Một số vấn đề về thi tốt nghiệp THPT năm 2011

Một số vấn đề về thi tốt nghiệp THPT năm 2011

Một số vấn đề về thi tốt nghiệp THPT năm 2011
1. Những tồn tại trong thi tốt nghiệp THPT năm 2011
- Dữ liệu thi: Vẫn có đơn vị chuẩn bị chưa tốt, còn sử dụng phàn mềm nhập dữ liệu thi của năm trước để nhập dữ liệu nên còn sai sót về môn thi (THPT số 2 Bảo Thắng, THPT số 1 Văn Bàn). Sau đây là một số lỗi về hồ sơ thi tốt nghiệp THPT năm 2011:
+ Sai sót trong nhập điểm bảo lưu cho thí sinh tự do: Các trung tâm: GDTX Bắc Hà (Địa lí, Ngữ văn, Lịch sử), KTTH-HNDN&GDTX tỉnh (Địa lí, Ngữ văn), GDTX Bảo Yên (Vật lí, Địa lí).
+ Sai sót trong tính điểm khuyến khích cho thí sinh: Các trường THPT số 1 Mường Khương, Số 4 Lào Cai, trung tâm KTTH-HNDN&GDTX tỉnh.
+ Sai sót trong việc ghi nơi sinh của thí sinh: Các trường THPT: Số 2 Bảo Yên, Số 1 Lào Cai, Chuyên, Số 1 Văn Bàn, Số 2 Văn Bàn, Số 4 Lào Cai, Số 2 Mường Khương, Số 1 Sa Pa, Số 3 Lào Cai, Số 1 Bát Xát, Số 3 Bảo Thắng, Số 1 Bảo Yên, Số 2 Si Ma Cai, Số 1 Si Ma Cai; trung tâm KTTH-HNDN&GDTX tỉnh.
+ Sai sót trong việc tính diện cho thí sinh: Các trường THPT: Số 2 Bảo Yên, Số 1 Lào Cai, Số 2 Lào Cai, Số 1 Bảo Thắng, Số 1 Văn Bàn, Số 2 Bảo Thắng; các trung tâm: GDTX Sa Pa, KTTH-HNDN&GDTX tỉnh.
+ Sai sót trong việc ghi dân tộc cho thí sinh: Các trường THPT: Số 1 Lào Cai, Số 1 Văn Bàn, Số 1 Bảo Thắng; trung tâm KTTH-HNDN&GDTX tỉnh.
+ Sai sót trong việc ghi ngày, tháng, năm sinh của thí sinh: Các trường THPT: Số 2 Bảo Yên, Số 2 Bát Xát, Số 3 Bảo Thắng, Số 1 Bảo Thắng, Số 2 Si Ma Cai, Số 1 Si Ma Cai, Số 2 Sa Pa; các trung tâm GDTX: Sa Pa, Si Ma Cai.
+ Sai sót trong việc ghi họ tên thí sinh: Các trường THPT: Số 2 Bảo Yên, Số 2 Văn Bàn, Số 1 Mường Khương, Số 4 Lào Cai, Số 1 Si Ma Cai, Số 1 Bảo Thắng.
+ Sai sót trong việc ghi xếp loại học lực cho thí sinh: Các trường THPT: Số 1 Bảo Thắng, Số 1 Mường Khương, Số 4 Lào Cai.
+ Sai sót trong việc ghi xếp loại hạnh kiểm cho thí sinh: Các trường THPT: Chuyên, Số 1 Mường Khương, Số 4 Lào Cai.
+ Sai sót trong việc ghi số CMND cho thí sinh: Trường THPT số 2 Bảo Yên.
- Hồ sơ thi: các trường THPT , các trung tâm GDTX chưa quan tâm đúng mức đến công tác kiểm tra hồ sơ nên các trường còn sửa chữa nhiều.
- Kỹ thuật làm bài thi trắc nghiệm của thí sinhcòn mắc phải nhiều lỗi, gây khó khăn cho tiến độ chấm bài thi trắc nghiệm. Sau đây là một số lỗi cơ bản:
+ Tô sai mã đề: Thí sinh của: Các trường THPT: Số 2 Lào Cai, Số 4 Lào Cai, Số 2 Bảo Thắng, Số 1 Bảo Thắng, Số 2 Bát Xát, Số 1 Bát Xát, Số 2 Bắc Hà, DTNT tỉnh, Số 1 Lào Cai, Chuyên, Số 1 Văn Bàn, Số 3 Lào Cai, Số 1 Bảo Yên, Số 2 Bảo Yên, Số 4 Văn Bàn, Số 3 Văn Bàn, Số 1 Sa Pa, Số 2 Sa Pa, Số 1 Bắc Hà, Số 1 Mường Khương, Số 1 Si Ma Cai, Số 3 Bảo Thắng; các trung tâm: GDTX Bát Xát, GDTX số 2 Lào Cai, GDTX số 1 Lào Cai, KTTH-HNDN&GDTX tỉnh, GDTX Bảo Yên, GDTX Bảo Thắng, GDTX Văn Bàn, GDTX Bắc Hà.
+ Tô sai số báo danh: Thí sinh của: các trường THPT: Số 3 Lào Cai, Số 2 Bảo Thắng, Số 1 Bảo Thắng, Số 3 Bảo Thắng, Số 3 Bảo Yên, Số 2 Bảo Yên, Số 1 Bảo Yên, Số 4 Văn Bàn, Số 2 Văn Bàn, Số 1 Văn Bàn, Số 1 Bát Xát, Số 1 Sa Pa, Số 1 Bắc Hà, Số 1 Mường Khương, Số 2 Mường Khương, Số 2 Si Ma Cai, Số 1 lào Cai, Chuyên, Số 2 Lào Cai, DTNT tỉnh, Số 2 Bắc Hà, Số 1 Si Ma Cai; các trung tâm: GDTX số 1 Lào Cai, GDTX Bát Xát, KTTH-HNDN&GDTX tỉnh, GDTX Mường Khương, GDTX Bảo Yên, GDTX Văn Bàn, GDTX Bắc Hà, GDTX Si Ma Cai, GDTX Sa Pa, GDTX Bảo Thắng.
+Làm cả 2 phần tự chọn: Thí sinh của các trường THPT: Số 1 Lào Cai, Số 3 Lào Cai, DTNT tỉnh, Số 2 Lào Cai, Chuyên, Số 4 Lào Cai, Số 1 Bảo Thắng, Số 2 Bảo Thắng, Số 3 Bảo Thắng, Số 2 Bảo Yên, Số 1 Bảo Yên, Số 3 Bảo Yên, Số 1 Văn Bàn, Số 2 Văn Bàn, Số 4 Văn Bàn, Số 2 Bát Xát, Số 1 Bát Xát, Số 1 Sa Pa, Số 2 Bắc Hà, Số 1 Bắc Hà, Số 2 Mường Khương, Số 1 Mường Khương, Số 1 Si Ma Cai, Số 2 Si Ma Cai, Số 3 Văn Bàn, Số 2 Sa Pa.
2. Những điểm mới của Quy chế thi tốt nghiệp THPT ban hành kèm theo thông tư số 10/2012/TT-BGDĐT ngày 06/3/2012 (Quy chế 10)
- Bố trí tại mỗi Hội đồng coi thi, chấm thi, phúc khảo 01 điện thoại bàn (có loa ngoài) và 01 máy vi tính để bàn (nếu có) có khả năng kết nối mạng Internet qua đường truyền ADSL để sử dụng trong các ngày làm việc. Điện thoại và máy vi tính để chung một phòng; Chủ tịch Hội đồng coi thi, chấm thi, phúc khảo chịu trách nhiệm quy định việc giám sát, sử dụng điện thoại và máy vi tính này.
- Không tổ chức thi theo cụm trường.
- Đối với đề thi có phần tự chọn, thí sinh chỉ được làm bài một trong hai phần tự chọn; nếu làm bài cả hai phần tự chọn thì không được chấm điểm cả hai phần tự chọn.
- Mỗi Sở Giáo dục và Đào tạo thành lập Hội đồng chấm thi để chấm bài thi của học sinh của đơn vị mình.
- Đã làm rõ hơn về thành phần và nhiệm vụ tổ chấm thi trắc nghiệm.
- Bộ phận làm phách và các tổ chấm bài thi tự luận được bố trí sao cho các thành viên của Hội đồng chấm thi không được tiếp xúc  với bài thi tự luận của học sinh trường phổ thông nơi họ công tác.
- Mọi thí sinh đều có quyền xin phúc khảo bài thi và phải nộp lệ phí phúc khảo theo quy định.
- Thí sinh phải có đơn xin phúc khảo bài thi trong thời hạn 07 ngày kể từ ngày niêm yết công khai kết quả của kỳ thi.
3. Một số kiến nghị với Bộ Giáo dục và Đào tạo
- Đề nghị Bộ Giáo dục và Đào tạo gửi phần mềm quản lý thi tốt nghiệp THPT sớm (ngay đầu tháng 4/2012) để các đơn vị kịp thời triển khai tập huấn, tránh những sai sót về dữ liệu thi.
- Các năm học trước Bộ Giáo dục và Đào tạo đã có công văn cho phép tính diện ưu tiên đối với những học sinh cư trú và học tập tại xã khó khăn, nhưng trong Quy chế 10 chỉ được tính đối với học sinh cư trú và học tập tại vùng cao, vùng sâu, hải đảo, khu kinh tế mới và xã đặc biệt khó khăn, xã biên giới, xã an toàn khu thuộc diện đầu tư của chương trình 135 giai đoạn II; như vậy học sinh được tính diện ưu tiên sẽ bị hạn chế rất nhiều. Đề nghị Bộ Giáo dục và Đào tạo xem xét lại./.

ASSISTANT COACH TRAINING PACKET

ASSISTANT COACH TRAINING PACKET

ASSISTANT COACH TRAINING PACKET


Thank you so much for your willingness to make a difference in the lives of children by helping out with Sports Camp 20--.



Check-in & Checkout

-    Make sure when campers arrive at your sport that they each have a name tag with your sport and their group listed on it. If they don’t, it means they may not have signed in, or may not have signed a waiver. An assistant coach must return with them to the registration table to get a name tag. Check each night for name tags.

-    Assistant coaches will be responsible for checking children out and dismissing them from camp each night. Campers do not leave until they are checked out by the assistant coach. (On Family Night, they will be checked out before going to team-building.)



Safety and First Aid

-    Once campers arrive at your sport each night, they are not to leave your area without an assistant coach accompanying them. This means campers need to be escorted to and from the registration table, refreshments, team-building, water breaks, etc. If a camper gets hurt, escort him or her to the church lobby (registration table) for first aid assistance. If it is urgent, use a head coach’s cell phone to call our camp nurse (###-####). If it is an emergency, dial 911, and then call the camp nurse and the camp director (###-####).



Family Night

-    On Monday, Tuesday, and Wednesday, pass out flyers and remind campers to invite their parents to come out for Family Night on Thursday.

-    On Thursday night, the campers will warm up/stretch and then demonstrate to their parents what they have learned that week. After they do their cool down/stretch and are checked out, you will lead them to team-building. This time they will be in one big group, along with their parents. This is when we will present awards. You must check them out before leading them to team-building because the campers will not return to your sport again. (If any of the campers do not have a parent there, you will need to keep track of that child during Family Night, until their parent arrives and can sign them out.)

-     After team-building is over, everyone, including workers, campers, and parents will head to the fellowship hall for an ice cream social where the camp highlight video will play while they eat ice cream. Once people are finished eating their ice cream, they are free to leave.



General Guidelines

-    Pray, pray, pray for workers and campers. Pray for safety and salvation.

-    Keep a wristwatch or other timepiece with you and stay on schedule!

-    Remember that this camp is an outreach. Most of the campers will not be church members, so please be Christ-like in all of your actions and attitudes as you relate to campers, their parents, and other coaches. Make sure you encourage them to come back to church. Mostly, make sure they have fun while learning a little about their sport and about Jesus!

-    Make campers feel welcome. Encourage them to invite their friends and families to come the next night and to Family Night.

-    Each night, encourage campers to come back and bring their friends.

-    Each night you will be responsible for helping your head coach choose one (or two if you cannot decide) camper who best demonstrated the theme for that night. We will provide certificates for you to give to these campers at the end of the night.
               
NIGHTLY THEMES:
Monday: All-Star Attitude
Tuesday: Hustle Hero
Wednesday: Terrific Teamwork
Thursday: Fantastic Finisher (everyone will receive a certificate)

-    Remember that you will have a different number of campers each night because new kids will show up and some will switch sports.

