ahmedheakl/docatlas_instruct huggingface dataset:
Et overordnet mål på integrationsområdet er, at børn, unge, voksne og ældre med anden etnisk baggrund end dansk får mulighed for at udvikle sig ud fra netop deres personlige og kulturelle forudsætninger - herunder at de lærer at tale og forstå dansk (…) Således, at den enkelte får en reel og lige mulighed for at opnå arbejde og uddannelse og i det hele taget at indgå i samfundslivet som ligeværdig borger (Aalborg Kommune 2005:5).

Positiv særbehandling er i Aalborg Kommune en integrationspolitik, der skal bryde med barrierer, kommunen fx oplever, etniske minoritetsborgere møder på arbejdsmarkedet og i . 'Mange opgiver eksempelvis at tage en erhvervsuddannelse, fordi uddannelsessystemet de har svært ved at få en praktikplads - alene pga. deres baggrund. Der er således fortsat behov for at få brudt disse barrierer' . (Aalborg Kommune 2005:4) Bearbejdningen af aktivt disse barrierer er indsatser, der eksempelvis er rettet mod, at de etniske minoriteter ' via uddannelse, information, projekt- og praktikforløb arbejder på at forbedre deres muligheder for at komme i job' (Aalborg Kommune 2005:11).

##### Fællesskab &samarbejde vs. 'os og dem'

Fælles for de socialarbejdere vi er i kontakt med er, at de understreger, at de i det sociale arbejde med etniske minoriteter tager udgangspunkt i de ressourcer, den enkelte besidder. De er alle enige om, at fokusset på ressourcerne hos den enkelte kan være med til at fremme vedkommendes lyst til integration og deltagelse i samfundet. Denne måde at tale om integration på hænger sammen med den hegemoniske intervention om integration som vekselvirkning, fordi socialarbejderne gennem deres fokus indtager en subjektposition, der har til opgave at formidle lovgivningen og integrationspolitikkernes krav, pligter og rettigheder til etniske minoriteter som borgere i Danmark.

Vi identificerer i analyseoperation 1 en diskurs om et konstrueret 'os og dem' som integrationsforståelse. Socialarbejdere indtager i diskursen en subjektposition, der tager udgangspunkt i, at kulturforskellighed er en ressource, borgeren med anden etnisk baggrund dansk kan trække på. De giver dertil udtryk for, at de etniske minoriteter de er i kontakt med kan have en negativ forståelse af at have en anden etnisk baggrund end dansk i Danmark. Dette er en tendens vi også får bekræftet hos nogle af de etniske minoriteter, vi er kontakt med:
odabrati održive materijale i podržati kampanju održ ivog razvoja u modnoj industriji. Za planiranje nabave potrebno analizirati stanje raspoloživog materijala u skladištu modne tvrtke i izraditi plan potreba. Zadatak: Polaznik će urediti i ažurirati bazu podataka količina osnovnog i pomoćnog materijala te pratećeg pribora modne tvrtke, r ačunalno obraditi podatke te g rafički i tablično prikazati obrađene podatke. Istražiti ponudu održiv ih materijala i modnih trendova sportske muške odjeće korist eći društvene mreže . Analizirati dostupne kampanje održivog razvoja u modnim brendovima sportske muške odjeće. Na temelju analize trendova muške sportske odjeće
izabrati najpovoljnije ponuđače i poslati im elektroničkom poštom zahtjev za ponudu. Odabirom prikladne ponude
ažurirati bazu podataka modne tvrtke.

