zilongwang/ReadingBank huggingface dataset:
Privacy Notice Mega Equity Securities land Financial Services Public LTD (the “Company”) is a Cyprus Limited Liability Company that was incorporated with registration number HE107394 having its registered office and head offices at 42-44 Griva Digenis, 1080 Nicosia P.O. Box: 23685, 1685 Nicosia which is located in Cyprus. The Company is licensed by the Cyprus Securities and Exchange Commission with license number 011/03. If you have any questions, need clarifications or want more details about how we use your personal information, you can contact the Company’s project coordinator at tel. +35722711711 or email at: The Company is committed to protecting your privacy and handling your data in an open and transparent manner. The personal data that we collect and process depend on the service or product requested and agreed in each case. It is thus related with the necessity of the specific personal data to be used for the execution of our contract or/ and because of other legislation, regulation or European directives that the Company is obliged to comply with and that they will not be used for any other purpose, unless you give your consent (Consent Letter). What we need Our Personal Data Protection Policy governs the use and storage of your data. You can see our Personal Data Protection Policy at . Mega Equity is a Controller of the personal data you (data subject) provide us. We collect the following types of personal data from you: Names Addresses Date of Birth Addresses Phone Numbers IP Addresses Identification/Passport Financial information Educational information Occupation Marital status Family status We may also collect and process personal data from publicly available sources (e.g. the Department of Registrar of Companies and Official Receiver, commercial registers, the internet) which we lawfully obtain and we are permitted to process. If you are a prospective client or an authorised representative, officer, shareholder or beneficial owner of a legal entity or of a natural person which/who is a prospective client, the relevant personal data which we collect may include: Name, address, contact details (telephone, fax, email), identification data, date of birth, place of birth (city and country), if you hold/held a prominent public function (for PEPs), tax identification number, tax residency and other FATCA/CRS info (US Foreign Account Tax
Attention: you can choose only one course from the box. 1) Elderly care skills course and certification (July 2017 – September 2017) 2) Car driving course for 'B' category driver’s licence (August 2017 – January 2018) 3) Truck driving course for 'C' category driver’s licence (August 2017 – February 2018) 4) European Computer Driving Licence ECDL Course (September 2017 – March 2018) 5) Microsoft Certified Systems Administrator (MCSA) Course (October 2017 – February 2018) 6) Basket weaving and knitting for the new market Business hand craft for potential entrepreneurs (November 2017 – May 2018) There are many applicants, we cannot guarantee acceptance of your first choice. We suggest you make a second and possibly a third choice in case your first choice is not accepted. MAKE A SECOND CHOICE HERE: 1) Elderly care skills course and certification (July 2017 – September 2017) 2) Car driving course for 'B' category driver’s licence (August 2017 – January 2018) 3) Truck driving course for 'C' category driver’s licence (August 2017 – February 2018) 4) European Computer Driving Licence ECDL Course (September 2017 – March 2018) 5) Microsoft certified systems administrator (MCSA) Course (October 2017 – February 2018) 6) Basket weaving and knitting for the new market Business hand craft for potential entrepreneurs (November 2017 – May 2018) MAKE A CHOICE HERE:
1) Elderly care skills course and certification (July 2017 – September 2017) 2) Car driving course for 'B' category driver’s licence (August 2017 – January 2018) 3) Truck driving course for 'C' category driver’s licence (August 2017 – February 2018) 4) European Computer Driving Licence ECDL Course (September 2017 – March 2018) 5) Microsoft certified systems administrator (MCSA) Course (October 2017 – February 2018) 6) Basket weaving and knitting for the new market Business hand craft for potential entrepreneurs (November 2017 – May 2018) Where did you hear about the trainings? Please summarize in a few sentences why you would like to participate in the training! For more information call 0670-611-9104 or 0630-335-9132!
rewesternization, the efforts not to loose the privileges acquired in the past 500 years Westernization was a coherent set of global designs. Intramural wars (30 years war, WWI and WWII) emerge from intramural conflicts in the process of Westernization. Dewesternization is a heterogeneous set of responses disputing the unipolar management of the world population and natural resources. Thus, if Westernization was unipolar, dewesternization is multipolar. Unipolarity was successful in enacting global designs. Multipolarity cannot longer be controlled by global designs. Indeed, multipolar processes are de-designing. Dewesternization is de-designing Westernization. Decoloniality, on the other hand, is not competing with dewesternizaiton and rewesternization but aiming to delink from both, that is, aiming to delink from State-form of governance, from the economy of accumulation and from ego-centered personalities that both enacted and reproduced Westernization: the modern-subject forcing the formation of colonial-subjects. Decoloniality is not a master plan or a global design. It is, above all, a diverse horizon of liberation of colonial subjects by colonial subjects themselves. There cannot be a decolonial global design, for if that were the case, it would be the reproduction of ego-centered personalities who have the master key of decoloniality. Decoloniality start from the transformations and liberations of subjectivities controlled by the promises of the State, the fantasies of the Market and the fears of Armed Forces, all tied together in the messages of main-stream media.