-    Cell phones will be for head coaches only. Please help us enforce this with your youth helpers. Head coaches are permitted to use cell phones only for urgent matters related to Sports Camp.





Station Location

•    Volleyball (Court 1 in gym)
•    Basketball (Court 2 in gym)
•    Soccer (field between street and backstop)
•    Baseball/Softball (field next to playground, in front of backstop)
•    Cheerleading (fellowship hall)
•    Registration (church lobby)
•    First Aid (registration table, church lobby)
•    Team-building (sanctuary)
•    Refreshments (FLC lobby)
•    Ice Cream Social (fellowship hall)

HEAD COACHES TRAINING PACKET

HEAD COACHES TRAINING PACKET

HEAD COACHES TRAINING PACKET

Thank you so much for your willingness to make a difference in the lives of children by helping out with Sports Camp 20--.



Check-in & Checkout

-    Make sure when campers arrive at your sport that they each have a name tag with your sport and their group listed on it. If they don’t, it means they may not have signed in, or may not have signed a waiver. Send one of your assistant coaches back with them to the registration table to get a name tag. Check each night for name tags.

-    Assistant coaches will be responsible for checking children out and dismissing them from camp each night. Campers do not leave until they are checked out by the assistant coach. (On Family Night, they will be checked out before going to team-building.)



Safety and First Aid

-    Once campers arrive at your sport each night, they are not to leave your area without an assistant coach accompanying them. This means that campers need to be escorted to and from the registration table, refreshments, team-building, water breaks, etc. If a camper gets hurt, escort him or her to the church lobby (registration table) for first aid assistance. If it is urgent, call our camp nurse (###-####). If it is an emergency, dial 911, and then call the camp nurse and the camp director (###-####). This means that you will need to have your cell phone with you each night.

-    Give your campers plenty of water breaks each night. All sports will have coolers and cups (or water fountains) nearby.

-    Make sure to include a proper warm up/stretch and cool down/stretch period for the campers each night.



Family Night

-    On Monday, Tuesday, and Wednesday, pass out flyers and remind campers to invite their parents to come out for Family Night on Thursday.

-    On Thursday night, the campers will warm up/stretch, and then you will lead them in some sort of exhibition where they will demonstrate to their parents what they have learned that week. This can be a game/scrimmage format or a skills demonstration. You will lead them in a cool down/stretch time, check them out, and send them to team-building. This time they will be in one big group, along with their parents. This is when we will present awards. You must check them out before they go to team-building because the campers will not return to your sport again. (If any of the campers do not have a parent there, you will need to keep track of that child during Family Night, until their parent arrives and can sign them out.)

-     After team-building is over, everyone, including workers, campers, and parents will head to the fellowship hall for an ice cream social where the camp highlight video will play while they eat ice cream. Once people are finished eating their ice cream, they are free to leave, and you can go clean up your area.



General Guidelines

-    Pray, pray, pray for the workers and campers. Pray for safety and salvation.

-    Keep a wristwatch or other timepiece with you and stay on schedule!

-    Remember that this camp is an outreach. Most of the campers will not be church members, so please be Christ-like in all of your actions and attitudes as you relate to campers, their parents, and other coaches. Make sure you encourage them to come back to church. Mostly, make sure they have fun while learning a little about their sport and about Jesus!

-     Make campers feel welcome. Encourage them to invite their friends and families to come the next night and to Family Night.

-     Each night, encourage campers to come back and bring their friends.

-     Remember that you are responsible for gathering up/borrowing the equipment for your sport. If you need help with that, let the camp director know. (We can ask the other coaches if they have any at home; some equipment may be at the church.)

-     During each of the four skill sets, teach the campers a different skill. (Try to cover the basics of your sport.) Remember to keep it age-appropriate. You may want to divide the campers into age groups within your sport since we have such a broad span of ages and skill levels.

-    During competition time, make sure you have planned an age-appropriate game or competition for your campers.

-    You are responsible for setting up, taking down, and cleaning up your area each night.

-    Each night you will be responsible for choosing one (or two if you cannot decide) camper who best demonstrated the theme for that night. We will provide certificates for you to give to these campers at the end of the night.
           
NIGHTLY THEMES:
Monday: All-Star Attitude
Tuesday: Hustle Hero
Wednesday: Terrific Teamwork
Thursday: Fantastic Finisher (everyone will receive a certificate)

-    Remember that you will have a different number of campers each night because new kids will show up, and some will switch sports.

-    Cell phones will be for head coaches only. Please help us enforce this with your youth helpers. Head coaches are permitted to use cell phones only for urgent matters related to Sports Camp.



Station Location


•    Volleyball (Court 1 in gym)
•    Basketball (Court 2 in gym)
•    Soccer (field between street and backstop)
•    Baseball/Softball (field next to playground, in front of backstop)
•    Cheerleading (fellowship hall)
•    Registration (church lobby)
•    First Aid (registration table, church lobby)
•    Team-building (sanctuary)
•    Refreshments (FLC lobby)
•    Ice Cream Social (fellowship hall)
Lockdown

Lockdown

Lockdown

We all make mistakes sometimes, when it comes to making mistakes there are always consecutions to your actions. But does it all depend on age? A new hot topic is life to prison without parole. Pennsylvania is leading state with life without parole for juveniles. Now many people have different opinions about this topic.
In my view being 18 and all, I believe that it is not fair for 13 teens and 14 teen years old, as I said before everyone makes mistakes and the age of these criminals there just little kids. They may know what right and wrong but I believe that they don’t know the consequences of their actions. The 8th amendment states cruel and unusual punishment. Many have told me that they believe that courts go around this amendment because they see all the evidence and want the family’s to get revenge and know it be unfair to not give them a full punishment. I believe that a certain age that the court would be allowed to step in is about 17. Letting a juvenile spend the rest of their life is unfair. They mine as well get the death penalty.
Some alternative punishments could be 10-year sentence and maybe a retrial, or depending on how bad the case is. I believe that the U.S is wrong for having given such critical punishments. They need a better and stricter rule about minors committing terrible crimes.


How to Choose a Proper Headphone

How to Choose a Proper Headphone

How to Choose a Proper Headphone
There are so many headphone and headset in the market, which one is supposed to be choosen, there are some guides about how to choose a good headphone.

Earbuds are best for people who are short on space, but still want a way to listen to their music. The higher-quality earbuds, like from Sennheiser or Ultimate Ears, usually come with little cases to put your earbuds in when you're not using them, so they won't get ruined or dirty at the bottom of your bag. If you keep a very small purse and want to keep your iPod Nano and earbuds together in it, or you're a guy with limited pocket space, earbuds are probably a better choice. They're also great if you are on a limited budget, because there's a lot more to choose from and they tend to cost less. Cheaper earbuds often run into problems like falling out of ears, hurting ears, or simply making dents in them from the cheap plastic. With higher prices (but still low-end in terms of quality) ranging from $25-50, you'll get more comfortable 'buds, and they are well-worth the money you spend. However, if you're an audiophile, you should consider other options. A pair of buds from Sennheiser (like the CX 500, $130), Shure (SE 115, $120), EtyMotic Research (HF5, $150), or even Ultimate Ears (minimum Super.fi 4) will be preferable.

Headphones are great if you enjoy putting them around your neck while you're walking from one place to another, or if you just carry your headphones that way. Headphones are great if you enjoy putting them around your neck while you're walking from one place to another, or if you just carry your headphones that way. You also tend to get beefier cords and fun options like wireless/bluetooth headphones. The drawback is that good headphones within your budget might be hard to find. They take up more space than earbuds, and the DJ-style headphones take up a ridiculous amount of space if you don't carry around a larger bag. They also are easy to get dirty because most don't come with cases for them.

Durability and Warranty

The reason we buy new headphones so often is because the old ones often break or get somehow destroyed. When you get to the store, see how durable each pair of headphones feel—if it feels cheap, it probably is, and might not last you as long as you'd like.



More than that, though, check and see what the warranty is like. A lot of headphones will come with warranties for a year or two, which is really nice if you find that your headphones break. It might not influence your decision, but it's something you'll definitely want to be aware of—I once threw away a $100 pair of headphones less than a year after I got them because the cord frayed into oblivion, not realizing Bose had a great warranty service on them. Don't make that mistake!

Comfort

When you try the headphones on, leave them on for awhile—15 minutes if you can, even longer if you're able—because how they feel within the first five minutes and how they feel later will be quite different. A lot of headphones can feel fine when you put them on, but will make your ears hurt after awhile. Sadly you can't sit in the store for two hours with them on your head, but you should be able to get a pretty good idea of how well they fit by wearing them for a little while.

Sound

Lastly, you'll want to test the most important feature: how they sound. We've shared a few tips for this before, but they're worth noting again. Throw some of the Eminent speaker sound tests on your MP3 player before you head out. They'll play certain frequencies that you can match with a description of what they should sound like (e.g., "Pink noise" should sound like rain on a rooftop). If they don't match their descriptions, you probably want to pass on that pair of headphones.

Next, listen to old music. Even if you don't usually listen to music from the 70s, listen to it in the store, as it's usually a better indicator of the headphone's range of sound. Modern music is usually compressed to heck, and older music will help you better test the frequency response. Classical music is even better, since it has so many different instruments that will really show you the range of the headphones.
Dynastic kingship

Dynastic kingship

Altar Q (Copan)   
Shows the passing down of kingship, the symbols for king –MAYA
Aztec tribute system    They would go to oteher places and the other groups would be made to donate tribute items in food clothes and sacrifice, but they could keep their religion.. AZTEC
Ballcourts/ ballgame   
Buried mosaics/ offerings (olmec)    •    La Venta – Archectural & Ritual
–    Buildings covered in red clay
–    Adobe blocks
–    White sand floors
Calpolli- capulli    Land holding group, clans of people / would uphold eachothers
Cacao    •    Honduras
–    Puerto Escondito
•    Domestication of cacao, traded all over the place
Cenote    deep sinkhole in Limestone; pool at the Bottom; Yucatán= Used for ritual purposes and for obtaining water
Ceiba tree    Branches into the heavens middle into the natural world and top in the heavens
Colossal basalt heads (olmec)    Individual leaders of people
Chinampas    Man made islands that Aztecs built in the lake.. very fertile and grew crops on them
Domestication / domesticates    –    Squash 8000 BC
–    Maize (corn) 3400 BC


Dynastic kingship   

    Roots in the Late Formative
•    San Bartolo Murals
–    Power & authority focused on
    single individual (king)
–    Reinforced through monuments, temples, texts, images
Politico-religious rationale
–    Based in lineage/descent from a Founder
–    Patrilineal, primogeniture
–    EXCEPTIONS
–    Palenque (Lady Zac Kuk); Naranjo (Lady Six Sky)

Ethnographic analogy    Comparing modern day people to ancient people used to interpret archaeological remains
E groups – uaxactun    the 4  astronomuical plats with one looking over each other used to monitor the star
Pyramid of the sun –teotihuacan    Teotihuacan opposite pyramid of the moon on the street of the dead,
Human sacrifice    Tonali gave them his life for the humans so the humans should give their life for them
Huitzilopochtli    The god of war, patron god of the Aztecs
Jade    Is from mountains of Guatemala trade through Honduras
Lifecycle theory    The ancestors can come back and affect your life
Gender as socially constructed    deep history culture, there are so many different aspects
Maize    Main domesticxate and ritual important people coming from the corn
Maya hieroglyphs    texts provide record of military alliances, victories, and defeats
•    history
–    individual kings
–    alliances & war
–    religion
–    views of time
•    First deciphered in 1950’s
–    Yuri Knorozov suggested glyphs were phonetic (1958)
–    Glyphs are composed of consonant-vowel combinations

