ahmedheakl/docatlas_instruct huggingface dataset:
- 3. Ogólna charakterystyka programu naprawczego. (Co, w jaki sposób i dlaczego zamierzasz zrobić wcelu rozwiązania zdiagnozowanego problemu?)

………….………………………………………………………………………………………………………………………………………… ………………………………….………………………………………………………………………………………………………………… ………………………….………………………………………………………………………………………………………………………… ………………………………………………….………………………………………………………………………………………………… ………………………………………….………………………………………………………………………………………………………… ………………………………………………………………….………………………………………………………………………………… ………………………………………………………….………………………………………………………………………………………… ………………………………………………………………………………….………………………………………………………………… ……………………………………………………………. ………………………….………………………………………………………………………………………………………………………… ……. ………………………….………………………………………………………………………………………………………………………… …….

- 4. Komentarze po przeprowadzeniu lekcji naprawczych. (Czy i w jakim stopniu zaproponowany program naprawczy okazał się skuteczny? Uzasadnij odpowiedź.)

Komentarz po pierwszej lekcji: ………….………………………………………………………………………………………………………………………………………… ………………………………….………………………………………………………………………………………………………………… ………………………….………………………………………………………………………………………………………………………… ………………………………………………….………………………………………………………………………………………………… ………………………………………….………………………………………………………………………………………………………… ………………………………………………………………….………………………………………………………………………………… ………………………………………………………….………………………………………………………………………………………… ………………………………………………………………………………….………………………………………………………………… ……………………………………………………………. ………………………….………………………………………………………………………………………………………………………… …….
#### Mentoring

Mentoring can provide valuable support to dyspraxic and ADDer students. For example, it can help students with organisational challenges, which can be very great at times, and with building their self-esteem. It is often no good just telling a student how to plan and organise: they may need somebody to help them every day with life-skills and practical support.

My mentor is using this programme with me, and it’s beginning to change my life. William

#### Counselling

Counselling - especially Cognitive Behavioural Therapy (CBT), or neuro- linguistic programming (NLP) - can make a real difference to ADDer and dyspraxic students. Other types of more discursive therapy can be counter-productive and frustrating.

######## I couldn’t get a handle on my studies until my counsellor sat down with me and explained thoroughly (…) what areas are affected by ADD. A junior history major (cited in Nadeau ed. 1995:299)

A CBT programme designed specifically for ADDers (and also very helpful for dyspraxic people) has been produced by two AD(H)D specialists, Susan Young and Jessica Bramham. The programme is called AD(H)D in Adults: A psychological guide to practice (2007.) The programme includes combating negative thinking; anger and anxiety management; social skills training; time management and prioritisation; problem-solving; and relaxation therapy. There is a companion website with downloadable materials for clients and therapists.

The section of the programme on time management is different from other time management training, in that a reward system is incorporated into the time planning process. A time plan is made of progressive small steps towards set goals and includes external strategies, such as using alarm clocks and mobile phones.

#### Diet

Diet can make a big difference. For example, fatty acid supplements such as Eye q and MorEPA can aid concentration and memory. (For more information on this, see Richardson 2003b).

Dyspraxics, especially if they have overlapping Autistic Spectrum Disorder, are more likely than others to have intolerances to wheat and

Colley, M. (2009) Dyspraxia & AD(H)D in post 16 education. Journal of Inclusive Practice in Further and Higher Education. Issue 2.1. pp. 32-56.
032	2 02 45144 04 0000 150	Межбюджетные трансферты, передаваемые бюджетам городских округов на комплектование книжных фондов библиотек муниципальных образований
032	2 02 45146 04 0000 150	Межбюджетные трансферты, передаваемые бюджетам городских округов, на подключение общедоступных библиотек Российской Федерации к сети Интернет и развитие системы библиотечного дела с учетом задачи расширения информационных технологий и оцифровки
032	2 02 45160 04 0000 150	Межбюджетные трансферты, передаваемые бюджетам городских округов для компенсации дополнительных расходов, возникших в результате решений, принятых органами власти другого уровня
032	2 02 49999 04 0000 150	Прочие межбюджетные трансферты, передаваемые бюджетам городских округов
032	2 04 04099 04 0000 150	Прочие безвозмездные поступления от негосударственных организаций в бюджеты городских округов
032	2 04 04099 04 9000 150	Прочие безвозмездные поступления от негосударственных организаций в бюджеты городских округов при реализации программ местных инициатив
032	2 07 04050 04 0000 150	Прочие безвозмездные поступления в бюджеты городских округов
032	2 07 04050 04 9000 150	Прочие безвозмездные поступления в бюджеты городских округов при реализации программ местных инициатив
032	2 18 04010 04 0000 150	Доходы бюджетов городских округов от возврата бюджетными учреждениями остатков субсидий прошлых лет
032	2 18 04020 04 0000 150	Доходы бюджетов городских округов от возврата автономными учреждениями остатков субсидий прошлых лет
032	2 19 60010 04 0000 150	Возврат остатков субсидий, субвенций и иных межбюджетных трансфертов, имеющих целевое назначение, прошлых лет из бюджетов городских округов
- Part 1

