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Archive for the 'New Zealand' Category
Ngarimu VC and 28th (Maori) Battalion Memorial Scholarship in New Zealand
Posted: July 5, 2017 in Jul-Sept Deadline, Masters, New Zealand, PhD, Undergraduate
Tags: #Doctoral, Masters, New Zealand, Undergraduate
The Ministry of Education is pleased to offer its Ngarimu VC and 28th (Maori) Battalion Memorial Scholarship for Maori students. These scholarships are awarded in the field of tertiary study.
The aim of the Ngarimu VC & 28th (Maori) Battalion Memorial Scholarship is to provide financial assistance to students of M?ori descent who attend a recognized tertiary institution.
The Ministry of Education is the Government's lead advisor on the New Zealand education system, shaping the direction for sector agencies and providers.
Course Level: These scholarships are available for undergraduate, Masters, Education Research Master and Doctoral programme.
Study Subject: These scholarships are awarded in the field of tertiary study.
Scholarship Award: These scholarships will cover the following:
3 undergraduate awards – $10,000 each per year of full-time study, for up to 5 years
One master award – $15,000 per year of full-time study, for up to 2 years.
One master's education research award – $15,000 per year of full-time study, for up to 2 years and a paid internship with the Ministry of Education for up to 6 weeks for each year of study.
One doctoral scholarship – $25,000 per year of full-time study, for up to 2 years. The doctoral scholarship is to support doctoral candidates through the final 24 months of study.
Numbers of Scholarships: Six scholarships are available.
Undergraduate: three
Masters: one
Masters education research: one
Doctoral: one
Scholarship can be taken in New Zealand.
Eligibility: Applicants must meet the following eligibility requirements:
To apply for these scholarships you must be of Maori descent.
Must applicants be able to describe the Ahuatanga characteristics you possess that are similar to those identified as consistent with the 28th (Maori) Battalion soldiers?
Nationality: Maori students are eligible for these scholarships.
New Zealand Scholarship
How to Apply: Applicants can apply via email:
All applications must be submitted by email to ngarimu.scholarship-at-education.govt.nz
Application Deadline: The application deadline is September 28, 2017.
University Of Waikato Computer Science Scholarship, 2017
Posted: June 30, 2017 in Bachelors, CS / IT, Engineering and Technology, Jul-Sept Deadline, New Zealand
Tags: Bachelors, New Zealand
University of Waikato
Partial Funding, up to $5,000
More about this scholarship
University Of Waikato Computer Science Scholarship, 2017 is open to students currently enrolled in Year 12 or Year 13 at a New Zealand High School.
The scholarship is open to candidates from all nationalities.
Candidates must be applying or intending to apply in a BCMS, BSc, BE(Hons) or BCGD degree.
Applicants must be enrolled in one of the computing streams, at the University of Waikato.
Candidates applying for University Of Waikato Computer Science Scholarship, 2017 must qualify the entry criteria for their chosen program of study.
Applicants must currently be in Year 12 or Year 13.
Applicants must be studying at a New Zealand High School.
Applicants of University Of Waikato Computer Science Scholarship, 2017 are selected based on the results of the Computer Science Undergraduate Scholarship examination.
University of Waikato and Institute of Healthy Ageing PhD Scholarship
Posted: June 22, 2017 in Jul-Sept Deadline, New Zealand, PhD
Tags: New Zealand, PhD
Open to all nationals
Only tuition fees, Up to $22,000 pa + domestic tuition fees for up to 3 years
University of Waikato and Institute of Healthy Ageing Ph.D. Scholarship, 2017 is open to candidates with interests in mental health, older people in the community, and/or workforce development.
The scholarship is open to citizens and permanent residents of New Zealand and international students residing in Waikato.
Applicants of University of Waikato and Institute of Healthy Ageing Ph.D. Scholarship, 2017 must be enrolling in Doctor of Philosophy (Ph.D.) on a full-time basis at the University in 2017.
Candidates applying for University of Waikato and Institute of Healthy Ageing Ph.D. Scholarship, 2017 must have completed or are expecting to complete an Honours or Masters degree in a field related to the Institute of Healthy Ageing.
Application to enroll in Ph.D. program
2 academic references out of which one must be from either proposed Ph.D. Chief Supervisor or a member of the academic staff at the institution they studied
Woolf Fisher Scholarship, 2017
Subjects offered by Cambridge
Open to New Zealand nationals
Woolf Fisher Trust
Partial Funding, $100,000 per year
Woolf Fisher Trust is offering Woolf Fisher Scholarship, 2017 to students of excellent academic ability who wish to take up doctoral study at the University of Cambridge.
The Woolf Fisher Scholarship, 2017 is open to New Zealand nationals.
Applicants must be under the age of thirty in the year of application.
Must have attended a secondary school in New Zealand for at least two years.
The candidates applying for Woolf Fisher Scholarship, 2017 must have graduated with a first-class honours degree from a university in New Zealand.
Successful candidates are provided a maintenance allowance of £15,000 sterling per annum.
Applicants will be provided with an annual airfare to and from London.
The approved College Fee and University Composition Fee is provided as well.
It is estimated that each Scholarship would have a value of approximately $100,000 per year.
University of Waikato and Institute of Healthy Ageing PhD Scholarship in New Zealand
Posted: June 21, 2017 in Jul-Sept Deadline, New Zealand, Researcher
Tags: New Zealand, Researcher
Applications are invited for University of Waikato and Institute of Healthy Ageing PhD Scholarship. The scholarship is open to New Zealand citizens and permanent residents, and international students.
The Institute of Healthy Ageing (IHA) was launched in November 2013 as a collaboration between Waikato District Health Board, the University of Auckland and the University of Waikato (UoW) to address challenges associated with New Zealand's ageing population.
Course Level: Scholarship is available for pursuing postgraduate (research).
Study Subject: Scholarship is awarded in the fields offered by the university.
Scholarship Award: Up to $22,000 pa + domestic tuition fees for up to 3 years
Scholarship can be taken in New Zealand
Eligibility: To be eligible, candidates must:
Be intending to enrol full-time in a Doctor of Philosophy (PhD) at the University of Waikato in 2017; and
Have completed, or be nearing completion of, an Honours or Masters degree in a field that aligns with the research interests of the Institute of Healthy Ageing such as; Psychology, Health Science, Social Science, Management.
Nationality: The scholarship is open to New Zealand citizens and permanent residents and international students.
Test Requirement: No
English Language Requirement: Applicants whose first language is not English are usually required to provide evidence of proficiency in English at the higher level required by the University.
How to Apply: Applications for the Scholarship must be submitted on the prescribed online form. Candidates must also submit an Application to Enrol in the PhD programme at the University of Waikato prior to the Scholarship closing date in order to be eligible for consideration for this Scholarship. Candidates must include with their Scholarship application:
A Personal Statement (the template can be downloaded from the online Scholarship application form); and
Two academic references, one of which should be from either your
Proposed PhD Chief Supervisor or a member of the academic staff at the institution at which you obtained the qualification that defines your eligibility to enter the PhD programme
Application Deadline: The application deadline is July 14, 2017.
AUT Faculty of Culture and Society Masterate Fee Scholarship
Posted: June 20, 2017 in Masters, New Zealand, Oct-Dec Deadline
Tags: Masters, New Zealand
Programs offered by School of Education School of Hospitality and Tourism School of Language and Culture School of Social Sciences and Public Policy
Open to NZ citizens or permanent residents
Auckland University of Technology (AUT)
Only tuition fees, Tuition and student fees
AUT Faculty of Culture and Society Masterate Fee Scholarship, 2017 are being granted to give support to domestic postgraduate students who wish to pursue Master's Programs at Schools within the Faculty of Culture and Society.
Applicants of AUT Faculty of Culture and Society Masterate Fee Scholarship, 2017 must be citizens or permanent residents of New Zealand.
Students must fulfill the entry requirements for the master's program in one of the four schools that belong to the Faculty of Culture and Society.
Candidates applying for AUT Faculty of Culture and Society Masterate Fee Scholarship, 2017 should be entering into full-time Master's program of study with at least 120 points per annum.
Part-time students are ineligible to apply.
CV in at most 2-3 pages, focusing on academic and any relevant industry experience
Previous academic transcripts and certificates for any tertiary study completed
AUT Faculty of Culture and Society Masterate Fee Scholarships in New Zealand
The Auckland University of Technology is delighted to offer Faculty of Culture and Society Masterate Fee Scholarships. The scholarships are open to NZ citizens or permanent residents.
The purpose of the scholarships is to encourage full-time domestic postgraduate students into Master's programmes for Schools within the Faculty of Culture and Society.
The Auckland University of Technology is a university in New Zealand. It was formed on 1 January 2000 when the Auckland Institute of Technology was granted university status.
Course Level: Scholarships are available for pursuing master's programme.
Study Subject: Scholarships are awarded in the Faculty of Culture and Society.
Scholarship Award: Tuition and student fees (120pts)
Eligibility:Applicants must meet the following area for these scholarships:
Applicants must meet the entry criteria for a Master's programme in one of the four schools in the Faculty of Culture and Society.
Recipients must be enrolling in a full-time Master's programme of study (no less than 120 points per annum) in one of the four schools in the Faculty of Culture and Society. Part-time students are not eligible for these scholarships.
Nationality: The scholarships are open to NZ citizens or permanent residents.
Entrance Requirement: Applicants must have an undergraduate degree.
How to Apply: Application for this scholarship is through the online application portal. Applications will open in early October. To complete the application process ALL required documentation must be included. Incomplete or late applications will not be forwarded to the selection panel. The following documents or statements will need to be uploaded and submitted with the application by 12.00am midnight on the closing date.
A brief curriculum vitae (CV) – a maximum of 2-3 pages, highlighting academic and any relevant industry experience
Academic transcripts and completion certificates for any previous tertiary study completed at a university other than AUT University
Application Deadline: The application deadline is November 14, 2017.
Dean's Asian Scholarships at University of Auckland in New Zealand
Posted: June 16, 2017 in New Zealand, Oct-Dec Deadline, Undergraduate
Tags: New Zealand, Undergraduate
The University of Auckland offers up to three Asian scholarships to undergraduate students. These scholarships are awarded on the basis of academic merit, financial need to pursue study of commerce and property degree.
The main purpose of the Scholarships is to support Asian international undergraduate students to complete a Bachelor of Commerce or Bachelor of Property degree at the University of Auckland Business School.
The University of Auckland is the largest university in New Zealand. The University of Auckland in New Zealand for 37 of 40 subjects in the QS World University Rankings by Subject 2017.
Course Level: These scholarships are available to pursue an undergraduate degree.
Study Subject: These scholarships are awarded in Commerce and Property degree.
Scholarship Award: These scholarships will cover tuition fees assistance including compulsory health insurance
Numbers of Scholarships: Up to three scholarships are available.
Eligibility: Applicants must meet the following area for these scholarships:
Up to three Scholarships will be awarded for a period of up to three years and will cover the full tuition fees for international students who enroll full-time in a Bachelor of Commerce or Bachelor of Property at the University of Auckland Business School (see Note i)
The Scholarships will be awarded to international undergraduate students from any country on the Asian continent. (See Note ii).
The basis of selection will be academic merit in most recent year of secondary school education or in university level studies undertaken to date, demonstrated financial need and demonstrated potential to succeed in business studies at university.
To continue to hold the Scholarship, recipients must maintain a GPA of 5.00 (equivalent to a B average) in each semester of study.
The Scholarships will be awarded by the University of Auckland Council on the recommendation of a Selection.
Nationality: Asian applicants can apply for these scholarships.
Entrance Requirement: Applicants must be undergraduate students.
English Language Requirement: The candidate should have a very good command over English language.
How to Apply: Applicants can apply through online processor.
Please read the regulations carefully to be sure you are eligible before you apply. Then click on the blue "Apply here" button and complete the online application form. Scholarship applications will usually open around 6 weeks before the closing date.
New Zealand Law Foundation Doctoral Scholarship
New Zealand Law Foundation
Partial Funding, $10,000
New Zealand Law Foundation Doctoral Scholarship is offered to support and encourage the postgraduate study and research in law in New Zealand.
Applicants of New Zealand Law Foundation Doctoral Scholarship who hold a masters or honors degree from a university in New Zealand or elsewhere or any equivalent qualification are eligible.
Candidates must receive a confirmation of the award from a New Zealand University for the Ph.D. scholarship.
Applicants may apply for this scholarship if they are about to start their doctoral study.
Applicants who have recently commenced doctoral study may apply as well.
If an applicant has already commenced, they must be within 18 months of starting their doctoral studies.
Candidates will only be accepted if they are supported by a nomination from the Dean of a New Zealand Law Faculty.
Applicants of New Zealand Law Foundation Doctoral Scholarship must submit a letter of nomination from the Dean of a New Zealand Law School.
A copy of the applicant's Curriculum Vitae must be submitted.
A certified copy of the candidate's academic record should be submitted.
Candidate's research proposal must be submitted.
An example of legal writing limited to 10,000 words.
Applicants must provide the names of at least two appropriately qualified persons.
A budget outlining how the applicant is funding the Ph.D.
A statement describing how the applicant plans to disseminate the final research product.
Anne Reid Memorial Trust Scholarship, 2018
Posted: June 15, 2017 in Apr-Jun Deadline, Masters, New Zealand, PhD
Tags: Masters, New Zealand, PhD
English Literature, or Music, or Fine Arts
Open to New Zealand citizens
University of Canterbury
The University of Canterbury is offering Anne Reid Memorial Trust Scholarship, 2018 to graduate students from either University of Auckland or the University of Canterbury abroad to complete their work or course in progress or to take up training in recognized institutions.
The scholarship is open New Zealand nationals.
The applicants of Anne Reid Memorial Trust Scholarship, 2018 must be a graduate of the University of Canterbury or The University of Auckland,
He/She enrolled in a postgraduate degree course at either of those Universities.
The candidates applying for Anne Reid Memorial Trust Scholarship, 2018 must be pursuing English Literature, Music or Fine Arts.
The Scholarship is awarded to Ph.D. or Masters candidates who wish to undertake a period of postgraduate study or research or creative work in English Literature, Music or Fine Arts at a recognized institution overseas.
Applicants are selected based on their academic merit.
Applicants artistic ability is taken into account.
The proposed course of study and potential to contribute to society in the chosen field is evaluated.


