1. Does Divine Intervention or You missed your chance, stop Premier WWE Superstar?
- Also, is Premier WWE superstar "overturn" one card at a time, or is it just one lump sum?
2. Does Divine Intervention stop damage I'm taking from reversals, or cards such as "go for the cover" ?
Just started playing for the first time with my gf, and the wording for this game is quite tricky...or I'm overthinking things.
1. Would need card text, I believe DI is a no, not sure on Missed Your Chance. The reversal needs to reference the prematch in order to work.
You over turn one at a time to determine whether you've overturned an applicable reversal, and once you have you stop.
2. Nothing stops damage from reversals that I'm aware of, l the closest thing is reducing damage with something like Sustained Damage. To answer for Go For The Cover, I'd need card text.
http://teamcanadaonline.net///index.php/topic,10661.msg126847.html#msg126847 - Daeva confirms that here, and explicitly references You Missed Your Chance.
You cannot reverse a reversal, except with two very specific cards from way early in the game's history (Disqualification and Ref KOed) that specifically state that you can.
Can only be played after a 12D or greater maneuver.
Your opponent overturns cards from his Arsenal into his Ringside pile until he has overturned 3 Reversal cards. End your turn.
Your opponent may put the card titled Kick Out! from his Ring area into his Ringside pile OR discard the card titled Kick Out! from his hand as a F:0 effect to ignore the text of this card.
Can only be played after a successfully played maneuver and when your Fortitude Rating is greater than your opponent's Fortitude Rating.
Your opponent may remove the card titled Kick Out! in his Ring area from the game. If he does not, he overturns cards until he overturns 3 non-hybrid Reversal cards.
When overturned, completely reverse any card (even if it cannot be reversed) or any card effect and end your opponent's turn. This card is removed from the game.
When this card is in your Ringside pile, if your opponent successfully plays an Action card, you may put this card on the bottom of your Arsenal.
Divine can, however, reverse "any card effect," and therefore will reverse either version of Go for the Cover on overturn. As a side note, as Niiiiiiiiiiiiiiiiic k alluded to, Divine does not say that it works during the prematch, so it does not reverse overturn effects during the prematch.


"Ask not what your country can do for you, but what you can do for your country". JFK's famous quote is a contrast between two points that creates a situation which becomes memorable. So as an example, if I wanted to stress the importance of a task to a colleague I could say, "You really need to do this job well as it will reflect on your abilities, how you are viewed by your colleagues and therefore your potential for promotion". Or I could say, "This is not to do with what you say about your work but what your work says about you".
Our brains are wired to remember three items which is why "I came, I saw, I conquered" works so well. So as a work place example the rather long winded and infinitely less memorable "this campaign will work across many levels and generate coverage, stimulate word of mouth and deliver sales" could be replaced by "Results, Results, Results".
"Black is the new white". This takes something that people believe to be the truth and turns it on its head. So in an office environment to highlight importance I could suggest that "Google+ is the new Facebook".
These techniques can be very powerful but use them sparingly – there's always the danger that a presentation can become a performance rather than a conversation if littered with sound bites. However, good advice for us all in thinking about what we say and how we deliver it is ...Peel away the unnecessary to arrive at the essential.


Minitials twisted rings are made out of 18 kt solid yellow, white or rose gold. 0,8 mm thick. The rings are stackable and a perfect complement to your AEON or exagoni rings. The rings will be made to order to fulfill your special wishes, delivery time will be approximately 10 weekdays.


Restoration of longleaf pine-dominated uplands is common on many public and private lands throughout the southeastern United States. The once dominant longleaf pine ecosystem is important to many now-threatened and endangered plant and animal species, and land managers are increasing efforts to reestablish this fire-dependent forest. Unfortunately, tree mortality in longleaf pine has been observed following attempts to re-introduce prescribed fire. Root-inhabiting ophiostomatoid fungi and their insect vectors have invaded roots of symptomatic longleaf pine. Although, the relationship between ophiostomatoid fungi and longleaf pine roots is poorly understood. In order to assess the pathogenicity and virulence of four ophiostomatoid fungi to longleaf pine, trees within two broad age classes (20-30 and 40-60 years) were used for root inoculations during the fall of 2006 and 2007 along with the spring of 2007 and 2008. All fungal species consistently caused resin-filled, discolored lesions on the phloem surface extending to the xylem. The successful inoculation of healthy longleaf pine roots confirms the pathogenicity of Grosmannia huntii, Leptographium procerum, Leptographium serpens, and Leptographium terebrantis. G. huntii caused the largest lesions, including 22.20cm2, 13.37cm2, and 9.21cm2 larger than L. procerum, L. terebrantis, and L. serpens respectively. In contrast, L. procerum caused significantly smaller lesions than all other fungi, including 8.65cm2 smaller than L. terebrantis and 10.69cm2 smaller than L. serpens. Restoration efforts of longleaf pine may be affected by fungal root infection in the future. Future studies should focus on the interactions between stress factors associated with longleaf pine to define more clearly the ecological role of root-inhabiting ophiostomatoid fungi in the ecosystem.