•    Read top to bottom, left to right by pairs:
•    Hieroglyphs: elite focused
Maya calendar    Called the long count 365 day year, 18 months, months were 20 days long and there were five extra days
Quetzalcoatl    Did not like sacrifice, everyone worshiped him, Aztec named him this
Radiocarbon dating    C14 measures the amunt of radio carbon
Shell    Came from gulf coast and yucutan, ritual importance
San bartolo murals    Showed MAYA, the creation of humand and the coronation of the king, earliest depiction of kings
Caves    Entrances to the underworld…
Tzompantli    The skull racks, Aztec and maya, some are real skull and some are carved.. trophy rack to show evidence of warfare
Tonali    Life force, what Aztecs get from sacrifice
Tlaloc    Rain god, very very important everyone worshiped him
Tripod vessels    Little bowls with three feet, teotihuacan most likely traded with them
Templo mayor    Big temple at the Aztec city, with two temples on top, where big sacrifice was
Tlatoani     The Aztec king
The long count    The maya calendar
Talud tablero architecture    Teotihuacan stair architecture
4 cornered world    All believed in this north south east and west and that it is flat all meso believd
4 tiered hierarchy of maya city states    Kings, elites, commorners
Great pyramid-olmec    –    Over 30m high, nearly 100,000 cubic meters of earth
At la venta, important that it had to be organized by a leader to show social hierarchy
Pipiltin    Nobleman of Aztecs
Pantheism    Belief in many gods and everyone believed in pantheism
Obsidian    Everyone usd it.. volcanic glass
Feminist critiques of science    Not objective and arch should be more inclusive to women bc things can be viewed very differently from the still silent point of view
Mountains    Bring you closer the gods
Multi layered universe    There is and underworld human world and an heaven and the whole world is resting on a crocodile
Machehualli    The Aztec commoners class
Maya mathematics    Base 20 the concept of zero …a line equal 5 and a dot equals 1
Maya warfare –evidence    Victims, textual accounts, weapons
Stela    Big giant status made of the kings .. put out in the public liegitimized the kings as rulers
Spearthrower owl    King of tikal.. supposed to be descendant of teotihuacanos… but they never legitimized it
King yax nuun ayiin I    The founding king of tikal that took leadership from spearthrower owl
K’inich yax k’uk mo’   
Sijak k’ak
   
MAYA- tikal, copan, Palenque, chiten itza, kirigua, cala mul
AZTEC-

Lady zak kuk- the mother of king pical … mayan when her son was too young to rile
King pical- buried under the big pyramid in Palenque
Tikal    Maya.. located in guatamala rainforest
Copan    Maya.. on Honduras
Quirigua    Maya …Next to copan
Calakmul    Maya
Palenque    Maya
San bartolo    Maya
San Lorenzo    Olmec
La venta    Olmec
El manati    Olmec
-1600 bc- 1200 bc
Monte alban    Zapotec
San jose mogote    Zapotec
Teotihuacan    Aztec
Chichen itza    Maya
Aztlan    Where Aztecs belive their mythical homeland is
  
Preclassic (Formative)
BCE 2000–250 CE    Unknown culture in La Blanca and Ujuxte, Monte Alto culture

Early Preclassic    BCE 2000–1000    Olmec area: San Lorenzo Tenochtitlan; Central Mexico: Chalcatzingo; Valley of Oaxaca: San José Mogote. The Maya area: Nakbe, Cerros

Middle Preclassic    BCE 1000–400    Olmec area: La Venta, Tres Zapotes; Maya area: El Mirador, Izapa, Lamanai, Xunantunich, Naj Tunich, Takalik Abaj, Kaminaljuyú, Uaxactun; Valley of Oaxaca: Monte Albán, Dainzú

Late Preclassic    BCE 400–200 CE    Maya area: Uaxactun, Tikal, Edzná, Cival, San Bartolo, Altar de Sacrificios, Piedras Negras, Ceibal, Rio Azul; Central Mexico: Teotihuacan; Gulf Coast: Epi-Olmec culture

Classic
200–900 CE    Classic Maya Centers, Teotihuacan, Zapotec
Early Classic    200–600 CE    Maya area: Calakmul, Caracol, Chunchucmil, Copán, Naranjo, Palenque, Quiriguá, Tikal, Uaxactun, Yaxha; Teotihuacan apogee; Zapotec apogee; Bajío apogee.

Late Classic    600–900 CE    Maya area: Uxmal, Toniná, Cobá, Waka', Pusilhá, Xultún, Dos Pilas, Cancuen, Aguateca; Central Mexico: Xochicalco, Cacaxtla; Gulf Coast: El Tajín and Classic Veracruz culture

Terminal Classic    800–900/1000 CE    Maya area: Puuc sites – Uxmal, Labna, Sayil, Kabah

Postclassic
900–1519 CE    Aztec, Tarascans, Mixtec, Totonac, Pipil, Itzá, Ko'woj, K'iche', Kaqchikel, Poqomam, Mam

Early Postclassic    900–1200 CE    Cholula, Tula, Mitla, El Tajín, Tulum, Topoxte, Kaminaljuyú, Joya de Cerén

Late Postclassic    1200–1519 CE    Tenochtitlan, Cempoala, Tzintzuntzan, Mayapán, Ti'ho, Gumarcaj, Iximche, Mixco Viejo, Zaculeu


EPPIE HAS GROWN UP

EPPIE HAS GROWN UP

Eppie has grown up
Godfrey and Nancy Cass haven't had children- but Godfrey wanted them so much. They went to look at some of the fields near the old quarry every evening, and he saw Eppie sometimes. At the first moment Godfrey spoke adopting Eppie, he was relented.
Unlike Godfrey and Nancy, Silas and Eppie was sitting outside their door in the sunshine. Silas told to Eppie how her mother had died in the snow, and he had given her the dead woman's wedding ring. After that Eppie told her father that Aaron was talking to her about marriage. At night Silas want to speak with Dolly Winthrop (Aaron's Mother) about their marriage.

Chapter 9
Godfrey Confesses at last
The villagers were found Dunstan's body with Silas's gold when the quarry has suddenly gone dry. Then Godfrey had to confess the truth to Nancy. He told her, the dead woman that Silas found many years ago was his wife and Eppie is his girl. He married with Molly and he was afraid if he told the truth, Nancy didn't want to get married with him. At first Nancy was angry, but she advised him to adopt Eppie. At the end Godfrey decided to talk about this with Silas tonight.
SILAS’S NEIGHBORS

SILAS’S NEIGHBORS

Silas’s neighbors
The villagers continued to discuss Silas and his lost gold, but they had no more explanations to offer. This disaster had gone good result. Little by little, Silas’s neighbors realized it was wrong to be suspicious of him. He was just a poor, simple, harmless man, who needed their help. They showed their new opinion of him in many different ways. Some of the women, who were baking cakes and preparing meat for Christmas, brought him present of food. Some of the men, who had nothing to give him stopped him in the village to ask about his health, or visited him to discuss the robbery.


Chapter 6
The New Year’s Eve dance
On December 31st all villagers arriving at the Red house. All ladies go upstairs to change your clothes for dancing. Godfrey Cass asked to dance with Nancy and she accepted, they went to dance into the large hall when music started, suddenly the Squire’s heavy foot stood on part of Nancy’s dress and some of the material was pulled away and they had to go to another room to repair her clothes. This is a best time for Godfrey to speak with her without any knocker. They spoke about their marriage, but just then Priscilla (Nancy’s sister) hurried in, saying, ‘the Squire waiting for you to come back to dance.’ they had to go to dance hall.

Chapter 7
Silas finds his ‘gold’
When all villagers were in the New Year’s Eve, Molly (Godfrey’s wife) went to Raveloe that was carrying her sleeping child in her arms. She had very tired, then she had to lie down, but she didn’t notice that the ground was cold.
In a few moment the child woke up, crying, and went away to a dancing light on the white ground. She arrived to the Silas’s cottage. She fallen down on the ground, and she was completely unconscious. Silas opened the door and took her to the cottage. When she became conscious again, she was crying, Silas understood, maybe, her mother fallen down near the cottage, he went out to find her, when he found her, immediate, he understood she can’t breathing then he went to the Red house whit child to find doctor. When they came back, they understood Molly was dead. Silas adopted the child and he called her, Eppie.
Godfrey Cass watched the little girl growing up. He often gave money to Silas to spend on her. He was looking forward to marrying Nancy very soon.

GODFREY IS IN TROUBLE

GODFREY IS IN TROUBLE

Godfrey is in trouble
After two days when Dunstan did not return home, Godfrey began to worry about wildfire. So he decided to go to look for his brother. He met his neighbor, John Bryce and asked about his brother and his horse. Mr. Bryce told him I thought your horse was dead and your brother scape.
Godfrey had to confess the whole truth to his father. Next day, Godfrey was already in the dining-room when his father arrived for breakfast. ‘Wildfire’s dead and I just feel sorry I can’t pay you. Fowler did pay the money to me and I was stupid enough to let Dunstan have it’, said Godfrey. The squire was very angry and told to Godfrey, you are wacky because I told you; you never lent money to your brother, I think you should get married with Miss Nancy. I speak to her father tonight. But Godfrey begged from his father; don’t say anything at the moment.
After squire ate breakfast he told to Godfrey if he doesn’t do what he wants, he’ll disinherit he and he can leave the house and if knows where Dunstan’s hiding- tell him he needn’t come home . . .
GODFREY AND DUNSTAN CASS

GODFREY AND DUNSTAN CASS

Godfrey and Dunstan Cass
The most important person in Raveloe was Squire Cass, a gentleman farmer, who lived with his three sons in the handsome red house opposite the church. His wife had died many years before. His son’s name is Dunstan, Godfrey and Bob. Dunstan Cass is a bad one, he is. Always borrowing money, and never paying it back. Always gambling, always in trouble! He’ll come to a bad end, he will! But the other two are different. Bob Cass is still only a boy and Godfrey is got an open, honest face. He’s going to inherit the Squire’s money and all the land. And what’s more he’s going to marry Miss Nancy Lammeter.
One day, Godfrey was waiting for his brother in the sitting-room, with a very expression on his handsome face. Soon the door was opened and Dunstan entered. You must pay me back the money I lent you last month, said Godfrey. And I had to pay it to the Squire. Dunstan came close to Godfrey and smiled in an evil way and said, I don’t have money to pay to you. You have two ways; first of all you can borrow money from your friend and second of all you can sell your horse wildfire, and then pay the money to Squire. After a moment Godfrey accepted to sell wildfire and Dunstan get the horse to sell it to the hunter. Dunstan decided to enter to the competition with wildfire, then he borrowed wildfire to a rider but the wildfire and the rider was falling down and poor wildfire’s back was Brocken, and in a few moments he died. Dunstan had to come back to house without wildfire and without money. At the end of way, he arrived at the Silas Marner’s cottage. He knocked at the door loudly, but there was no reply. When he pushed the door, it opened and he entered. Dunstan remembered all villagers were talking about Silas’s Money, he looked round the cottage and he noticed a place on the floor, near the loom. He took out the two heavy bags filled with gold and hurried to the door.
Outside, the rain was falling heavily, and he could not see anything at all. Carrying the heavy bags, he stepped forward into the darkness.
SILAS MARNER, PAST AND PRESENT

SILAS MARNER, PAST AND PRESENT

Silas Marner, past and present
Silas Marner lived in a small cottage near the village of Raveloe. Every day he worked at his loom in the cottage. He was a linen-weaver. He was taking the linen, and he had woven to the woman in the villages. He was small and thin, with tired white face, bent back and round shoulder. He was often shortsighted too, because he had to look so closely at his work.
All people in Raveloe used to be very suspicious of all strangers and travelers. The villagers believed that Silas had an almost devilish power, which he cloud use to harm them if he wanted, and so they were all afraid of him.
Silas Marner had first come to Raveloe fifteen years before, as a young man. He and his way of life seemed very strange to the villagers. He worked long hours at his loom, and had no friends or visitors from the village or anywhere else.
The years passed, and Silas could find his best friend at the chapel was William Dane, and he trusted his friend completely. After that he became engaged to a young woman, Sarah, who belonged to same chapel like Silas.
At that time one of the chapel leaders was dangerously ill, and because he had no family, some of the young man offered to sit with him at night. One night Silas was sitting alone at the old man’s bedside, suddenly he realized that the man was no longer breathing. He was dead. Silas hurried out of the house to call the doctor and the minister, and then went to work as usual, still wondering why William had not arrived; he must arrived at two o’clock, but now four o’clock in the morning.
That evening, William comes to Silas room with the minister, and they wanted to get Silas to the chapel to answer few question about last night. Then, in the chapel, Silas stood alone, in front of all the people who were once his friend. There was a pocket-knife in the minister’s hand.
‘Where did you leave this knife?’ he asked.
They was thinking that Silas is a thief, because they found his knife in front of dead man’s bedside, and the bag of church money, has gone. They went to search Silas’s room and William found the missing bag, now empty, under Silas’s bed. After that all people went to get out Silas from the chapel will not be accepted back until he confess his crime.
At last he walked over to William Dan and said firmly, I lent you my knife, and you know that, you stole the money. William answered; this is the voice of devil speaking.
Silas went home. The next day he sat alone for the whole day. On the second day the minister came to tell him that Sarah had decided she could not marry him. Only a month later, Sarah married William Dane, and Silas shut himself away in his cottage. He did not want to think about the disaster he had experienced.
He worked very hard in his loom to save gold coins into piles. He didn’t need money, because he less spent on himself, but his gold became a habit, a delight, a reason for living, almost a religion.
Silas Marner By: Gorge Eliot  Introduction