Skup ishoda učenja iz SK -a 2: Digitalna modna ilustracija - 1 CSVET boda / do 25 sati
Ishodi učenja
1. Analizirati reprezentativne primjere (ikonične) digitalne modne ilustracije
2. Primijeniti digitalne alate za crtanje u ilustriranju modne ideje
3. Izraditi modne tehničke crteže digitalnim alatima
Dominantan nastavni sustav i opis načina ostvarivanja ishoda učenja Aktivnim metodama poučavanja (situacijska didaktika - učenje temeljeno na radu, projektna nastava, iskustveno učenje/praktični rad/vježbe i sl.) i primjenom andragoških načela polaznicima se potiče razvoj digitalnih vještina u predstavljanju modnih ideja i kolekcija . Individualnim razgovorima i grupnim/timskim aktivnostima (suradničko učenje) se dodatno jačaju strukovne i informacijsko komunikacijske kompetencije. Od polaznika se očekuje aktivno sudjelovanje u procesu učenja, poučavanja i vrednovanja postignuća, redovito pohađanje svih oblika nastave i sistematiziranje modnih ideja i komponiranje u kolekciju modnih proizvoda korištenjem digitalnih alata . Ako polaznik pred sobom ima teškoću koju ne može samostalno svladati, nastavnik ga usmjerava prema mogućem rješenju. Također, nastavnik polaznika prati u radu te daje povratne informacije ouspješnosti u izvođenju SIU Digitalna modna ilustracija. Polaznicima će, uz neposredno pohađanje teorijske nastave u učionici, biti omogućeno praćenje nastavnih sadržaja putem online prijenosa u stvarnom vremenu, putem aplikacija i alata za virtualno učenje na odgovarajućim platformama i odgovarajućim programskim alatima (npr. Zoom, Microsoft Teams i sl.). Ovakav način komunikacije omogućava interektivnost kroz zvučnu, vizualnu i pisa nu ( chat ) komunikaciju uz korištenje računala (tableta ili
pametnog telefona) i kao i uživo na n astavi. Nastavne cjeline/teme	Internet veze. Polaznici su dužni sudjelovati na nastavi i poštivati sva pravila u učionici na daljinu Modni stilovi o Struktura modne kolekcije o Modna ilustracija o o
o i tehnički crteži odjeće digitalnim alatima o i tehnički crteži odjeće digitalnim alatima Osobni porfolio digitalne modne ilustracije o
Welke mogelijkheden hebben wij in de zorg voor betekenisvolle verbindingen als cliënten zich in de samenleving moeten bewegen? In deze workshop vertelt Gerson Gilhuis, Geestelijk Verzorger bij Arkin in Amsterdam, over zijn ervaringen met het project “Luistergroepen” in Amsterdam-Noord. Stichting Hart voor Noord creëert in samenwerking met de geestelijk verzorger en maatschappelijke organisaties veilige plaatsen in de wijk voor verbinding, solidariteit en het delen van lief en leed. – Een project waarmee het werken aan verbinding door kan gaan, maar dat nooit door een geestelijk verzorger alleen tot stand kan komen. Met wie wordt er samengewerkt en welke lessen zijn daaruit te leren? In de tweede helft van de workshop delen we vragen en ‘beste ervaringen’.

### Gerson Gilhuis is geestelijk verzorger bij Arkin

## Workshop 5: Marc van de Giessen en Marie-Jose van Bolhuis. Digitaal pionieren

Geestelijke verzorging maakt altijd keuzes vanuit schaarste. In GGZ Noord Holland Noord hebben we bijvoorbeeld 2.4 Fte voor 8.000 patiënten. Het motto van GGZ NHN is: herstellen doe je thuis. Naast bezoek aan klinische setting en woonvormen, heeft de geestelijke verzorging een digitaal aanbod.

- • Digitaal spreekuur (telezorg) (1.600 accounts voor ambulante patiënten)
- • Digitale Groepen levenskunst alleen en in samenwerking met ervaringsdeskundigen/ activiteitenbegeleiding
- • Online community met cliënten (chocolade voorde ziel)
- • Digitale Kerkdiensten

Hoewel we het niet willen missen is dit pionieren niet alleen een succesverhaal. We zijn afhankelijk van behandelaars om een account aan te maken. Is het moeilijk om ons domein te positioneren bij Digi-team. Behandelaren hebben slecht zicht op ons aanbod. We delen graag ervaringen hoe wij in samenwerking met andere disciplines onze cliënten bedienen.

### Marc van de Giessen en Marie-Jose van Bolhuis zijn geestelijk verzorgers bij GGZ Noord Holland Noord
Municipality/Rural Municipality survey

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

अनुदान&यब)थापनतथा)थानीयपुब.धार

- 28. पनु िन0मा0णको स\बqधमा तपाईको पािलकालाई सबैभqदा मह˜वपणू र त˜काल आवpयकताहb के के ह“न?् (Bाथिमकताका आधारमा १, २, ३ अकं न गद (cid:216)Bाथिमकता तो}नहु ोस)् What are the most important and immediate needs that your municipality requires related to reconstruction (Rank based on the priority- 1 for most important)?