So in the interest of keeping myself honest, and ensuring that I track everything I eat, I decided to start an exercise of logging my diary on my blog. Not too sure how interested any one might be in what I have stuffed in my gob on a weekly basis, but sure we will see how it goes!
I ate out a lot last week, being in London. So the opportunity to get busy in the kitchen didn't really present itself until this weekend. I kept it very simple for most of the weekend with nothing too adventurous, just lots of fruit and yougart and, my absoulte favourite of anything in all the land, the humble boiled egg. You literally cannot beat it with a stick, unless its hardboiled, then you could use that bad boy as a Sliotar.
Anyway, when I did get into the kitchen, I went a bit mad. I had a goo on my for Paella. It's not made the traditional way with peas and other seafood and chicken, I basically just had chorizo and prawns in, but I was trying to keep it down in ProPoints as it was a lunch and I was planning a pretty epic dinner.
I may have mentioned before, but I love an oul Chinese meal. Just love it. But whenever I order in I'm always left over full from the MSG (ehm.. nothing to do with the copious amounts of food I order) and mildly dissatisfied. A member on the Weight Watchers facebook page posted this recipe and I literally had to try it. Couldn't stop thinking about it all day. Salt and Chili Chicken. It was as good, if not better, than anything I could have ordered in.
Being away forced my to really look at my fruit and veg in take as I was trying to keep the points down as low as I could. Here's hoping it worked out!
I found these really cute mini bagels. They are only 2 propoints and they are perfect for having something as simple as peanut butter and banana or cream chesse and salmon.
My favourite snack this week was the frozen grapes. They were lovely and really felt like a good treat.
The best lunch I had, by far, was the smoked salmon, avacado and tomato on a slim! It was so tasty that I was a little bit sad when it ended... so sad that I had it twice in the week! It's a quick and healthy meal to fling together! Brilliant when I am starving and just about to reach for something bold!
I had a great variety of dinners this week. I had Prawn Cocktail, I had Strawberry, Feta Cheese and Prawns on a bed of spinach with a balsamic vinegar dressing. which was lovely and light and refereshing and at only 8 ProPoints sure you would be mad not to try it!
I am loving loving loving avacado at the moment, and this Grilled Fillet of Hake with Avacado Sauce and Saffron scented couscous was so nice.. again, tears when it was all gone! Even Himself liked this one!
The final and absolute winner is my Fake-Away Chicken and Hot Garlic Sauce Filled with lovely crunchy stir fried veggies and brown rice, it will kill any craving you have for a MSG filled Chinese take away, and it's only 13 ProPoints!!
One of the really great things about this lifestyle, is how it gets my excited and creative when it comes to my meals. I find that I can sometimes get stuck in a little rut with my food, when I am staying on track and motivated, I nearly always have three or four new things in one week.
This week, my favourite thing to eat was the Chicken Enchilada Casserole. It was so perfect for comfort food with my mild hangover (that I was denying the existence of). I also loved my porridge oats for breakfast. My most favourite lunch was my fish finger sandwich. I had the biggest goo on me for one and it hit all the right spots. Sometimes, it's the simplest things that are the best!!
They are 1 ProPoint for 2 crackers and made with soya beans. They are really tasty and a great low point snack from tyding you over!
Here's a look at some of the foods I have been eating throughout the week.
I'm looking forward to getting creative next week!
This week was great for getting me to get a little bit creative with my meals. It made me start thinking about what I was eating and ways to keep it interesting.
My favorite breakfasts this week were Eggs in Hellfire (which can be found in the recipe section) and avocado, tomato and smoked salmon on toast. I used the Aldi Slimbo breads, they only have 2 propoints in them.
My favorite lunch was the Goats Cheese and Parma Ham Salad.
I made the weight watchers Moussaka and reaslised that I do not actually like aubergines at all whatsoever, but my daughter seems to so it wasn't a complete waste. It's a pity, because the recipe is only 3 propoints so it would have been a handy little point saver if I did like it! My favorite dinner this week was rosemary chicken and sweet potato fries. Delicious. I just need to figure out a way of making the fries crisper without actually dunking that in a deep fat frier!!!
Snacks were a lot of fruit salads and popcorn!
Now that I am a busy Mum of one who is also working, I have found the only way for me to manage what I eat is to be fully prepared. Once upon a time, before I was a Mama and a Wife, I used to spend one day a week filling up my freezer with dinners that I could just defrost and reheat. It helped when I got in from work and was too hungry to prepare something nice for myself.
So this is something I am adopting this week. I have it all planned out what I am having to eat this week - until Friday that is. But I will get the weekend sorted out on Thursday.
I have made myself Mason Jar salads for the week. I saw this idea on Pinterest and thought it was a really good way of making sure I didn't reach for the wrong things, and, Day 1, it worked!
Spicy prawns with noodles, red onion, mango, red pepper and chili.
I went and did my food shopping yesterday and I spent a couple of hours after I came home chopping and preparing all the veg and different snacks, again, prep to make sure that I have no excuse to reach for the wrong thing.
Eggs Hellfire, without the cheese. This is an amazing spicy tomato sauce that the egg is poached in. Its really delicious and an amazing hangover cure if you needed one.
This is everything I have organised so far. Here's hoping my organisation works for me!


text:
"Champion of an obscure Ainu lyre": Read Songlines' feature on OKI
Friday May 13th 2022
As a part of Japan's northernmost indigenous people, OKI celebrates Ainu folk, while blending it with reggae, dub, throat singing, and Irish, African, and Central Asian tradition.
Songlines recently featured the artist in their magazine, focusing on the tonkori, the rare lyre instrument traditionally played by the Ainu, and how OKI found it's way championing and innovating the instrument - initially after a night of heavy drinking with his uncle. Read the full feature here and listen to OKI's new album 'Tonkori in the moonlight' (out via Mais um Discos) below:
Tonkori in the moonlight by OKI
"Born in Hokkaido, Oki Kano, known professionally as OKI, is the most prominent tonkori player working today. Regarded for his popularisation of the instrument outside of Japan, and its use in crossover music – notably with his Oki Dub Ainu Band – OKI came to the tonkori at the relatively late age of 32. An artist and sculptor by trade, the collapse of a role as a film art director led to OKI finding himself stuck in Tokyo with no money and few connections – "I lost everything, so it was time to rule my destiny." - Songlines
OKI performs live at Le Guess Who? 2022 on Thursday, 10 November 2022. Also performing at the festival are a.o. Groupe RTD, The Ano Nobo Quartet, Wau Wau Collectif, Kuunatic, Keiji Haino, and many more.