Silas Marner By: Gorge Eliot Introduction

Silas Marner
By:
Gorge Eliot

Introduction:
In the quite villages of England in the early nineteenth century, life follows an unchanging pattern. The seasons come and go, for both the rich Squire and his family in the big house, and the villages in their little cottages. Anything new or strange is met with suspicion in villages like Raveloe.
And Silas Marner the linen-weaver is strange. He lives alone, and no one knows anything about his family. How can you trust a man when you don’t know his mother and father? And he is pale with strange, staring eyes, for he works long hours at his loom every day even on Sundays, when he should be in church. He must be a friend of devil the villagers say to each other.
Poor Silas! He’s a sad, lonely man, and his only friends are the bright gold coins that he earns for his weaving and keeps hidden under the floorboards. But change must come, even to quite place like Raveloe. The Squire’s two sons share a secret, which leads to quarrelling robbery, and a death, one cold snowy night not far from the door of Silas’s cottage . . .
Эрүүгийн эрх зүйн тест 11 - 2009

Эрүүгийн эрх зүйн тест 11 - 2009

1.    Тодорхой албан тушаал эрхлэх, үйл ажиллагаа явуулах эрхийг хасах ял нь:
a. Үндсэн ял
b. Үндсэн ба нэмэгдэл ял
c. Нэмэгдэл ял

2.    Дараах гэмт хэрэг үйлдсэн тохиолдолд цаазаар авах ял шийтгэнэ
a. Тусгай ангид заасан тохиолдолд хүнд болон онц хүнд гэмт хэрэгт
b. Тусгай ангид заасан онц хүнд гэмт хэрэгт
c. онц хүнд гэмт хэрэгт

3.    Цаазаар авах ял шийтгүүлсэн этгээдэд Ерөнхийлөгч
a. Уучлал үзүүлнэ
b. өршөөл үзүүлнэ
4.    Цаазаар авах ялыг уучилсан тохиолдолд
a. Хугацаагүй хорих ялаар солино
b. 25 жил хорих ялаар солино
c. 30 жил хүртэл хугацаагаар гянданд хорих ялаар солино

5.    Эрүүгийн хуулийн тусгай ангид заасан тохиолдолд хорих ялын хугацаа ямар байх вэ?
a. 1 жилээс 15 жил
b. 6 сараас 10 жил
c. 1 жилээс 25 жил
d. 1 жилээс 30 жил

6.    Урьд нь хорих ял эдлэж байсан эрэгтэй ялтанд хорих ял эдлүүлэх дэглэм:
a. Жирийн
b. Чанга
c. Онцгой
d. Гяндан

7.    Насанд хүрээгүй байхдаа онц хүнд гэмт хэрэг үйлдсэн эмэгтэй ялтны ялыг ямар дэглэмд эдлүүлэх вэ
a. Жирийн
b. чанга
c. Онцгой

8.    Торгох ялыг хэрэглэхээр заасан гэмт хэргийн ангилалт (хамааралтайг ол):
a. Хөнгөн
b. Хүндэвтэр
c. Хүнд
d. Онц хүнд

9.    Эд хөрөнгө хураах ялын агуулга:
a. Гэмт үйлдлийн улмаас буй болгосон эд зүйлийг хураах
b. Гэмт үйлдлийн замаар олсон ашиг, орлогыг хураах
c. Гэмт хэрэг үйлдсэн этгээдийн хувьд оногдох хөрөнгийн хураах

10.     Баривчлах ял нь
a. Үндсэн ялын чанартай
b. нэмэгдэл ялын чанартай
c. үндсэн болон нэмэгдэл ялын чанартай

11.    Баривчлах ялын үндсэн хугацаа
a. 1-3 сар хүртэл
b. 3-6 сар хүртэл
c. 1 сараас 1 жил хүртэл
d. 1-6 сар хүртэл

12.    Баривчлах ял эдлүүлэх дэглэм нь
a. Жирийн
b. чанга
c. тусгай дэглэм байхгүй

13.     Баривчлах ял эдлүүлж болохгүй субъектүүд
a. Гэмт хэрэг үйлдэх үед 16 насанд хүрээгүй байсан этгээд
b. Бага насны хүүхэдтэй эх
c. Бага насны хүүхэдтэй ганц бие эцэг
d. Цэргийн албан хаагч

14.     Албадан ажил хийлгэх ялын үндсэн хугацаа
a. 50-250 цаг
b. 100-500 цаг
c. 50-250 цаг
d. 50-500 цаг

15.    Албадан ажил хийлгэх ял оногдуулж болохгүй хүмүүс /хамааралтайг ол/
a. 16 насанд хүрээгүй этгээд
b. гурав хүртлэх насны хүүхэдтэй ганц бие эцэг
c. эмэгтэйчүүд
d. цэргийн жинхэнэ хугацаат алба хааж байгаа этгээд
e. жирэмсэн эмэгтэй

16.    Албадан ажил хийлгэх ялын цээрлүүлэлт:
a. Цалин хөлснөөс суутгах
b. Нийгэмд ашигтай ажлыг цалин хөлс олгохгүйгээр хийлгэх
c. Албадан хөдөлмөр хийлгэх

17.    Шүүхээс ял оногдуулах нийтлэг зарчим (хамааралтайг ол):
a. Гэмт хэргийн нийгмийн аюулын шинж чанар, хэр хэмжээ
b. Хууль шүүхийн өмнө эрх тэгш байх
c. Хариуцлагыг хөнгөрүүлэх, хүндрүүлэх нөхцөл байдал
d. Энэрэнгүй ёс

18.    Ялыг зөвхөн
a. Шүүх оногдуулна
b. Шүүхийн шийтгэх тогтоолоор оногдуулна
c. Шүүгч оногдуулна

19.    Ял хөнгөрүүлэхэд хамаарахгүй нөхцөл байдал
a. Жирэмсэн эмэгтэй гэмт хэрэг үйлдсэн
b. Арван найман насанд хүрээгүй этгээд гэмт хэрэг үйлдсэн
c. Тэтгэвэрийн насны хүн гэмт хэрэг үйлдсэн
d. Хүч хэрэглэх буюу хүч хэрэглэхээр заналхийлэхэд автаж гэмт хэрэг үйлдсэн

20.    Шүүх хуульд зааснаас хөнгөн ял оногдуулж болох уу?
a. Болно
b. Болохгүй
c. Шүүгч үзэмжээрээ шийднэ

Эрүүгийн эрх зүйн тест 10 - 2009

Эрүүгийн эрх зүйн тест 10 - 2009

1.    Гэмт хэргийн нийгмийн аюулыг үгүйсгэх нөхцөл байдлыг ол:
a. Хэргийн хөнгөрүүлэх нөхцөл байдал
b. Гэмт хэрэг үйлдсэн этгээдийг баривчлах саатуулах үед гэм хор учруулах
c. Болгоомжгүй үйлдсэн гэмт хэрэг
d. Мэргэжлийн үүрэг гүйцэтгэхтэй холбогдуулан үйлдсэн гэмт хэрэг

2.    2002 оны Эрүүгийн шинэ хуулиар тогтоосон гэмт хэргийн нийгмийн хор аюулыг үгүйсгэх нөхцөл байдлууд (хамааралтайг ол):
a. Үйлдвэрлэл, шинжилгээ, судалгааны ажлын үндэслэл бүхий эрсдэл
b. Гэмт хэргийг үйлдсэн этгээдийг баривчлах саатуулах үед гэм хор учруулах
c. Тушаал захирамж биелүүлэх
d. Бие махбодийн хувьд болон сэтгэл санааны хувьд албадан хавчих

3.    Аргагүй хамгаалалтаар хамгаалагдах эрх ашиг (хамааралтай ол):
a. Хүний өөрийн амьд явах эрх
b. Хүний эрх, эрх чөлөө
c. Бусдын амьд явах эрх
d. Хүний өөрийн халдашгүй чөлөөтэй байх эрх

4.    Нийгэмд аюултай халдлагаас аргагүй хамгаалалтын нөхцөл:
a. Халдлага нь нийгэмд аюултай, бодитой буюу шууд тулгарсан нөхцөлд хийгдсэн байна
b. Халдлага бодитой буюу учирч болох хор уршиг нь халдлага үйлдсэн этгээдэд учруулсан хохиролтой ижил хэмжээтэй байна
c. Халдлага үйлдсэн этгээдэд учруулсан хохирол нь цаг хугацааны хувьд халдлага үйлдсэн цаг хугацаатай нь тохирсон байна

5.    Нийгэмд аюултай халдлагаас хамгаалах аргагүй хамгаалалтын нөхцөл:
a. Гэмт хор уршиг гуравдагч этгээдийн эсрэг чиглэсэн байна
b. Хэрэг хариуцах чадваргүй болон гэм буруугүйгээр нийгэмд аюултай үйлдэл хийсэн этгээдийн эсрэг аргагүй хамгаалалт хийж болохгүй
c. Аргагүй хамгаалалтыг зөвхөн хүний амь бие, эрүүл мэндэд аюултай халдлагын эсрэг хэрэглэнэ
d. Аргагүй хамгаалалт нь халдлагын нийгмийн аюулын түвшин, шинж чанарт тохирсон байна.

6.    Гэмт хэрэг үйлдсэн этгээдийг баривчлах, саатуулах үед гэм хор учруулах нөхцөл (хамааралтай ол):
a. Гэмт хэрэг үйлдсэн этгээд болон оргосон ялтан шинээр гэмт хэрэг үйлдэх боломжийг таслан зогсоох зорилгоор эрүүгийн хуулийн тусгай ангид заасан үйлдэл хийж гэм хор учруулсан
b. Гэмт хэрэг үйлдсэн этгээдийг өөр аргаар баривчлах боломжгүй бөгөөд түүнийг баривчлах зайлшгүй шаардлагатай байсан арга хэмжээний хэр хэмжээг хэтрүүлээгүй байх
c. Гэмт хэрэг үйлдсэн этгээд болон оргосон ялтныг төрийн байгууллагад хүргэхийн тулд баривчлах, саатуулах үед эрүүгийн хуулийн тусгай нагид заасан үйлдэл хийж, гэм хор учруулсан

7.    Гарцаагүй байдлын нөхцөл:
a. Заналхийлсэн аюул нь зөвхөн хүний үйлдэл, эс үйлдэхүй байх бөгөөд бодитой, өөр аргаар зайлуулах боломжгүй байна
b. Заналхийлж буй аюулыг өөр аргаар зойлуулах боломжгүй, бодитой байх бөгөөд зөвхөн нийгэмд аюултай үйлдэл, эс үйлдэхүй байгаад зогсохгүй зэрлэг амьтны довтолгоо, байгалийн гамшигт үзэгдэл, техникийн үйл ажиллагаа, хүний бие организмын өвөрмөц онцлог, хууль ёсны эсрэг тэсрэг ашиг сонирхол байж болно
c. Заналхийлсэн аюул нь зөвхөн нийгэмд аюултай үйлдэл, эс үйлдэхүй байгаад зогсохгүй зэрлэг амьтны довтолгоо, байглийн гамшигт үзэгдэл, техникийн үйл ажиллагаа, хүний бие организмын өвөрмөц онцлог, хууль ёсны эсрэг тэсрэг ашиг сонирхол байж болно

8.    Гарцаагүй байдлын улмаас бий болсон хохирол нь учирч болох байсан хохирлоос:
a. Заавал бага байна
b. Тэнцүү байна
c. Их байж болно
d. Ямар байх нь хамаагүй

9.    Олонлог гэмт хэргийг тодорхойл:
a. Энэ нь хэд хэдэн гэмт хэргийг нэг дор буюу дараалан үйлдэж тэдгээрийнхээ алинд ч ял шийтгэгдээгүй байх явдал
b. Энэ нь нийлмэл болон давтан гэмт хэрэг
c. Энэ нь хэд хэдэн гэмт хэргийг нэг дор буюу дараалан үйлдсэн явдал бөгөөд үүнд үйлдсэн гэмт хэрэгтээ ял шийтгэгдсэн эсэх нь нөлөөлөхгүй
d. Энэ нь эрүүгийн хариуцлагад татах хугацаа дуусаагүй байхад хэд хэдэн гэмт хэргийг нэг дор буюу дараалан үйлдсэн, эсхүл ял шийтгэлгүй болох хугацаа өнгөрөөгүй үед гэмт хэрэг дахин үйлдэх явдал
e. Энэ нь гэмт хэрэг үйлдэж ял шийтгэгдсэн этгээд дахин гэмт хэрэг үйлдэх явдал