text:
Home / Coronavirus / Chief of staff to Brazil President's Bolsonaro tests positive for Coronavirus
Chief of staff to Brazil President's Bolsonaro tests positive for Coronavirus
He will remain in isolation until a new examination and medical evaluation is carried out, and will continue to work remotely.
SNS | New Delhi | August 4, 2020 9:52 am
Representational image (Photo: IStock)
Brazilian President Jair Bolsonaro's chief of staff, Army General Walter Souza Braga Netto has tested positive for novel coronavirus, according to his office on Monday,
Braga Netto is doing well and has no symptoms, the office said in a statement.
Last week, President Bolsonaro's wife Michelle Bolsonaro and Science, Technology and Innovation Minister Marcos Pontes had tested positive for the COVID-19.
Late July, Bolsonaro had announced that he tested negative for the virus more than two weeks after he was first diagnosed on July 7.
Brazil has the second-worst coronavirus outbreak in the world after the United States.
The South American country has registered more than 2.75 million cases of the virus since the pandemic began, while the official death count has risen to 94,665, according to health ministry data.
The Prime Minister had earlier tested negative for the COVID-19 after several aides were diagnosed following a visit to US President Donald Trump's Mar-a-Lago, Florida, estate in March.
Brazil President
Over 31 per cent fall in Covid -19 fresh cases in Delhi
At 2.58 Lakh, India sees slight dip in Covid cases
B'desh Covid testing sites see influx of patients
Modi sought to highlight India's strong democratic credentials. He said a strong democracy like India has gifted the world a bouquet of hope which is their unflinching trust in democracy. He further said this bouquet comprises critical elements like technology, temperament and talent capable of empowering the 21st century.

redpajama_set_name: RedPajamaCommonCrawl


text:
Региональная инженерная геология — научное направление инженерной геологии, изучающее региональные закономерности развития верхних горизонтов земной коры (литосферы) и их взаимодействия с инженерными сооружениями в связи с осуществленной, текущей или планируемой инженерно-хозяйственной, прежде всего инженерно-строительной, деятельностью человека.