redpajama_set_name: RedPajamaCommonCrawl


text:
IMS Abstract Framework: Applications, Services, and Components
Copyright © 2003 IMS Global Learning Consortium, Inc. All Rights Reserved.
The IMS Logo is a trademark of IMS Global Learning Consortium, Inc.
Document Name: IMS Abstract Framework: Applications, Services, and Components
Revision: 01 July 2003
IPR and Distribution Notices
Recipients of this document are requested to submit, with their comments, notification of any relevant patent claims or other intellectual property rights of which they may be aware that might be infringed by any implementation of the specification set forth in this document, and to provide supporting documentation.
IMS takes no position regarding the validity or scope of any intellectual property or other rights that might be claimed to pertain to the implementation or use of the technology described in this document or the extent to which any license under such rights might or might not be available; neither does it represent that it has made any effort to identify any such rights. Information on IMS's procedures with respect to rights in IMS specifications can be found at the IMS Intellectual Property Rights web page: http://www.imsglobal.org/ipr/imsipr_policyFinal.pdf.
Copyright © 2003 IMS Global Learning Consortium. All Rights Reserved.
Permission is granted to all parties to use excerpts from this document as needed in producing requests for proposals.
Use of this specification to develop products or services is governed by the license with IMS found on the IMS website: http://www.imsglobal.org/license.html.
The limited permissions granted above are perpetual and will not be revoked by IMS or its successors or assigns.
THIS SPECIFICATION IS BEING OFFERED WITHOUT ANY WARRANTY WHATSOEVER, AND IN PARTICULAR, ANY WARRANTY OF NONINFRINGEMENT IS EXPRESSLY DISCLAIMED. ANY USE OF THIS SPECIFICATION SHALL BE MADE ENTIRELY AT THE IMPLEMENTER'S OWN RISK, AND NEITHER THE CONSORTIUM, NOR ANY OF ITS MEMBERS OR SUBMITTERS, SHALL HAVE ANY LIABILITY WHATSOEVER TO ANY IMPLEMENTER OR THIRD PARTY FOR ANY DAMAGES OF ANY NATURE WHATSOEVER, DIRECTLY OR INDIRECTLY, ARISING FROM THE USE OF THIS SPECIFICATION.
1.1 Scope and Context
1.2 Using this Document
1.3 Structure of this Document
1.4 Reference Documents
1.5 List of Acronyms
2. Application Layer
3. Application Services Layer
3.1 Assessment
3.2 Calendar
3.3 Class Administration
3.4 Collaboration
3.5 Commerce
3.6 Competency Management
3.7 Content Management
3.8 Digital Repository Management
3.9 Enterprise Service
3.10 Group Management
3.11 Learner Progression Management
3.12 Membership Management
3.13 Meta-data Management
3.14 Party Management
3.15 Portfolio Management
3.16 Profile Management
3.17 Sequencing
3.18 Simulation
4. Common Services Layer
4.1 Access Management
4.3 Authorization
4.4 Database Management
4.5 Digital Rights Management
4.6 Directory Service
4.8 File Management
4.9 Identification
4.10 Querying
4.11 Registry
4.12 Relational Rules
4.13 Scheduling
4.15 Subscription
4.16 Tracking and Logging
4.17 User Messaging
4.18 Workflow
5. Sea of Components
5.1 Accessibility
5.2 Activity
5.3 Affiliation
5.5 Competency
5.6 Content
5.7 Course Catalogue
5.8 Glossary
5.9 Goal
5.10 Grade-book
5.11 Group
5.12 Interest
5.13 Item
5.14 LOM
5.15 Manifest
5.16 Object-bank
5.17 Outcomes Processing
5.18 Party
5.19 PLIRI
5.20 Profile
5.21 QCL
5.22 Relationship
5.23 Result Report
5.24 Section
5.25 SecurityKey
5.27 Syllabus
5.28 Table of Contents
5.29 Transcript
Appendix A - OKI APIs
About This Document
The IMS Abstract Framework (IAF) is a device to enable the IMS to describe the context within which it will continue to develop its eLearning technology specifications. This framework is not an attempt to define the IMS architecture, rather it is a mechanism to define the set of services for which IMS may or may not produce a set of interoperability specifications. In the cases where IMS does not produce a specification then every effort will be made to adopt or recommend a suitable specification from another organization.
The IAF is a layered framework consisting of the Applications, Application Services, Common Services and Infrastructure layers. This document addresses the set of applications and services that are included within the scope of the Applications, Application Services and Common Services layers. The list of these applications and services is not exhaustive and as such it will be extended as and when new examples are identified.
This is a 'living' document i.e., it is not archival in nature. Our ideas for various parts of the IAF are constantly being developed and so the information contained herein should always be considered in that context. This document is one of a set of closely related documents, the others being:
The IMS Abstract Framework: White Paper [IMS, 03a] - the definitions of the key terms used throughout the ALF and the associated specifications;
The IMS Abstract Framework: Glossary [IMS, 03b] - the identification of the set of applications and services and their corresponding implementation components which can be used to support eLearning system interoperability (the separation of the detailed descriptions of the applications, services and components allows the details of this white paper to focus on the abstract representation itself);
The IMS Learning Activity Model - the description of the underlying content model and the learner design mechanisms to be adopted for the provision of learning content (this document will not be available until mid 2004);
The IMS Use Case Portfolio - the collection and collation of the core set of use cases that reflect the interoperability needs within eLearning systems (work on the collection of these use cases is underway);
The IMS Specification Development Methods & Best Practices [IMS, 03c] - the identification of the methods and best practices that must be used when developing and documenting IMS specifications.
The list of applications, services, and components in this document will be continually developed and as such they will form the basis of the specification development work programme to be undertaken. Not all of the services and components listed will undergo specification by IMS.
The structure of this document is:
2. Application Layer The brief description of some of the possible eLearning Applications;
3. Application Services Layer The detailed description of the Application Services. This includes the definition of the different services including identification of the core application service components, interactions between the application services, interactions with the common services and the interactions with the applications layer;
4. Common Services Layer The detailed description of the Common Services. This includes the definition of the different services including identification of the common components, interactions between the common services, interactions with the application services and the interactions with the infrastructure layer;
5. Components The set of components that must be specified to support the identified set of application and common service;
Appendix A - OKI APIs The set of APIs that have been developed under the Open Knowledge Initiative.
[IMS, 03a] IMS Abstract Framework: Glossary, K.Blinco, S.Griffin, J.Merriman, C.Smythe, IMS Publication, Final Release, July 2003.
[IMS, 03b] IMS Abstract Framework: White Paper, C.Smythe, IMS Publication, Final Release, July 2003.
[IMS, 03c] IMS Specification Development Methods & Best Practices, C.Smythe, IMS Publication, Final Release, July 2003.
[SIF, 00] Schools Interoperability Framework Implementation Specification, V1.0, Software & Information Industry Association, June 2000.
[SIF, 01] Schools Interoperability Framework Draft Data Objects Specification, Draft, Software & Information Industry Association, December 2001.
API Application Programming Interface
OKI Open Knowledge Initiative
OSID Open Service Interface Definition
SIF Schools Interoperability Framework
IAF IMS Abstract Framework
XML Extensible Mark-up Language
PDF Portable Document Format
LMS Learning Management System
LCMS Learning Content Management System
HTML Hypertext Mark-up Language
OPAC Online Public Access Catalogue
SIS Student Information System
The entities in the application layer are a direct reflection of the eLearning domains. As such these domains are defined as:
Education - including schools, higher education, further education, community colleges
Corporate training - including professional certification, professional development, technology training, etc.
The intention is that the IAF can be adopted by different specification development organizations. As such this means that SIF will use it to support their work on specifications for K12, OKI for higher education, etc. Therefore, the applications listed below should be viewed as domain dependent, i.e., a K12 Assessment System will, in general, differ from a corporate training Assessment system but interoperability can be based upon the usage of the relevant profiled application services.
Only some of the applications available for eLearning applications are detailed below. The intention is not to create a definitive list but to identify a set of typical applications. The types of applications that could use the abstract framework application and common services are:
Assessment System - a computer-based application designed to evaluate a person's level of understanding of a particular content area. This may take the form of low-stakes (quizzes) and high-stakes (formal examinations) assessment;