10.    Олонлог гэмт хэргийн үндсэн шинж:
a. Хоёр буюу түүнээс доошгүй гэмт хэрэг үйлдсэн байна
b. Гэмт этгээд зөвхөн нэг төрлийн гэмт хэрэг үйлдсэн байна
c. Урьд нь ямар нэгэн гэмт хэрэгт ял шийтгэгдээгүй байна
d. Олонлог гэмт хэрэг нь хөнгөн гэмт хэрэгт байж болохгүй

11.    Нийлмэл гэмт хэрэг нь:
a. Гэмт хэрэг үйлдсэн боловч түүндээ урьд нь ял шийтгэгдэж байгаагүй этгээд ялгүй болох буюу ялгүйд тооцогдох хугацааны дотор дахин гэмт хэрэг үйлдсэн
b. Ялгүй болох буюу ялгүйд тооцогдох хугацаа нь дуусаагүй байхад дахин гэмт хэрэг үйлдсэн
c. Хоёр буюу түүнээс дээш удаа үйлдэгдсэн бүх гэмт хэрэг

12.    Олонлог гэмт хэргийн хэлбэрийг ол:
a. Нийлмэл, давтан
b. Нэгдмэл, нийлмэл, давтан, рецидив гэмт хэрэг
c. Нийлмэл, давтан, удаа дараа, байнга үйлдсэн
d. Давтан, рецидив

13.    Нэг үйлдэлт нийлмэл гэмт хэрэг нь:
a. Эрүүгийн хуулийн хоёр буюу түүнээс дээш өөр зүйлд заасан гэмт хэргийг үйлдсэнийг хэлнэ
b. Эрүүгийн хуулийн нэг зүйлд заасан гэмт хэргийг хоёр буюу түүнээс дээш удаа үйлдсэнийг хэлнэ
c. Эрүүгийн хуулийн хоёр буюу түүнээс дээш өөр зүйлд заасан гэмт хэргийг үйлдээд тэдгээрийнхээ алинд ч ял шийтгэгдэгүй байхыг хэлнэ
d. Эрүүгийн хуулийн хоёр буюу түүнээс дээш өөр зүйлд заасан гэмт хэргийг үйлдээд тэдгээрийнхээ аль нэгэнд ял шийтгэгдэгүй байхыг хэлнэ

14.    Нэг объектэд нэгдмэл санаагаар удаа дараа халдсан байх нь:
a. Давтан гэмт хэрэг
b. Үргэлжилсэн гэмт хэрэг
c. Удааширсан гэмт хэрэг

15.    Ялын мөн чанар:
a. Цээрлүүлэх
b. Хариу авах
c. Залхаах
d. Бүгд буруу

16.    Ялын зорилго нь:
a. Нийгмээс тусгаарлах
b. Урьдчилан сэргийлэх
c. Залхаах
d. Дахин хүмүүжүүлэх

17.    Үндсэн болон нэмэгдэл ялыг тодорхойл
a. Эд хөрөнгө хураах
b. Торгох
c. Баривчлах
d. Тодорхой албан тушаал эрхлэх, үйл ажиллагаа явуулах эрхийг хасах

18.    Цаазаар авах ялыг дараах тохиолдолд хэрэглэнэ:
a. Хүнд буюу онц хүнд гэмт хэрэг үйлдсэн
b. Хүнд гэмт хэрэг үйлдсэн
c. Онц хүнд гэмт хэрэг үйлдсэн этгээдэд тусгай ангид заасан тохиолдолд

19.    Ямар ялыг зөвхөн үндсэн ялын чанартайгаар хэрэглэх вэ?
a. Торгох, албадан ажил хийлгэх, баривчлах, хорих, тодорхой албан тушаал эрхлэх, үйл ажиллагаа явуулах эрхийг хасах
b. Торгох, албадан ажил хийлгэх, баривчлах, хорих, цаазаар авах
c. Баривчлах, хорих, тодорхой албан тушаал эрхлэх, үйл ажиллагаа явуулах эрхийг хасах, цаазаар авах

20.    Ямар ялыг зөвхөн нэмэгдэл ялын чанартайгаар хэрэглэх вэ?
a. Тодорхой албан тушаал эрхлэх, үйл ажиллагаа явуулах эрхийг хасах
b. Торгох
c. Эд хөрөнгө хураах
d. Албадан ажил хийлгэх
Эрүүгийн эрх зүйн тест 9 - 2009

Эрүүгийн эрх зүйн тест 9 - 2009

1.    Гэмт хэрэгт хамтран оролцох нь:
a. Хоёр буюу түүнээс дээш этгээд гэмт хэрэг үйлдэхэд оролцсоныг хэлнэ
b. Гэмт хэрэг санаатай үйлдэхэд хоёр буюу түүнээс дээш этгээд нэгдсэнийг хэлнэ
c. Хоёр буюу түүнээс дээш этгээд санаатай болон болгоомжгүй гэмт хэрэг үйлдэхэд нэгдсэнийг хэлнэ
d. Хоёр буюу түүнээс дээш этгээд санаатай болон болгоомжгүй гэмт хэрэг үйлдэхэд санаатай нэгдсэнийг хэлнэ

2.    Болгоомжгүй гэмт хэрэгт хамтран оролцож болох уу?
a. Болно
b. Болохгүй
c. Эрүүгийн хуулийн тусгай ангид заасан гэмт хэрэгт болно

3.    Гэмт хэрэг хамтран үйлдсэн нь уг хэргийн нийгмийн хор аюулыг нэмэгдүүлэх үү?
a. Тийм
b. Үгүй
c. Энэ асуудлыг шүүх шийдвэрлэнэ
d. Эрүүгийн хуулийн тусгай ангид заасан тохиолдолд өснө

4.    Гэмт хэргийн гүйцэтгэгч нь:
a. Гэмт хэрэг үйлдэхийг гардан зохион байгуулсан буюу удирдсан, зохион байгуулалттай бүлэг, гэмт бүлэглэл байгуулж, үйл ажиллагааг нь чиглүүлж удирдсан этгээд
b. Ятгах, заналхийлэх болон бусад аргаар гэмт хэрэг үйлдэхэд бусдыг өдөөн түлхсэн, зоригжуулсан этгээд
c. Гэмт хэргийг гардан үйлдсэн этгээд
d. Гэмт хэрэг үйлдүүлэхээр бусдыг хөлсөлсөн этгээд
e. Зааж зөвлөх, зэвсэг, хэрэгсэл өгөх, учрах саадыг арилгах, унаа, орон байраар хангах зэргээр гэмт хэрэг үйлдэхэд дэмжлэг үзүүлсэн, түүнчлэн гэмт хэрэг үйлдсэн этгээд болон гэмт хэрэг үйлдэхэд хэрэглэсэн зэвсэг, хэрэгсэл, гэмт хэрэг үйлдэж олсон эд зүйлийг нуун далдлах, зарж борлуулах, гэмт хэргийн ул мөрийг баллахаар урьдчилан амалсан этгээд

5.    Гэмт хэрэгт хамтран оролцогчдын хэлбэрийг тодорхойл.
a. Гэмт хэрэгт хамжигчаар оролцох
b. Гэмт хэргийг бүлэглэж үйлдэх
c. Гэмт хэргийг нуун далдлах

6.    Гэмт хэрэгт хамтран оролцох явдал нь
a. Зөвхөн санаатай гэмт хэрэгт байна
b. Санаатай болон болгоомжгүй гэмт хэрэгт байна
c. Гэмт хэргийн улмаас учирсан хохирлын хэмжээг харгалзан хамтран оролцсон байдлыг тогтооно

7.    2002 оны Эрүүгийн шинэ хуулиар тогтоосон гэмт хэрэгт хамтран оролцогчдын төрөл:
a. Хатгагч
b. Гүйцэтгэгч
c. Захиалагч
d. Хамжигч

8.    2002 оны Эрүүгийн шинэ хуулиар тогтоосон гэмт хэрэгт хамтран оролцох хэлбэр:
a. Бүлэглэх
b. Урьдчилан үгсэж тохиролцсон бүлэг
c. Зохион байгуулалттай бүлэг
d. Гэмт бүлэглэл

9.    Гэмт хэрэг үйлдэхэд тусламж дэмжлэг үзүүлсэн, гэмт хэргийн ул мөрийг баллахаар урьдчилан амласан этгээд нь
a. Нуун далдлагч
b. Хамжигч
c. Хатгагч
d. үл мэдээлэгч

10.    Гэмт хэргийг үл мэдээлэх, нуун далдлах нь:
a. Эрүүгийн хуульд заасан бүх гэмт хэрэгт хамаарна
b. Зөвхөн онц хүнд гэмт хэрэгт хамаарна
c. Эрүүгийн хуульд нэрлэж заасан тодорхой гэмт хэрэгт хамаарна
PLAN ANUAL DE DEPORTE, CULTURA Y RECREACIÓN 2012

PLAN ANUAL DE DEPORTE, CULTURA Y RECREACIÓN 2012

UNIDAD DE GESTIÓN EDUCATIVA LOCAL Nº 05
   
PLAN ANUAL DE
DEPORTE, CULTURA Y RECREACIÓN
2012
INSTITUCIÓN EDUCATIVA
Nº 0048
“SAN JUAN BOSCO”
EDUCACIÓN PRIMARIA DE MENORES


SAN PEDRO - EL AGUSTINO




PLAN ANUAL DE DEPORTE, CULTURA Y RECREACIÓN


I.-DATOS GENERALES

1.1     DATOS INFORMATIVOS
   
    INSTITUCIÓN EDUCATIVA    :    INSTITUCIÓN EDUCATIVA Nº 048 “SAN JUAN BOSCO”
    NIVEL                :    Primaria
    MODALIDAD            :    Educación Básica Regular
    TURNOS            :    Mañana y tarde
    LOCALIZACION        :    AA.HH. San Pedro
    DIRECCIÓN            :    Av. 15 de Abril  344 
    DISTRITO            :    El Agustino
    PROVINCIA            :    Lima
    DEPARTAMENTO        :    Lima
    PÁGINA WEB            :    http://www.wix.com/juldir/sanjuanbosco
    CORREO ELECTRONICO    :    sanjuanbosco48@gmail.com
    DIRECTOR            :    Lic. Juan Leonardo Diestra Rodríguez
    DOCENTES            :     Lili Eustolia Herrera Matos
Ricardo Huamani Paredes
Yovana Maribel Reyes Núñez
José Luis Romero Dueñas
Ponciano Solís Palomino
Verónica Salazar Espinoza
María Marciana Suarez Romero
José Elías Yactayo Orbegoso
Solanger  Claver Chumioque Yaipen 
César Augusto Telada Aquino
Eusebia Chirinos Chumbimune
Gloria Jesús Valencia Samán
    ADMINISTRATIVOS        :     Aureana López Falcón
Cirila Huaytalla Huamani
Víctor Javier castañeda
Jhon Yataco Cóndor



LOCALIZACIÓN:
    SECTOR    :    Ministerio de Educación
    REGIÓN            :    Dirección Regional de Lima Metropolitana
    UGEL                :    05 – San Juan de Lurigancho – El Agustino
    DISTRITO            :    El Agustino
    PROVINCIA            :    Lima
    DEPARTAMENTO        :    Lima
    LOCALIZACION        :    AA.HH. San Pedro


  
   
    1.2 JUSTIFICACIÓN
    El presente Plan Anual sobre Cultura y Deporte se ha elaborado teniendo por finalidad hacer partícipe a toda la comunidad educativa, con un enfoque inclusivo, que promocione el desarrollo integral del niño y el adolescente desarrollando las siguientes funciones: promover e deporte en todo sus aspectos y defender el Patrimonio cultural y natural; además de promover el desarrollo de la ciencia y tecnología a través de la Feria Nacional. Para el cumplimiento de las actividades planificadas se contará con la concurrencia de toda la comunidad educativa, dirección, docentes, padres de familia y alumnos en general, mejorando la calidad académica e imagen institucional.
    1.3. BASE LEGAL
    Ley N°28044 Ley general de educación y sus reglamentos
    Ley N° 26549 de centros educativos privados y su reglamento D.D.N° 009-2006-ED
    D.S. N°019-90-ED Reglamento de la Ley del profesorado
    D.S. N° 018-88-ED Reglamento de asociación de padres de familia
    D.S.N° 006-2004-ED Lineamientos de política educativa.
    D.S. N° 013-2004-ED Reglamento de educación básica regular.
    Ley Nº 27337 – “Nuevo Código de los Niños y Adolescentes”
    Resolución Ministerial N° 0526-2005-ED, instituye los Juegos Florales Escolares como actividad educativa de la Educación Básica Regular.
    Resolución Vice Ministerial N° 0017-2007-ED, que aprueba las Normas que establecen la Organización y la Ejecución de la Actividad Permanente de Movilización Social:”Escuelas Seguras, Limpias y Saludables”.
    Directiva para el desarrollo del año escolar 2011en las instituciones educativas de educación básica y técnico productiva.