Объект изучения региональной инженерной геологии такой же, как и у других направлений инженерной геологии — верхние горизонты земной коры, изучаемые в связи с инженерно-хозяйственной деятельностью человека. В. Т. Трофимов и Т. И. Аверкина (2007) считают, что объектом региональной инженерной геологии являются различные «структурные зоны земной коры».

Предметом региональной инженерной геологии следует считать знания о региональных закономерностях развития верхних горизонтов земной коры (литосферы) и их взаимодействия с инженерными сооружениями (региональными литотехническими системами) в связи с осуществлённой, текущей или планируемой инженерно-хозяйственной деятельностью человека.

В структуре современной региональной инженерной геологии выделяются три научных раздела — 1) общая региональная инженерная геология; 2) региональное грунтоведение и 3) региональная инженерная геодинамика

История развития региональной инженерной геологии

В истории развития региональной инженерной геологии выделяется несколько этапов (Трофимов, Аверкина, 2007). Первый, начальный этап связан с её зарождением и охватывает период до 1950 г. На этом этапе вклад в данное направление инженерной геологии внесли работы Д. С. Соколова, Ф. П. Саваренского, И. В. Попова, Л. Д. Белого и Н. И. Николаева. К концу этого этапа оформились исходные теоретические и методические положения региональной инженерной геологии, как одного из направлений инженерной геологии.

Второй период охватывает 1951—1978 гг. и заканчивается выходом в свет 8-томной монографии «Инженерная геология СССР» под редакцией Е. М. Сергеева.В этот период региональная инженерная геология окончательно оформилась в самостоятельное научное направление инженерной геологии. Большой вклад в региональную инженерную геологию в этот период внесли работы И. В. Попова, Е. М. Сергеева, М. В. Чуринова, Л. Д. Белого, Г. А. Голодковской, И. С. Комарова, В. Т. Трофимова, С. Б. Ершова и др.

Третий период развития этого направления начался с 1979 г. и охватывает современный этап развития региональной инженерной геологии. В. Т. Трофимов характерной чертой этого этапа считает изучение инженерно-геологических условий не отдельных территорий, а Земли в целом.

Литература

 Попов И. В. Инженерная геология. / Учеб. — М., Госгеолиздат, 1951, 444 с.
 Сергеев Е. М. Инженерная геология./ Учебник. — М., Изд-во МГУ, 1982. — 247 с.
 Трофимов В. Т. Зональность инженерно-геологических условий континентов Земли. — М.: Изд-во МГУ, 2002.
 Трофимов В. Т., Аверкина Т. И. Теоретические основы региональной инженерной геологии. — М.: ГЕОС, 2007, 464 с.
 Трофимов В. Т., Аверкина Т. И., Спиридонов Д. И. Инженерно-геологические структуры Земли. — М.: Изд-во Моск. ун-та, 2001. 176 с.

Инженерная геология

redpajama_set_name: RedPajamaWikipedia


text:
eric - The I-94 Bar
Glimpses: 1963-1968 Rarities – Yardbirds (Easy Action)
Written by The Barman on 16 September 2014 .
Scratch deep enough and you'll find an undercoat of Yardbirds below the shiny paintwork of every worthwhile rock and roll vehicle.
We're talking a group that was part of the original wave of British blues, but took 12-bar and twisted it for their own purposes. The Yardbirds were true progenitors of overdrive and sustained feedback, bringing in eclectic influence like Gregorian chants and Eastern ragas.
All-in sonic escalations (dubbed "rave-ups" by the band) were features of their song arrangements. Does that that ring any bells about contemporary bands all these years later?
In Full Bloom: Four Decades of Blue Oyster Cultdom
Written by The Barman on 07 January 2014 .
It's hard to exaggerate the impact Blue Oyster Cult band has had on what used to be Australian underground music - at least at the guitar-orientated, rockist end of its spectrum. Mysterious, energetic and hard-edged but, unmistakenly melodic, they were the ultimate cult band in the mid-1970s.
Man and Machine - Eric Gradman (Aztec Music)
Another day, another re-release of some apparently fabled recordings from the late '70s and early '80s. Because, you know, everything from back then was like totally rad, man. All them cool guys. Not one of them was an ex art school hippy chancing his way on the next bandwagon.
Oblivians announce Down Under tour
Written by The Barman on 25 November 2014 .
Chuck Trend photo
For the first time in their 21-year existence, Memphis garage rock legends The Oblivians are touring Australia.
As well as the Golden Plains Festival near Meredith in Victoria, The Oblivians will play headline dates at Newtown Social Club in Sydney (March 4), Brisbane Hotel in Hobart (March 5), Barwon Club in Geelong (March 9), Wooly Mammoth in Brisbane (March 14) and a special three-night residency at Melbourne's iconic The Tote on March 11, 12 and 13.
The Columbia Albums Collection - Blue Oyster Cult (Sony)
If you're going to do a box set, do it properly. And so they have with this 17 album/one DVD set by the original sci-fi schlock cock rockers, Blue Oyster Cult.
The Who's Tommy at the Adelaide Fringe Festival
Tommy is, of course, that double LP rock opera what the 'Oo done, back in 1969.
Pete Townsend was a powerhouse of creativity and, since he didn't own an opera company or a film company, we can say he made a pretty impressive stab at both over the four sides of vinyl back in the day. Streets ahead of the competition by a forward-looking rock band, Tommy rebooted the Who back into the limelight…and you know the rest, I'm sure.
There's been an opera version, a musical adaptation, a film, and there's been several reissues, including a Super Deluxe Edition. And now…this…extraordinary, louche, beautiful, moving interpretation of a record which is well and truly in I-94 Bar reader terrain.


developed under Android are subject to the severest license, GPL.
There is no special provision regarding application license operation on Android.
For playing an audio file, where does the Android Developer's Guide recommend placing the file?
correct code that goes into (1)?
Which component can be used without configuring the AndroidManifest.xml?


text:
package com.speedledger.measure.jenkins;

import hudson.Plugin;
import hudson.model.Descriptor;
import hudson.model.Items;
import net.sf.json.JSONObject;
import org.kohsuke.stapler.StaplerRequest;

import javax.servlet.ServletException;
import java.io.IOException;
import java.util.logging.Logger;

/**
 * Elasticsearch plugin to Jenkins.
 * Reports build information to Elasticsearch on build completion.
 *
 * This class only handles loading and saving the configuration of Elasticsearch, see {@link Config}.
 */
public class ElasticsearchPlugin extends Plugin {
    private static final Logger LOG = Logger.getLogger(ElasticsearchPlugin.class.getName());

    private Config config;

    @Override
    public void start() throws Exception {
        Items.XSTREAM.registerConverter(new Config.ConverterImpl());
        load();
        LOG.fine("Loading config: " + config);
    }

    @Override
    public void configure(StaplerRequest req, JSONObject jsonObject) throws IOException, ServletException, Descriptor.FormException {
        String url = jsonObject.getString("elasticsearchUrl");
        String indexName = jsonObject.getString("elasticsearchIndexName");
        String typeName = jsonObject.getString("elasticsearchTypeName");
        config = new Config(url, indexName, typeName);
        LOG.fine("Saving config: " + config);
        save();
    }

    public Config getConfig() {
        return config;
    }

    // Used by Jelly
    public String getUrl() {
        return config == null ? null : config.getUrl();
    }

    // Used by Jelly
    public String getIndexName() {
        return config == null ? null : config.getIndexName();
    }

    // Used by Jelly
    public String getTypeName() {
        return config == null ? null : config.getTypeName();
    }
}

redpajama_set_name: RedPajamaGithub


text:
Q: Error in installing React - incompatible engine So after typing
npx create-react-app myapp

I get this error
error eslint@8.15.0: The engine "node" is incompatible with this module. Expected version "^12.22.0 || ^14.17.0 || >=16.0.0". Got "12.13.0"
error Found incompatible module.
info Visit https://yarnpkg.com/en/docs/cli/add for documentation about this command.