Individualized Healthcare Plan Medical Diagnosis: Migraines . Brownsville ISD: Health Services Student Name: DOB: Home Campus: School Nurse: Date of IHP: NURSING DIAGNOSIS STUDENT GOALS PLAN OF ACTION BY WHOM/WHEN EXPECTED OUTCOMES 1. Alteration in comfort secondary to head pain. 1. The student will attend school/class and participate with modifications made as needed. 2. The student will seek treatment for migraines at first sign of an attack. 1. Provide emotional support to the student and family by developing a trusting, open communication with the student, encouraging verbalization of feelings of frustration, depression, concerns and fears. 2. Provide pain management. Observe the student for signs of discomfort Instruct student to use prescribed treatment before symptoms are severe. Locate a quiet, dark place for the student to rest during acute attacks. 3. Provide medication management. Determine medication required and administer per physicians order. Monitor effectiveness of medications Monitor for adverse drug effects. School Nurse, counselor, teacher – as needed School Nurse – as needed School Nurse – as needed Report and improved level of comfort after intervention. Progress toward self-monitoring of comfort interventions. Actively participate in making migraine treatment choices. 2. Activity Intolerance related to migraine symptoms (headache, nausea, vomiting, sensitivity to light, sound, or movement), and frequency, severity, or duration of attacks. 1. The student will demonstrate improved physical activity tolerance. 2. The student will experience an increased level of comfort, allowing active participation in school activities. 1. Outline for school staff possible student medical accommodations, such as: Modified physical activity (work load) if attacks are severe and frequent. 2. Provide teachers a special health needs form and inform student that he/she has activity as tolerated orders and that he/she should stop activity if tired, sob, or having sever pain. School Nurse School Nurse/teacher – ongoing Report an improved level of comfort after interventions. Improve school attendance with accommodations as needed. Comply with medically prescribed treatment.
7 Vocational Education 10 Work Study Code Category – BIRTH_STATES Description – Migrant States AG AGUASCALIENTES Mexico AL ALABAMA USA AK ALASKA USA AB ALBERTA Canada AS AMERICAN SAMOA USA AR-B ARGENTINA - BUENOS AIRES PROVI Argentina AR-C ARGENTINA - CAPITAL FEDERAL Argentina AR-K ARGENTINA - CATAMARCA Argentina AR-H ARGENTINA - CHACO Argentina AR-U ARGENTINA - CHUBUT Argentina AR-X ARGENTINA - CORDOBA Argentina AR-W ARGENTINA - CORRIENTES Argentina AR-E ARGENTINA - ENTRE RíOS Argentina AR-P ARGENTINA - FORMOSA Argentina AR-Y ARGENTINA - JUJUY Argentina AR-L ARGENTINA - LA PAMPA Argentina AR-F ARGENTINA - LA Argentina AR-M ARGENTINA - MENDOZA Argentina AR-N ARGENTINA - MISIONES Argentina AR-Q ARGENTINA - NEUQUéN Argentina AR-R ARGENTINA - RíO Argentina AR-A ARGENTINA - SALTA Argentina AR-J ARGENTINA - SAN JUAN Argentina AR-D ARGENTINA - SAN LUIS Argentina AR-Z ARGENTINA - SANTA CRUZ Argentina AR-S ARGENTINA - SANTA FE Argentina AR-G ARGENTINA - SANTIAGO DEL Argentina AR-V ARGENTINA - TIERRA DEL Argentina AR-T ARGENTINA - TUCUMáN Argentina AZ ARIZONA USA AR ARKANSAS USA BN BAJA CALIFORNIA NORTE Mexico BS BAJA CALIFORNIA SUR Mexico BZ-BZ BELIZE - BELIZE Belize BZ-CY BELIZE - CAYO Belize BZ-CZ BELIZE - COROZAL Belize BZ-OW BELIZE - ORANGE WALK Belize
Standard 5 Make strategic use of a digital media and visual displays of data to express information and enhance understanding of presentations. Standard 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Standard 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Standard 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Curriculum Map 1st marking period: Developing Schema 2nd marking period: Novel Study 3rd marking period: Extending Understanding Introduction: US Mexican War tea party (Zinn Education Project) Historical Case Studies: Dandelions by Eve Bunting (children’s book) Diego Rivera murals Operation Bootstrap (Center for Puerto Rican Studies) Songs featuring Tom Joad, clips from Grapes of Wrath film Dorothea Lange photography Visual Atlas of Steinbeck’s California Diagnostic argumentative essay: Journalistic photography – artistic or invasive? Is journalism “honest”? (James Agee quote) Beginner text: Esperanza Rising by Pam Ryan (Engage NY 5th grade curriculum adapted for middle and high school ELLs, adapted activities from Freeman & Freeman, 2009) Option B: The Circuit by Francisco Jimenez Intermediate/Advanced: Grapes of by John Steinbeck (in development, Steinbeck Institute, July 2016) A Study of Protest: Cesar Chavez Gallery Walk Chavez: The Struggle for Justice (Castillo 2002) Harvesting Hope: The Story of Cesar Chavez (Krull 2003) Cesar Chavez: The Farm Workers’ Friend (Fleming 2004) Cesar Chavez: Lidar laboral (Morris 1994) Viva La Causa ( Teaching Tolerance documentary) Performance-based Assessment: What is the best strategy to achieve positive change in working conditions? (argumentative essay)
