ahmedheakl/docatlas_instruct huggingface dataset:
are not allowed to remove ear piercings. If piercings cannot be removed because they are new, the area must be taped at home. Spare tape should be brought into school.

## Water Bottles and fresh fruit snack

Water bottles are needed in school every day. Please fill them at home. Juice or fizzy drinks are not permitted. we provide a fresh fruit snack everyday. We provide a different selection week by week. Your child is allowed to bring their own fresh fruit snack from home if you so wish.

## Wellies and spare clothes

Please bring wellies as well as a warm coat for playtime. A spare change of clothing, including underwear is useful. Place them in a named bag which can be hung on your child's peg in the cloakroom. We often use the outdoor area during playtime and lesson time. Your child will wear their wellies outside, even if it’s not a wet day. Please help your child be as independent as possible by providing footwear they can get on and off by themselves. This includes Velcro shoes if they are not yet able to fasten their own laces.

## Contacting us:

Please do not hesitate to get in touch. No matter how big or small, we want to know! A teacher will be at the doors morning and afternoon. If you need a private conversation we are happy to make an appointment. Our telephone number is: 01228 711180 To email the school office please use: admin@thursby.cumbria.sch.uk

If you need to contact a teacher please use : class2@thursby.cumbria.sch.uk. Please be aware that this class email is not manned during teaching hours.

Thank you for your on-going support. It is always appreciated. Mrs Milburn, Miss Gregson and Mrs Carter
## Present:

Committee Members: Mike Kuttel Jr., Kevin Arneson, Mike Anderson, Shana Joy, Darcy Batura, Dave Cass, Elaine O’Neil, Chad Davis, Dave Werntz Committee Staff: Terra Rentz & Andrew Spaeth DNR Staff: Alex Smith, Jen Watkins, Michael Norris, Ashley Blazina, Amy Ramsey, Garrett Meigs, Will Rubin, Guy Gifford, Allen Lebovitz, Josh Anderson, Patrick Haggerty, Derek Churchill, Aleksandar Dozic, Chuck Hersey Guests: Richard Tveten, Brian Spradlin, Shasta Ferranto, Zach St. Amand, Michael Case, Deb Kelly, Paul Dahmer

## Environmental Justice and Forest Resilience Work Group Recommendations

Ashley Blazina, Environmental Justice (EJ) and Western Washington Forest Health Planner, presented on the FHAC EJ Work Group and the recommendations developed as part of our on-going work to develop an EJ and Forest Resilience Implementation Plan.

Blazina provided an overview of “Who are the stakeholders?” and inherent implicit and explicit bias present in our work. To tackle EJ we need to get to the “why.” Why don’t we see more people of color involved in this work? The perspective of stakeholders and partners vary based on our lived experience and our vantage point.

Providing opportunities to listen to and learn from affected communities is an important way for DNR and our partners to support the needs of communities. As it relates to forest health, organizations that have surveyed affected communities have found that wildfire smoke and human health impacts are often one of the most important links identified. The language that we use and how we describe the potential impacts is important, and we need to work together to develop a shared language.

Community assets such as people and human resources, equipment, cultural knowledge, and other resources are part of our consideration of how communities may engage and opportunities to advance EJ and forest resilience. As partners and institutions, we also bring our own values and perspectives to the conversation. Our orientation may be more focused on the past or the present, we may be more focused on certain aspects of our relationship to the environment, and we may be more hierarchical or autonomous.

A few key takeaways to consider in advancing this work include being additive, not repetitive; understanding who the stakeholders are and what the community assets and challenges are; understanding and listening to community concerns. See attached slides for additional information.

Work Group recommendations provided in June, and again in September, were reviewed.
###### Watching the Video and Using the Guide

########## In the guide, there are questions and ideas for each section to help with discussion and conversation. It can be, watched alone, or with a friend or support person. It can also be used by, community groups and organisations.

The information and women’s stories can be useful for self-advocates, friends, advocates, family, support workers, and other people who support and work with women with disabilities.

######### Watching the video and using the guide in a group setting

We know women with disabilities are more likely to have experienced violence and abuse, than, women without disabilities. If you are sharing this video with a group, there are some safety issues you need to think about to prepare for it.

