om it ferhaal Read flewiel yn goed Nederlânsk oer te setten.

B. Folje yn it folgjende stikje w/ww of neat yn:

##### De liu... en de do...

Yn bistetún 'Goedlibben' ha.....e in protte bisten har ferbliu...: kamielen, apen, pau...en, oaljefanten, tigers en liu...en. Ien liu... hjit fan Liu...e. Hy rint faak troch syn koai en wriu...t dan mei syn kop tsjin de traaljes. Dan giet er lizzen en lit de kop op in grou...e stien sakje. Hy sjocht de ...olken oan de blau...e loft foarby driu...en. ...ite miu...en sweevje oer de huzen. Ik .....oe, tinkt Liu...e. Boppe de stêd fleane fjou....er do.....en. Ien fan dy dowen hjit fan Bo....e. Hy fljocht al oeren boppe bosken, greiden en gebou....en. ....urch lit er him op de ....yn driu...e. Soed er it do...ehok ...ol helje? Dan sjocht er de liu...en yn de koai. Liu...e leit mei syn kop op in stien te sliepen. Ik ....oe, tinkt Bo...e. (Ut: Skriuwtaal)

C. Folje yn: ea/je, ie/ji, oe/uo, oa en ferdûbelje it bylûd as dat nedich is: 1. De tr.....nen rûnen him oer de wangen fan de k.....ld. 2. De grouwe b......re fan ús b......rman is juster op 'e str….te d.….riden. 3. Wy g.....ne teg......re nei de ts…..rke yn it d......rp. 4. Mei de fûle st..…rm fan ......rjuster binne ts......n b......mkes omwaaid. 5. De sk.…le krige in s.....d nij b…..rtersg.….d fan de b.....rgemaster. 6. Do m….tst de leppels en f......rken by de b......rden lizze. 7. Yn 'e h.…rst wurde de b…...men h.....ltyd k......ler. 8. Op de l.….der b......re Jeltsje mei de b......r in gat yn 'e m......re. 9. Dy langtr......derige ferhalen fan dy l..…raar d......ren f..rstente lang. 10. Yn myn sl.....p dr…..mde ik dat ik op 'e m.....ne …..n it k......tsen w..….

- D. Lear de oersettingen yn paragraaf 5 út 'e holle en betink dan hoe't je yn moai Frysk sizze kinne:
- 1. De heer en mevrouw Willemsen hebben er zin in.
- 2. Ik hou echt fantastisch veel van haar.
- 3. 'Schat, het eten was verrukkelijk,' zei ik tegen mijn vrouw.
- 4. 'Gaat u voor, meneer,' zei ik tegen de bejaarde.
- 5. Dit is de conversatiezaal voor de senioren.
- 6. Shit, wat gaat het beroerd met mij, zeg!
- E. set de ûndersteande sinnen oer yn it Standertfrysk:
- 1. Ze wilde hem niet laten gaan.
# Monday: May 4, 2020

Math Nearpod Access Code: JTIHP Common Core Standards Addressed: 4.NBT.6 Student Objective for this Lesson: Students will be able to state the steps needed to divide one group into two equal groups.

Social Studies Nearpod Access Code: JKUDL Common Core Standards Addressed: 4.3d Student Objective for this Lesson: Students will be able to state what made George Washington a successful first president and leader.

Science Nearpod Access Code: YXUVJ Common Core Standards Addressed: 4.1a, 4.1d Student Objective for this Lesson: Students will be able to describe positive and negative charges and explain why static electricity makes your hair stand up.

English Nearpod Access Code: FQWJC Common Core Standards Addressed: RL.4.1 Student Objective for this Lesson: Students will be able to use their background knowledge (schema) and textual and pictorial clues to draw conclusions.
## GRADUATE PROGRAM ASSESSMENT PLAN TEMPLATE

Every graduate program assessment plan should have the following key components:

- • Mission Statement
- • Program Description
- • Program Objectives
- • Student Learning Outcomes
- • Methods of Assessment (Direct and Indirect Measures)
- • Timeframe for Data Collection and Analysis
- • Use of Assessment Data
- 1. Mission Statement: The mission statement should concisely state the name and purpose of the program. Example: The mission of the WSU MS CP in dietetics is to prepare competent dietetic practitioners who are capable in promoting optimum health and wellness for individuals and communities through the integration of nutrition and exercise physiology in a variety of dietetic career paths. (Coordinated Program in Dietetics, Nutrition and Exercise Physiology)
- 2. Program Description: The plan should include a 1-2 paragraph description of the program, highlighting the focus of the program, how it is delivered, its intended market, whether it is professionally accredited, and other unique aspects of the program that would be important for assessment.
- 3. Program Objectives: Program objectives are specific statements indicating what the program wants to accomplish, and they are related to the program’s mission statement.
- 4. Student Learning Outcomes: Student learning outcomes are the accumulated knowledge, skills, and attitudes that students develop during a course of study in the program. Essentially, SLOs tell us what students will learn in the program. SLOs should not be confused with program objectives, which are focused on what the program will accomplish. SLOs should be written as specific, measureable statements describing what students will be able to do upon action verb completion of the program. Each SLO should contain an and a learning statement. analyze and evaluate For example, upon completion of the PhD in XX, students will be able to the literature relevant to their area of study.
- 5. Methods of Assessment: Every assessment plan needs evidence to demonstrate student learning at the program level. This evidence can be in the form of a direct measure of student learning or an indirect measure of student learning.
- • Direct measures include data that show specific student progress in achieving the student learning outcomes (SLOs) set by the program. For graduate programs, direct measures may include a preliminary or qualifying examination, a master’s capstone or research project, a final examination (oral and written), a thesis or dissertation, manuscripts and published
kulturopfattelse, er ikke alene etniske minoriteter, der kulturopfattelse, er ikke alene etniske minoriteter, der selvom de udtrykker ' skal tilpasse sig. Det handler om, at vi alle sammen skal tilpasses ' (SA:Rie).

Vi kan i tråd med vores identificerede diskurs hos de etniske minoriteter om at bevare sine oprindelige kulturværdier nævne, at etniske minoritetsborgere, der ikke ønsker at have deres børn i fritidsklub ikke nødvendigvis handler om en barriere for en dansk kulturnorm. Vi mener, at det lige såvel kan handle om, at de etniske minoritetsforældre vælger at værne om traditioner i hjemmet. Dette er et eksempel på diskursens konstruerede lighed om, at det er vigtigt at bevare sig selv i et fremmed land og finde en harmoni, der giver mening i ens liv. I en kontekstuel kulturforståelse kan værnet om kulturelle traditioner i hjemmet lige såvel være en identitetsmarkør hos den enkelte, der i konkrete møder mellem mennesker viser sig at være relevant for den enkeltes integration (Skytte 2007:23).

Den relativistiske kulturforståelse underbygger med sit fokus på kultur som et afgrænset homogent univers med egne værdier og traditioner en etnocentrisk fordom om etniske minoriteter. Egenskabsforklaringer kan som tidligere beskrevet føre til en konstruktion af brudlinjen mellem 'os og dem' . For særligt vores yngre etniske minoritetetsinformanter skaber dette et dilemma i deres selvforståelse:

Hvad er jeg overhovedet? Nogle siger jeg er dansker, og andre siger, at jeg ikke er, og jeg hader det (EM:Isra ) og mange gange kommer folk hen til mig og siger 'du er født i DK, du er dansker' samtidig med , at andre siger 'du er født i DK, men det betyder ikke, du er dansker' (EM:Mira).

I modsætning til den kontekstuelle kulturopfattelse bliver etniske minoriteter i den relativistiske kulturopfattelse defineret udefra; fx på grænserne mellem mørk og lys hudfarve (Skytte 2007:23) Med andre ord bliver vores informanters selvforståelse et billede på, at majoriteten i et samfund har mulighed for at påvirke konstruktionen af kultur og etnisk selvforståelse. Ifølge de yngre etniske minoriteter betyder det, at selvom de er opvokset og måske født i Danmark, og i højere grad betragter sig selv som danske, alligevel alene på baggrund af deres nationale slægtshistorie eller udseende bliver betragtet '(…) snarere kommer til at fungere som udlændinge. Vi fristes derfor til at mene, at kultur som en spændetrøje, der fastholder mennesker i specifikke kulturelle mønstre, værdier og
- Ø самостійність оціночних суджень.