Bulletin Board Tool - an application that enables information to be made available through an electronic notice-board. Many bulletin boards can be made available with each one focussing on a particular topic area. The tool provides access to the general users and the appointed moderator;
Content Authoring Tool - an application that supports the development of learning content. The nature of the authoring also includes support for native XML content and the creation of new content from the aggregation of reusable content;
Learning Content Management System - a computer application that enables the flexible management of content elements (such as text, graphics, animations, etc.) within a set of learning resources e.g, the individual resource files in a Content Package. In some cases, this may involve individual resources stored as XML described content which is dynamically rendered into alternative presentation formats, such as HTML, PDF, etc. The individual rendered files then make up the resources within the content package;
Learning Management System - a computer application that enables the assignment of content to learners, learning, and reporting of learning outcomes. The LMS is responsible for managing the learning activity and for reporting the outcomes to the appropriate support systems;
Library Management System - a computer application that manages the assets of a library throughout their lifecycle. An infoseeker typically discovers these assets through an interface known as the Online Public Access Catalogue (OPAC). The Library Management System may also provide digital asset management functions. Also, discovery and delivery services for assets located in remote repositories could be provided by this system or by a complement Information Resource System;
News Tool - an application tool that supports the development of news cast services;
Newsgroup Tools - an application tool that supports the creation and maintenance of email lists that allow groups of learners to exchange mutually useful information. Each newsgroup would normally focus on a particular topic or activity and membership and the information supplied would be subject to moderation;
Portal - an application that supports push and pull technologies for the collection, collation and distribution of information on a particular subject. The capabilities of the portal include the ability to categorize and search for information using a wide range of criteria;
Student Information System - a computer application that is a management information system for student information. Typically this system holds all of the information pertinent to the students learning within an organization. These systems exchange information with systems such as the LMS, LCMS, etc.
Note: IMS will not undertake the specification of these applications. They are out-of-scope of the IMS specification activity. Information concerning the types of applications is included to demonstrate how the set of application services and common services can be used.
Only some of the application services available for eLearning applications are detailed below. The intention is not to create a definitive list but to identify a set of core application services, such as:
Assessment - high and low stakes assessment provision;
Calendar - scheduling of events with respect to a calendar;
Class Administration - the management of classes;
Collaboration - support for interactions between two or more learners;
Commerce - services that support financial administration capabilities;
Competency Management - management of learner's competencies;
Content Management - management of learning content;
Digital Repository Management - management of digital repositories;
Enterprise Services - management of course enrolments and learning activities;
Group Management - the management of groups;
Learner Progression Management - management of a learner learning experiences;
Membership Management - the management of memberships in groups;
Meta-data Management - management of meta-data resources;
Party Management - the management of parties (people or organizations);
Portfolio Management - management of ePortfolios;
Profile Management - management of a learner's profile, life-long learning log, etc.
Sequencing - the sequencing of objects according to a set of sequencing rules;
Simulation - support for generic simulation services.
Note: In general, the specification of the Components to supply these Application Services will be the core IMS specification activity. Also, an Application Service may or may not be an aggregation of other application services.
Service Description: A service that is responsible for the presentation and reporting of an appropriate low-stakes/high stakes assessment. The assessment presentation and reporting is managed at the group and individual level.
Service Access Points: TBD.
Core Attributes: TBD.
Core Components:
Object-bank
Result Report
Common Service Dependencies: TBD.
Infrastructure Dependencies: TBD.
Service Description: A service that enables events to be sequenced as per their date. The calendar has a resolution covering hours to years.
Core Components: TBD.
Common Service Dependencies:
Class Administration
Service Description: A service allowing educational applications to use and manage information regarding classes and people. In higher education implementations this service typically defines the interface between educational applications and student information systems.
Service Description: A service that enables two or more learners to work together through in an electronically mediated environment. Features include the provision of document sharing, white-boarding, application sharing, and videoconferencing.
Service Description: A service that provides financial administration information relevant to the eLearning system.
Competency Management
Service Description: A service that allows the management of the competencies-related aspects within an eLearning system. This includes the management of a learner's competencies, the creation of competency definitions and the association of these definitions within learner content, etc.
RDCEO
Service Description: A service that provides mechanisms for the creation, flexible management (e.g., aggregation, sequencing, dynamic rendering) and publishing of content. This service allows educational applications to publish, deliver, search for, and manage rights, role and meta-data information on digital assets.
Digital Repository Management
Service Description: A service that enable access to, and the management, of a Repository. The repository may contain any type of content consistent with its function.
Service Description: A service that enables the management of learning activities that are based upon groups e.g., courses. This is an aggregation of other application services.
Service Access Points:
Party Service;
Group Service;
Membership Service.
Party;
Group;
Membership.
Service Description: A service that enables the management of Groups. A group can consists of other groups and may or may not have its own sub-groups.
Learner Progression Management
Service Description: A service that is used to access and manipulate the information related to the progression of a learner through learning activities.
Service Description: A service that enables the management of memberships. A party or group can be a member of a group. The membership information describes the role(s) that are undertaken as part of that membership.
Meta-data Management
Service Description: A service that enable access to, and the manipulation of, the meta-data for a set of objects.
Party Management
Service Description: A service that enables the management of a party. A party is either a person or an organization.
Service Description: A service that enables the management of ePortfolios.
Service Description: A service that enables access to, and the manipulation of a learner's profile. This service enables a single point of management access to a profile that may be replicated and or distributed in partial form across many Profile Repositories.
Service Description: A service that enables any set of objects to be performed in any particular sequence. The set of possible sequences is defined using an appropriate set of sequencing rules.
Service Description: A service that enables real-time simulation of a system to be rendered through a generic interface. Any type of system can be simulated and so this service defines the set of permitted interactions to a particular simulation.
The following set of common services is not exhaustive, but is indicative of those that are to required by the different applications and application services (the set of OKI APIs that are available to support some of these common services are listed in Appendix A):
Access Management - the management of learner access to learning systems and resources;
Authentication - confirmation of the authenticity of an agent;
Authorization - authorization of an agent for a particular activity inc. authentication;
Database Management - access to local and remote databases inc. digital repositories;
Digital Rights Management - control over the usage of digital resources;
Directory Service - access to the information about network-accessible entities;
Discovery - the discovery of learning materials and other related information;
File Management - the storage and manipulation of static content;
Identification - locally and globally unique identifier allocation and manipulation;
Querying - the searching of repositories to retrieve objects conforming to the given set of criteria;
Registry - access to and manipulation of a registry;
Relational Rules - the creation and manipulation of sets of relationships;
Scheduling - the sequencing of activities according to a particular set of objectives;