########## 1. What do you need to do to prepare before the day of viewing of the video

a) Create a safe space for women to view the video and put in place some things to support women to feel safe. This is very important both before and on the day of viewing with a group.

b) It is important that you view the video in a small group that is for women only and without disability support workers present. This is because sometimes women won't speak up when their support workers or men are present.

c) Women may become distressed while watching the video and may need to be, referred to a professional counselling service. You can contact a specialist family violence service, or counselling service in your local area. You may be able to organise a counsellor to be available in person or by phone on the day of the viewing to support women who become distressed.

d) Preparing and providing the group with a list of referral contact numbers for services is important. Women may become distressed or upset after the session and need someone to contact and talk to when they leave. You can use the list of supports and services in this guide on page 13.

e) The place where you are viewing the video should have privacy from being, overheard or being, seen by other people if possible. Make sure you and everyone else will feel safe and comfortable in the room you are using to watch the video.

Image: 3 women sitting around a table talking. One of the women has her back to the camera she, is wearing a black long sleeve top, has short brown bobbed hair, and wearing glasses. Another woman, who is sitting in the middle, is wearing glasses, and has her hair pulled back and is wearing a printed colour top in brown and red. The third woman has blond hair tied back off her face wearing an orange long-sleeve top with orange multi-colour scarf around her neck.
Adatkezelő: Dobó István Vármúzeum, Eger, Vár köz 1. 3300 Képviselője: Ringert Csaba A Dobó István Vármúzeum (Adatkezelő) a személyes adatokat a hatályos jogszabályok alapján kezeli. A szerződésben rögzített adatokhoz az adatkezelő munkatársai feladataik ellátásával összefüggésben, a szükséges mértékben hozzáférhetnek. A kezelt adatok köre: név, anyja neve, lakcím, tartózkodási hely,születési idő, hely

Adatkezelés célja: nyilvántartás, szerződéskötés. Az adatkezelés jogalapja: szerződés teljesítése, melyben az egyik fél az önkéntes. Időtartam: 5 év (a „2005. évi LXXXVIII. Törvény a közérdekű önkéntes tevékenységről” című törvény alapján 6§. (6.)) Fogadó szervezet az önkéntesre vonatkozó tényt, adatot, véleményt harmadik személlyel csak törvényben meghatározott esetben vagy az önkéntes hozzájárulásával közölhet. Az önkéntesre vonatkozó adatok statisztikai célra felhasználhatók és statisztikai célú felhasználásra - személyazonosításra alkalmatlan módon - átadhatóak. Gyermekek személyes adatainak kezeléséhez a szülői felügyeleti jog gyakorlójának hozzájárulása szükséges. Az adatkezeléssel kapcsolatos részletes információk a Dobó István Vármúzeum adatvédelmi és adatkezelési szabályzatában olvashatóak, amely a következő helyen érhető el: http://www.egrivar.hu/images/kozerdeku\_adatok/Dobo\_Istvan\_Varmuzeum\_Adatvedelmi\_es\_adatb iztonsagi\_Szabalyzata.pdf

- 15. A szerződő felek a jelen megállapodásban foglaltakat elolvasták és azt, mint akaratukkal mindenben egyezőt írták alá.

Eger,.……………..…………………….

Fogadó szervezet képviselője	Önkéntes
Niepubliczna Szkoła Podstawowa nr 1

## KARTA ZGŁOSZENIA DZIECKA DO NIEPUBLICZNEJ SZKOŁY PODSTAWOWEJ NR 1 Klasy IV-VIII

### 1. Dane osobowe dziecka:

Nazwisko
Imię	Drugie imię
Data urodzenia	PESEL (kserokopia dokumentu potwierdzającego)
Miejsce urodzenia
Klasa, do której uczeń będzie uczęszczał
Nazwa i adres szkoły obwodowej ucznia (ze względu na adres zamieszkania)
Nazwa i adres szkoły, do której uczeń ostatnio uczęszczał

- 2. Adres zamieszkania dziecka

Ulica	Województwo
Nr domu	Nr lokalu
Kod pocztowy	Miejscowość

- 3. Adres zameldowania dziecka

Ulica	Województwo
Nr domu	Nr lokalu
Kod pocztowy	Miejscowość

- 4. Dane rodziców/opiekunów

Matka dziecka:

Nazwisko i imię
Telefon, e-mail
PESEL	Nr dowodu osobistego
Ulica	Województwo
Nr domu	Nr lokalu
Kod pocztowy	Miejscowość

Ojciec dziecka:

Nazwisko i imię
Telefon, e-mail
PESEL	Nr dowodu osobistego
Ulica	Województwo
Nr domu	Nr lokalu
Kod pocztowy	Miejscowość
Organiza los resultados en una tabla como la siguiente y observa los resultados más claramente.