Household consumption by state is determined by state posttax household disposable income and the average propensity to consume or save. With household propensity to consumer fixed, expenditure on individual products varies according to relative prices and household disposable income. Nominal government expenditure (including government consumption and other outlays) moves in line with the underlying drivers of government expenditure activity (such as population, unemployment, aggregate economic activity and prices). Average tax rates are assumed to remain fixed so that revenue moves in line with the various tax bases. The budget position is held fixed as a share of gross domestic product (GDP) or gross state product (GSP) through the use of lumpsum transfers to, or from, households. The aggregate of trade is assumed to decline to its longrun trend by 2018 and then remain fixed thereafter, while the price of individual exported products in domestic and foreign currency prices can vary with changes in the relative competiveness of exporting industries. Import prices are assumed to be fixed in foreign currency prices. Growth in labour productivity for each industry returns from its current 2014 growth rate to its longerterm average by 2018, and is applied in each region. The model index of consumer prices (CPI) is the model numeraire while the nominal foreign currency exchange rate varies. All domestic prices in the projection period are therefore real prices relative to the model CPI. Further detail of the assumptions made in the business-as-usual scenario are described in PC (forthcoming). As far as practicable, the modelling assumptions are aligned with historical experience in Australia. is inevitable uncertainty around these assumptions used to produce these projections. Generally, as the validity of assumptions are more uncertain over longer time periods, more caution is needed in interpreting results that are well into the future. Model parameters In CGE models such as VURMMI, some of the key parameters driving the adjustment to an external are the responsiveness of trade volumes and the responsiveness of labour and capital between activities and across regions to changes in relative prices. Parameters include: export demand elasticities domesticimport substitution elasticities primary factor substitution elasticities, and occupational transformation elasticities (supplyside) and substitution elasticities (demandside). The standard VURM parameter values have been used.
Module 1: Immigrant and demographics Module 1 covers the inward and outward flows of immigrants, demographic assumptions, and how the model derives the projection of NOM under different policy scenarios (figure D.1). Figure D.1 Immigrant flows and demographics Derivation of the representative and cumulative intake of immigrants NOM flow data by visa category represent net additions (or subtractions) to the population for both temporary and permanent immigrants. These visa categories are consistent with the inquiry’s visa groupings for permanent visa holders and have been mapped to ABS migration flow data to provide a detailed decomposition of NOM (attachment 1 in this technical supplement). Age and gender distributions are applied to each visa category based on observed data. For permanent immigrants, it is assumed that the age and gender distributions of recent immigrants within the scope of the ACMID are representative of those in a given NOM intake. Age and gender distributions for temporary immigrants are based on administrative data sourced from the Department of Immigration and Border Protection (DIBP). The composition of NOM itself is calibrated on an average of NOM flows over recent years. Immigration policy directly controls the number of permanent visa grants through the Migration Programme, but does not directly control temporary migration. Therefore, incorporating temporary migrants in a model based on NOM requires assumptions about the relationship between the policy concept of the NOM (visa grants in the permanent streams) and the accounting concept of NOM (overseas arrivals less departures capturing only those who have stayed for at least 12 months over a 16 month period — the
References ABS (Australian Bureau of Statistics) 2013, Population Projections, Australia, 2012 (base) to 2101, Cat. no. 3222.0, Canberra. Deloitte Access Economics forthcoming, Migrants’ Fiscal Impact Model — Results and User Guide, Prepared for the Department of Immigration and Border Protection, Canberra. PC (Productivity Commission) 2005, Economic Implications of an Ageing Australia, Research report, Canberra. —— (Productivity Commission) 2013, An Ageing Australia: Preparing for the Future, Commission Research Paper, Canberra. —— (Productivity Commission) 2016a, Migrant Intake into Australia, Inquiry Report No. 77, Canberra. —— (Productivity Commission) 2016b, Modelling immigrants’ fiscal impacts — Part 1, Migrant Intake into Australia — Technical Supplement D, Canberra.