II. IDENTIDAD
VISIÓN



III. MAPA INSTITUCIONAL

3.1 Ideario Institucional
 El ideario institucional de la I.E. “misión:
    La I.E. está dirigido a brindar educación integral a los alumnos del nivel primaria de educación Básica regular y que al terminar sus estudios estén aptos para continuar sus estudios en el nivel secundario, pero no solo continuar sino estar preparados para ser alumnos destacados debido al nivel de preparación que recibió..

    Es consolidarnos poco a poco a través de un trabajo en conjunto de dirección, docentes, padres de familia, personal administrativo y alumnos para constituirnos como una Institución Educativa de CALIDAD que forme alumnos COMPETITIVOS, INNOVADORES, CREATIVOS, LÍDERES y SOLIDARIOS, cuyas actitudes le permitan aprender a lo largo de la vida y que tomen conciencia que su formación les llevará a conseguir sus metas y anhelos.
    Es por ello que nuestra institución busca convertirse en una alternativa para los niños y jóvenes que buscan progresar en la vida, muy a pesar de la zona, por ello no solo buscamos darle una buena preparación, sino que estos estén basados en valores y capacidades. Los valores son el centro de la vida del hombre, porque orientan hacia un proyecto de vida humanística.
 Las capacidades son de vital importancia, pero giran en torno a los valores. Los valores son las motivaciones que van a permitir el desarrollo de las especialidades.
    Honestidad
    Trabajo y responsabilidad
    Investigación
    Solidaridad
    Servicio
    Puntualidad
    Justicia
    Lealtad.

3.2 PERFIL
PERFILES IDEALES DE LOS AGENTES EDUCATIVOS
Perfil de la institución
- Formador integral que toma los aspectos valorativos, académicos y conductuales, para constituirse en una opinión verdaderamente educativa.
- Organizado, disciplinado y coherente en sus estamentos, servicios y recursos, proporcionando una educación de calidad, dentro de un clima institucional positivo
-Difundir nuevas concepciones filosóficas y educativas que contribuyan a elevar el nivel académico.
- Constituirse en un campo de investigación educativa y de experimentación pedagógica.
-Centro de formación humana, científica y  tecnológica.
-Espacio donde se desarrolle una verdadera familia entre alumnos, profesores y padres de familia. Un segundo hogar para los alumnos, donde se trabaja con alegría y optimismo.
PERFIL DEL DIRECTOR
El director del plantel debe de poseer las siguientes características:
En la dimensión socio cultural
-Personalidad bien formada y con capacidad de convocatoria, capaz de ejercer liderazgo efectivo en beneficio de los objetivos institucionales.
-Actitud de comunicación y dialogo permanente, a fin de posibilitar el desarrollo de la institución.
-Aptitud creativa y talentosa en el cumplimiento de sus funciones y obligaciones.
En el nivel cognitivo
-Con suficiente nivel pedagógico y amplia cultura general.
-Capacitado para comprender y analizar el desarrollo científico, tecnológico y social del mundo y estar al día en estos aspectos.
-Con manejo de diversas técnicas dentro del campo pedagógico en todas las etapas del proceso de aprendizaje.
- Con habilidad para seleccionar métodos, materiales y demás ayudas relacionadas con el trabajo educativo.
-Tener actualizados conocimientos sobre supervisión y control de aprendizajes.
-Tener capacidad de innovación y cambio permanente, siendo capaz de incentivar y dirigir la capacitación docente.
En la Dimensión de Gestión
-Formación  administrativa y financiera que le permita dirigir la institución educativa de manera gerencial.
- Capacidad de manejo de personal, guiándole hacia el logro de los objetivos propuestos.
- Conocimiento de la legislación educativa y laboral de nuestro país y capacidad para establecer controles que permitan mantener a la institución en el camino del éxito.
- Manejo de la planificación  y control del presupuesto y los recursos económicos de la institución educativa.
PERFIL DEL DOCENTE
El docente debe reunir características que lo cataloguen como:
 EN LA DIMENSION COGNITIVA
Asumir con criterio de convicción y vocación compromisos y funciones inherentes a su labor educativa.
Poseer suficiente conocimiento pedagógico, debiendo manejar con habilidad y seguridad no solo la dirección del aprendizaje, sino también la documentación pertinente como las formas  de programación curricular anual y bimestral, las diferentes técnicas e instrumentos de evaluación, la estadística educativa y demás actividades propias del trabajo docente.
- Conocer y manejar los diversos comportamientos que presentan los alumnos en el desarrollo de su personalidad.
- Tener capacidad para entender, distinguir, ordenar, razonar, juzgar y expresar ideas creativas sobre su trabajo y su misión de maestro.
- Tener un buen promedio de cultura general para comprender el mundo físico y social y el desarrollo histórico a nivel local, regional, nacional e internacional.
- Estar bien informados sobre los sucesos y cambios en el mundo que le rodea y conocer los avances tecnológicos en una época muy competitiva.
- Manejar bien las diversas formas de lenguaje oral, escrito, mímico, etc.para comunicarse con propiedad, corrección, pertinencia y claridad.

EN LA DIMENSION SOCIO CULTURAL
- Reconocer, jerarquizar y practicar valores éticos y sociales, lo que debe darle capacidad para convivir, colaborar y compartir en todos los niveles.
- Comprometerse con la verdad y la justicia y actuar correctamente.
- Controlar su conducta y afectividad demostrando en cualquier circunstancia la prudencia necesaria para respetar a todos por igual, mostrando por tanto no solo una buena integración afectiva, si no calidad personal.
 EN LA DIMENSION AFECTIVA
-Actuar serena y tranquilamente ante los sucesos tanto adversos como favorables.
- Con iniciativa y sensibilidad. –Actuar con rectitud y justicia.
- De espíritu servicial.
 - Autocritico y amante de su propio y continuo mejoramiento.
- Tener  vocación de servicio.
- Actuar con rectitud y justicia.
PERFIL DEL ESTUDIANTE
Dimensión cognitiva
.Se comunica eficientemente en su lengua materna y la valora, respetando en los diferentes ámbitos del país las diferentes lenguas nativas. Se inicia en el manejo de la lengua extranjera.
-Comprende y evalúa con sentido critico los mensajes que recibe a través del lenguaje verbal y no verbal (icónico, plástico, corporal sonoro códigos de la información, etc.)
- Expresa con seguridad sus sentimientos, utilizando lenguajes y respeta las opiniones divergentes, en sus relaciones interpersonales.
DIMENSION AFECTIVA
-Colabora y coopera en el aprendizaje en común.
-Demuestra solidaridad y respeto por sus compañeros y los docentes
-Es respetuoso de la persona humana y sus derechos.
-Demuestra actitudes de honradez.
-Es integro y honesto.
-Sereno y tranquilo.
DIMENSION PSICOMOTORA
- Propone, evalúa alternativas de solución y participa organizadamente frente a situaciones  problemáticas y peligrosas que amenazan su seguridad personal y colectiva.
- Aplica creativamente sus conocimientos, habilidades y destrezas, en la realización de actividades productivas, aprovechando en forma eficiente la tecnología disponible en su medio.
- Conoce, aprecia y cuida su cuerpo y contribuye a su desarrollo adoptando hábitos de conservación de su salud integral y de la salud colectiva.
- Actúa demostrando solidaridad, honradez, equidad y asertividad, rechazando los actos de corrupción, exclusión y violencia, en su medio familiar, escolar y comunitario.
- Contribuye al desarrollo sustentable de su comunidad, interactuando positivamente con su medio natural y cultural utilizando racionalmente los recursos de ambiente.
- Elabora y aplica estrategias intelectuales para construir conocimientos, solucionar problemas y aprender permanentemente.
- Trabaja en equipo, propone normas de convivencia, las cumple y las hace cumplir. Toma decisiones individual y colectivamente para el buen común.
DIMENSION SOCIOCULTURAL
- Se reconoce  como persona, valora  positivamente sus características biológicas, psicomotoras, intelectuales, afectivas y sociales y manifiesta sentimientos de pertenencia de seguridad y confianza, en interacción con su medio natural y social.
- Acepta las diferencias entre las personas, reconociéndolas como legitimas, sin discriminarlas por su género, edad, raza, condición socioeconómica, religión, origen étnico y cultural.
- Se identifica con su realidad socio cultural, local regional y nacional y con su historia y es consciente de su rol presente y futuro, en el proceso de desarrollo y defensa del país.
- Asume sus responsabilidades, defiende sus derechos y reconoce los derechos y las responsabilidades de las otras personas, en los ambientes donde interactúa.
PERFIL DE LOS PADRES DE FAMILIA
En lo moral y religioso
- Es consciente  de la responsabilidad para la que ha sido llamado por Dios al formar una familia.
- Acude constantemente a la ora con  como una via de encuentro con Dios y un medio de fortalecimiento moral para acompañar con mayor efectividad a los que les rodean y en especial a sus hijos..
En lo personal
- Da ejemplo  del  cuidado integral de su salud y promueve el aspecto por fortalecer el equilibrio Psicosomático de su entorno familiar.
- Practica deporte y estimula a su familia a cuidar del desarrollo armónico del organismo.
- Se abstiene de todo aquello que pueda perjudicar su salud física y capacidad integral.
  En lo intelectual
- Acompaña a su hijo en su inquietud permanente por encontrar la verdad.
- Acepta las limitaciones e intenta con sabiduría, sencillez y humildad relacionarse con personas que le ofrezcan alternativas de mejoramiento en su nivel de información y formación intelectual.
- Es coherente en su forma de pensar, razonar y dialoga con sus hijos con flexibilidad, suficiencia y sentido de la autonomía que a estos le corresponde.
- Discrimina con claridad lo positivo de los avances científicos y tecnológicos de nuestro tiempo.
- Conocen el proyecto Educativo de la institución, se identifican con él y se comprometen en su desarrollo y cumplimiento.
En lo personal – social
- Conoce y comprende el mundo interior de sus hijos y es capaz de respetar sus pertenencias sin dejar de orientarlos  y acompañarlos en sus momentos difíciles.
- Evidencia la práctica de una conducta moral, como base de la autoridad y ejemplo para con sus hijos.
- Se integra con alegría. Optimismo y sentido crítico constructivo en la ejecución de las acciones de planeamiento, organización, ejecución, evaluación e información de las actividades programadas por la junta directiva de la APAFA,los representantes del aula o grado y por la dirección del plantel..
- Participa con entusiasmo en la promoción y práctica de lo0s valores de integración y cívico – patrióticos, tanto en su entorno familiar y comunal como en la propia institución.
PERFIL DEL PERSONAL ADMINISTRATIVO
- Realiza su trabajo con responsabilidad y dedicación como apoyo a los fines de la institución.
- Muestra una permanente actitud de ayuda y respeto a los alumnos.
- Evidencia compromiso e interés en sus obligaciones diarias y las realiza con esmero.
- Conoce la misión y visión de la institución y participa en su realización.
- Participa en forma voluntaria y generosa en actividades extras a sus obligaciones diarias y apoya a sus compañeros de trabajo.
- Se esfuerza en mantener un buen nivel en el trato con sus compañeros y en general con todo el personal.
- Se identifica con los valores éticos – morales y lo incorpora a su vida diaria.
- Participa en las actividades que promueve la institución en el aspecto cultural y religioso.



3.3. Organigrama:
Nos regimos con el siguiente organigrama:

ORGANIZACIÓN Y FUNCIONES DE LA INSTITUCIÓN EDUCATIVA
Nº 0048 “SAN JUAN BOSCO”

       ORGANIGRAMA ESTRUCTURAL





IV. DISPOSICIONES ESPECÍFICAS
4.1. De los Órganos e Instancias
Los Órganos e Instancias de los Eventos de Ciencias y Deportivos Escolares 2011 son los siguientes:
4.1.1. Comité de Honor
Estará integrado por el Sr. director Lic. Juan Leonardo Diestra Rodríguez, el  Presidente de APAFA y el Representante de los Comités de Aula.
4.1.2. Comisión Organizadora  Es la máxima instancia en la organización de los Eventos  Científicos y Deportivos Escolares.
Sus funciones son:
•    Planificar, organizar, normar, administrar, dirigir, coordinar, supervisar y evaluar los Eventos Científicos y Deportivos Escolares internos 2012 a nivel local.
•    Organizar, ejecutar, supervisar, evaluar e informar de los resultados de los Juegos Deportivos Escolares 2012.
•    Publicar, la relación oficial de los escolares clasificados, incluyendo los resultados obtenidos.
•    Es responsable de la premiación.