Security & Privacy - the encryption of the end-to-end data stream;
Subscription - registration for a particular service;
Tracking & Logging - the tracking and logging of key events for any other service(s);
User Messaging - the synchronous/asynchronous exchange of messages between users;
Workflow - the automation of a particular document flow process.
Note: In general the IMS will not undertake the specification of these services1. This is because they are generic in nature and as such are equally valuable in domains other than eLearning. Wherever possible IMS will advocate the adoption of specifications for these services that have been developed by other activities e.g., OKI (the set of OKI APIs are listed in Appendix A).
Service Description: A service that manages data about users, user profiles and services to access control systems so that authenticated users have access to those system, functions and resources that they are authorized to use. Single sign on, where the user is challenged for a single name and password and has access to more than one system or resource, functionality is also included.
Infrastructure Dependencies:
A trusted communications infrastructure for the service.
Service Description: The authentication service gathers required credentials from an agent, vouches for their (the credentials) authenticity and introduces the agent to the system. The invoking application can determine and manipulate the authentication status of an agent without having to manage the details of a particular institution's environment. The service must work over various kinds of authentication infrastructure. Many institutions already have, or are striving for, central authentication. Examples of technologies in play include Kerberos, X.509 and cookie-based single sign-on technologies such as webISO. Increasingly institutions will be reaching beyond their traditional boundaries and operating in a universe of federated security domains, as for example with Shibboleth.
Not only must the service handle different methods across the range of institutions, it must also handle these within a given institution. Some applications might rely on userid/password; some on certificates; most users authenticate locally; some might remotely. This range is represented in the interface using the concept of authentication type. There is typically a default type at an institution, the common method of authentication for the generality of use. Additional types are available to accommodate the rest.
An agent, a human or inhuman principal, is authenticated according to one or more such types. There are, indeed, situations when an agent may need to be authenticated more than once in a session. This can happen when an agent switches from one type of activity to another. Checking the class schedule, for example, may require userid/password, while updating the final grades may require an X.509 certificate issued with a high level of assurance.
Service Description: A service that allows applications and application services to establish and query Authorizations. An Authorization has three components: the Agent that is authorized; the Function that the Agent is authorized to do; and the Qualifier representing the context in which the Agent can perform the Function.
Service Description: A service that allows an application or application service to access and update the contents of a database. The intent of this service is to allow actual connection to the database to exist on a machine other than the machine hosting the application.
A reliable end-to-end communications system.
Digital Rights Management
Service Description: A service that provides mechanisms to enable permissions over learning object usage to be offered, controlled, tracked, and managed. The service also provides for the management of rights holders and their entitlements related to the usage of learning objects.
Service Description: A service that typically holds information about network-accessible entities such as services, other repositories, specifications, content objects, people and organizations, and provides a way of storing, manipulating and retrieving directory information that is both human and machine accessible. Information required by other services such as an authorization service or digital rights management service may be provided by a directory service.
Optional usage of LDAP;
Optional support for X.500.
Service Description: A service that enables the discovery of learning materials and other related information. Discovery is an action resulting from a query that involves presentation of results to the user. Querying typically depends on meta-data being exposed for effective discovery. Querying, browsing, 'following a path' are all a part of the discovery function.
Optional usage of UDDI.
Service Description: A service that provides a way of storing and retrieving static content. It provides an abstraction layer between the file system and the Application. This service may also provide automated recovery using multiple physical copies of a logical file.
Should make usage of FTP;
A trusted communications infrastructure for secure file access.
Service Description: A service that is responsible for producing and making available Global/Local User Identifiers (GUIDs/LUIDs).
PLIRI
Service Description: A service that permits a repository to be searched for objects that conform to a defined set of criteria. Querying is an operation performed typically by a user or agent wishing to discover and have information delivered from a system.
Support for XML based and non-XML based querying and aggregation across a reliable communications system.
Service Description: A service that enables access to, and the manipulation of, a registry. A registry typically holds meta-data schemas, configuration data, application profiles, identifiers or other lookup data that is both human and machine accessible.
Relational Rules
Service Description: A service that enables relationship rules to be established between objects. These rules are stored in an appropriate Rules Repository.
Service Description: A service that enables a sequence of events to be tabled according to a particular calendar. This service enables activities from one or more sources to be coordinated using a single schedule.
Service Description: A service that provides data encryption thereby making the information private and/or secure (the degree of depends on the cryptographic security of the encryption codes). This service may or may not be used in conjunction with other similar services supplied as a part of the Infrastructure Layer.
Service Description: A service that provides the mechanism by which learners can subscribe to available services. This subscription may or may not include a financial transaction.
Tracking and Logging
Service Description: A service that enables any other service to be tracked and the corresponding information and events to be logged. The log will be made available via a range of report formats. The tracking of a service enables all of the sequence of stable and meta-stable states to be recreated. The purpose of the Logging Service is to support logging throughout the system for diagnostic, performance: metrics, tuning, benchmarking, monitoring, security, performance, data collection, usage or trend analysis, forecasting, and statistics.
User Messaging
Service Description: A service that supports posting of instant or deferred and/or reliable messages from user to user, user to group, or system to user.
Based upon the Internet Protocol Suite messaging services: SMTP, POP3, and IMAP.
Service Description: A service that supports the automation of the learning process. As such it allows a set of procedural rules to be defined and actioned across a number of actors and supporting systems.
Core Attributes:
The following set of components is not exhaustive, but is indicative of those that are to be developed by IMS:
Accessibility - e-learning preferences;
Activity - e-learning products created by the learner;
Affiliation - the set of affiliations for an individual or organization;
Assessment - tests;
Competency - competencies and their relationships;
Content - the generic content model;
Course Catalogue - the set of courses available for study;
Glossary - keyword definitions for a particular usage;
Goal - the aspirations and targets fro a learner;
Grade-book - the scores allocated to a set of individuals;
Group - the collection of objects with a common purpose;
Interest - the interests of a learner;
Item - the question plus structure;
LOM - meta-data labels;
Manifest - the generic packaging component;
Object-bank - sets of Sections and/or Items;
Outcomes Processing - response processing for Assessments and Sections;
Party - individual and organization details;
PLIRI - the IMS GUID;
Profile - a learner's profile record;
QCL - the qualifications, certifications and licenses for an individual or organization;
Relationship - the tuple relationship between the identified objects;
Result Report - results obtained from a test, quiz, etc.
Section - hierarchy structure for Assessments;
SecurityKey - generic security information;
Sequencing - the sequencing of content or any set of objects;
Syllabus - description of materials to be studied in some activity;
Table of Contents - list of contents in some package, document, etc.
Transcript - a summary record of performance;
Vocabulary - a set of terms defined for a particular usage.
Accessibility Component
Component Description: An Accessibility Component contains the data structures and interfaces responsible for describing the cognitive, technical and physical preferences for the learner, disability, eligibility and language capabilities. These describe the learner's capabilities to interact with the learning environment.