Aborting installation.
yarnpkg add --exact react react-dom react-scripts cra-template --cwd /Users/theodosiostziomakas/Desktop/React Tutorial and Project Course (2022)/01_React Basics Tutorial/my-app has failed.

Deleting generated file... package.json
Deleting generated file... yarn.lock
Deleting my-app/ from /Users/theodosiostziomakas/Desktop/React Tutorial and Project Course (2022)/01_React Basics Tutorial
Done.

How to update the node engine? Could it be something else?
Thanks,
Theo.

A: It says your current version of node is 12.13.0 and you need at least 12.22.0.
The current version of Node is 16.15.0
You can download an updated one at https://nodejs.org/en/download/

A: You're using a wrong version of node.
IMHO the best way to manage the node version is using nvm.
Nvm is a tool used to switch easy the node version.
Unix version
Windows version
In your case you have to:

*

*Uninstall node

*install nvm

*nvm install 12.13.0

*nvm install 16.15.0

*nvm use 16.15.0

*try again npx create-react-app myapp

redpajama_set_name: RedPajamaStackExchange


(1997/Robson Books) English, Hardback w.dustjacket/Gebunden mit Schutzumschlag, 17x24 cm, 294 pages, rare b&w illustrations.
Foreword by Mark Knopfler and George Harrison.
Few stock copies of the 1997 original version!
Customer evaluation for "Skiffle - The Definitive Inside Story by Chas McDevitt"


In a growing city where both the average home price and apartment monthly rent continues to climb, the nonprofit Greccio Housing has announced plans to build a complex geared especially for low-income seniors.
The 50-unit project in Colorado Springs is slated for construction on a currently empty 1-acre site at the corner of Austin Bluffs Parkway and Templeton Gap Road on the northeast side of the city.
Officials with Greccio Housing, which is dedicated to expanding the affordable housing stock in Colorado Springs, say that roughly 62 percent of city residents aged 65 years or age or older are currently living in "cost burdened" housing situations.
With the current average Colorado Springs home priced at $267,000 and one-bedroom apartment rents at $1,000 a month and rising, the prospects of more seniors no longer being able to find affordable housing is challenging city officials.
The 50-unit apartment proposal starts out with one decided advantage: the site was donated to the City of Colorado Springs with the stipulation that it be sold to a nonprofit for one dollar.
Public input meetings on the project are expected to be held in Colorado Springs later this spring.


text:
Q: How can I remove directory or uninstall homebrew from my terminal? How can I remove directory or uninstall homebrew from my terminal?
I am running Ubuntu terminal on my Windows 10 system.
ubeath@DESKTOP:~$ rmdir homebrew
rm:cannot remove 'homebrew':is a directory
ubeath@DESKTOP:~$ rmdir homebrew
rmdir: failed to remove 'homebrew':Directory not empty
ubeath@DESKTOP:~$ rm -d homebrew
rm: cannot remove 'homebrew':Directory not empty

A: Just use rm -rf homebrew, if it doesn't work try rm -f homebrew.


7054 - New Mosquito KILLER / great for any room / They're coming!!
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Tasting Note: This Beaujolais is the wiser, attractive older brother of the young, easy-drinking Beaujolais you're used to drinking.
Medium-tending-towards-deep intensity ruby in color this wine has an aromatic nose of red plum, kirsch, strawberry and blossom.
On the palate the dry, medium-plus bodied wine is concentrated, with velvety, medium-plus tannin and a silky mouthfeel with flavors suggested on the nose presented in a ripe, yet retrained style.
There is balance between the fruit and medium-plus acidity.
A cerebral Beaujolais with concentration, body and structure that stands above.


Indian Coast Guard today celebrates it's 39th Birth anniversary. The Coast guard formally established same date in 1978, with the mission of securing Indian waters, and work closely with state maritime police and customs departments. The CG comes under the Indian Armed forces controlled by the Ministry of defense. The Coast Guard also have responsible duties to secure the Indian Contiguous zone and EEZones.
The coast guard almost revamped after the 26/11. After 26/11 new procurement's and additional manpower also a new operating procedures too drafted. Later that Mumbai attacks the Coast Guard jointly worked with Indian Navy to thwart many incidents both from China and Pakistan. The Coast Guard commuted work inside the safe zone, where Navy can work more widely to identify foreign threats.
The CG has a huge formation of ships, with 2000 tons heavy Samarth Class offshore patrol vessel's. and older generation Samar Class OPV's. The CG aims to having more than 150 ships along with 100 aircraft's before 2020. Currently CG has nearly 100 Ships which include Interceptor Boats and Major OPV vessels. CG has a manpower of more than 11,000 personnel's. The CG also having fixed wing surveillance aircraft like Do 228.
The New procurement plans which include newly ordered L&T designed OPV's. each reported having more than 2000 Tons, Pipavav also building fourteen new Fast patrol vessels, and another five OPV's. CG also negotiating to purchase 12 ton multi role helicopters for broader range of maritime sear and rescue and Surveillance missions.
Mostly the CG ships has more surveillance and rescue equipment, however less fire power, Most of the OPV's having only 30 mm cannon as main gun, and having no other defensive systems except some 12.7 mm or 7.62 mm Heavy machine guns. The navigation and surveillance systems are in top class for SAR missions and Patrol missions.
CG also operates eighteen modern Hover crafts made by UK firm Griffon, Known as best in his category. Most of them are built in Kolkata based GRSE under Transfer of Technology. Those Hovercraft's can assist the CG to conduct operations close to shores and Islands.
In India, more than 2,50,000 lakhs of Fishing boats and trawlers, where more than one lakh of them go to sea everyday. It's the Coast Guard's duty to verify and clear to sail, However checking all of them everyday is not possible, CG issued color codes to Fishing boats depend upon his category to identify the vessel, whether it's Indian or Foreign.
In coming years CG will gets each and every boats data by installing transponders and GPS receivers, So they can be easily traced on a regular basis. The CG also uses it's airborne platforms which comprises of nearly 38 Do 228 maritime surveillance planes, and 20 other light helicopters. However the numbers may increase in future.