## Introduction

#### 1.1 Why are we looking into this issue?

1.1.1 Tasmanians never need to think about the way their sex or gender is described in 1.1.1 Tasmanians never need to think about the way their sex or gender is described in their birth certificate. For people whose sex characteristics conform to a traditional understanding of ‘male’ or ‘female’, and accord with their understanding of their own gender, what official documents say about their sex or gender is rarely a cause for concern. Similarly, most Tasmanian children and their parents will not face decisions about whether 1.1.2 to undertake surgery on a child born with sex characteristics that vary from the ‘norm’. This is not the case for all Tasmanians. Intersex, transgender and gender diverse people may have an understanding of their own 1.1.3 gender that conflicts with the sex they were assigned at birth. Some do not identify with any particular gender at all. For these Tasmanians, producing identification documents in everyday situations, such as enrolling in school or university, opening a bank account, or applying for a job, can be distressing if those documents record a different sex from the gender with which they identify. There is increasing acceptance that sex and gender are different concepts, and that neither 1.1.4 concept is confined to binary classifications. However, there is often a lack of understanding of the breadth of variation of sex characteristics and gender identity. This can result in poorly implemented policy and treatment of intersex variations as ‘disorders’ which require surgical intervention to normalise. The Institute recognises the diverse experiences of individuals within the intersex, trans 1.1.5 and gender diverse communities and the many challenges faced by these communities. Discrimination can put gender diverse and intersex people at risk of physical and mental health conditions and prevent them from fully participating in and contributing to public life. The Yogyakarta Principles create a universal guide to the application of human rights 1.1.6 principles and legal standards on sexuality and gender identity. Significantly, the Yogyakarta Principles recognise that a person’s gender identity is integral to their personality and that persons
## OSU Wooster Campus Safety Committee January 19, 2022

Attendees:

- • Scott Wolfe
- • Jim
- • Cassi Sewell
- • Mike Klingman
- • Mike Kauffman
- • Royce Thornton
- • Deana Hudgins
- • Kesia Hartzler
- • Lee Wilson
- • Brian Gwin
- • Mark Schleppi
- • Kent McGuire

Minutes:

- • 2nd • 2nd Mike Ka. and Lee – approval of minutes from November 2021 Meeting.
- • Next meeting – March 16 @ 9:30 am
- • Safety Showers not tested since 2015 in Williams
- o also not tested in last year o also not tested in last year
- o will follow up with Tony in facilities to check on how this is being done o will follow up with Tony in facilities to check on how this is being done
- • Website – Transferred this committee website to the College Safety website – Kent and Cassi maintain the College safety website and will make changes to the committee page as needed. If Columbus campus creates a CFAES Safety Committee, this will allow both campus committee pages to be in the same location and same formatting
- • EHS Updates
- o Cassi has meeting scheduled Thursday 9:30 – to go over Haz Comm plans with shop o Cassi has meeting scheduled Thursday 9:30 – to go over Haz Comm plans with shop managers (not farm managers) – if any other shop managers that need added, let Cassi know and she will invite them
- o Harbors – Cassi reached out to ask Clean Harbors to do a talk like the one they did o Harbors – Cassi reached out to ask Clean Harbors to do a talk like the one they did at University Lab Safety Meeting – will record and hopefully have available for later viewing
- o – second wave of building plans from Roy have been delivered to Cassi – Cassi o – second wave of building plans from Roy have been delivered to Cassi – Cassi will get those forwarded to each building rep for review and changes as needed.
- o working on chemical waste compatibility training – possibly will use training from o working on chemical waste compatibility training – possibly will use training from Department of Chemistry
- o – there was a break in at arboretum over holidays – this is a reminder to always o – there was a break in at arboretum over holidays – this is a reminder to always make sure you check items/inventory regularly and report any problems
7(10)