Source Specification(s):
IMS LIP V1.0 (<accessibility>)
IMS Accessibility Guidelines V1.0
IMS ACCLIP V1.0
Interfaces: TBD.
Protocol Requirements: TBD.
Component Dependencies:
Activity Component
Component Description: An Activity Component contains the data structures and interfaces responsible for describing the learning materials produced by the learner. This may consist of the education/training, work and service (military, community, voluntary, etc.) record and products (excluding formal awards). This information may include the descriptions of the courses undertaken and the records of the corresponding assessment.
IMS LIP V1.0 (<activity>)
Results Report
Affiliation Component
Component Description: An Affiliation Component contains the data structures and interfaces responsible for describing the organization affiliations associated with the learner e.g., professional memberships.
IMS LIP (<affiliation>)
Assessment Component
Component Description: An Assessment Component contains all of the necessary instructions to enable the presentation of the associated Items, variable sequencing of the Items, the aggregated scoring for all of the Sections/Items to produce the final score(s), and the corresponding feedback. The Section Component is used to construct the appropriate hierarchical Section/Item groups. The results from an Assessment can be reported using the Result Report Component.
IMS QTI V1.2 (<assessment>)
Outcomes Processing
Competency Component
Component Description: A Competency Component contains the data structures and interfaces responsible for describing the skills the learner has acquired. These skills may be associated with some formal or informal training or work history (described in the 'activity') and formal awards (described in the QCL Component).
IMS LIP V1.0 (<competency>)
IMS RDCEO V1.0
HR-XML Competency Definition
Content Component
Component Description: A Content Component contains the data structures and interfaces responsible for describing the logical structure, physical layout and associated presentation styles of the learning material. The material itself can take the form of text, image, video, audio, applet and an executable application. Alternative content issues are also addressed to support multi-lingual systems and to ensure the accessibility of the material.
IMS QTI V1.2
IMS Learning Design V1.0
Component Dependencies: TBD.
Course Catalogue Component
Component Description: A Course Catalogue Component contains the data structures and interfaces responsible for listing the set of courses available to a learner. The catalogue contains at least the title, identifiers, and the start/end dates of the course. Other information may also be made available depending on the type of catalogue.
IMS Enterprise V1.1 (<group>)
Glossary Component
Component Description: A Glossary Component contains the data structures and interfaces responsible for defining a glossary of key words and phrases. It is possible to define different types of glossary and to have hierarchical glossaries.
Goal Component
Component Description: A Goal Component contains the data structures and interfaces responsible for describing the learner's personal objectives and aspirations. These descriptions may also include information for monitoring the progress in achieving the goals. A goal can be defined in terms of sub-goals.
IMS LIP V1.0 (<goal>)
Grade-book Component
Component Description: A Grade-book Component contains the data structures and interfaces responsible for recording the grades, comments, attendance, and scores for a student or group.
SIIA SIF
Group Component
Component Description: The Group Component contains the data structures and interfaces responsible for describing a set of related objects. Each member of a group will be unique. The type of relationship is implicit in the type group.
Interest Component
Component Description: An Interest Component contains the data structures and interfaces responsible for describing the hobbies and other recreational activities of a learner. These interests may have formal awards (as described in the associated 'QCL Component'). Electronic versions of the products of these interests may also be contained.
IMS LIP V1.0 (<interest>)
Item Component
Component Description: An Item Component contains all of the necessary instructions to enable the presentation of the associated question, the response processing to produce the set of scores, and the corresponding feedback. The results from an Item can be reported using the Result Report Component.
IMS QTI V1.2 (<item>)
LOM Component
Component Description: A LOM Component contains the data structures and interfaces responsible for labelling an associated resource. The way in which the meta-data is associated with the resource is established via the appropriate component definition.
IMS Meta-data V1.2
IEEE LOM V1.0
Manifest Component
Component Description: A Manifest Component contains the data structures and interfaces responsible for constructing a content package. A content package is the IMS's generic aggregation and packaging mechanism and as such it can be used to package any type of content.
IMS Content Packaging V1.1 (<manifest>)
MPEG21
Object-bank Component
Component Description: The Object-bank Component is used to enable the grouping of Items and Sections in a data-bank. This data-bank is then used as the repository that is referenced by Assessments and Sections.
IMS QTI V1.2 (<objectbank>)
Outcomes Processing Component
Component Description: An Outcome Processing Component contains the data structures and interfaces that provide the mechanism through which the scores from any combination of Item Components and Section Components can be combined using one of the predefined algorithms. The set of algorithms available for the aggregation are accessed through the outcomes processing component operators.
Party Component
Component Description: The Party Component defines the data structures and interfaces responsible for describing an individual or an organization. The information includes names, addresses, demographics, agents, and contact information.
IMS Enterprise V1.1 (<person>)
IMS LIP V1.0 (<identification>)
PLIRI Component
Component Description: The PLIRI Component defines the data structures and interfaces responsible for defining and allocating globally unique and locally unique identifiers.
IMS LIP V1.0
IMS Enterprise V1.1
Profile Component
Component Description: The Profile Component defines the data structures and interfaces responsible for constructing and manipulating a learner's profile. The profile may vary from a detailed life long learning log to a short summary of personal details. A learner may have more than one profile and each profile may be distributed across several profile servers.
IMS LIP (<learnerinformation>)
QCL
SecurityKey
QCL Component
Component Description: A QCL Component defines the data structures and interfaces responsible for describing the qualifications, certifications and licenses awarded to the learner i.e., the formally recognized products of their learning and work history. This includes information on the awarding body and may also include electronic copies of the actual documents.
IMS LIP V1.0 (<qcl>)
Relationship Component
Component Description: A Relationship Component defines the data structures and interfaces responsible defining the relations between other Components. All of the relationship information has been removed from the other components to enable these to be manipulated using a single independent component. The relationship is defined using a particular vocabulary and the components are identified using the appropriate PLIRI.
IMS LIP V1.0 (<relationship>)
OKI APIs
Result Report Component
Component Description: The Result Report Component is used to report the results from any form of assessment e.g., a Test, Quiz, etc. The assessment may or may not be based upon the Assessment, Section or Item Components. Any level of detail can be reported from the assessment with the exception of tracking level information.
Section Component
Component Description: A Section Component contains all of the necessary instructions to enable the presentation of the associated Items, variable sequencing of the Sections/Items, the aggregated scoring for all of the Items to produce the Section score(s), and the corresponding feedback. The Section is used to construct hierarchical Section/Item groups The results from a Section can be reported using the Result Report Component.
IMS QTI V1.2 (<section>)
SecurityKey Component
Component Description: The SecurityKey Component defines the data structures and interfaces responsible for storing the passwords and security codes that are to be used when communicating with the learner.
IMS LIP V1.0 (<securitykey>)
Sequencing Component
Component Description: A Sequencing Component defines the data structures and interfaces responsible for describing the set of possible presentation sequences for the collection of content resources.
IMS Simple Sequencing V1.0
Syllabus Component
Component Description: A Syllabus Component defines the data structures and interfaces responsible for representing the syllabus for a course.
Table of Contents Component
Component Description: A Table of Contents Component defines the data structures and interfaces responsible for representing the table of contents of a list of related objects e.g., a content package.
Transcript Component