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you are here: HomeNewsBusinessMarkets
FPIs turn net sellers in October; pull out Rs 12,278 crore
"Foreign brokerages like Merril Lynch, UBS and Nomura have downgraded India due to excessive valuations. This might have prompted FPIs to sell on a sustained basis," said V K Vijayakumar, chief investment strategist at Geojit Financial Services.
October 31, 2021 / 06:10 PM IST
After two months of buying, foreign portfolio investors (FPIs) have turned net sellers in October by pulling out Rs 12,278 crore from Indian markets. As per depositories data, FPIs took out Rs 13,550 crore from equities but invested Rs 1,272 crore in the debt segment during October 1-29.
The total net outflow stood at Rs 12,278 crore during the period under review. FPIs were net buyers in August and September.
"Foreign brokerages like Merril Lynch, UBS and Nomura have downgraded India due to excessive valuations. This might have prompted FPIs to sell on a sustained basis," said V K Vijayakumar, chief investment strategist at Geojit Financial Services. FPIs have been sellers in software during the first half of October. This is profit-booking since they are sitting on big profits.
However, they have been buyers in banks and autos where there is valuation comfort, he added. Three IPOs are expected to raise Rs 30,000 crore from the market in the next few days that are expected to get heavily oversubscribed and, therefore, there will be a huge drain of money from the secondary to the primary market.
"This is another factor prompting FPIs to sell. Due to big FPI selling, markets have turned distinctly weak," he said. FPI flows in other emerging markets in October was mixed, said Shrikant Chouhan, head (equity research-retail) at Kotak Securities.
Budget 2023: Market crash may have to do with factors beyond the budget
Budget 2023: Temporary market euphoria gives way to despondency
Indonesia, Philippines and Thailand reported FPI inflows of $951 million, $8 million, and $564 million, respectively. On the other hand, Taiwan and South Korea reported FPI outflows of $2,633 million and $2,801 million, respectively, Chouhan said. With respect to future of FPI flows, he said flows are expected to remain volatile in the emerging markets.
"On the economy front, RBI minutes reflected the members' rising concerns on global inflationary pressures and economic slowdown, especially in some advanced economies, which some members highlighted, could have spill-over effects on India," Chouhan said.
Tags: #Foreign Portfolio Investors (FPIs) #markets
first published: Oct 31, 2021 06:10 pm


Fun game, but getting great weapons requires spending real money on cash and coins. They should just charge you for the game itself and let you play.
Does anyone know any cheats to get free cash and coins???
The should have some way that allows to get cash without downloading stupid apps and the ability to upgrade your partner. And need more weapons! I currently have just about every piece of armor and nearly every weapon.


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Safe work method statements (SWMS)
How and when to prepare and use a safe work method statement (SWMS) for high-risk construction work (HRCW).
Download the SWMS template
Learn about SWMSPreparing SWMSSelecting risk control measures for HRCWWhat should be included in a SWMSWhat may not be included
Learn about SWMS
Learn about Safe Work Method Statements (SWMS)
A SWMS is a document that sets out the high risk construction work (HRCW) to be carried out at a workplace, the hazards arising from these activities, and the measures to be put in place to control the risks. SWMS must be prepared before HRCW commences.
The Occupational Health and Safety Regulations 2017 (OHS Regulations) require employers and self-employed persons to prepare a SWMS before starting HRCW.
Safe Work Method Statements (SWMS) template
High-risk construction work involves activities
where there is a risk of a person falling more than 2m
on or next to roadways or railways used by road or rail traffic
in, over or next to water or liquids where there is a risk of drowning
at workplaces where there is any movement of powered mobile plant
where there are structural alterations that require temporary support to prevent collapse
in an area where there are artificial extremes of temperature
on or near energised electrical installations or services
involving a trench or shaft more than 1.5m deep
on or near pressurised gas distribution mains or piping
involving demolition
involving a confined space
on or near chemical, fuel or refrigerant lines
involving tilt-up or precast concrete
on telecommunications towers
involving diving
involving removal or disturbance of asbestos
in an area that may have a contaminated or flammable atmosphere
involving the use of explosives
involving a tunnel
Preparing SWMS
Who must ensure a SWMS has been prepared before commencing HRCW?
In practice, whoever is most familiar with the HRCW activity to be performed, should be involved with developing the SWMS, including affected employees and their HSRs.
The employer of the employees intending to undertake HRCW.
Self-employed persons
The self-employed person if they or their engaged contractors are intending to undertake HRCW.
Labour hire
The employer and host employer of the employees intending to undertake HRCW.
SWMS duties
Duty holders (employers and self employed persons) must ensure that HRCW is performed in line with the SWMS.
If the SWMS is not complied with the HRCW must stop immediately, or as soon as it is safe to do so. HRCW cannot resume until it complies with a SWMS or the SWMS is reviewed and, if necessary, revised.
The duty holder, in consultation with the affected employees and their health and safety representatives (HSRs), must review and revise the SWMS whenever the HRCW changes or there is an indication that risks are not adequately controlled.
The duty holder must retain a copy of the SWMS for the duration of the HRCW.
The SWMS should be available at the location of the HRCW, where it can be readily referenced by affected persons or reviewed and revised as necessary. Copies can be kept in electronic format.
How to prepare a SWMS
Bring together the relevant employees, their HSRs and supervisors at the location of the proposed works, if possible.
Review the proposed works and consider any site-specific factors that could impact the works.
Ensure all proposed HRCW activities are identified and hazards and risks listed.
Select the risk control measures and describe them alongside each of the hazards and risks that are listed.
Assess, review and update the SWMS if anything changes on-site, for example: weather or scope of work.
Hand written amendments can be made on site.
Selecting risk control measures for HRCW
To control the hazards of HRCW, employers must use the hierarchy of control to:
Eliminate the risks, so far as reasonably practicable
Reduce remaining risks through:
substitution, for example, reduce risks of crushing hazards by using mobile scaffold instead of elevated work platform
isolation, for example, install concrete barriers to isolate employees from vehicles
engineering controls, for example, bench, batter or shore the sides of excavations
If risk still remains, apply administrative controls, for example, install warning signs
If risk still remains, provide personal protective equipment (PPE)
Implementing these controls does not reduce the requirement to implement mandated controls specified by law (e.g. the OHS Regulations 2017).
A contractor is restoring a building façade. There is a risk of persons falling more than 2m (HRCW) while doing this work, so a SWMS is required.
The contractor consults with employees when developing the SWMS.
They identify:
some work can be done from the ground using a paint scraper and roller poles, partially eliminating the risk of a fall
where poles can't be used, scaffolding will be used instead of ladders, further reducing the risk of a fall
a risk remains that persons could fall more than 2m if the scaffold is misused. They reduce the risk further by using administrative controls such as training employees, posting warning signs and ensuring employees are supervised appropriately.
Can a SWMS address matters other than HRCW?
Only hazards and risks that are directly related to HRCW activities need be included in a SWMS. However, if it is helpful to document non-HRCW work, such as risk controls for operating plant, then include them in the SWMS.
Employees are installing a roof and there is a risk of persons falling more than 2m. As this is HRCW, it must be addressed in a SWMS. There are also other hazards and risks including the risk of employees below being struck by falling objects. These must still be managed, however, the risk of falling objects does not need to be in the SWMS because they are not part of the 19 activities of HRCW.
What is a 'generic SWMS' and are they acceptable?
A 'generic SWMS'"' is a pre-prepared SWMS which seeks to address a range of hazards related to specific HRCW activities. For a generic SWMS to be acceptable, duty holders need to review it on-site and include all HRCW and risks associated with the activity before works commence.
What should be included in a SWMS
You should describe or name all of the following:
the HRCW relevant to the SWMS being prepared – check all of the applicable HRCW activities listed on page 4 of the template
the specific task/activity being undertaken, example: roof framing
the hazard that has the potential to cause harm, example:where there is a risk of a person falling more than 2m or involving a trench or shaft more than 1.5m deep (see list of 19 HRCW activities on page 1 of the template)
the controls to stop the harm from occurring, example: guard rails, scaffold, or catch platforms*
who is responsible for implementing the controls, example: foreman.
*Refer to the hierarchy of control and Regulation 44 for the Falls hierarchy of control.
What may not be included
References to other documents, such as Australian or Industry standards, as these may be subject to change and may not be easily obtained by employees.
Risk matrix, risk scores are not legally required.
Further guidance on SWMS
Working safely in general construction
Working safely in housing construction
Controlling OHS hazards and risks: A handbook for workplaces
All Acts and regulations