on olemassa jatkuva uhka siitä, että sotilaskomissariaattiin saapumatta jättäneitä henkilöitä vastaan avattaisiin rikosasioita tai aloitettaisiin hallinnollisen rikkomuksen käsittely. Armeijan edustajien sekä lainvalvontaviranomaisten ja siviilivirkamiesten kerrotaan uhanneen henkilöitä, jotka eivät saapuneet paikalle liikekannallepanoa varten. Korolenko kuvaa tilanteen olevan kaoottinen.28 Ihmisoikeusjärjestö Agoran juristi Pavel Tšikov on todennut Telegram-kanavallaan 8.12.2022 tekemässään julkaisussa, että liikekannallepanoa vältteleviin miehiin ei ole kohdistunut minkäänlaisia poliisin harjoittamia kostotoimia. Syyskuussa 2022 aloitetut rajoitustoimet, kuten maasta poistumisen estämiset Venäjän ja Georgian välisellä rajanylityspaikalla ja Moskovan lentokentillä lopetettiin hyvin nopeasti. Tšikov toteaa, ettei rikosasioita avattu, tai tarkemmin ottaen ne ovat yhden käden sormilla laskettavissa.29

### Miten ulkomailta Venäjälle palaavia asepalvelusikäisiä reserviläisiä on kohdeltu rajalla? Onko raportoitu rajalla tapahtuvasta mobilisoinnista?

Julkisesti saatavilla olevista lähteistä ei löydy tietoa siitä, miten ulkomailta Venäjälle palaavia reserviläisiä on kohdeltu rajalla. Lähteistä ei tässä vaiheessa löydy mainintoja rajalla tapahtuvasta mobilisoinnista. Kuten edellä todetaan, lakimies Mihail Kutškin kertoo 3.11.2022 julkaistussa artikkelissa, että on mahdotonta sanoa varmasti, onko liikekannallepanoa ulkomaille paenneiden turvallista palata Venäjälle vai ei. Kutškin toteaa, että palanneita henkilöitä ei voi tällä hetkellä, liikekannallepanon ollessa päättynyt, kutsua mobilisoitaviksi. Jos liikekannallepanoa päätetään jatkaa, voidaan heidät kutsua mobilisoitaviksi, jos he täyttävät vaadittavat kriteerit. Maasta poistumisesta itsessään ei heille koidu seuraamuksia, sillä Venäjällä ei ollut voimassa virallisia matkustusrajoituksia liikekannallepanon aikana. Jos henkilö jätti menemättä sotilaskomissariaattiin ja poistui maasta saatuaan laillisesti pätevän kutsun, voidaan hänet saattaa vastuuseen hallinnollisesta rikkomuksesta. Jos henkilö onnistui poistumaan maasta sen jälkeen, kun hän oli vieraillut sotilaskomissariaatissa, ja hänestä oli tehty päätös palvelukseen määräämisestä, voidaan häntä syyttää rikoslain 337 §:n nojalla sotilasyksiköstä tai palveluspaikalta luvatta poistumisesta.30 Vastatessa kysymykseen siitä, onko mahdollista, että ulkomailta Venäjälle palaava henkilö vietäisiin lentokentältä tai juna-asemalta suoraan sotilaskomissariaattiin, Kutškin toteaa, että lain mukaan poliisi ei saisi viedä henkilöä sotilaskomissariaattiin. Venäjällä on kuitenkin ilmennyt aiemmin laitonta käytäntöä, jossa poliisi ylittää valtuuksiaan ja vie henkilön sotilaskomissariaattiin.31