Instructions: The purpose of this summary form is to report your survey reports in a comprehensive format. Using the surveys submitted by parents for elementary school (grades K-5) children, identify the number of respondents per question per response. Total Number of Respondents:___________ This school year, have you participated in any of the following parent involvement activities? Often (3 or more times) Sometimes (1-2 times) Not at This Time Attend a general academic meeting or training at the school (PTA or MPAC meeting, orientation/open house, Math Night) Attend a meeting to talk about my child’s learning or social needs (Parent/Teacher conference; meeting with migrant tutor/advocate, guidance counselor, school principal Communicate with school by call or in writing regarding my child’s learning or social needs a note asking for tutoring for my child) Go to a special event at my child’s school (school play or musical concert, student awards, sports game) Take my child to places in the community for learning experiences (trip to library or zoo, cultural festival, church event) Attend education classes for adults (parenting classes, English or computer classes) Help with and/or look over my child’s homework (look over papers, set up rules and times to do homework, create a space where my child can work) Do educational activities at home with my children (play games, read stories, talk to my child about school, teach family values) Other (please describe activity/event): The following problems make it hard for me to spend time on these kinds of activities: Sometimes Not at This Time
seems to have little success. The result is a very good collaboration between the two communities. The young men have developed a small garden and the community provides a room that will be used as a small workshop for making leather goods. Also here it is fundamental to a relationship day by day, by being present and… waiting for the young person to feel accepted and not judged, so that a relationship can begin. In the past few months, the reception centre at Cara di has opened the doors to the sisters from Ramacca, welcoming them for their liturgical services and for preparation for the sacraments for those who request it. Even here, the knowledge of different languages makes the development of relationships easier… for months the sisters have been waiting at the door of the centre without being allowed to enter… and they started to teach Italian to those who wanted to improve the fluency in the language in a minivan on the street. Meeting in the streets has enabled them to develop even deeper relationships with different migrants. The sisters also regularly pay visits to the CARA migrants who are ill and brought to the hospital of Caltagirone. Here the sisters act as intermediaries between patients and hospital personnel. Once recovered from his/her illness the migrant finds himself/herself alone, without the smallest relationship and in need of a lot of support, often unable to communicate…. The good relationships with the local population has presented an opportunity to start a progressive integration of the young people with the local families. The cooperative’s activities are mainly focused on this aspect. At the community level: In this world in which individualism and a focus on self makes it more and more difficult to get together, where fear and prejudices lead to the building barriers and the raising of walls... UISG wants to open a prophetic path, which breaks our inner borders.... and which brings together fragility and richness and consolidates collaboration at all levels. Community life is therefore a key element of experience. The sisters testify, without speaking about it, that it is possible to live together, even if they come from different congregations and charisms, speak different languages, and come from other cultures and countries. This requires every religious women to be able to respect the other, to accept diversity, to build sisterly life together, to seek carefully, even in difficulties, what unites rather than to be afraid of what can divide: whether differences in lifestyle, habits, ways of praying, formation... but, to be honest, perhaps
services in 2014–15. Other Instructional Assessment was the least provided service, with only two instances on record in 2014–15. The relative frequency of support services has increased each year, by a total of 16 percentage points over the five-year period, while the relative frequency of health education has decreased by 11 percentage points and that of referral services by 6 percentage points. Table 12 details the average number of health services provided per migratory child each year, and Table 13 details the relative frequency of health service types, along with the percentage point change in those frequencies over the five-year period. Figure 28 shows the frequency distribution of MEP health services across all five years. Table 12. Frequency of MEP Health Services Provided to Migratory Children, Program Year 2010–11 to 2014–15 Health Services Program Year 2011–12 Program Year 2012–13 Program Year 2013–14 Program Year 2014–15 Program Year 2015–16 Percent Change Over 5 Years Number of MEP Health Services Provided 92,168 110,172 119,076 109,183 103,459 -12% Number of Migratory Children with MEP Health Service Records 57,032 61,009 63,095 62,837 54,827 -4% Average Number of Services per Child 1.6 1.8 1.9 1.7 1.9 19% Source: MSIN Databases for the MEP, 2010–11 to 2014–15. Table 13. Frequency and Percent Distribution of MEP Health Services Provided to Migratory Children, Program Year 2010–11 to 2014–15 Health Service 1 Program Year 2011–12 Program Year 2012–13 Program Year 2013–14 Program Year 2014–15 Program Year 2015–16 Percentage Change Over 5 Years Referral Service 15,234 17% 16,143 15% 14,485 12% 13,678 13% 11,168 11% -6% Support Service 55,928 61% 77,027 70% 88,375 74% 81,745 75% 79,872 77% 16% Health Education 21,000 23% 16,943 15% 16,066 13% 13,755 13% 12,417 12% -11%
In the old data file, select a column of data. Use your computer’s copy keystrokes to copy that data. Move to the new BlueQ data file, find the column where the data belongs and use your computer’s keystrokes to paste that data appropriately. I highlighted the old data in bright yellow and the new BlueQ data column in a lighter shade of yellow. Old BlueQ data file: New BlueQ data file: If you’re comfortable, AND the columns line up similarly, you can try to copy and multiple columns at once. For instance, I will copy the four ‘Happiness’ data columns at one time. I will highlight the columns in the same manner shown in the first example: Old BlueQ data file: New data file: Continue this process, saving often, until all the data has been copied from the old BlueQ data file into the new BlueQ data file. Here’s a screenshot of my updated new BlueQ data file:
SET statement Issue: Multiple variable assignments in SET statements In MySQL a SET statement can contain multiple variable assignments, separated by commas. A SQL Server SET statement can contain only one assignment to a variable. Example: create procedure proc_set_var () begin declare a, b int; set a=10, b=20; select a+b; end call proc_set_var () -- 30 Solution: Convert each variable assignment to a separate SET statement. SQL Server Example: create procedure proc_set_var as declare @a int, @b int set @a=10 set @b=20 select @a+@b end exec proc_set_var -- 30 Issue: Server system variables (global variables) The server maintains many system variables that indicate how it is configured. Each system variable has a default value. System variables can be set at server startup by using options on the command line or in an option file. Most of them can be changed dynamically while the server is running by means of the SET statement, which enables you to modify the operation of the server without having to stop and restart it. You can refer to system variable values in expressions.