DULCERIA	CANTIDAD DE DULCES RECIBIDA
Bombón	1740
Los reyes magos	2280
Lupita	3200

Como ves en la tabla, la dulcería “Lupita” fue la que recibió más dulces, recibió en total 3200 piezas de dulces.

Ahora da respuesta al segundo cuestionamiento del problema, ¿Cuál es la diferencia entre la mayor y la menor cantidad de dulces repartidos? ¿Qué operación tendrías que realizar? una resta.

Para establecer la sustracción coloca en el minuendo la cantidad de 3200 que es la mayor de las tres y en el sustraendo la cantidad de 1740 que fue la menor de las tres.

Se inicia la resta de derecha a izquierda, se restan las unidades 0-0= 0, se anota el 0 en el resultado.

Enseguida las decenas, como no alcanzan las decenas del minuendo, se toma 1 de las 2 centenas, por lo que queda sólo 1, se coloca una diagonal al 2 para cancelarlo y las 10 decenas pasan a la posición correspondiente. Se realiza la resta 10 – 4= 6, que se anota como segunda cifra del resultado a la izquierda del 0.

Ahora resta las centenas, como nuevamente el minuendo no tiene las suficientes para realizar la resta, se toma una de las 3 unidades de millar, para tener 10 centenas que se colocan en la posición correspondiente, por lo que quedan sólo 2 unidades de millar.
Издавачка дејност – Годишен конкурс 2021 г.

оценувачот)	оценувачот)
Оправданост на финансискиот план	20

ВКУПНА ОЦЕНКА НА ПРОЕКТОТ ( ДЕЛ 1 +ДЕЛ 2)
Име на учесникот на Конкурсот: ---------------------------	Максимум бодови 100	Предности на предлогот ( забелешка на оценувачот)	Слабости на предлогот (забелешка на оценувачот)
ДЕЛ 1. ОЦЕНКА НА МЕТОДОЛОГИЈАТА И НА ПРОФЕСИОНАЛНИОТ КАПАЦИТЕТ НА ПРЕДЛОГ-ПРОЕКТОТ
ДЕЛ 2. ФИНАНСИСКА ОЦЕНКА – ОПРАВДАНОСТ
Име на оценувачот:	Потпис:	Датум:

Доделувањето на финансиските средства за проект ќе се врши во согласност со освоените бодови. Вредноста на бодот претставува сооднос меѓу одобрените средства во Буџетот за 2021 година за соодветната дејност, односно област, и вкупниот број доделени бодови на одобрените проекти.

МИНИСТЕРСТВО ЗА КУЛТУРА

ул. Ѓуро Ѓаковиќ бр. 61, 1000 Скопје, Република Северна Македонија

www.kultura.gov.mk
Résolution de problèmes CM2 - Problèmes multiplicatifs : rangées 3

Pour chaque problème, indique s’il s’agit d’un problème de type A ou B, complète le schéma puis résous-le sur ton cahier. Entraînements

1 - Un terrain de foot a une superficie de 10 800 m². Sa longueur est de 120 m. Quelle est la largeur de ce terrain ? Type de problème : .................
2 - Pour un spectacle, on a installé 4 050 sièges, répartis sur 45 rangées. Combien y a-t-il de places dans chaque rangée ? Type de problème : .................
3 - Au plafond d’une salle de classe rectangulaire, j’ai compté 12 lignes de 9 plaques. Combien y a-t-il de plaques ? Type de problème : .................
4 - Une ville rectangulaire mesure 7,4 km de large et 8,62 km de long. Quelle est la superficie de cette ville ? Type de problème : .................
## How to write an essay…a reminder

####### ‘An essay’ - "prose composition with a focused subject of discussion"

####### Cyclists are a complete nuisance to all other road users, and should at least make more of an effort to conform to the rules. Discuss.

Write an essay to explain the extent to which you agree with this view, giving clear reasons and examples. Aim to spend no longer than 50 minutes (including 10 minutes planning); and write between 350 and 500 words. Write an essay to explain the extent to which you agree with this view. Include reasons and examples in your answer.

- ✔ the information from the reading tasks you have done to help you get ✔ the information from the reading tasks you have done to help you get ideas to support your answer.
- ✔ a plan of your main points. ✔ a plan of your main points.
- ✔ that you are writing for general audience so you need to make ✔ that you are writing for general audience so you need to make your points very clear.