Вказані компоненти покладені в основу чотирьох рівнів навчальних досягнень: початкового, середнього, достатнього і високого. Відповідно до Критеріїв оцінювання навчальних досягнень учнів в системі загальної середньої освіти в загально-дидактичному плані ці рівні визначаються за такими характеристиками:

- Ø І рівень – початковий (1–3 бали). Відповідь учня фрагментарна, характеризується початковими уявленнями про предмет вивчення. Вміння несформовані, рівень самостійності навчальної діяльності низький;
- Ø ІІ рівень – середній ( 4–6 балів). Знання неповні, поверхові. Учень відтворює основний навчальний матеріал, але недостатньо осмислено, не вміє самостійно аналізувати, робити висновки. Здатний розв’язувати завдання за зразком. Володіє елементарними вміннями навчальної діяльності.
- Ø ІІІ рівень – достатній ( 7–9 балів). Учень знає істотні ознаки понять, явищ, зв’язки між ними, а також самостійно застосовує знання в стандартних ситуаціях, володіє розумовими операціями (аналізом, синтезом, абстрагуванням, узагальненням тощо), вміє робити висновки, виправляти допущені помилки. Відповідь учня повна, правильна, логічна, обґрунтована, проте без елементів власних суджень. Він здатний самостійно здійснювати основні види навчальної діяльності.
- Ø ІV рівень - високий ( 10–12 балів). Знання учня є глибокими, міцними, системними; учень вміє застосовувати їх для виконання творчих завдань. Його навчальна діяльність позначена вмінням самостійно оцінювати навчальні ситуації, явища, факти, виявляти і відстоювати власну позицію. Застосування цих критеріїв дозволяє оцінити навчальні досягнення учнів у вигляді кількісного показника – кількості балів за 12- бальною шкалою оцінювання.
########## Theatre 433b – Costume Design II Spring 2020 - Thursday 2:00 - 4:50 PED 114e

#### Instructor: Christina Haatainen-Jones Office: PED 114F Office Hours: Tues./Th. 12:00 - 2:00 by appointment Contact Info: haataine@usc.edu mobile: 818-468-6756

########## Course Description and Overview

Designing theatrical costumes based on historic period and character development, as well as interpretive designs, with an emphasis on clearly communicating ideas from research through drawing and fabric selection. Projects include character analysis from a designer’s viewpoint, character breakdowns, budgeting, and construction solutions. We will also have in-class lessons on rendering materials and techniques to enhance the students’ ability to communicate their designs more effectively.

########## Learning Objectives

This course will provide students with the skills to enter the professional arena by understanding how a costume can become a viable element of the storytelling through character design. The student will also practice the verbal and visual presentation of their ideas. They will gain an understanding of how to break down a script and analyze each character's motives and movements and how the costume design can facilitate the story.

########## Prerequisite(s): THTR 33I - Costume Design I; THTR 433a - Costume Design II Required Readings and Supplementary Materials

Ingenue Marcia Dixcy Jory Ingenue Marcia Dixcy Jory in White: Reflections of a Costume Designer Aesop’s Fables Sketchbook/Paper Drawing and painting supplies

Grading Breakdown In-class Projects 45 pts Aesop’s Fable Design 20 pts Production Designs 15 pts Final Project 20 pts \_\_\_\_\_\_ TOTAL 100 pts
Weekly Spelling, Punctuation & Grammar Tasks – aim to do one per day	Weekly Writing tasks – aim to do one per day
• some of these tasks to learn how to use • some of these tasks to learn how to use some more prefixes. Watch the video that explains what a preposition • is. Now make a list of as many prepositions as you can think of. Look at the reading book ‘Why Do My Ears Pop?’ • from the reading tasks. Can you spot the prepositions in the book? Write 10 sentences using different prepositions • about this picture: Example: The cat is sitting on the moon and dangling a spider from a string. Play and practise words from the year 3 and 4 • statutory spelling list.	Focus: Non-Fiction Go outside if you can (otherwise go into a room alone). • Sit quietly and listen to everything around you. Make a quick list of all the sounds you hear. Focus on even the quietest rustle. Then write a sentence about each sound to describe what made it, E.g. As dry as paper, the crispy leaves rustle gently in the breeze. Look at this image. It is a page from a non-fiction book. • What features can you see? What is the job of each feature? E.g. sub-headings tell you what each section of text is about. Watch the video about exploring the ear and write a • description of a journey into an ear! Imagine what you would see, hear, smell, feel at each point on your journey. Plan and write a report that explains how we hear things. • You can use any information sources you have used this week. Make sure you have a title, introduction, sub- headings, diagrams with labels and give lots of facts. Make your work attractive so that people want to read it. This piece of work will probably take you 2 sessions to complete.
Learning Project to be done throughout the week
• place one finger on your throat or Adam’s apple and hum. You should be able to feel a vibration. Now • place one finger on your throat or Adam’s apple and hum. You should be able to feel a vibration. Now stretch a rubber band between your fingers and pluck it. You should now see, feel, and hear the vibrations. A vibration is a rapid back-and-forth motion. When you hum or speak, it makes the vocal cords in your throat vibrate. When you pluck the rubber band, it vibrates. The vibrations from an object, such as a rubber band or vocal cords eventually reach our ears by vibrating the air and we hear them as sounds. If there was no air, we could not hear anything! Watch this video to get a better explanation. Today you are going to make an ‘ear’ to see how we hear things. You will need: a cardboard tube, an elastic band, sticky tap, a plastic bag or clingfilm, a piece of thick card, some kitchen foil, paper.
Num Num 14 Lire écrire et décomposer les nombres décimaux