### Lähteet

66.ru 23.9.2022. 15 вопросов адвокату «Агоры» о неочевидных юридических аспектах мобилизации. https://66.ru/news/society/256350/ (käyty 30.1.2023).
KN-kode 2020 2020	Veiledende KN selvstendige beskrivelser	Preferansetoll behandling	Tollkvot e
0813.40.95	Tørkede frukter (unntatt nøtter, bananer, dadler, fikener, ananas, guavaer, mangoer, mangostaner, papayaer, tamarinder, kasjuepler, litchi, jackfrukt, sapodilleepler, pasjonsfrukt, stjernefrukt, pitahaya, sitrusfrukter, druer)	X	-
0813.50	Blandinger av nøtter eller tørkede frukter	X	-
0814	Skall av sitrusfrukter eller meloner (herunder vannmeloner), fiske, fryste, tørkede eller midlertidig konserverte i saltlake, i svovelsyrlingvann eller i andre konserverende løsninger	X	-
09	Kaffe, te, maté og krydderier	0 %	-
1001	Hvete og blandinger av hvete og rug.	X	-
1002	Rug.	X	-
1003	Bygg.	X	-
1004	Havre.	X	-
1005	Mais.	0 %	-
1006	Ris.	X	-
1007	Korn av sorghum.	X	-
1008.10	Bokhvete	X	-
1008.21	Hirsefrø, såvare (unntatt korn av sorghum)	X	-
1008.29	Hirse (unntatt korn av sorghum, og frø brukt som såvare)	X	-
1008.30	Kanarifrø	0 %	-
1008.40	Fonio «Digitaria spp.»	X	-
1008.50	Quinoa «Chenopodium quinoa»	0 %	-
1008.60	Rughvete «triticale»	X	-
1008.90	Korn (unntatt hvete og blandinger av hvete og rug, rug, bygg, havre, mais, ris, korn av sorghum, bokhvete, kanarifrø, fonio, quinoa og rughvete «triticale»)	X	-
1101	Finmalt hvetemel og finmalt blandingsmel av hvete og rug.	X	-
1102	Finmalt mel av korn, unntatt hvetemel og blandingsmel av hvete og rug.	X	-
1103	Gryn, grovt mel og pelleter av korn.	X	-
1104.12	Hvetekorn, valset eller bearbeidd til flak	X	-
1104.19	Korn, valset eller bearbeidd til flak (unntatt hvete)	X	-
1104.22	Hvetekorn, avskallet, perlegryn, snittet, grovknust eller bearbeidd på annen måte (unntatt valset, bearbeidd til flak, pelleter og finmalt mel)	X	-
1104.23	Maiskorn, avskallet, perlegryn, snittet, grovknust eller bearbeidd på annen måte (unntatt valset, bearbeidd til flak, pelleter og finmalt mel)	X	-
1104.29	Korn, avskallet, perlegryn, snittet, grovknust eller bearbeidd på annen måte (unntatt valset, bearbeidd til flak, pelleter og havre og mais, og avskallet og halv- eller helslipt ris og bruddris)	0 %	-
1104.30	Kornkimer, hele, valsede, bearbeidde til flak eller malte	X	-
1105	Mel, pulver, flak, granuler og pelleter av poteter.	X	-
15.7.2. привлечение для осуществления уставной деятельности дополнительных источников финансовых и материальных средств; 15.7.3. представление Общему собранию ежегодного бухгалтерского отчета; 15.7.4. организацию проведения очередных и внеочередных Общих собраний членов Союза ; 15.7.5. решение кадровых и других вопросов, не относящихся к исключительной компетенции Общего собрания и Коллегии Союза . 15.8. Решения Исполнительного директора по вопросам его компетенции издаются в форме распоряжений и приказов . 15.9. Полномочия Исполнительного директора могут быть прекращены досрочно решением Общего собрания , по собственному заявлению Исполнительного директора . 15.10. В случае поступления заявления Исполнительного директора о досрочном прекращении полномочий и невозможности (отказе) Исполнительного директора исполнять свои обязанности , Председатель Коллегии назначает исполняющего обязанности Исполнительного директора до момента назначения нового Исполнительного директора Общим собранием . 15.11. В случае если Исполнительный директор предполагает совершение действий, прямо не предусмотренных настоящим Уставом, то он обязан сообщить о своей возможной заинтересованности в этих действиях Председателя Коллегии и осуществлять указанные действия только после положительного решения Коллегии Союза . 15.12. Исполнительный директор не вправе: 15.12.1. приобретать ценные бумаги, эмитентами которых или должниками по которым являются члены Союза, их дочерние и зависимые общества; 15.12.2. заключать с членами Союза, их дочерними и зависимыми обществами любые договоры имущественного страхования, кредитные договоры, соглашения о поручительстве; 15.12.3. осуществлять в качестве индивидуального предпринимателя предпринимательскую деятельность в сфере подготовки проектной документации ; 15.12.4. являться членом органов управления членов Союза, их дочерних и зависимых обществ, являться работником, состоящим в штате указанных организаций.