###### Introduction:

- ✔ is your chance to interest your reader in the topic you are writing about. ✔ is your chance to interest your reader in the topic you are writing about. Use the information in the question to help you get started.
- ✔ asking a question, using a statistic or dropping in a couple of eye-catching ✔ asking a question, using a statistic or dropping in a couple of eye-catching names to make an initial point.

###### Main Paragraphs:

- ✔ paragraphs are the heart of your essay. Each of these paragraphs ✔ paragraphs are the heart of your essay. Each of these paragraphs should be properly structured with a range of appropriate sentences.
- ✔ specific details and precise language to support your points. ✔ specific details and precise language to support your points.
- ✔ your paragraphs in order of importance. ✔ your paragraphs in order of importance.
- ✔ sure that your paragraphs are cohesive – appropriate connectives will ✔ sure that your paragraphs are cohesive – appropriate connectives will help with this.

###### Conclusion:

- ✔ is important that you take the opportunity to tie up all the main points of your ✔ is important that you take the opportunity to tie up all the main points of your essay and leave the reader with a clear understanding of the topic.
- ✔ to restate your main points using some new vocabulary. ✔ to restate your main points using some new vocabulary.
- ✔ with a memorable sentence. ✔ with a memorable sentence.
Week 5 – Students will present their next drafts of their scripts. A possible visitor of advocacy films will share work and process.

Week 6 – Students present shooting drafts of their script.

Week 7 – Students will present pre-production plans – casting ideas, locations, budget, shooting schedule etc.

Week 8 – Students will bring in actors for scene work in class from their scripts. Production on first group of films begins.

Week 9 – Students will bring in actors for scene work in class from their scripts. Production on second group of films begins.

Week 10 – Students will bring in actors for scene work in class from their scripts. Production on third group of films begins.

Week 11 – Production continues and dailies shared.

Week 12 – Production continues and dailies shared.

Week 13- First groups edits shown

Week 14 - Second group edits shown.

Week 15 – Third groups edits shown.

STUDY DAYS No classes FINALS Week – A SCREENING of films

### GRADING:

REV. 9/26/12 3:41 PM
Paper instructions: Write a 3–4-page response that addresses the following: Identify the main themes of Alan Taylor’s Colonial America – A Very Short Introduction. Based on your reading of Taylor’s work, explain the following conclusion based on your understanding of the work: Over the last generation, historians have broadened our understanding of colonial America by adopting both a trans-Atlantic and a trans-continental perspective, examining the interplay of Europe, Africa, and the Americas through the flow of goods, people, plants, animals, capital, and ideas. In this Very Short Introduction, Alan Taylor presents an engaging overview of the best of this new scholarship. He shows that American colonization derived from a global expansion of European exploration and commerce that began in the fifteenth century. The English had to share the stage with the French, Spanish, Dutch, and Russians, each of whom created alternative Americas. By comparing the diverse colonies of rival empires, Taylor recovers what was truly distinctive about the English enterprise in North America. He focuses especially on slavery as central to the economy, culture, and political thought of the colonists and restores the importance of native peoples to the colonial story. To adapt to the new land, the colonists needed the expertise, guidance, alliance, and trade of the Indians who dominated the interior. This historical approach emphasizes the ability of the diverse natives to adapt to the newcomers and to compel concessions from them. Based on your reading of Taylor’s work, identify at least 2 things that you learned that were new to you.
# §§§ - Novela zákoníku práce míří do Senátu

### Novela zákoníku práce míří do Senátu

2.6.2020, Zdroj: Ministerstvo práce a sociálních věcí Novela zákoníku práce míří do Senátu

- • •
- • •

Poslanecká sněmovna ve třetím čtení schválila novelu zákoníku práce. Součástí novely je zejména ukotvení sdíleného pracovního místa. Tato novinka umožní zvláště rodičům s malými dětmi lépe sladit pracovní a rodinný život. Pro zaměstnavatele je zároveň jednoduchým nástrojem na zavedení kratších pracovních úvazků bez složité administrativní zátěže. „Novela zákoníku práce obsahuje hlavně dlouho očekávaný a velmi užitečný institut sdíleného pracovního místa. Je to další způsob, jak můžeme podpořit rodiny a výhodné to bude i pro zaměstnavatele, protože spokojenější zaměstnanci odvádějí svoji práci lépe,“ uvedla ministryně práce a sociálních věcí Jana Maláčová. Dalšími změnami v novele jsou zásadní změny v doručování písemností zaměstnanci a zaměstnavateli, vysílání pracovníků v rámci poskytování služeb do České republiky, navýšení finanční náhrady pro pozůstalé po zaměstnanci, který zemřel v důsledku pracovního úrazu nebo nemoci z povolání, ale třeba také změna výpočtu práva na dovolenou.