BOOL, BOOLEAN = TINYINT (1) double precision, real, smallmoney, money SMALLINT (M) smallint M is the number of decimal places in the output for this value. tinyint, smallint, int, bigint, numeric(p,s), decimal(p,s), float(p), double precision, real, smallmoney, money MEDIUMINT (M) int M is the number of decimal places in the output for this value. tinyint, smallint, int, bigint, numeric(p,s), decimal(p,s), float(p), double precision, real, smallmoney, money INT (M) INTEGER (M) int M is the number of decimal places in the output for this value. tinyint, smallint, int, bigint, numeric(p,s), decimal(p,s), float(p), double precision, real, smallmoney, money BIGINT (M) bigint M is the number of decimal places in the output for this tinyint, smallint, int, bigint, numeric(p,s), decimal(p,s), float(p), double precision, real, smallmoney, money (P) float (P) None. numeric(p,s), decimal(p,s), float(p), double precision, real, smallmoney, money FLOAT [(P, S)] float (24) MySQL allows a nonstandard syntax: FLOAT(P,S) or REAL(P,S) or DOUBLE PRECISION(P,S). Here, “(P,S)” means that values are displayed with up to P digits total, of which S digits may be after the decimal point. MySQL performs rounding when storing values. numeric(p,s), decimal(p,s), float(p), double precision, real, smallmoney, money DOUBLE [(P, S)] DOUBLE PRECISION [(P, S)] REAL [(P, S)] (53) numeric(p,s), decimal(p,s), float(p), double precision, real, smallmoney, money
If M and D are omitted, values are stored up to the size limits allowed by the hardware. DECIMAL [(P [, S])] DEC [(P [, S])] NUMERIC [(P [, S])] FIXED [(P [, S])] decimal [(P [, S])] numeric [(P [, S])] Decimal types can have up to 65 digits. For a decimal with a precision of more than 38, use the float or double data type. numeric(p,s), decimal(p,s), float(p), double precision, real, smallmoney, money DATETIME [(D)] datetime2 MySQL can store dates from 0000-00-00 to MySQL can store zero-value of year, month, and year. smalldatetime, datetime, datetime2 DATE [(D)] date smalldatetime, datetime, datetime2, date TIME time Range is '-838:59:59' to '838:59:59'. smalldatetime, datetime, datetime2, time, varchar, nvarchar TIMESTAMP smalldatetime Range is '1970-01-01 00:00:00' to partway through the year 2037. If not defined during conversion, this type gets the current datetime value. datetime, datetime2, rowversion, timestamp, varbinary(8), binary(8) YEAR [(2| 4)] smallint In four-digit format, allowable values are 1901 to 2155, and 0000. In format, allowable values are 70 to 69, representing years from 1970 to 2069. datetime, date, varchar(4) [NATIONAL] CHAR (N) (N) Range of N is 0 to 255 characters.
.xlsx workbook New Compatible with 2000, XP, 2003 .xlsm Excel workbook New Compatible with 2000, XP, 2003 .xltx Excel template New Compatible with 2000, XP, 2003 .xltm Excel workbook template New Compatible with 2000, XP, 2003 .xlsb Excel binary workbook New Compatible with 2000, XP, 2003 .xlam add-in New Compatible with 2000, XP, 2003 Microsoft Office PowerPoint file formats .pptx PowerPoint presentation New Compatible with 2000, XP, 2003 .pptm PowerPoint presentation New Compatible with 2000, XP, 2003 .ppsx PowerPoint slide show New Compatible with 2000, XP, 2003 .ppsm PowerPoint slide show New Compatible with 2000, XP, 2003 .potx PowerPoint template New Compatible with 2000, XP, 2003 .potm PowerPoint presentation template New Compatible with 2000, XP, 2003 supported enabled
A10 Communications and operations management Cryptographic techniques A11 Access control Physical security of the organization’s sites and equipment A12 Information systems acquisition, development, and maintenance Operational security A13 Information security incident management Secure communications and data transfer A14 Business continuity management Secure acquisition, development and support for information systems A15 Compliance Security for suppliers and third parties A16 N/A Incident security incident management A17 N/A Information aspects of business continuity A18 N/A Compliance Controls that have been removed include: A.6.1.1 Management commitment to information security A.6.1.2 Information security coordination A.6.1.4 Authorization process for information processing facilities A.6.2.1 Identification of risks related to external parties A.6.2.2 Addressing security when dealing with customers A.10.2.1 Service delivery A.10.7.4 Security of system documentation A.10.10.2 Monitoring system use A.10.10.5 Fault logging A.11.4.2 User authentication for external connections A.11.4.3 Equipment identification A.11.4.4 Remote diagnostic and configuration port protection A.11.4.6 Network connection control