Un nombre décimal est composé d’une partie entière et d’une partie décimale. La virgule sépare les deux parties. Pour connaître la valeur des chiffres dans le nombre, on utilise un tableau de numération.

Partie entière	Partie décimale
centaines	dizaines	unités	dixièmes	centièmes
5	6,	7	8

Le nombre 56,78 se lit « 56 virgule 78 » ou « 56 unités et 78 centièmes ». Un nombre décimal reste inchangé si on ajoute ou si on retire des 0 après la partie décimale.

Pour t'assurer que tu as bien compris ta leçon, et pour l'apprendre, tu peux essayer de faire cette activité.

nosiam al A

#### Ex : 1, 60000000 = 1,6 765,070 = 765,07

Ecris sous la forme d’un nombre décimal. a)2 unités et 4 dixièmes \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ b) 26 centièmes \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ c) 12 unités et 3 centièmes \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ d) 95 dixièmes \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Our second spotlight member is Nathalie Martin. Nathalie is a busy mom of three kids, thirteen chickens, two cats, and two puppies. She was born in Toronto, Ontario, in Canada. She moved to the United States and spent ten years in Nevada, where she met her husband. She later moved around because of her husband’s job, ending up here in New Mexico.

Nathalie began losing her sight around age twenty, when she learned she had the beginnings of Myopic Degeneration. Her vision would continue to decline over the years until she had her second child. She left work to become a stay-at-home mom around the same time when her sight declined enough that she had to stop driving.

Nathalie is the president of the San Juan Chapter, and she says she became president before she knew much about the chapter or the NFB itself. She says that she seriously considered not doing it, but decided to take a chance. She has never regretted it. Because the San Juan Chapter is more of a chapter at large, it presents certain difficulties. For example, she says it is harder to organize fundraisers due to the chapter being unable to meet in one place. The chapter has members in Farmington, Shiprock, Crownpoint, and other towns. Nathalie is currently working with the Commission for the Blind so that she can return to school to finish her bachelor’s degree, and she plans on working in blindness rehabilitation.

## POLL RESULTS

### Serious Question

Please tell us one thing that has helped you find peace or joy, amidst all the chaos and difficult circumstances this year.

Staying home hoping and praying that they will find a good vaccine for this virus. I have faith that they will.

I think the thing that has helped me get through the pandemic is the walks that we have tried to do every day. We walk a mile to a mile and a half every day that we can.
118	Laqonda daşı Ø180x6 yonucu ГОСТ21963 -82	ədəd	1000	Uyğunluq və keyfiyyət sertfikatı (ehtiyac olduğu halda nümunə təqdim olunucaq)
119	İtiləyici.daş 300x40x127(sadə) ГОСТ 2424-83	ədəd	30	Uyğunluq və keyfiyyət sertfikatı (ehtiyac olduğu halda nümunə təqdim olunucaq)
120	ədəd	30	Uyğunluq və keyfiyyət sertfikatı (ehtiyac olduğu halda nümunə təqdim olunucaq)
121	İtiləyici.daş 400x40x127(sadə) ГОСТ 2424-83	ədəd	30	Uyğunluq və keyfiyyət sertfikatı (ehtiyac olduğu halda nümunə təqdim olunucaq)
122	İtiləyici.daş 400x40x203(sadə) ГОСТ 2424-83	ədəd	30	Uyğunluq və keyfiyyət sertfikatı (ehtiyac olduğu halda nümunə təqdim olunucaq)
123	İtiləyici.daş 300x40x127(pobedit) ГОСТ2424 -83	ədəd	30	Uyğunluq və keyfiyyət sertfikatı (ehtiyac olduğu halda nümunə təqdim olunucaq)
124	İtiləyici.daş 350x40x127(pobedit) ГОСТ2424 -83	ədəd	30	Uyğunluq və keyfiyyət sertfikatı (ehtiyac olduğu halda nümunə təqdim olunucaq)
## INSPEKTORATI SHTETËROR SHËNDETËSOR