सहयाताको Xे|उपXे|\ Sector/Sub-sector of support	Bाथिमकताका आधारमा अकं न Ranking based on priority(1,2,3….)	आवpयक सहायताको Bकार Type of support required
सचू ना (cid:133)यवjथापन Information management
योजना (Planning)
नगरपािलकाबाट केq(cid:135)मा संचार स\पक0 (Communication from municipality to centre)
भवन संिहताको काया0qवयन (Building code implementation)
िफIड िjथत कमच0 रीका लािग Bािविधक सहयोग (Technical support for fieldstaff)
डकमˆलाई Bािविधक तािलम (Technical training for masons)
अqयका लािग Bािविधक तािलम (उIलेख गन0हु ोस)् -Technical training for others (specify)
बैठक\काय0शाला\ अिभमखु ीकरण सहजीकरण (Meeting / workshop / orientation facilitation)
िजिवकोपाज0न \ रोजगारीको सजृ ना (Livelihoods / employment generation)
Other (अqय)-

- 29. Any other comments (अqय कुनै िट(cid:215)पनी भएमा):

पद Designation	नाम: Name	स\पक0न\बर: Contact Number	हjताXर Signature
मये र \ गाउँपािलका Bमखु Mayor / Gaunpalika Pramukh
Bशासक(cid:210)यअिधकृत÷ Prasasakiya adhikrit
ईिqजिनयर

## अनुसचु - १ ी

यो सवWXण फाराम भदा0, यसै फाराममा संलtन अनसु चु ी १ Bयोग गरी गाउँपािलका\नगरपािलकाको पनु िन0मा0ण स\बिqध Xे|गत काय0(cid:192)म स\पqन गनW समयावधी साथै िज\मवे ार िनकाय, संभािवत जोिखम तथा अपेिXत उपलि…ध सिहतका गाउँपािलका\नगरपािलकाको २०७५- ७६ को jवीकृत गgरएको रणनीितक काय0योजना पेश गन0 ुह“न समते आ‹ह गदछ0 (cid:218)।

28-Aug-18 Page 12 of 12
ASSIGNMENT: Research a show you’d like to design to round out your portfolio. Be prepared to pitch why you made your choice and how you’re going to approach the design.

WEEK 4 - Feb. 6 Present your production through research. Begin exploring the narrative nature of your design choices. ASSIGNMENT: Complete costume list of main designs and begin making thumbnail sketches exploring best poses to create the mood you’d like your drawings to evoke.

WEEK 5 - Feb. 13 Bring your research, breakdown and sketches to class IN CLASS: Present (pitch) your design and strategy. Be prepared to answer questions about your choices and talk about the script and how you’re serving the words. Begin completion of costume plates of selected costumes. Work on most effective poses to showcase your design intent.

WEEK 6 - Feb. 20 IN CLASS: Draw backviews and construction drawings of your designs. Consider closures and begin making fabric and pattern selections.

WEEK 7 - Feb. 27 IN CLASS: View “The Making of Warhorse” Discuss construction challenges for present and past projects.

WEEK 8 - Mar. 5 Review current SDA production in process. Refine drawings based on fabrics, patterns and stock items being used. Arrange costume on dress form and work on effective rendering techniques to fully represent your design.

WEEK 9 - Mar. 12 Update on both productions being worked on - realized and paper projects. IN CLASS: Reinvent your designs for different venues as assigned in class.

Mar. BREAK Mar. BREAK 16-20

WEEK 10 - Mar. 26 Presentation of portfolio projects in class. Explore your chosen presentation style for the impact you want your costumes to create.

WEEK 11 – Apr. 2 Discussion Day - Future professional work and how to sell yourself as an artist with your specific gifts and insights.

WEEK 12 - Apr. 9 Bring portfolio, resumes, business cards to show and get feedback in class.
муниципальной программы Старощербиновского сельского поселения Щерби- новского района «Обеспечение безопасности населения на территории Старо- щербиновского сельского поселения Щербиновского района». 3 Общему отделу администрации Старощербиновского сельского поселе- ния Щербиновского района (Шилова И.А.) настоящее постановление: 1) разместить на официальном сайте администрации Старощербиновского сельского поселения Щербиновского района в информационно-телекоммуника- ционной сети «Интернет» (http://starsсherb.ru), в меню сайта «Муниципальные программы», «Изменения», «2022 год»; 2) официально опубликовать в периодическом печатном издании «Инфор- мационный бюллетень органов местного самоуправления Старощербиновского сельского поселения Щербиновского района». 4. Постановление вступает в силу на следующий день после его официаль- ного опубликования и распространяется на правоотношения, возникшие с 1 января 2022 г..

Глава Старощербиновского сельского поселения Щербиновского района Ю.В. Зленко
Allonby Primary School

The school ensures that all staff classed as ‘users’ of DSE equipment:

- a) Have access to a safe workstation that meets the minimum requirements of the Health and Safety (Display Screen) Regulations;
- b) Undertake an annual DSE self–assessment;
- c) Can request a paid eyesight test and payment for the cost of single vision spectacles if these are required for DSE work.