JkMount /*.jsp ajp13 JkMount /servlet/* ajp13 JkMount /elog/* ajp13 JkMount /elogbookManager ajp13 JkMount /elogbookManager/* ajp13 # cat /etc/httpd/conf/workers.properties | grep -v "^#" worker.list=ajp13 worker.ajp13.port=8009 worker.ajp13.host=localhost worker.ajp13.type=ajp13 worker.ajp13.cachesize=10 worker.ajp13.cache_timeout=600 worker.ajp13.socket_timeout=300 16) # cat /usr/tomcat/conf/tomcat-users.xml <?xml version='1.0' encoding='utf-8'?> <!-- Licensed to the Apache Software Foundation (ASF) under one or more contributor license agreements. See the NOTICE file distributed with this work for additional information regarding copyright ownership. The ASF licenses this file to You under the Apache License, Version 2.0 (the "License"); you may not use this file except in compliance with the License. You may obtain a copy of the License at http://www.apache.org/licenses/LICENSE-2.0 Unless required by applicable law or agreed to in writing, software distributed under the License is distributed on an "AS IS" BASIS, WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either express or implied. See the License for the specific language governing permissions and limitations under the License. --> <tomcat-users> <!-- NOTE: By default, no user is included in the "manager-gui" role required to operate the "/manager/html" web application. If you wish to use this app, you must define such a user - the username and password are arbitrary. --> <!-- NOTE: The sample user and role entries below are wrapped in a comment
Conservation Campaign Rubric CATEGORY 4 3 2 1 Content- Wildlife Biology Explains where and why it migrates, AND explains role species plays in food web and why species is important to food web with at least 2 specific details Explains and why it migrates, AND explains role in food web with 1 detail Explains where and why it migrates but does not sufficiently explain its role in the food web Attempt to explain migration and role in food web may be limited Content- Environmental Science Clearly explains problems and challenges species faces due to global changes Identifies problems and challenges species faces due to global changes Identifies problems and challenges but may not clearly connect to global changes Attempts to explain problems and challenges and may not link to global changes Content- Conservation Explains what is being done to help species survive now with at least 3 accurate details and evidence of research Explains what is being done with 2 details and evidence of research Explains what is being done with 1 detail and evidence of some research Attempt to explain may be limited and lacking research Creativity and Originality (Marketing Director) Product grabs audience with unexpected and novel techniques demonstrating creativity, originality, and imagination Product engages the audience with imaginative design elements which enhance the original idea or message Product demonstrates some imagination and may attempt to engage audience Product lacks creativity Effectiveness of Message – will audience be motivated to addressing global change issues and/or change their behavior? Product makes convincing argument, will motivate audience to address global change issues to improve life of the species Product makes a good argument for addressing global change issues for the sake of species conservation, but may not motivate audience Product argues for addressing global change issues, but weak link between that and species condition; unlikely to motivate audience Link between addressing global change issues and improvement of species condition is not brought out; product will not motivate audience Conventions of English There are no grammatical mistakes. There are 1-2 grammatical mistakes. There are 3-4 grammatical mistakes. There are more than 4 grammatical mistakes.
Lesson 5 To be able to use stitching / painted dots / pen and ink to make your journey lines bold. To be able to write ‘what went well’ and ‘even better if’ about your partner’s work, using at least 3 key words. (there isn’t a main presentation for this lesson as it depends on which skills you decide to teach) Starter: Positive migration campaign – why does it exist? How does it make you feel? Does it work? Main: Demonstration Students to begin to make their ‘journey’ lines bold. You could do this in a number of ways, e.g. Stitching Pen and ink Painted dots using hard end of paintbrush Plenary: WWW? EBI? Students to swap and write a short evaluation on the back of their partner’s work.
Stage Actions to be completed / Assurance Desirable / Essential Strategy % Complete Start Finish 2 Initiation stage (analysis or develop PID) Project manager allocated Essential A Initial business case completed Desirable A Analysis of migration methodology Essential A Analysis (as per self-migration guide including data migration, archiving) Essential A Takeaway / Actions for stage 3 Decide on migration method – self or managed migration Essential A Decide on data migration methodology for stage three Essential A Local Strategy Board sign-off Essential A High level project plan (including migration dates) & project resourcing agreed. Essential A Approved PID (used by NHS Digital to allocate tentative place in pipeline) (send sample PID) Essential A Trust to email NHS Digital to inform of migration partner decision. Essential M GATEWAY 2