## LISTË VERIFIKIMI PËR SUBJEKTET QË PRODHOJNË DHE IMPORTOJNË PRODUKTE BIOCIDE DHE KRYEJNË SHËRBIME BIOCIDE NËSHËNDETIN PUBLIK

- • LIGJI 95/2015 DATË 17.09.2015 ' PËR SHËRBIMET DHE PRODUKTET BIOCIDE NË SHËNDETIN PUBLIK'
- • LIGJI 7643 DATË 02.12.1992 'PËR INSPEKTIMIN SANITAR', I NDRYSHUAR.
- • VKMNR. 742 DATË 06.11.2003 'PËR DISA SHTESADHE NDRYSHIME NË VKM692 DATË 13.12.2001 'PËR MASATEVECANTATË SIGURIMIT DHETË MBROJTJES SË SHËNDETIT NË PUNË'.
- • VKMNR. 639, DATË 07.09.2016, ' PËR PËRCAKTIMIN E RREGULLAVE, TË PROCEDURAVE E TË LLOJEVE TË TESTEVE EKZAMINUESE MJEKSORE, QË DO TË KRYHEN NË VARËSI TË PUNËS SË PUNËMARRËSIT, SI DHE TË MËNYRËS SË FUNKSIONIMIT TË SHËRBIMIT MJEKSOR NË PUNË'.
- • RREGULLORE HIGJIENO SANITARE NR.8 DATË 25.06.1993 'PËR KONTROLLIN MJEKSOR DHE LËSHIMIN E LIBREZAVE SHËNDETËSORE'.
- • UDHËZIM I MINISTRISË SË SHËNDETËSISË NR.510 DATË 13.12.2011 'PËR INSPEKTIMET HIGJIENO SANITARE NË FUNKSION TË LËSHIMIT TË AKT MIRATIMIT HIGJIENO SANITAR'
- • UDHËZIM I MINISTRISË SË SHËNDETËSISË NR 184 DATË 16.06.1998, ' KËRKESA PËR USHTRIMIN E AKTIVITETIT PRIVAT PËR SHËRBIMET DDD'.
- • UDHËZIM NR.2 DATË 25.06.2004 I MINISTRISË SË SHËNDETËSISË DHE MINISTRISË SË PUNËS DHE CËSHTJEVE SOCIALE, 'PËR ZBATIMIN E VKM 742 DATË 06.11.2003 'PËR DISA SHTESADHE NDRYSHIME NË VKM692 DATË 13.12.2001 'PËR MASATEVECANTATË SIGURIMIT DHETË MBROJTJES SË SHËNDETIT NË PUNË'.

NR. 1	BAZA LIGJORE Ligji 95/2015 datë 17.09.2015 neni 20/2 dh	PYETJE A është subjekti i licensuar sipas legjislacionit në fuqi ?	PO	JO
## KAPITEL 6

### Analyse

### Analyseoperation 1

Denne beskrivende diskursanalyse vil identificere de integrationsforståelser, der viser sig for os på niveauerne som hhv. repræsenterer regeringens og Aalborg Kommunes 12 integrationspolitik samt integrationslovgivningen (makroniveau), indhentet empiri fra socialarbejdere ansat i Aalborg Kommune (mesoniveau) samt etniske minoriteter bosiddende i Aalborg Kommune (mikroniveau). Analyseoperation 1 går således ud på at identificere fælles integrationsforståelser, samt de forskelle (diskurser om) integrationsforståelser betegner. Forskelle der viser sig for os i vores datamateriale samt hos vores informanter, ser vi både som forskelle, der betegner vores forskellige kategoriseringer af integrationsforståelser såvel som forskelle, der optræder indenfor en diskurs. Sagt på en anden måde ser vi forskelle som 'streg' mellem to elementer, som illustrerer en differens i en diskurs (Andersen 1999:101).

#### Socialpolitiske dokumenters forståelse af integration

Af Elisabeth Bilde

Vi indleder vores analyseafsnit med en analytisk gennemgang af integrationsforståelser, der kan spores i de socialpolitiske dokumenter. Dokumenterne kan siges at udstikke