Component Description: A Transcript Component contains the data structures and interfaces responsible for describing a learner's transcript i.e., the summary records of the academic performance at an institution. This information may contain an arbitrary level of detail and so there is no proscribed structure for a transcript. This component contains no layout information for the transcript.
IMS LIP (<transcript>)
6.30. Vocabulary
Vocabulary Component
Component Description: A Vocabulary Component contains the data structures and interfaces for representing a vocabulary. This vocabulary may be constructed as a simple list or a complex taxonomy.
The deliverables from the OKI are the two sets of Java APIs for the Common Services and the Educational Services. The set of Java APIs for the Common Services are listed in Table A1.
Table A1 - List of OKI Java APIs for Common Services.
API Title Description
Authentication The Authentication OSID gathers required credentials from an agent, vouches for their authenticity and introduces the agent to the system
This service permits an application to abstract the authentication process without having to manage the details of the underlying authentication service.
Authorization The Authorization OSID allows an application to establish and query a user's privileges to view, create, or modify application data, or use application functionality.
Applications that can change Enterprise data need to manage a user's access to that data. An application must provide a fine degree of authorization granularity to reflect the complexity of a user's interaction with an application
Database Control The DBC OSID allows an application to access and modify the contents of a database by using the java.sql and javax.sql packages.
What differentiates the DBC OSID from JDBC is that by extending java.io.Serializable this OSID's objects can migrate across machine boundaries, permitting the database connection to exist on a machine other than the machine hosting the application.
SQL The SQL OSID provides relational database access functionality at a higher level of abstraction than the DBC OSID. Unlike DBC, it is not dependent on JDBC.
An application's access to persistent information should focus on its own data manipulation requirements, not the operational details of the underlying data provider.
Logging The Logging OSID records and retrieves a variety of application activity history.
Applications typically track a variety of internal events and activity for purposes of analysis, data collection, and security.
Shared The Shared OSID contains fundamental objects used in the other OSIDs to provide their functionality.
The contents of the Shared OSID are used throughout O.K.I.-compliant implementations and applications
Filing The Filing OSID provides platform-independent means to handle files arranged in simple hierarchical containers.
Most applications have occasion to manipulate their data through the use of files in some sort of file system.
Hierarchy The Hierarchy OSID manages parent-child relationships among elements. In addition to simple tree structures, the OSID supports hierarchies that are recursive and have nodes with multiple parents.
Parent-child relationships are fundamental structures that effectively model a variety of enterprise data.
User Messaging The Usermessaging OSID supports communication and notification among users.
Person to person (P2P) messaging has become a useful application feature with the availability of supporting P2P services as well as e-mail, instant chat, and discussion boards.
Dictionary The Dictionary OSID provides a means to support multiple languages, domain-specific nomenclature and culture-specific conventions through interchangeable property files.
Applications that can operate in a variety of cultural settings offer more value to a broader user community.
Scheduling The Scheduling OSID manages events in shared calendars.
Class schedules are an example of events that are managed in shared calendars.
Workflow The Workflow OSID provides a way to manage an interdependent succession of activities each of which has completion constraints.
Certain types of applications have operations where one action is dependent on the completion of a previous action.
Title The IMS Abstract Framework: Applications, Services, and Components
Authors Colin Smythe (IMS)
Version Date 01 July 2003
Status Final
Summary This document details the current list of applications, application services, common services and components that can be supplied within the context of the IMS Abstract Framework.
Revision Information 01 July 2003
Purpose This is document is a part of the IMS Abstract Framework and as such should be considered as a reference text for the IMS specifications.
Document Location http://www.imsglobal.org/af/index.cfm
The individuals who contributed to the development of this white paper are:
Thor Anderson Collegis, USA
Bill Blackmon Carnegie Mellon University, USA
Giorgio Da Bormida Giunti Interactive Labs, Italy
Kerry Blinko DEST, Australia
Chris Etesse Blackboard, USA
Michael J.Halm CIC/PSU USA
Dirk Herr-Hoyman University of Wisconsin, USA
Ralph LeVan OCLC, USA
Tim Magner SIIA, USA
Jon Mason DEST, Australia
Jeff Merriman MIT, USA
Mark Norton IMS, USA
Dan Rehak Carnegie Mellon University, USA
Kevin Riley IMS, USA
Stuart Sim SUN, UK
Colin Smythe IMS, UK
Scott Thorne MIT, USA
Michael Vax WebCT, USA
Chris Vento WebCT, USA
Ed Walker IMS, USA
Version No.
Final 1.0 01 July 2003 The first formal release of the IMS Abstract Framework Applications, Services & Components.
Access 1, 2, 3
Access Management 1
Accessibility 1, 2, 3, 4
Accessibility Component 1
Activity Component 1
Affiliation Component 1
API 1, 2
Application 1, 2, 3, 4, 5, 6
Application Layer 1, 2
Application Service 1, 2, 3
Assessment 1, 2, 3, 4, 5, 6
Calendar 1, 2
Class Administration 1, 2
Collaboration 1, 2
Commerce 1, 2
Competency Management 1, 2
Content Management 1, 2
Digital Repository Management 1, 2
Enterprise Service 1, 2
Group Management 1, 2
Learner Progression Management 1, 2
Membership Management 1, 2
Meta-data Management 1, 2
Portfolio Management 1, 2
Sequencing 1, 2, 3, 4, 5, 6, 7, 8
Simulation 1, 2
Application Services Layer 1, 2
Assessment Component 1
Assessment System 1
Authentication 1, 2, 3
Authorization 1, 2, 3
Class 1, 2, 3
Common Service 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Database Management 1, 2
Digital Rights Management 1, 2
Directory Service 1, 2
Discovery 1, 2
File Management 1, 2
Identification 1, 2, 3
Querying 1, 2, 3
Registry 1, 2
Scheduling 1, 2, 3, 4
Security & Privacy 1, 2
Subscription 1, 2
Tracking & Logging 1, 2
User Messaging 1, 2, 3
Workflow 1, 2, 3
Common Services Layer 1, 2
Component 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
Grade-book 1
Item 1, 2, 3
Manifest 1
Object-bank 1
QCL 1, 2, 3
Section 1, 2, 3
Sequencing 1
Transcript 1
Vocabulary 1
Content Package 1
Course Catalogue 1, 2
Course Catalogue Component 1
Digital Repository 1, 2
Directory 1, 2
Framework 1, 2, 3, 4
FTP 1
Goal Component 1
Grade-book 1, 2
Grade-book Component 1
Group Component 1
HR-XML 1
IEEE 1, 2, 3
LOM 1, 2, 3, 4, 5, 6, 7, 8, 9
Internet Protocol 1
LDAP 1
SMTP 1
vCard 1
Implementation 1
Infrastructure 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15
Infrastructure Layer 1
Interest Component 1
Interface 1
Item 1, 2, 3, 4, 5, 6, 7, 8
Item Component 1, 2, 3
Application Services 1, 2
Common Services 1, 2
LCMS 1, 2
Learner 1, 2
Learning Content Management System 1, 2
Learning Management 1, 2
Learning Management System 1, 2
Manifest 1, 2, 3
Manifest Component 1
Membership 1, 2, 3, 4
Meta-data 1, 2, 3, 4, 5
Object-bank 1, 2, 3
Object-bank Component 1
OKI 1, 2, 3, 4, 5
Open Knowledge Initiative 1
Outcomes Processing 1, 2, 3, 4, 5, 6
Outcomes Processing Component 1
Pearty Component 1
Profile Management 1, 2
Relationship Component 1
Repository 1, 2
Schools Interoperability Framework 1
Section 1, 2, 3, 4, 5, 6, 7
Section Component 1, 2, 3
Security 1, 2
Securitykey Component 1
Sequencing Component 1
Service 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16
Service Access Point 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15
Simulation 1, 2 Common
Workflow 1, 2, 3 SIF
SIF 1, 2, 3
Simple Sequencing 1
Student Information System 1, 2
Tracking 1, 2
Transcript 1, 2, 3
Transcript Component 1
Use-case 1
Use-case Portfolio 1
User 1, 2, 3, 4
Vocabulary 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
XML 1, 2, 3
Although new common service specifications will not be undertaken by IMS the identification of appropriate common services will be supported. An example of this is the IAF Common Services development activity that will be undertaken in late 2003. This activity will be responsible for documenting and describing the best practices to be adopted when using a predefined set of Common Services. These Common Services will be taken from other specification sources e.g., OKI, and so the IMS will be showing how the OKI APIs can be used with IMS Application Services.
IMS Global Learning Consortium, Inc. ("IMS") is publishing the information contained in this IMS Abstract Framework: Applications, Services, and Components ("Specification") for purposes of scientific, experimental, and scholarly collaboration only.
IMS makes no warranty or representation regarding the accuracy or completeness of the Specification.
This material is provided on an "As Is" and "As Available" basis.
The Specification is at all times subject to change and revision without notice.
It is your sole responsibility to evaluate the usefulness, accuracy, and completeness of the Specification as it relates to you.
IMS would appreciate receiving your comments and suggestions.
Please contact IMS through our website at http://www.imsglobal.org
Please refer to Document Name: IMS Abstract Framework: Applications, Services, and Components Revision: 01 July 2003