Actions to be completed / Assurance Desirable / Essential Strategy % Complete Finish 3 Running Project Request for Change (RFC) Submitted (Accenture submit for Accenture Migrations) (NHS Digital submit for 3rd party suppliers) Essential M Organisation to formally inform NHS Digital of decision on how to implement DCB1596 Essential A Confirm number of accounts needed on NHSmail platform as part of reconciliation work Essential S Project roles allocated Essential A Communications strategy Essential A Local Administrator (LA) training plan Essential A User training plan Essential A Server / PCs patched for malware Essential A data scanned for malware / virus Essential A Establish local support model for NHSmail use Essential A Update processes and policies to meet health and care organisation section of DCB1596 Essential A Takeaway for stage 4 Confirm migration / registration slot with NHS Digital / Accenture Essential A Go / no-go decision Essential M Impersonation Account created Essential M Registration Limits increased Essential M Signed Top-Up Service agreement with Accenture Essential A GATEWAY 3
Stage Actions to be completed / Assurance Desirable / Essential Strategy % Complete Start Finish 4 Set up TANSync & test Essential (if used) A Technical pilot Essential A Migration readiness assessment NHS Digital to complete and submit Request for Change (RFC) Essential S Go / no-go decision from NHS Digital / Accenture as part of RFC process Essential S Check that registration limit has been increased as needed Essential S Takeaway for stage 5 Pilot lessons learnt, technical issues log, plans / risks & issues logs updated if required Essential A GATEWAY 4 Stage Actions to be completed / Assurance Desirable / Essential Strategy % Complete Start Finish 5 Roll-out NHSmail accounts registration Essential A NHSmail accounts rollout and activation Essential A Application reconfiguration (as necessary) Essential A Regular checkpoint with NHS Digital & Accenture Essential A
Annex 1. Potential administrative sources of migration in the CIS countries Agency Armenia Azerbaijan Belarus Kazakhstan Kyrgyzstan Moldova Russia Tajikistan Ukraine Uzbekistan National statistical office Х Х Х Х Х Х Х Х Х Х Ministry of Labour Migration Department Х Х Х Х Х Х Х Х Х Х MoI Х Х Х Х Х Х Х Х Х Х MFA Ministry of Justice Population Register (or similar APRS) Х Х Foreigners Register (or similar APRS Х Х Х Х Tax authority Ministry of Education Х Х Х Х Х Х Х Х Х Х Registry office Х Border service Customs authority Ministry of Health National social (pension) insurance system
Midwest Nordic Rendezvous Michigan Cup When: January 6 & 7, 2018 Where: Timber Ridge Resort Traverse City, MI Guest Instructor: Emily Lovett Join us for the second annual Midwest Nordic Rendezvous with our guest instructor Emily Lovett from Steamboat Springs, Colorado! Her roots come from Michigan where some of her best childhood memories are on cross country ski outings with her family. She attended Kalamazoo College & eventually moved to Steamboat in 1995. She soon found her passion & joined the PSIA Rocky Mountain Division & USSA in 1996. Emily coached the Steamboat Springs high school cross-country ski team for 8 years. She currently hosts and coaches instructor groups, master’s groups, women’s fitness groups, and co-organizes and instructs at the West Yellowstone Ski Festival Camp and the Steamboat Springs Nordic Camp. She recently became the Nordic Specialist for the PSIA National Team. Join us for our weekend clinics and social get-together! Schedule of Clinics & Events Youth & Adult Programs – Saturday, January 6 8:30 - 10:30am, All Area High School Skiers - Free 11:00am – 12:00pm, Middle School Skiers - Free 12:00 – 1:00pm, Adult Beginners - Free to VSC members, non-members $25 (includes trail pass but not equipment rental) Skier Social and Presentation – Saturday, January 6 5:30 – 7:30pm, light meal and drinks provided. BYOB. Includes Emily Lovett Q & A Technique Clinics – Sunday, January 7 Fees: Adult $25/clinic or two clinics for $40 (includes trail pass but not equipment rental) 8:30 - 10:00am, Intermediate Classic 10:30am – 12:00pm, Intermediate 1:00 - 2:45pm, Advanced Classic 3:15 – 5:00pm, Advanced Skate Name: Phone: MI Cup Team (if applicable): Age: E-mail: FEES: Check the box for clinic choice(s). Early Registration is recommended. Make checks payable to Vasa Ski Club & mail to Ella, c/o Timber 4050 Hammond Rd., TC 49686 Please check e-mail frequently for possible schedule changes and current ski conditions. This event is open for PSIA continuing education credit taken as a Workshop; must register through PSIA-C For further information email:
Sickness and absence record Sick or absence Date from: Date to: Total number of days Number of hours absent Signature sign-off mentor Placement Area The above is a true and accurate record of my sickness/absence. The University has been informed of all episodes of sickness or absence to enable them to record this information on my student file. Signature of student: ___________________Print name: _______________ Date: ___/___/___ RECORD OF PLACMENT ATTENDANCE Year 3 Learning Period 1 Student’s Name ….......................................... Student has attended as follows: Hours Mentor Signature Placement Week 1 …..........hrs Week 2 …..........hrs Week 3 ……… hrs Week 4 ……… hrs The student has not attended the placement on the following occasions: Date(s) not attended Number of hours missed Number of made up outstanding at end of placement Total number of hours worked …....................Number of Nights worked (if any)……………… Mentor Print name………………………………………………. Mentor’s signature ……………………….................................Date ………………. I verify that the student has worked 40% of the time within this placement with a sign off mentor on the mentor register.