4.1.3 De los Eventos a desarrollarse.
 Las disciplinas que se desarrollen serán determinadas por el Comité Organizador. El Comité Organizador asumirá la organización del evento que le hayan designado.
4.2. De la participación de los eventos escolares.
Para la inscripción de los escolares, se deberá cumplir con los siguientes requisitos:
1. Ficha de Identificación y control, foto tamaño carné y huella dactilar del alumno (según formato). Y/O  DNI.
2. Declaración Jurada de la edad correspondiente y matricula en la Institución Educativa suscrita por el Director del Plantel.
3. Certificado Médico individual o colectivo emitido por un médico LOCAL.
4. Ficha de Inscripción por evento.
5. Ficha de Matricula registrada en la Institución Educativa (original y copia)
6. Partida de Nacimiento, original y copia la misma que quedará en poder de la
Comisión Organizadora.
7. Recibo de pago de S/. 1.00 (Un nuevo sol y 00/100) por participante.
8. Para las actividades referentes a la expociencia y festidanzas, las comisiones responsables les harán llegar oportunamente las bases, la organización y el desarrollo de dichas actividades.
Nota: El delegado o entrenador del equipo clasificado portará toda esta documentación en original y copia.
Los Participantes:
•Para ser participante de los Juegos Deportivos Escolares 2012, tiene que cumplir con todos los requisitos de la Inscripción que exige la Comisión Organizadora.
•Un deportista puede participar hasta en 02 disciplinas deportivas.
4.3 Del Cronograma de los Juegos Deportivos Escolares y de ciencia y tecnología

CRONOGRAMA DE ACTIVIDADES  DE DEPORTE Y CULTURA 2012
ACTIVIDAD    RESPONSABLES DE LAS COMISIONES    CRONOGRAMA
ENTREGA DE BASES EN DEPORTE    PROFESORES:        JOSE LUIS ROMERO DUEÑAS Y CESAR TELADA AQUINO    ABRIL -MAYO

ENTREGA DE BASES DE LA EXPOCIENCIA    PROFESORAS: VERONICA SALAZAR ESPINOZA Y EUSEBIA CHIRINOS CHUMBIMUNE    ABRIL - MAYO
EXPOCIENCIA INTERNA    COMITES DE CIENCIAS Y DEPORTE    AGOSTO
EXPOCIENCIA INTERESCOLAR    PROFESORES SELECCIONADOS    SETIEMBRE
COMPETENCIAS DEPORTIVAS 2011    PROFESORES :JOSE LUIS ROMERO SUEÑAS Y CESAR TELADA AQUINO    SETIEMBRE
FESTIDANZAS 2011
“CONCURSO TRABAJEMOS EL PATRIMONIO CULTURAL DEL AULA”    PROFESORAS : GLORIA JESUS VALENCIA DE CAHUA Y SOLANGER CLAVER CHUMIOQUE    OCTUBRE
EVALUACIÓN DE LAS ACTIVIDADES    DIRECCIÓN Y COMITÉ ORGANIZADOR    DICIEMBRE



4.4. CUADRO DE PARTICIPANTES EN LOS DIFERENTES EVENTOS DE DEPORTE Y CULTURA
 (POR SECCION)
DISCIPLINA    PARTICIPANTES    TOTAL
    F    M   
ATLETISMO    10    10    20
FULBITO        08    08
VOLEIBOL    08        08
CARRERA 100M.    02    02    04
EXPOCIENCIA    02    02    04

45. Del Financiamiento
•Los Eventos de Ciencia y tecnología  y Deportivos Escolares 2012 serán financiados con los recursos de los Padres de Familia organizados por APAFA.
•La Comisión Organizadora tendrá autonomía para gestionar el apoyo de Instituciones Públicas y Privadas para financiar el desarrollo de los EVENTOS; para ello deberá celebrar convenios simples, cuyos términos deberán ser públicos. El convenio obligará a rendir cuenta detallada de los fondos obtenidos. Esta gestión para el financiamiento se podrá extender a las Comisiones de la IE con igual responsabilidad.
•Los gastos que correspondan a transporte, premiación y otros  correrán a cuenta de las comisiones responsables de los EVENTOS, con el apoyo del Fondo Pro Deporte  Y Cultura Escolar 2012.
Del Arbitraje: El Arbitraje y el Control de las competencias serán de responsabilidad de la Comisión
•MARCAS MINIMAS EN ATLETISMO
COMPETENCIA    RESPONSABLES    MARCAS MINIMAS
CARRERA    PROFESOR: JOSE LUIS ROMERO DUEÑAS    50 M
CARRERA    PROFESOR: JOSE LUIS ROMERO DUEÑAS    600M
SALTO ALTO    PROFESOR CESAR TELADA AQUINO    1 20M
SALTO LARGO    PROFESOR CESAR TELADA AQUINO    4,20 M
LANZAMIENTO DE PELOTA    PROFESOR: JOSE LUIS ROMERO DUEÑAS    36 M
VALLAS    PROFESOR CESAR TELADA AQUINO    60 M
POSTA    PROFESOR CESAR TELADA AQUINO    4 x 50 M

4.6. De los Premios
En los diferentes Eventos cada Comisión Organizadora implementará la premiación respectiva de acuerdo a sus posibilidades.
En los deportes colectivos se premiará a los tres primeros puestos con trofeos y a los integrantes con Medallas, para el Primer, Segundo y Tercer Lugar. En los deportes individuales se premiarán a los tres primeros lugares por prueba con Medallas de. Asimismo se premiará con trofeos a los equipos que ocupen los tres primeros lugares deacuerdo a la sumatoria de puntos obtenidos por pruebas o modalidades.
4.7. De las Ceremonias de Inauguración y Clausura
Las ceremonias de Inauguración y Clausura deben significar espectáculos donde se conjugue la diversidad cultural de nuestro país, el respeto a nuestros símbolos patrios y autoridades presentes, la Ceremonia de Clausura se cumplirá al finalizar el evento; la Comisión Organizadora respectiva otorgará reconocimientos a los participantes técnicamente más destacados.

4.8. De los Informes y Estadísticas
Los informes, estadísticas y resoluciones de ganadores de cada una de las etapas serán
Publicadas y distribuidas por secciones para su interpretación y evaluación.
4.9. De las Faltas y Sanciones
Las siguientes sanciones serán impuestas, de acuerdo a la gravedad de la falta cometidas por Alumnos, Entrenadores, Árbitros, Profesores, Delegados, Directores, que resulten involucrados.
•Descalificación del Deportista, Entrenador, Delegado por faltas técnicas o conductas antideportivas, cometidas durante los Juegos.
•Los Daños sean materiales ó personales ocasionados por alumnos u otro participante serán cubiertos en su integridad por  los responsables del grado (Incluidos Padres de Familia).
•Se aplicarán sanciones administrativas ante la falta y/o delito cometido por el personal organizador, administrativo, directivo y docente.
•Las sanciones podrán ser aplicadas en forma individual y diferenciada, en función de la falta cometida, por la parcialización comprobada de los participantes, de acuerdo a la gravedad de la falta, serán sancionados con comunicación a sus respectivos profesores, a fin que sean vetados para participar en las actividades programadas.
4.10. Los Refuerzos en las competencias deportivas
En los Juegos Escolares y en los  deportes colectivos con el fin de mejorar la calidad de la competición, los equipos podrán reforzarse hasta con 2 deportistas de los equipos que quedaron eliminados.
4.11. Los Reemplazos
En caso de accidentes comprobados podrán producirse reemplazos con los deportistas inscritos en la nómina inicial según las Bases Específicas.
V. DISPOSICIONES COMPLEMENTARIAS
•Le corresponde a los Delegados y a los Entrenadores velar por el correcto comportamiento de los deportistas en el lugar de competición.
•Los Juegos serán organizados por la Comisión Organizadora de los Juegos Deportivos Escolares 2012. Se conformará un Comité de Asesoría Técnica con los representantes de cada una de las Competencias Deportivas de las disciplinas programadas en estos Juegos.
•Es responsabilidad de las Instituciones Educativas el examen médico de sus deportistas previo al inicio de las competencias. Las Comisiones Organizadoras no asumirán ninguna responsabilidad en lo referente al estado de salud y condición física de los deportistas inscritos.
•Los casos o situaciones no previstas en las Bases Generales serán resueltos por la Comisión Organizadora de los Juegos Deportivos Escolares 2012.
Cada Brigadista deberá portar un distintivo y cordones de defensa Civil.
V.  METAS
a. Alumnos
b. Dirección
c. Personal docente y no docente

 VI. RECURSOS
a. Humanos: profesores y alumnos
b. Materiales: pintura, carteles de símbolos de Defensa Civil.
                  c.  Económicos: Financiado por la Comisión, Dirección y APAFA

VII. METODOLOGIA
    Sensibilización  y orientación
    Instrucción y monitoreo
    Participación coordinada y activa
    Simulacros.



WHERE IS SILAS’S GOLD?

WHERE IS SILAS’S GOLD?

Where is Silas’s gold?
When Dunstan Cass left the cottage, Silas Marner was only a hundred meters away. He came back at home and ate dinner. After that he wanted to see his gold, when he took up the floorboards near the loom, he saw the empty hole, he did not understand at once. He thought put his gold in a different place and forgotten about it. He searched every corner of his small cottage but he can’t find anything. He had to accept the truth- his gold had been stolen!
He must go and tell the Squire, and the police! So he hurried out in the rain without coat, and ran towards the rainbow. Five villagers at the Rainbow. Robbed! Cried Silas. He told to villagers Jem Rodney stolen my gold. But Jem moved quickly away and said not me. But Silas persist. After that the landlord taking Silas by the arm and sat down by the fire. Silas told the story to the villagers but the landlord answered to him that Jem been sitting here drinking with us all evening. So he’s not the thief. Then Silas had to apologize from Jem and Jem accepted his apologize.
REVIEW OF OUR LAST STUDY

REVIEW OF OUR LAST STUDY

   1 Peter 4:7-19 ~ All for God’s Glory

REVIEW OF OUR LAST STUDY
In our last study, we looked how we can suffer even thought we are doing what’s right. We need to keep in mind that when we experience suffering it doesn’t mean that we have done something wrong. We also look at how Christ suffered once for all sins.

IN THIS STUDY
We will look at serving and suffering for God’s glory. We will talk about trials and how we can react to them.


(1) Read verses 7-11
Peter gave a list of instructions we should follow in response to submission to one another back in 1 Peter 3:8-12. Peter is giving another list of instructions this time in response to be of the same mind of Christ, who suffered once for sin. Write what you think of each of these instruction implies.

1)    Be serious and watchful in prayer


2)    Have fervent love for one another


Proverbs 10:12 (KJV) “Hatred stirreth up strifes: but love covereth all sins.”

3)    Be hospitable (without grumbling)


 Commentary by Ron Daniel
                Rondaniel.com

Interestingly, the word "hospitable" in Greek is "fil-OX-en-os." The word comes from combining "FEE-los" with "XEN-os." "FEE-los" means "friend," and "XEN-os" means "stranger." So to be hospitable means to be a friend to strangers.


4)    Minister the gift you have received


1 Corinthians 12:4 (NKJV) “There are diversities of gifts, but the same Spirit.”

5)    Speak the oracles of God


6)    Minister with the ability God supplies



(2) Read verses 12-14
HOW are we to look at trials?



 Commentary by Ron Daniel
                Rondaniel.com

Personally, I get a bit paranoid when everything is going well. Because the harsh reality is that the Christian life tends to be made up of fiery ordeals. Jesus promised us long ago,
John 16:33  “These things I have spoken to you, so that in Me you may have peace. In the world you have tribulation, but take courage; I have overcome the world.”
 He has given us the key: stop looking for peace that comes from good circumstances, and instead find peace in our good God. If we learn this, then we have learned one of life's greatest lessons.


(3) Read verses 15-16
WHAT does this passage say about suffering?






(4) Read verses 17-19
WHAT does Peter say about judgment?




 Commentary by David Guzik
                Calvary Chapel Santa Barbara

For the time has come for judgment to begin at the house of God: In the context of suffering, Peter tells us that judgment begins at the house of God. God uses suffering as judgment (in a positive, purifying sense) for Christians (the house of God) now.

i. It is right for judgment to begin at the house of God. “There is equity in it; for Christians profess to be better than others, and so they ought to be. They say they are regenerate, so they ought to be regenerate. They say that they are a holy people, separated unto Christ; so they ought to be holy, and separate from sinners, as he was.” (Spurgeon)

ii. Now is our time of fiery trial (1 Peter 4:12); the ungodly will have their fire later. The fire we endure now purifies us; the fire the ungodly will endure will punish them. Yet we always remember that there is never any punishment from God for us in our sufferings, only purification. For the Christian, the issue of punishment was settled once and for all at the cross, where Jesus endured all the punishment the Christian could ever face from God.