Interactive white boards will be fixed and used in accordance with the manufacturer’s instructions. Staff should ensure that they familiarise themselves with the relevant user guidance. All display screens and interactive whiteboards must be shut down when not in use, rather than being left on standby, both to save energy and reduce the risk of fire.

########## References and Useful Links

########## Cumbria Schools Safety Advice Note SAN(G) 13 - Display Screen Equipment in Offices HSE Website - http://www.hse.gov.uk/msd/dse/

##### INFORMATION TECHNOLOGY (IT)

The following precautions are taken in relation to IT:

- § The layout of equipment will be appropriate with sufficient room for each student;
- § IT rooms will be kept in good condition and tidy with no trailing leads;
- § Seating will be suitable, i.e. height and comfort adjustable for individual users;
- § Lighting levels will be adequate for the types of activities undertaken;
- § Heating levels and ventilation will be adequate;
- § Combustible items in the IT workroom will be stored appropriately;
- § The server unit is housed appropriately, e.g. where it cannot overheat, away from combustible materials, wires kept tidy etc.;
- § If laptops are provided to pupils for use outside of school, we ensure that pupils are provided with information on the safe and proper use of laptop computers. We will make available separate keyboards, mice and monitor-raisers.

########## References and Useful Links Cumbria Schools Safety Advice Note SAN(G) 20 - Safe Use of Laptop Computers School’s Internet Use and E-Safety policies

##### PHYSICAL EDUCATION (PE) AND PLAY EQUIPMENT

The ‘AfPE Safe Practice in Physical Education’ guidance will be followed. The responsible person will ensure that staff have had relevant training in any specialised activities (e.g. climbing, trampolining etc). Records will be kept of qualification and renewal dates.

Pupils will be instructed in safe movement of equipment where they undertake this task. Staff will supervise the erection and dismantling of PE equipment and not allow children to do this on their own (unless their age and capabilities allow). The teacher in charge will ensure that there are sufficient children involved in moving the equipment to avoid any strain or discomfort, and will themselves assist in the actual process of erecting and dismantling.

Risk assessments will be undertaken for all PE activities and suitable control measures implemented.

Clear written guidance, rules and procedures for use of equipment will be provided.

There will be adequate supervision of activities, and staff will be competent to lead activities in their

Model School Health and Safety Policy – Arrangements Part 2 Version 3

29 May 2018 © Cumbria County Council
- having a person hired just to handle membership. The new budget includes money for a grant writer.
- Motion to approve the 2020 budget: Susan Baxter Gibson
- Second: Neil Smith
- Motion passed: 6-0
- 6. HOA Committee:SusanBaxter Gibson explained the problems that the committee had that was established to generate ideas for events at the Cultural center. Now the presidents of the 3 phases will keep control of the programs that the center puts on.
- 7. New Business:Bill DeMare stated that it is time for the board to do the executive director’s review. EvelynBless stated that the governance committee is meeting in November to do this.Bill mentioned that there was talk of moving the Chocolate Festival to the park in February. Bill said that the center won’t do any HOA events at the park. The chocolate festival will not be an HOA event in 2020.
- 8. Unfinished Business: Evelyn Bless stated that she has moved documents to Google Drive and wants to know if the board can access it. Problems and good points with Octoberfest this year were discussed.
- 9. Round Robin:Bill DeMare announced that Howl and Growl will be held at the park this Saturday. There will be vendors, a dog parade, a band, and it starts at 3:00; the band starts at 7:00. Paul announced that Nunsense starts tomorrow night and runs through the weekend at the studio. Craig mentioned a successful event at the park that he attended with people and their therapy dogs that used one of the pavilions. Evelyn Bless stated that yesterday was “Make Your Dog’s Day”. Sophia Denicolo mentioned the need for activities at the center for families with young children. Susan Baxter Gibson mentioned that 5 tickets are left for Motown. She also asked board members to attend the Veterans Day activities. There is a need for male singers to participate in the production of Titanic next month; Susan stressed that this is not the movie version. Bill DeMare thanked the board for the work done this past yearat noted that the center is running very smoothly.
- 10. Adjournment:5:45
- Submitted by:

Linda Delapenha, Recording Secretary
Edificio Administrativo San Caetano, 1-2º 15781 SANTIAGO DE COMPOSTELA Teléfono 981 545227 - Fax 981 545225