C) ESC 1/6 Is proactive in promoting care environments that are diversity sensitive and free from exploitation, discrimination and harassment. D) ESC 1/6 in partnership with women and is sensitive to age, culture, religion, spiritual beliefs, disability, gender, sexual orientation and respects people’s rights. Speaking out when these are at risk of being compromised and takes into account legal frameworks and professional ethics. E) ESC 1/7 Does not allow personal feelings towards a client or others to compromise care. Has insight into own values and how these may impact on interactions with women. F) ESC 4/1 Contributes, with indirect supervision, to a variety of forums where information is shared in respect of the advantages and disadvantages of different infant feeding methods. G) 14MC Monitors and evaluates the effectiveness of care provided and contributes to the modification of care plans to meeting the changing needs of women and their babies. 3) Student’s evidence and experience to achieve outcomes This should be linked to specific examples from practice, and how this case links to the outcome. 4) Provision of antenatal care – Year 3 To meet the standard the student is required to demonstrate the following competency/skills drawing on practice experience(s) and underpinned by theoretical learning appropriate to their level. By the end of an NMC approved midwifery programme the student will have achieved all the competencies and skills. Midwifery competency (4MC) Domain: Effective midwifery practice Provide seamless care and where appropriate interventions in partnership with women and other care providers during the antenatal period which: -
$300-499 24.8 38.6 nc nc $500-699 18.1 14.1 nc nc $700+ 20.0 12.9 nc nc Not stated 5.1 8.1 nc nc The GSS population excludes people in non-private dwellings such as university residence halls. Therefore, its sample of temporary migrants would exclude many overseas students. nc= Not calculated because of small cell size. Skilled occupations include the first four major occupational groups. Source: 2010 General Social Survey Changes in permanent migrants’ household and housing characteristics with length of residence Data from the 2010 GSS are used to examine permanent migrants’ household and housing characteristics with length of residence. The changes are examined for permanent migrants only because temporary migrants usually stay for less than 5 years unless they apply for and are granted permanent resident status. Table 35 shows the changes in household and housing characteristics with length of residence in Australia for permanent migrants who arrived after 1990. There was an increase in one-person households and a decrease in households with six or more persons with increased length of residence. These changes are also reflected in the data on family composition, which also show an increase in one-person households and a decrease in group and multiple family households. There was not much change in terms of the number of dependent children in the migrants’ household with length of residence, and this is also reflected in the percentage of households consisting of a couple with dependent children, which did not change very much with duration of residence. 35: Household and housing characteristics of permanent migrants aged 18 and over, by year of arrival and length of residence Household/housing Year of arrival (length of residence) characteristics 2006-10 2001-05 1996-2000 1991-95 (0-4 years) (5-9 years) (10-14 years) (15-19 % % % % Number of persons in household 1 4.5 6.2 8.3 9.5 2 22.9 28.0 16.2 23.3 3 29.4 18.2 36.3 21.4 4 20.2 25.6 23.0 27.4 5 13.2 9.0 10.6 15.4 6+ 9.8 12.9 5.7 3.0
US/Mexico Migration Discussions: Senate Judiciary Committee, 2001 Read Senator Kennedy’s words down to the beginning of his prepared statement. What did he say would be the priorities of immigration reform? *Governments institute policies to encourage or restrict migration *Migration has consequences for areas that generate or receive migrants “Home” by Warsan Shire Read the poem. *Forced migrations include those involving refugees, internally displaced persons and asylum seekers Balkan Route Map Focus: Where are most Syrian refugees currently living? What is the goal of the refugees taking the Balkan route? Why did Hungary close the border? What physical and political conditions explain these migration streams? *Apply the concepts of forced and voluntary migration to historical and contemporary examples *Use and interpret maps The Gravity Balkan Route Photos Look through the photos on the power point and read all text. Why are there so many refugees in Serbia? *Apply the concepts of forced and voluntary migration to historical and contemporary examples *Patterns of migration may be affected by distance and physical features
Use Case / Scenarios – Migration services and cloud readiness ‘Use cases’ that are anticipated in agencies are included in the table below. The corresponding requirement sections of this standard are ticked in the columns. Use Case / Scenario Migration services and cloud readiness Data Centre Policy Business (GovDC) Requirements NSW Government Data Centre Business (Cloud) Requirements Cloud Compliant Hosting Facility Information and Project Risk Assessment Knowledge of NSW Government Procurement Requirements Cost Benefit Analysis Information and Security Management Contract Management Evaluation Service Level Management Multi-service Broker Provision Data centre Cloud / As a service
Claire Rammel - Executive Director of Graduate Study and Lifelong Learning 520 O’Dowd Hall Rochester, MI 48309 (248) 370-3159 / (248) 370-3226 (Fax) SACRED HEART MAJOR SEMINARY John Meldrum - Assistant Dean/Registrar 2701 Chicago Blvd. Detroit, MI 48206 (313) 883-8512/ (313)883-8682 (fax) SAGINAW VALLEY UNIVERSITY Donald J. Bachand – Provost and Vice President for Academic Affairs 7400 Bay Road University Center, MI 48170 (989) 964-4296 / (989) 964-7030 (Fax) SIENA HEIGHTS UNIVERSITY Anne Hooghart – Dean of the Graduate College 1247 East Siena Heights Drive Adrian, MI 49221 (517) 264-7665 / (517) 264-7714 (Fax) UNIVERSITY OF DETROIT MERCY Dykstra – Associate Registrar 4001 W. McNichols Road Detroit, MI 48221-3038 (313) 993-3313 / (313) 993-3317 (Fax) UNIVERSITY OF MICHIGAN - ANN ARBOR Lee Eriksson – Administrative Specialist Suite 0120, 915 E. Washington Street Ann Arbor, MI 48109-1070 (734) 647-4543 / (734) 647-7740 (Fax) UNIVERSITY OF MICHIGAN – DEARBORN Malayappan Shridhar – Associate Provost 4901 Evergreen Road, Room 215 ELB Dearborn, MI 48128 (313) 593-3595 / (313) 593-9967 (Fax) UNIVERSITY OF MICHIGAN – FLINT Brad Maki – Director of Graduate Admissions 303 E. Kearsley Street Flint, MI 48502 (810)762-3171 / (810) 766-6789 (Fax) WAYNE STATE UNIVERSITY Kathy Lueckeman- Graduate Admissions Director 5057 Woodward Ave., Suite 6000 Detroit, MI 48202 (313) 577-4723 / (313) 577-4459 (Fax) WESTERN MICHIGAN UNIVERSITY Jennifer Holm – Coordinator, Thesis and Dissertation Kalamazoo, MI 49008 (269) 387-8271 / (269) 387-8232 (Fax)