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Assessment Investment
A five-point strategy helps schools overcome faculty resistance to assurance of learning programs and encourages professors to invest in the assessment process.
Carol W. DeMoranville • March 01, 2010
illustration by Dave Cutler
Mention assessment to most faculty, and they suddenly become too busy to have even a three-minute chat. Their file cabinets need cleaning out, their class notes from 1999 need updating, they're on their way to an off-campus appointment. Assessment is an anathema to many professors, who consider it just another way for administrators to interfere with teaching. And yet, business faculty must get on board with assessment practices, because AACSB International requires accredited schools to maintain faculty-driven assurance of learning programs.
I've been involved in a number of assessment programs, and I've concluded that faculty usually have three reasons to resist. First, they're already so busy with research, teaching, and service requirements that they have little time for additional activities, particularly ones they perceive as busywork. Second, they question the value of assurance of learning activities because the benefits are abstract, while the costs are concrete. Furthermore, the benefits—better learning—accrue to the students, while the costs—additional work—accrue to the faculty.
Third, and this is paramount, they think these programs impinge on their academic freedom. They are adamant about maintaining complete authority to design and deliver their courses as they see fit.
But it is possible for schools to design assurance of learning programs that overcome these obstacles to faculty participation. At Bryant University's College of Business, we have adopted strategies that have resulted in more than half of our faculty participating in the assurance of learning process. Other areas of the university have also benefited, as many of our assessment practices have spilled over into the College of Arts & Sciences.
We believe there are five key factors in making faculty enthusiastic about assessment: a supportive administration, a faculty champion, an evolving development process, a well-defined structure, and an emphasis on excellent communication. In our case, two other factors helped us enlist faculty support when we needed it most: an impending AACSB Maintenance of Accreditation visit, and a growing program that appealed to new faculty, who might have been more receptive to assurance of learning than more entrenched professors. But while these last two components provided an extra push, we believe that the real keys to our success are the first five factors—and that any other school can employ them as well.
One: Top-Level Support
For any program to succeed, the most senior-level members of the administration must be behind it. At Bryant, our most ardent supporter of faculty-led assurance of learning proved to be Jack Trifts, who became dean of the College of Business in 2005. Trifts immediately convened an Assessment Committee composed of one representative from each college department. He also served as an active participant on the committee.
In three ways, he signaled to faculty across the college that assurance of learning was critical. First, by serving on the assessment committee himself, he showed how important he thought it was, and he encouraged other faculty members to move quickly on assessment efforts. He also modeled behavior and provided insights about assessment practices, since he had served on AACSB reaccreditation teams for a number of schools.
Second, he made sure assessment was an agenda topic at all collegewide faculty meetings, which were held three or four times a year. At those meetings, even faculty who weren't yet actively involved in assurance of learning were kept informed of the progress made by members of the Assessment Committee.
Finally, Trifts gave other members of the committee financial and strategic support. He made sure they were sent to AACSB assessment conferences, and he gave them copies of Assessment of Student Learning in Business Schools: Best Practices Each Step of the Way, edited by Kathryn Martell and Thomas Calderon.
Two: A Faculty Champion
A school that wants a faculty-led assurance of learning process must have an outspoken proponent who is knowledgeable about the subject and will speak about it enthusiastically to anyone, anywhere, anytime. This assessment cheerleader should be a full-time faculty member with teaching, research, and service responsibilities who has credibility with the rest of the faculty and is respected by colleagues. He or she also should be an outgoing person who proactively connects with other faculty and actively shares information. Ideally, the champion can share positive outcomes from other assessment experiences to show that, indeed, assessment is a good thing!
At Bryant, I serve as our faculty champion. Although I was new to the college in 2005, I had assessment experience at my previous school, Northern Illinois University, and I staunchly believe the assessment process has benefits for both students and faculty. I first served as our department's representative to the Assessment Committee, and I became chair of the committee in 2006.
As faculty champion, I always listen to alternate opinions and suggestions, but I will not let problems or criticisms get in the way of progress. In fact, that attitude—that determination to move forward constantly despite setbacks—is essential for anyone involved in the assessment process.
Three: Continuous Development
School administrators shouldn't wait to craft the perfect assessment plan before they start implementing it, or they will surely fail. They need to design an initial plan and then jump right in, making incremental improvements as they go along.
At Bryant, our goal was to develop and implement our assurance of learning process quickly, recognizing that it wouldn't be perfect but that we could improve upon it over time. We started out by identifying learning goals and objectives for the primary undergraduate program, the BSBA. We presented a draft of the learning goals to the faculty in spring 2006, and we were already planning how to assess them while the College of Business faculty reviewed and discussed them. It took about three months before the faculty approved the goals. Then the hard work began.
For an assessment program to succeed, administrators must devise a system that encourages faculty to participate—and lets them know exactly what's expected of them when they do.
The Assessment Committee developed a matrix that illustrated which required courses covered or evaluated the objectives of the six learning goals. The matrix also indicated where we might find student artifacts, such as class assignments or completed projects, that could be used for assessment.
We chose to assess each of the six goals every academic year. However, we developed a multiyear schedule for assessment because we decided to assess only one objective for each goal in any one year. We believed this was sufficient to give us information about student achievement while keeping the workload at a manageable level. Furthermore, most of the learning goals had between two and four objectives, so we thought that a rolling schedule of assessment would give us complete information about the goal approximately every two years.
We then determined—and this was crucial—that the committee members would conduct the initial assessments. That way, we could work out any problems with the process, develop and revise rubrics, and present the faculty with a system that worked. We were very deliberate about letting the rest of the faculty know that we were "protecting" them from assessment activities, but we shared and discussed the results of our findings with them at collegewide meetings.
This strategy proved to be highly successful. By the time we were ready to roll out the assurance of learning process to the rest of the faculty, they were already on board because they had seen positive results. For instance, we were able to show measurable improvements in the ETS Major Field Test for Business, which we use to assess our general business knowledge learning goal. The results of curriculum revisions and performance incentives for students had a significant impact on subject areas where previous performance had been below expectations.
We were also able to show faculty how student performance had improved in the learning objective for written communication. One of our early assessments showed that our students needed improvement in this area—no surprise there. We invited faculty to offer potential solutions, and they suggested instituting a business communications course, increasing written assignments, and providing more detailed feedback on papers.
We encouraged faculty, when considering solutions, to use the "fatal flaw policy" developed by Kathryn Martell and shared with us at an AACSB Assessment Conference. (See "No More Fatal Flaws," page 30.) This policy states that students' written work must be professionally acceptable—i.e., free from errors—or it will be returned without grading for revisions and subsequent grade penalties.
The Assessment Committee spent three semesters conducting assurance of learning studies and reporting results. When we had made our final changes to the process, we rolled it out to the entire college.
Four: A Well-Defined Structure
At Bryant, our Assessment Committee initially consisted of seven people: the dean; five faculty members, one from each department; and an administrative assistant who had been involved in assurance of learning processes during accreditation efforts with both AACSB and the New England Association of Schools and Colleges.
When we were ready to roll out the process to the rest of the college, we added three members, recruiting them from the graduate school administration, the Graduate Faculty Advisory Committee, and the University Curriculum Committee. This helped us establish links between assessment and all aspects of curriculum management; it also ensured that the entire college would be aware of assurance of learning activities and results. At the same time, we changed the committee's focus to strategic management of the assurance of learning process, and we renamed it the Assessment Steering Committee.
Next, we created Goal Assessment Teams (GATs), each accountable for the assessment of one learning goal. All members of the steering committee became GAT liaisons, responsible for guiding their teams' assessment activities and reporting the results to the committee. Every GAT was composed of the liaison plus three to five faculty members.
To select potential GAT members, Dean Trifts and I met with the department chairs, who identified professors who might have an interest in a particular learning goal and professors who were too busy to participate at this time. This method resulted in a high degree of participation. Of about 35 faculty who were selected as potential GAT members, only one deferred. But five or six who were not originally chosen volunteered to participate on a team. Even some liberal arts faculty wanted to serve on GATs where they had some natural interest. For example, a math/statistics professor joined the GAT that assesses problem solving and critical thinking.
We announced the GAT structure at a collegewide faculty meeting dedicated to assurance of learning. At that time, the teams met and planned out their activities for the semester. Their directive was ambitious: to collect and report assessment data for their learning objectives within three months.
Five: Continuous Communication
The last key to a successful assurance of learning program is communication. It should be widespread; it should happen at the college, department, and individual levels; and it should follow both formal and informal paths.
Since we have begun the assessment program, every one of Bryant's collegewide faculty meetings has included a session on assurance of learning. At first, these updates essentially consisted of status reports. After a few semesters, though, the assessment portions of the two-hour meetings had expanded to fill at least one hour. We had lively discus¬sions about assessment results and how to "close the loop" between measuring results and improving outcomes. The spring faculty meeting in May—which is solely dedicated to assurance of learning results—has become the College of Business's most highly attended meeting of the year.
Communication also happens at the department level. From the very beginning, members of the Assessment Committee, and now the Assessment Steering Committee, have instituted formal discussions to keep their own departments apprised of developments. There are also formal communication paths between the steering committee and other relevant groups, such as the Curriculum Committee, the Graduate Faculty Advisory Committee, and the school's departments.
Finally, on an ongoing basis, we promote communication at the individual level. When the GAT system was implemented, every faculty member in the College of Business received an Assessment Handbook, and every new hire also receives a copy. Professors have frequent discussions about assurance of learning, partly because so many of them are actively involved in performing assessment. Originally, discussions centered on efficient ways to accomplish assessment, but once results started coming in, talk turned to improving student performance. While many discussions may start within a GAT, they quickly spill over into other forums. For example, the faculty dining room is a prime location for exchanging information about pedagogical methods for closing the loop.
I want to revisit the three primary objections faculty have to assessment and explain how they can be overcome if schools follow Bryant's five keys to success.
• I don't have enough time. This objection is less convincing when the members of the assessment committees and teams are all faculty members who are also teaching, conducting research, and serving on other committees. If a professor's colleagues manage to incorporate assessment activities into their busy schedules, he or she probably can as well. Furthermore, a structure like the GAT reduces the amount of assessment work that any individual has to do. Most GAT members spend 12 hours or less a semester on assessment activities.
• I see the costs, but not the benefits. At Bryant, we made the benefits clear, while reducing the costs of time and energy. Early on, we protected faculty from the work of conducting assessment, while we shared with them the improvements we'd made when we were able to close the loop. For instance, we showed how instituting the "fatal flaw policy" can improve student performance and shorten the amount of time faculty spend grading written assignments.
We also stressed that the GAT structure reduced how much time and effort an individual had to spend performing assessment tasks. Ultimately, however, a few faculty were only motivated to get involved when we made it clear that substandard assurance of learning programs could cause us to lose AACSB accreditation.
• I won't give up my academic freedom. Early in the process at Bryant, we spent time educating faculty about what assessment is and isn't. We specifically stated that assessment would not result in the school dictating what faculty should or shouldn't do in the classroom.
To date, the only mandate arising from the assessment process is that all faculty must have course objectives on their syllabi and those objectives should align with some of the program learning goals. We do not specify what the objectives should be nor which learning goals they should support. We also reiterate, at virtually every faculty meeting, that assurance of learning is about evaluating degree programs, not faculty or students.
Finally, we make sure that faculty drive the activities that close the loop. Suggestions about how to improve student performance, or maintain good performance, come from the faculty either in collegewide meetings or in smaller, informal groups. Individual professors are free to adopt suggestions or not, but the involvement and enthusiasm of their colleagues is contagious. Because of the way we have implemented assessment strategies, some of the faculty who were most concerned about academic freedom have become our strongest proponents of assurance of learning.
There are many ways business schools can structure their assurance of learning programs. While we believe our system can work for other schools, every situation is unique and every school will need to find its own strategies. But we're convinced that, no matter what system is implemented, faculty are more likely to get on board when they perceive that assurance of learning is beneficial to them and won't cost them a lot of time or effort.
We believe that the five approaches we adopted can bolster any assurance of learning program that's flagging for lack of participation. Top-level support, faculty champions, incremental improvements, precisely structured systems, and constant communication will spark enthusiasm for assurance of learning among faculty across the business school.
No More Fatal Flaws
Assessment expert Kathryn Martell suggests that student writing will improve if faculty institute a policy stating that student work will only be acceptable if it is free of "fatal flaws." At Bryant University, Carol DeMoranville adapted Martell's policy for written assignments and identified ten fatal spelling, grammar, punctuation, and format errors. These include misspelled words, sentence fragments, run-on sentences, erroneous capitalizations, incorrect punctuation, mistakes in verb tense or subject/verb agreement, improper citations, incorrect word usage or awkward writing, and lack of conformity with assignment format.
In DeMoranville's class, papers are unacceptable if they contain more than three fatal flaws per page or ten per document. When either figure is exceeded, she will return the paper to the student without a grade. The student must correct it and return it by the next class, and the final grade will be reduced by 10 percent. A paper that still contains fatal flaws after it has been returned and resubmitted can receive a grade no higher than a D.
She tells students, "It is in your best interest to give yourself enough time to complete the assignment and carefully proofread and/or use available help before you submit the paper the first time." She suggests that they use spelling and grammar checking software or seek advice from staff at the school's writing center if they need help avoiding fatal flaws.
Having such a specific policy in place is useful for faculty, DeMoranville points out. It gives them a template for determining when a written assignment is acceptable—and, by extension, determining whether students are really achieving the learning goals set out by the assessment guidelines. Since instituting the policy, DeMoranville has seen a significant improvement in the quality of her students' written assignments and a corresponding decrease in the amount of time it takes to grade those assignments.
Carol W. DeMoranville is professor of marketing and Director of College of Business Assessment and Accreditation at Bryant University in Smithfield, Rhode Island.
That's the number of new accreditation standards that AACSB International's Blue Ribbon Committee has drafted— the first revision of AACSB's standards since 2003. These proposed changes, to be presented to association members for a vote this April, have inspired spirited discussions about innovation, impact, engagement—and the future of management education.
Going (Almost) Paperless
Bentley University uses course management system Blackboard to simplify the promotion and tenure process.
Mission: Imperative
When accreditation is mission-based, mission statements are essential. But how do schools craft and implement the perfect mission statement?