#### 16. СПОСОБЫОБЕСПЕЧЕНИЯИМУЩЕСТВЕННОЙ ОТВЕТСТВЕННОСТИ ЧЛЕНОВ СОЮЗА

16.1. Для достижения целей, предусмотренных настоящим Уставом, в Союзе применяются следующие способы обеспечения имущественной

21
KN-kode 2020 2020	Veiledende KN selvstendige beskrivelser	Preferansetoll behandling	Tollkvot e
2105.00.99	Spise-is, som inneholder >= 7 %melkefett	0 %+43,00 GBP / 100 kg MAKS 17,8 % + 5,70 GBP / 100 kg	-
2106.10.20	Proteinkonsentrater og teksturerte proteinsubstanser, som ikke inneholder melkefett, sakkarose, isoglukosestivelse eller glukose, eller som inneholder < 1,5 vektprosent melkefett, < 5 vektprosent sakkarose eller isoglukose, < 5 vektprosent glukose eller < 5 vektprosent stivelse	12, 4 %	-
2106.10.80	Proteinkonsentrater og teksturerte proteinsubstanser, som inneholder >= 1,5 vektprosent melkefett, >= 5 vektprosent sakkarose eller isoglukose, >= 5 vektprosent glukose eller >= 5 vektprosent stivelse	0 %+AC (nedsatt)	-
2106.90.20	Sammensatte alkoholholdige produkter av det slag som brukes til fremstilling av drikkevarer, og med en faktisk alkoholstyrke på > 0,5 volumprosent (unntatt produkter på basis av luktstoffer)	16, 8 %MIN 0,80 GBP / % vol / hl	-
2106.90.30	Isoglukosesirup tilsatt smaks- eller fargestoffer	X	-
2106.90.51	Laktosesirup tilsatt smaks- eller fargestoffer	X	-
2106.90.55	Glukose- og maltodekstrinsirup tilsatt smaks- eller fargestoffer	X	-
2106.90.59	Sukkersirup tilsatt smaks- eller fargestoffer (unntatt isoglukose-, laktose-, glukose- og maltodekstrinsirup)	X	-
2106.90.92	Tilberedte næringsmidler, ikke nevnt eller innbefattet annet sted, som ikke inneholder melkefett, sakkarose, isoglukosestivelse eller glukose, eller som inneholder < 1,5 vektprosent melkefett, < 5 vektprosent sakkarose eller isoglukose, < 5 vektprosent glukose eller < 5 vektprosent stivelse	0 %	-
2106.90.98	Tilberedte næringsmidler, ikke nevnt eller innbefattet annet sted, som inneholder >= 1,5 vektprosent melkefett, >= 5 vektprosent sakkarose eller isoglukose, >= 5 vektprosent glukose eller >= 5 vektprosent stivelse	0 %+AC (nedsatt)	-
2201	Vann, herunder naturlig eller kunstig mineralvann og karbonisert vann, ikke tilsatt sukker eller andre søtningsstoffer eller smaksstoffer; is og snø	0 %	-
2202.10	Vann, herunder mineralvann og karbonisert vann, med tilsatt sukker, søtningsmiddel eller smaksstoff, til umiddelbar fortæring som drikke	3,90 GBP / hl	-
2202.91.00.10	Inneholder sukker (sakkarose eller invertsukker)	3,90 GBP / hl	-
2202.91.00.90	Annet	X	-
2202.99.11.11	Fruktsaft eller grønnsakssaft fortynnet med vann eller karbonisert	3,90 GBP / hl	-
2202.99.11.19	Annet	3,90 GBP / hl	-
2202.99.11.91	Fruktsaft eller grønnsakssaft fortynnet med vann eller karbonisert	X	-
2202.99.11.99	Annet	X	-
2202.99.15.11	Fruktsaft eller grønnsakssaft fortynnet med vann eller karbonisert	3,90 GBP / hl	-
2202.99.15.19	Annet	3,90 GBP / hl	-
2202.99.15.91	Fruktsaft eller grønnsakssaft fortynnet med vann eller karbonisert	X	-
2202.99.15.99	Annet	X	-
They can also be poor at sport. However, these difficulties may be less of an issue at college than they are at school or in the workplace.