GRUPO II

CATEGORÍA PROFESIONAL PERSOAL LABORAL:	ESCALA DE PERSOAL FUNCIONARIO EQUIVALENTE
II - 01 : Director - administrador.Director/a de centro social. Director/a casa xuventude. Director/a de centro. Director/a clínica deportiva. Xefe de servizo administrtivo do IGAEM.	Corpo de Xestión da Administriación Xeral da C.A. de Galicia (subgrupo A 2)
II - 07: titulados/as de grao medio.
II - 21: Monitor/a ocupacional
II - 37: Titulado medio de formación ocupacional
II - 02: ATS. Enfermeiro/a. Practicante. DUE	Corpo Facultativo de Grao Medio de Administración Especial da C.A. de Galicia - Escala de Técnicos Facultativos - Especialidade de Enfermería (subgrupo A 2 )
II - 06: Educador/a Profesor/a especial	Corpo Facultativo de Grao Medio de Administración Especial da C.A. de Galicia. - Escala de Técnicos Facultativos - Especialidade de Educadores (subgrupo A 2 )
II - 11: Fisioterapeuta	Corpo Facultativo de Grao Medio de Administración Especial da C.A. de Galicia. - Escala de Técnicos Facultativos - Especialidade de Fisioterapia (subgrupo A 2 )
II - 13: Logopeda	Corpo Facultativo de Grao Medio de Administración Especial da C.A. de Galicia. - Escala de Técnicos Facultativos - Especialidade de Logopeda (subgrupo A 2 )
II - 17: Asistente/a social	Corpo Facultativo de Grao Medio de Administración Especial da C.A. de Galicia. - Escala de Técnicos Facultativos - Especialidade de Traballo Social (subgrupo A 2 )
II - 20: Terapeuta ocupacional	Corpo Facultativo de Grao Medio de Administración Especial da C.A. de Galicia. - Escala de Técnicos Facultativos - Especialidade de Terapia Ocupacional (subgrupo A 2 )
II - 27: Técnico/a superior diplomado/a en informática	Corpo de Xestión da Administración Xeral da C.A. de Galicia. - Escala de Xestión de Sistemas de Informática - (subgrupo A 2 )
II - 39: Técnico/a forestal defensa contra incendios forestais	Corpo Facultativo de Grao Medio de Administración Especial da C.A. de Galicia. - Escala de Enxeñeiros Técnicos - Especialidade de Enxeñería Técnica Forestal (subgrupo A 2 )
II-08: director/a garderia II-40: Mestre/a especialista en educación infantil.	Corpo Facultativo de Grao Medio de Administración especial da C.A. de Galicia - Escala de Técnicos Facultativos - Especialidade Mestre Educación Infantil (A 2).

2
be found at the following link: https://johnhallbodyofwork.blog/2020/06/01/wip-11-the- chaos-behind-the-reconstructed-order/

Learning Outcome 2: Outcome 2: demonstrate comprehensive knowledge of your area of specialisation and be able to situate your own work within a larger context of practice in your field

I was asked to defend my work in the coursework, and the area I think which will come under the most scrutiny is the composite technique I employed and the ethics of using it. In the following post I compared my composite making approach with other practitioners of this technique to draw conclusions about where my work stood artistically: https://johnhallbodyofwork.blog/2020/07/14/defending-my-work-are-composites-deceptive- or-artistic/

I conducted research into the element of chance within my work and other's work. By considering how chance affects my project, especially with the incorporation of a tripod into my workflow, I realised there was a chance factor of which people appear in the frame. The composite approach adds to this process because of how the various people within the frame relate to one another. I contextualised how my work incorporates chance by comparing it with other practitioners working with chance. My research into chance can be found at the following link: https://johnhallbodyofwork.blog/2019/11/26/chance/

While working on the 'Showing Not Telling' part of the course I looked at how text can relate to image to form a diegesis. I was still using diptychs as a way to present my work then, but I feel my learning what a diegesis is showed me the potential combining image and accompanying image could have on offering insight into my project. My realisation came about after reading an essay and I compared my project as it stood with another project that used repeat photography with portraits. Ultimately, reading about this and implementing it into my practice enabled me also to see how my body of work fit into an artistic context. My notes and realisations about using text to form a diegesis with image can be found at the following link: https://johnhallbodyofwork.blog/2020/04/07/showing-not- telling-text-and-image-to-form-diegesis/

Learning Outcome 3: Outcome 3: transform abstract concepts and ideas into rich narratives and integrate them in your images
- 21. Įmonė netoleruoja bet kokių korupcijos formų ir principingai siekia užkirsti joms kelią tiek įmonės viduje, tiek išorėje. Įmonėje yra skatinama sąžininga verslo politika ir skaidrus bendradarbiavimas su valstybinėmis institucijomis.
- 22. Įmonė vykdydama veiklą bendradarbiauja su organizacijomis, kurių požiūris į verslą yra etiškas ir socialiai atsakingas.

3