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Talk About Tricks (3 DVD Set) by Joshua Jay - DVD
Product Type: DVD
From the pages of MAGIC Magazine to your TV screen, the "Talk About Tricks" DVD Box Set is one of the most eclectic, unexpected collections of magic and magicians ever captured on DVD.
The concept is simple: Joshua Jay writes the critically-acclaimed "Talk About Tricks" column every month in MAGIC Magazine, and this set is the column come-to-life! Every month, Joshua Jay features original effects from the world's greatest magicians. There are hundreds of fantastic tricks buried in those pages. Now we can finally see how great these tricks look at performance speed.
From close-up to parlor, from cards to Q-tips, from money to mentalism, from easy to difficult, this collection boasts over seven hours of the best magic ever published in "Talk About Tricks." Better still, many of these effects are performed live by their originators. See magicians Felipe Abreu, Paul Cummins, Joel Givens, Rune Klan, John Lovick, Raj Madhok, Rick Maue, Francis Menotti, and more, all performing and explaining their creations. You'll also see magic created by Eric Buss, Bob Farmer, Martin Gardner, Larry Jennings, Ed Marlo, David Parr, Gaston Quieto, David Solomon, Gregory Wilson, and dozens more!
This box set boasts over seven hours of close-up magic from the industry's leading thinkers. Hosted by magic performer, author, and lecturer Joshua Jay, you don't want to miss out on the most comprehensive, exhaustive DVD release of the year!