text:
A categoria até 60 kg masculino do judô nos Jogos Pan-Americanos de 2019 foi disputada em 8 de agosto no Ginásio Polideportivo 1 com 9 judocas, cada um representando um país.

Medalhistas

Resultados

Chave

Disputa do Bronze

Até 60 kg masculino
60 kg -

redpajama_set_name: RedPajamaWikipedia


Wow what an entrance by Mel & Adriana into Blackbirds, an awesome venue on the Brisbane river. You don't get many like this!!. Totally hectic but when worth every minute. The party didn't stop there it carry on for most of the night and was still going hard when I left for the day.
I've been shooting weddings for the past 6 years both photography and cinematographer. I am away striving to improve and learn.


text:
"You Broke Up with Me" is a song co-written and recorded by American country music singer Walker Hayes. It is his third chart entry overall, as well as his first entry on the Billboard Hot 100, and his first single for Monument Records Nashville. It is included on his major-label debut album boom.  The song was written by Hayes, Kylie Sackley and Thomas Archer.

Content
The song is about a man who is confronted at a party by his ex-girlfriend, and rebuffs her by saying "you broke up with me". Hayes said that the song was inspired by his relationship with the Nashville music scene following a previously lost deal with Capitol Records, and telling those in the music industry that they "broke up" with him. Before recording the song on Monument, Hayes recorded an earlier version of the song on an EP released independently via Shane McAnally's SMACKSongs.

Music video
The music video was directed by Blythe Thomas.

Commercial performance
The song peaked at No. 9 on Hot Country Songs for charts dated February 17, 2018 where it stayed for 3 weeks.   was certified Platinum by the RIAA on April 9, 2018. It has sold 397,000 copies in the United States as of March 2018.

Charts

Weekly charts

Year-end charts

Certifications

References

2017 singles
2017 songs
Walker Hayes songs
Monument Records singles
Songs written by Kylie Sackley
Song recordings produced by Shane McAnally


Duolingo.com is a FREE language-learning service for people who keen to learn, master new languages, and succeed. The service affords you to change the language for explications. When you select the language, next step is to choose a daily goal which can be: casual 5 minutes, regular 10 minutes, serious 15 minutes, insistent 20 minutes per day.
The website is user-friendly with quick access for all topical opportunities.
Make your learning fun and productive for FREE at Duolingo.com!


Updated with U.S. data, at the bottom, complementing the blog on developing countries.
It has long been recognised by people who have studied in this rarefied field that tax incentives are a terrible way to promote development in developing countries (and others). The OECD has a document entitled Draft Principles to Enhance the Transparency and Governance of Tax Incentives for Investment in Developing Countries.
Many countries, developed and developing alike, offer various incentives in the hope of attracting investors and fostering economic growth. Yet there is strong evidence that calls into question the effectiveness of some tax incentives for investment, including in particular tax free zones and tax holidays. Indeed, ineffective tax incentives are no compensation for or alternative to a poor investment climate and may actually damage a developing country's revenue base, eroding resources for the real drivers of investment decisions - infrastructure, education and security. There is a significant regional competitiveness dimension too, as governments may perceive a threat of investors choosing neighbouring countries, triggering 'a race to the bottom' that make countries in a region collectively worse off.
Quite so. Now here is a cut and paste from their Key Facts section: the reader is encouraged to read the rest too. We wouldn't necessarily disagree with any of the recommendations here.
According to investors, tax incentives are never a top three motivation factor for investment decisions in West and Central Africa (WB 2009). In only four of 15 countries in the Latin America and Caribbean region are they regarded as one of the top three concerns (IDB 2010).
In South East Europe investors indicate that rather than encouraging FDI, special tax incentives either were not taken into account or operated to discourage investment – provisions were difficult to track, understand or comply with and/or invited corrupt behaviour on the part of tax officials, tending to increase project costs and uncertainty (OECD 2003).
In 1980 no low-income Sub-Saharan African countries had tax free zones, 50 percent did so by 2005; in 1980 40 percent offered tax holidays, by 2005 about 80 percent did so (IMF, 2009).
Eleven of 15 member states of the Southern African Development Community offer tax holidays to certain types of investors, nine of which offer a full exemption from company tax during the holiday period (Nathan MSI 2004).
Harmful tax practices in East Africa include the widespread use of tax holidays, other zero or low effective tax rates, and a lack of publicly-available data on the extent of incentives, which can contribute to tax competition and ever-declining rates and revenues (TJN-Africa & Action Aid International 2012).
The practices of Exporting Processing Zone (EPZ) have been identified as particularly problematic in East Africa. EPZs have become a micro-economy, with poor linkages and transfer of technology to other parts of the economy, and also encouraged practices such as transfer pricing and declaration of losses (TJN-Africa & Action Aid International 2012).
Morocco is the only MENA country to elaborate a Tax Expenditure Report, which has been integrated into the government's budget process (OECD 2008).
Dramatic turnarounds are possible. For example, prior to 2006 Mauritius had an extensive set of tax incentives. A major tax reform was undertaken in 2006 which included the removal of most tax holidays, exemptions and investment tax credits. FDI and Corporate Income Tax revenue experienced strong growth since the reforms.
Although this list isn't entirely new, it's important for people to understand these kinds of messages. And there are three particularly interesting bullet points at the bottom.
"Created in 1981, the credit immediately became the subject of scandals when it was claimed by businesses that no ordinary American would consider deserving of a tax subsidy (or any government subsidy) for research — like fast food restaurants, fashion designers and hair stylists."
Or take a look at this new report, also looking at the U.S, entitled The Corporate Tax Rate Debate:Lower Taxes on Corporate Profits Not Linked to Job Creation.
The whole issue of tax subsidies needs to be reconsidered, worldwide.
Update 2014: For more information on corporate tax, see here.


text:
Thor: Love and Thunder Will Be 'Bigger, Bolder, and Brighter'
"There's just gonna be some really crazy stuff in the film."
byMatthew Adler
Posted Dec. 17, 2019, 12:54 p.m.
Thor's next adventure may still be a ways away, but Director Taika Waititi is already giving fans an idea of what to expect from Thor: Love and Thunder, as well as how it differs from Thor: Ragnarok.
In an interview with Entertainment Weekly via Heroic Hollywood, Waititi explains, "we're sort of launching ourselves again on this adventure film, really. That was the thing really that I loved about doing Ragnarok, it felt like we were just putting Thor on a really cool adventure. There's always like new things to see and do, and this one, I think we're gonna double down a lot on that and have it bigger, bolder and brighter. There's just gonna be some really crazy stuff in the film."
Love and Thunder is already shaping up to be an epic film from previous details released, and we know Waititi intends to double down on the craziness of Thor: Ragnarok – but just how crazy is yet to be seen.
Some things we do know, however, is that Natalie Portman is returning to reprise her role as Jane Foster, and will supposedly be wielding the mighty hammer as the Goddess of Thunder. Also slated to return is fan-favorite Korg – the hilarious Kronan played by Waititi who will undoubtedly provide some comic relief.
Story-wise, we know Love and Thunder will take place sometime before Guardians of the Galaxy Vol. 3, according to its director James Gunn.
While we wait for this thunderous next adventure, check out five questions we have for Love and Thunder, as well as whether or not we can expect Fat Thor to make an appearance in the upcoming film.
Matthew Adler is a News and Features writer for IGN. You can follow him on Twitter @matthewadler and watch him on Twitch.