#### SDÍLENÉ PRACOVNÍ MÍSTO

Flexibilní formy práce pomohou rodičům s malými dětmi v návratu do práce po rodičovské dovolené nebo k udržení kontaktu se zaměstnavatelem během ní. Umožní zůstat v pracovním procesu i seniorům, kteří chtějí pracovat, ale již ne na plný úvazek nebo osobám, které pečují o své blízké. Tato varianta je vhodná i pro studenty nebo absolventy, kteří díky ní mohou získat tolik potřebnou praxi nebo své první zaměstnání. Zavedení sdíleného pracovního místa bude znamenat novou možnost i pro zaměstnavatele. Ten se může dohodnout, že se o jednu pracovní pozici podělí dva nebo více zaměstnanců s kratší pracovní dobou, ale stejnou pracovní náplní. Tito zaměstnanci si pak sami budou moci rozvrhnout pracovní dobu podle toho, jak jim bude nejvíce vyhovovat. Mohou si zároveň vzájemně pomáhat nebo časově vycházet vstříc a zaměstnavatel má jistotu, že na pracovišti vždy někdo bude. Pro zaměstnavatele jde zároveň o velmi jednoduché administrativní řešení, které nemá dodatečné nároky na zřizování nových pracovních míst.
#### DE 5 VRAGEN

Naam auteur: Jens Vandael Leeftijd: 16 School: Mosa-RT Ik antwoord op vraag nummer: Wat heb ik deze week geleerd over wat mensen gelukkig maakt?

Als je in isolatie moet leven merk je pas hoe veel je geliefden voor je betekenen, hoe erg je je familie, vrienden, lief mist en hoeveel ze voor je betekenen. Om door de situatie te komen moeten we positief blijven en blijven geloven in een goede afloop.
- 5. Rattan Board to discuss and vote to approve or disapprove contract for District Treasure as presented by Christina Echelle.
- 6. Rattan Board to discuss and vote to approve or disapprove Board Policy EHBDBA “Parental Involvement”.
- 7. Rattan Board to discuss and vote to approve or disapprove Insurance quote for Liability Insurance for the Rodeo.
- 8. Rattan Board to discuss and vote to approve or disapprove Emergency Connectivity Funding Grant.
- 9. Rattan Board to discuss and vote to approve or disapprove PO#110
- 10. Rattan Board to discuss and vote to approve or disapprove PO#111
- 11. Rattan Board to discuss and vote to approve or disapprove PO#112
- 12. Rattan Board to discuss and vote to approve or disapprove USDA Grant Application for greenhouse supplies and activity bus.
- 13. Ratan Board to discuss and vote to approve or disapprove USDA Grant Application for paving of parking lots and driveways.
- 14. Rattan Board to discuss and vote to approve or disapprove USDA Grant Application for rodeo arena.
- 15. Rattan Board to discuss and vote to approve or disapprove the use of school funds to pay for high school students’ breakfast and lunch.
- 16. Rattan Board to discuss and vote to approve or disapprove sharing of a Speech Pathologist with Boswell school.
- 17. Rattan Board to discuss and vote to approve or disapprove Elementary Handbook for the 2021-2022 school year.
- 18. Rattan Board to discuss and vote to approve or disapprove Jr. High/High Handbook for the 2021-2022 school year.
- 19. Rattan Board to discuss and vote to approve or disapprove the purchase of two “29 Passenger” school buses from Midwest Bus Sales. (ESSER II Funding)
- 20. Rattan Board to discuss and vote to approve or disapprove PO#113
- 21. Rattan Board to discuss and vote to approve or disapprove FCCLA trip to National Convention in Washington DC.
- 22. Proposed executive session to discuss (1) the hiring of a part-time PE Teacher (2) the approval of 10 month Certified and Support Employees’ Contracts for school year 2021- 2022. (3) any resignations submitted.
- 23. Vote to convene or not to convene in executive session.
- 24. Acknowledge board’s return to open session.
- 25. Executive session compliance announcement.
- 26. Rattan Board to act hiring of part-time PE Teacher.
- 27. Rattan Board to approve or disapprove the 10 month Certified and Support Employees’ Contracts for school year 2021-2022.
- 28. Rattan Board to act on any resignations submitted.
- 29. New Business
- 30. Adjournment