Skin pigmentation is where the skin gets covered by brown blemishes, dark spots or brown patches hence it gets darker in some areas and lighter in others. These blemishes are caused by ultraviolet radiation from the sun. Melanin is a pigment that is produced naturally by the skin to guard it against the harsh ultraviolet radiation from the sun.
When the skin is overexposed to the sun, a lot of melanin is produced for protection against these rays. As the skin ages, the melanin produced tends to fuse together causing the pigmentation patches.
However, in some cases skin pigmentation is caused by genetics when it can be linked to the relatives of the affected person. Also, deficiency in vitamins A and C makes our skins tend to become weaker and more vulnerable, hence also causing skin pigmentation.
There are several ways of treating skin pigmentation but the first step that anyone should take in treating pigmentation is preventing more exposure of the skin to the sun's ultraviolet radiation. This includes the use of sunscreen where exposure is anticipated and protective clothing like hats to cover the head and other exposed areas.
There are quite a number of home remedies for treating pigmentation on the skin that are cheap and easy to use unlike complex medical methods. Although they may not work as fast as these medical methods, they are reliable safe since they have no side effects.
The first home remedy for treating skin pigmentation is lemon juice. This juice is applied to the affected areas using a cotton ball daily and washed off after about 20 minutes. It can be applied two times a day for faster results.
The vitamin C present in the juice sterilizes the affected area and bleaches it to blend with the other parts of the skin. This juice makes the skin more sensitive to sunlight so when used, the use of sunscreen cannot be overemphasized.
Another home remedy for treating skin pigmentation is aloe vera. The plant has a gel in the leaves that lightens the skin and blends it with other parts of the skin. If the plant is not available, the extracted gel can be obtained from the pharmacies and it has the same effect.
The complex medical methods of removing pigmentation include the use of laser treatment and use of liquid nitrogen among others. The laser treatment is more expensive than most of the rest but the results are worthwhile.


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Paris Hilton's eye-rolling remark about 'working hard': Who's the most out-of-touch celebrity?
By | SodaHead.com
Paris Hilton likes her stuff... and she works hard for it, too! Er, what? Her words, not ours.
The famous heiress opened up her home, which is also featured in the upcoming film "The Bling Ring," to Elle magazine recently. And when asked what she hopes moviegoers take from the film, which is based on a real-life group of teens who burglarized her home and other celebrities' back in 2008 and 2009, Hilton said: "There's much more to life than all of these possessions and everything. And if you want those things, you're gonna have to work yourself, just like I did."
SODAHEAD SLIDESHOW: See the most out-of-touch stars.
Does Hilton have a case of amnesia? Sure, the popular socialite has starred in the occasional reality show about her star-studded life, like "The Simple Life" and "The World According to Paris." She's even released a pop song we suppose she can add to her trajectory of work life.
But it's no secret that Paris Hilton's riches don't really stem from her work. It's because she's the great-granddaughter of the guy who founded the Hilton Hotels.
Still, we'll let Paris gloat. It's practically a part of her job, anyway. And she's certainly not the only celebrity who's out-of-touch with the real world. There's many more "famous for nothing" celebs! From Paris Hilton to Kim Kardashian to Kanye West, who would you say is the most out-of-touch celeb?
PHOTOS: See the latest celebrity pictures to hit the Internet.
Who's the most out-of-touch celebrity?


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The Plunge has become a highlight of the Sunday festivities of the Festival, which is held on the Family Day long weekend in February.
This year's plunge goes Feb. 17 at noon.
Besides being one of the Festival attractions, the Plunge also raises money for local charities. This year's recipients will be The Treasure Trunk, Northern Connections and the Central Frontenac Fire Department.
Pledge forms are available at The Treasure Trunk, Community Living North Frontenac or by calling Barr at 613-279-2113.
There are prizes for best costume, most pledges, youngest plunger and oldest plunger, she said.
Barr said they'd like to get more than last year's 20 participants and maybe even beat the all-time record of 45 plungers.


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Q: facebook graph api post picture I'm having problem with getting picture from the facebook post via Graph API. It used to work but something has changed and I'm getting "(#12) singular statuses API is deprecated for versions v2.4 and higher"
Does anyone had similar problem and know how to workaround it ?
Reproduction steps:
Request:
https://graph.facebook.com/10155765892248481/picture?type=album

Response:
{
   "error": {
      "message": "(#12) singular statuses API is deprecated for versions v2.4 and higher",
      "type": "OAuthException",
      "code": 12,
      "fbtrace_id": "BBWPqs8AYts"
   }
}


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Teste di serie

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Home Metrolink Mass Transit Accidents Bus Accidents
Bus Accident Attorneys in Orange County
Representing Bus Accident Victims for Over 40 Years
Injuries from Bus Accidents
Liability in a Bus Accident
Get Help from an Experienced Legal Team
Getting in an accident with any vehicle can be devastating. But some are worse than others. Many people think that because buses are larger and more visible on the road, it is more difficult to be involved in a collision with one. This, however, is incorrect. Due to a bus's massive size and weight, it can be difficult for bus drivers to turn their vehicles as sharply as other drivers. And when the worst does happen, the significant difference in size can make any collision a recipe for disaster.
When someone is involved in a bus accident, it can upend that person's life. Whether the accident is with a school bus, a city bus, or a private bus, the results are almost always the same: severe injury. Among the many possible injuries that can result from a bus accident, some of the most severe include:
Spinal cord damage
Severe fractures and lacerations
Internal organ damage
Loss of limb
In the worst possible cases, you might experience the horrible situation of losing a loved one in an accident with a bus. While no amount of money can ever make up for the loss of a family member, seeking financial compensation following a wrongful death can help ease the burden of things like funeral expenses, lost future income, loss of companionship, and more.
As the victim of a bus accident, one of your first thoughts after recovering from your injuries may be to hold the right parties accountable. This brings up a potential problem, and the question of liability can't be answered until we consider what type of bus was involved in the accident.
School Bus: While there are many laws surrounding school buses that affect the behavior of other cars on the road, accidents with school buses still occur. If the school bus is owned by the school district, then that school district could be liable for a crash with one of their vehicles, even when it was solely due to the negligence of the driver. If the bus is owned by a third party, then it is the private company rather than the school district that could be liable.
Public Bus: Similar to school bus accidents, a collision with a public bus typically involves a government entity. While many state governments follow a principle known as "sovereign immunity," which is the idea that states are exempt from civil cases, California allows victims to file lawsuits in cases involving employee negligence.
Private Bus: An accident with a private bus is most likely near tourist attractions, sporting events, and other popular places in southern California. Rather than the government being liable for any injuries, it's the company that owns the vehicle that would be responsible.
In personal injury cases, it is the responsibility of the plaintiff to prove that the defendant owed a duty of care to the plaintiff, and breaching that duty was a primary factor in causing injury. In essence, it must be proven that the bus driver, manufacturer, or bus company acted in a negligent manner.
It can be frightening to face large companies head-to-head in the courtroom. Often times, filing a lawsuit against any large organization will involve going up against teams of lawyers employed by the state or insurance companies, to defend their own interests. That's why it's important to get help from seasoned California mass transit accident attorneys who have the talent, knowledge, and experience to provide the most effective representation for your case.
At Allen, Flatt, Ballidis & Leslie, we understand that unexpected tragedies can occur at any time. It can be devastating enough to have a loved one become the victim of a debilitating car accident, but when the accident is with a bus, the risks increase dramatically. Our legal team is dedicated to giving you the legal guidance you deserve and guiding you on the path toward healing.
If you or a loved one has been involved in a bus accident in Orange County, you could seek financial compensation to cover your medical expenses, lost income, and even the emotional pain that comes with such a difficult experience. Don't hesitate to start getting help. Give us a call at (949) 752-7474.
Metrolink Mass Transit Accidents