Psalm 40

Psalm 40

Psalm 40

1 I waited for the Lord my God, and patiently did bear; At length to me he did incline my voice and cry to hear.

2 He took me from a fearful pit, and from the miry clay, And on a rock he set my feet, establishing my way.

3 He put a new song in my mouth, our God to magnify: Many shall see it, and shall fear, and on the Lord rely.

4 O bless-ed is the man whose trust upon the Lord relies; Respecting not the proud, nor such as turn aside to lies.

5 O Lord my God, full many are the wonders thou hast done; Thy gracious thoughts to us-ward far above all thoughts are gone:

6 In order none can reckon them To thee if them declare; And speak of them I would, they more Than can be numbered are.v7. His ways to Moses, he his acts made known to Isreals sons.
Эрүүгийн эрх зүйн тест 8 - 2009

Эрүүгийн эрх зүйн тест 8 - 2009


1.    Гэм буруугийн хэлбэр:
a. Санаатай ба болгоомжгүй
b. Санаатай ба хайхрамжгүй хандах
c. Санаатай ба тохиолдол
d. Болгоомжгүй, санаатай, гэм буруугийн давхар хэлбэр

2.    Болгоомжгүй гэм буруугийн хэлбэр:
a. Хайнга хандах ба хайхрамжгүй хандах
b. Гэнэт үүссэн, урьдчилан төлөвлөсөн
c. Хайхрамжгүй хандах, хөнгөмсөгөөр найдах
d. Шууд бус болгоомжгүй, шууд болгоомжгүй

3.    Урьдчилан төлөвлөсөн санаа нь:
a. Шууд бус санаа
b. Шууд санаа
c. Хөнгөмсөгөөр найдсан санаа
d. Хайхрамжгүй хандсан санаа

4.    Гэмт хэргийг шунахай сэдэлтээр үйлдвэл
a. Субьектэд хамаарна
b. Субьектив талд хамаарна
c. Обьектив талд хамаарна

5.    Гэмт хэрэг үйлдсэн этгээд өөрийн хэргийн нийгэмд аюултай шинж, түүнээс бий болох хор уршгийг ухамсарлан мэдэж байсан боловч тэр хор уршигт зориуд хүргэсэн нь
a. Шууд санаа
b. Гэнэт үүссэн санаа
c. Шууд бус санаа
d. Хайхрамжгүй хандсан байдал

6.    Гэмт хэрэг үйлдэх санаа бодол үүссэн нь:
a. Гэмт хэргийн бэлтгэлт
b. Гэмт хэргийн завдалт
c. Эрүүгийн хариуцлага хүлээхгүй

7.    Болгоомжгүй гэмт хэрэгт бэлтгэх, завдах явдал байж болох уу?
a. Болно
b. Болохгүй
c. Хөнгөмсөгөөр найдсан хэрэгт байж болно
d. Хайхрамжгүй хандсан хэрэгт байж болно

8.    Ямар гэмт хэрэгт бэлтгэсэний төлөө эрүүгийн хариуцлага хүлээлгэх вэ?
a. Бүх ангиллын гэмт хэрэгт бэлтгэсэний төлөө эрүүгийн хариуцлага хүлээлгэнэ
b. Хүндэвтэр, хүнд, онц хүнд гэмт хэрэгт бэлтгэсэнд эрүүгийн хариуцлага хүлээлгэнэ
c. Хүнд болон онц хүнд гэмт хэрэгт бэлтгэсэний төлөө эрүүгийн хариуцлага хүлээлгэнэ

9.    Тодорхой гэмт хэрэг үйлдэхээс сайн дураар татгалзвал:
a. Тухайн гэмт хэргийн хариуцлагаас шууд чөлөөлнө
b. Хариуцлагаас чөлөөлөхгүй
c. Хариуцлагыг хөнгөрүүлнэ

10.    Гэмт хэрэг үйлдэх урьдчилсан үе шатыг тодорхойл:
a. Гэмт хэрэг үйлдэх санаа бодол төрөх
b. Гэмт хэрэгт бэлтгэх
c. Гэмт хэрэгт бэлтгэх болон завдах

Эрүүгийн эрх зүйн тест 7 - 2009

Эрүүгийн эрх зүйн тест 7 - 2009

1.    Хэрэг хариуцах чадвартай эсэхийг дараах шалгуураар шийдвэрлэнэ:
a. Эмнэлэгийн болон хууль зүйн
b. Социологийн болон антропологийн
c. Газар зүйн болон хүн ам зүйн
d. Сэтгэл зүйн болон сурган хүмүүжүүлэх ухааны

2.    Хуулийн этгээд гэмт хэргийн субъект
a. Мөн
b. Биш
c. Шүүх шийдвэрлэнэ

3.    Архаг архичин мансууруулах зүйл хэрэглэгч этгээд гэмт хэрэг үйлдвэл:
a. Хэрэг хариуцах чадваргүй тул хариуцлага хүлээлгэхгүй
b. Ял оногдуулахгүй зөвхөн эмнэлэгийн чанартай албадлагын арга хэмжээ хэрэглэнэ
c. Ял оногдуулж эмнэлэгийн чанартай албадлагын арга хэмжээ хэрэглэнэ

4.    Гэмт хэрэг үйлдэх үедээ сэтгэл мэдрэлийн үйл ажиллагаа нь түр сарнисан этгээдэд эрүүгийн хариуцлага
a. Хүлээлгэнэ
b. Хүлээлгэхгүй
c. Зарим тохиолдолд хүлээлгэнэ.

5.    Гэмт хэргийн субьектын насны ерөнхий шалгуур
a. 10
b. 14
c. 16
d. 18
e. 20

6.    Гэмт хэргийн субъектив талын шинж нь (хамааралтайг ол):
a. Үйлдэл, хэрэг хариуцах чадвар, шалтгаант холбоо
b. Халдлагын зүйл, субъект, объект
c. Сэдэлт, зорилго
d. Хор уршиг, үйлдэл, шалтгаант холбоо
e. Гэм буруу

7.    Аль нь субъектив талын нэмэгдэл шинжид хамаарах вэ? (хамааралтайг ол):
a. Үйлдэл, хор уршиг
b. Сэдэлт
c. Зорилго
d. Хор уршиг, эс үйлдэхүй
e. Гэм буруу

8.    Гэм бурууг тодорхойл:
a. Гэм буруу- гэмт хэрэг үйлдсэн этгээдээс шүүхийн шийдвэрт хандах хандлага
b. Гэм буруу-өөрийн үйлдлийн хор аюул, нийгэмд аюултай шинжийг ухамсарлан ойлгож, түүнийг удирдах чадвар
c. Гэм буруу-гэмт хэрэгтэн этгээдийн гэмт үр дагаварт хүрэх гэсэн эрмэлзэл
d. Гэм буруу-эрүүгийн хуулиар хориглосон үйлдэл (эс үйлдэхүй), түүний улмаас буй болгосон хор уршигт санаатай буюу болгоомжгүй хандсан сэтгэхүйн харьцаа

9.    Гэмт хэргийн сэдэлтийг тодорхой зааж өгсөн бол хэргийн зүйлчлэл
a. Хүндэрч зүйлчлэгдэнэ
b. Хөнгөрнө
c. Ердийн байдлаар зүйлчлэгдэнэ

10.    Гэмт хэргийн субъектив талын зайлшгүй байх шинж:
a. Үйлдэл
b. Сэдэлт
c. Зорилго
d. Гэм буруу
e. Хэрэг хариуцах чадвар
f. Шалтгаант холбоо

Эрүүгийн эрх зүйн тест 6 - 2009

Эрүүгийн эрх зүйн тест 6 - 2009

1.    Шууд объект:
a. Тодорхой гэмт хэрэгт өртөгдөж буй эрх ашиг
b. Нэг төрлийн шинжтэй эрх ашгийн нийлбэр
c. Гэмт халдлагад өртөгдсөн шууд эрх ашиг

2.    Гэмт хэргийн объектив тал нь:
a. Шалтгаант холбоо, гэм буруу, гэмт хор уршиг, гэмт хэрэг үйлдсэн арга, зорилго
b. Гэмт хэрэг үйлдсэн газар, цаг, нөхцөл байдал, гэмт хор уршиг, гэмт үйлдсэн этгээдийн нас, гэмт хэрэг үйлдсэн цаг хугацаа,
c. Гэмт үйлдэл, эс үйлдэхүй, шалтгаант холбоо, хор уршиг, гэмт хэрэг үйлдсэн арга, гэмт хэрэг үйлдсэн цаг хугацаа
d. Гэмт хор уршиг, гэмт хэрэг үйлдсэн нөхцөл байдал, зорилго, гэмт хэрэг үйлдсэн цаг хугацаа

3.    Гэмт хор уршиг:
a. Гэмт халдлагад өртсөн эрх ашигт гарсан өөрчлөлт
b. Нийгмийн харилцаанд гарсан хор уршиг бүхий өөрчлөлт
c. Материаллаг болон оюун санааны хохирол
d. Иргэн, нийгэм, төрд учруулсан хор уршиг
e. Бүх хариулт зөв

4.    Гэмт эс үйлдэхүйд эрүүгийн хариуцлагад хүлээлгэх үндэслэл нь:
a. Тухайн этгээд үйлдэл хийх үүрэгтэй байсан
b. Эс үйлдэхүйн улмаас гэмт хор уршиг учирсан
c. Эрүүгийн хуульд заасан эс үйлдэхүй
d. Дээр өгүүлсэн бүх шинж байна

5.    Гэмт хэргийн бүрэлдэхүүний объектив талын заавал байх үндсэн шинжийг тодорхойл:
a. Хор уршиг
b. Шалтгаант холбоо
c. Үйлдэл, эс үйлдэл
d. Арга

6.    Гэмт үйлдлийн арга нь:
a. Гэм буруутай этгээдийн үйлдлийн арга, техник
b. Гэмт хэрэг үйлдэхэд ашигласан зэвсэг хэрэгсэл
c. Гэмт хэрэг үйлдсэн цаг үе
d. Гэмт хэргийг хамтран үйлдсэн

7.    Аль нь гэмт хэргийн субъектийн талаарх илүү оновчтой тодорхойлолт вэ?
a. Энэ нь гэмт хэрэг үйлдсэн этгээд
b. Энэ бол Эрүүгийн хуулиар хориглосон гэмт хэрэг үйлдсэн хэрэг хариуцах чадвартай этгээд
c. Энэ нь гэмт хэрэгт яллагдаж буй этгээд
d. Энэ бол эрүүгийн хариуцлага хүлээх чадвартай этгээд

8.     Гэмт хэргийн субъектийн төрөл:
a. Үндсэн болон нэмэгдэл
b. Нийтлэг ба тусгай
c. Энгийн ба төвөгтэй
d. Анхдагч ба нэмэгдэл

9.    Хэрэг хариуцах чадваргүй байдал нь:
a. Гэмт хэрэг үйлдсэн этгээд өөрийн үйлдэлд үнэлэлт өгч чадахгүй байх явдал
b. Гэмт хэрэг үйлдсэн этгээд өөрийн үйлдлийг жолоодож чадахгүй байх явдал
c. Гэмт хэрэг үйлдэх үедээ хэрэг хариуцах чадваргүй, өөрөөр хэлбэл, сэтгэцийн архаг өвчтэй, сэтгэцийн үйл ажиллагаа нь түр сарнисан, эсхүл оюун ухааны хомсдолтой буюу өөр бусад хүнд өвчний улмаас сэтгэцийн хувьд өөрийн үйлдэл, эс үйлдэхүйн нийгмийн аюулын шинж чанарыг ухамсарлах буюу үйл ажиллагаагаа удирдан жолоодох чадваргүй болсон явдал
d. Гэмт хэрэг үйлдсэн этгээд үйл явдлыг бодитойгоор төсөөлж чадахгүй байгаа явдал

10.    Гэмт хэргийн субъектэд заавал байх шинж (хамаралтайг ол):
a. Эрүүгийн хариуцлага хүлээх насанд хүрсэн,
b. Хуулийн этгээд байх
c. Монгол Улсын иргэн байх
d. Хэрэг хариуцах чадвартай байх
e. Сэтгэл мэдэрлийн өвчингүй, хэрэг хариуцах насанд хүрсэн байх