#### Hyperactivity (AD(H)D only)

Restlessness and constant movement are typical behaviours for many ADDers. Students may find it almost impossible to remain still throughout a lecture, and will begin to fidget or to talk to other students or keep going out ‘to the toilet’. Some may rock in their chairs, drum their fingers, or search their bags for items. They frequently play with things e.g. making paper darts. Some may sit still – but will not follow the lecture because of a stream of thoughts whirling around in their brains. Lecturers and other students are likely to become infuriated by this behavior. Other ADDers will be very tired because they have general sleep problems.

#### Impulsiveness (AD(H)D only)

Impulsiveness is another common feature of ADDer students, who frequently interrupt other students and lecturers in the middle of seminars or lectures. It is almost as if they are speaking their thoughts aloud and cannot control their outbursts. They do not think about whether their remarks are relevant or what reaction they might get. (This issue can also arise because of fear of forgetting a good idea, which is another way in which dyspraxia can overlap with dyslexia.) ADDers often seem to have a need for immediate gratification, which can also lead to addictive behaviour such as substance abuse, over-eating or impulse buying.

They may be very impatient and need constant stimulation when they get bored – which they do frequently. As a result, they can engage in high- stimulation and high-risk situations. They tend to jump from one job, or one interest, to another. ‘They always want to take short cuts, starting in the middle of something rather than the beginning, as this can be very boring’ (Colley 2009: 174-5).

ADDers also react against following rules and procedures; they have a short fuse and can become angry easily and rebel against being told what to do, especially if the rules don’t make sense to them. They can appear very talkative and frequently go off at tangents. Young and Bramham (2007:15) believe that poor impulse control can have serious consequences, because it may result in aggressive and anti- social behaviour such as crime, harm to self and others, and driving accidents.

#### Inattention/distractibility (Both dyspraxia and AD(H)D)

Although ADD is usually seen as an inability to focus attention, it is perhaps more correctly seen as attention inconsistency rather than attention deficit (Hallowell and Ratey 2006:5). In fact, ADDers can also

Colley, M. (2009) Dyspraxia & AD(H)D in post 16 education. Journal of Inclusive Practice in Further and Higher Education. Issue 2.1. pp. 32-56.
### Appendix 1

##### (I) Procedures for dealing with the residue of any drug misuse.

The school grounds will be checked regularly. If any paraphernalia associated with drug misuse e.g. bottles, cans etc., are found they will be disposed of discreetly with ordinary litter. However if 'works' (i.e. needles and syringes) which present a significant health hazard are discovered they will be handled with considerable care i.e. removed by a responsible adult suitably protected by rubber gloves and preferably using tongs. They will be placed in a durable receptacle e.g. biscuit tin and Suffolk Police will be contacted. .

##### Procedures for dealing with any other drug related incident.

Examples of good practice in the event of any drug related incident include the following:

- 1. Consult colleagues.

All teaching staff should be informed in order that they may assist with the response to the incident.

- 2. Investigate

An investigation should establish the facts surrounding the incident. Where suspect substances are found or allegations are substantial the investigation should be formalised. Where this is not the case an internal resolution may be appropriate.

- 3. Evaluate the situation and consider a response.

The Head Teacher should take time to determine an appropriate initial response to the incident. Advice from community agencies e.g. drug support groups may be sought.

- 4. Contact Parents/Carers.

Parents/Carers should be invited to school at an early stage to discuss the incident with staff and other agencies as appropriate.

- 5. Inform Chair of Governors.

Governors need to be informed in order that they may support the actions of the Head Teacher.

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