text:
require 'cgi'
require 'uri'
require "erector/xml_widget"

module RTurk
  # see http://docs.amazonwebservices.com/AWSMechTurk/2008-08-02/AWSMturkAPI/index.html?ApiReference_CreateQualificationTypeOperation.html
  class AnswerKey < Erector::XMLWidget

    XMLNS = "http://mechanicalturk.amazonaws.com/AWSMechanicalTurkDataSchemas/2005-10-01/AnswerKey.xsd"

    needs :xml => nil

    def to_params
      to_xml #create a new output string and call 'content' via Erector
    end

    %w{
  AnswerKey
    Question
      QuestionIdentifier
      AnswerOption
        SelectionIdentifier
        AnswerScore
      DefaultScore
    QualificationValueMapping
      PercentageMapping
        MaximumSummedScore
      ScaleMapping
        SummedScoreMultiplier
      RangeMapping
        SummedScoreRange
          InclusiveLowerBound
          InclusiveUpperBound
          QualificationValue
        OutOfRangeQualificationValue
    }.uniq.each do |element_name|
      tag element_name
      tag element_name, :snake_case unless element_name =='Text'
    end

    tag "Text", "text_element"  # very sticky since 'text' is a core Erector method

    def content
      if @xml and @xml.strip =~ /^<AnswerKey/
        rawtext @xml
      else
        answer_key :xmlns => XMLNS do
          answer_key_content
        end
      end
    end

    def answer_key_content
      rawtext @xml  # by default, use the parameter
    end
  end
end

redpajama_set_name: RedPajamaGithub


text:
Hey Eugene! is the third studio album by American band Pink Martini, released on May 15, 2007, by Pink Martini's own record label, Heinz Records. The album is named after the track "Hey Eugene", a fan favorite at the band's live concerts. As with most Pink Martini albums, Hey Eugene! features lyrics in several languages: French, Portuguese, Spanish, Japanese, Russian, Arabic, and English. The song "Bukra wba'do", meaning "tomorrow and the day after" in Arabic, describes a lover's anticipation of a first date.

Commercial performance
Hey Eugene! debuted at number 30 on the US Billboard 200, selling 19,000 copies in its first week. As of 2009, 140,000 copies have been sold in the United States, according to Nielsen SoundScan. In 2014 it was awarded a diamond certification from the Independent Music Companies Association, denoting sales in excess of 200,000 copies across Europe. According to Pink Martini, the album has sold more than 350,000 copies worldwide.

Track listing

Notes
 "Mar Desconocido" includes an excerpt of "Waltz in C#-minor" by Frédéric Chopin.
 "Dosvedanya Mio Bombino" includes an excerpt of "The Happy Wanderer" by Friedrich-Wilhelm Möller.

Personnel
 China Forbes, vocals
 Timothy Nishimoto, vocals & percussion
 Gavin Bondy, trumpet
 Robert Taylor, trombone & trumpet
 Nicholas Crosa, violin
 Paloma Griffin, violin
 Pansy Chang, cello
 Brant Taylor, cello
 Dan Faehnle, guitar
 Phil Baker, guitar & upright bass
 Maureen Love, harp
 Brian Davis, congas & percussion
 Derek Rieth, congas & percussion
 Martín Zarzar, cavaquinho, drums & percussion
 Thomas Lauderdale, piano

With the David York Ensemble ("Syracuse"), The Jefferson High School Gospel Choir ("Tempo Perdido"), the MarchFourth Marching Band ("Dosvedanya Mio Bombino"), and the Harvey Rosencrantz Orchestra ("Everywhere", "Syracuse")

Charts

Weekly charts

Year-end charts

Certifications

References

External links
 Hey Eugene! at PinkMartini.com
 David York Ensemble website
 MarchFourth Marching Band website

2007 albums
Heinz Records albums
Pink Martini albums

redpajama_set_name: RedPajamaWikipedia


TULSA, Okla. – The Oral Roberts Baseball team scored seven runs with two outs and earned a run-rule victory over Omaha to take over first place in the Summit League, topping the Mavericks 11-1 Saturday afternoon at J.L. Johnson Stadium.
In addition to another solid performance on the mound from Xavier Altamirano, who went seven innings giving up just one run on three hits with seven strikeouts, the Golden Eagles got hits from nine different batters in the lineup . ORU finished the day with 15 hits, the third most this season.
In the third inning, ORU got four runs, all with two outs, to get a 5-0 lead.
Oral Roberts: Rolando Martinez was one of six different ORU hitters to have two hits in the game and had the lone extra base hit with a double in the third to start the four-run inning. Audie Afenir had a team-high four RBI.
Omaha: The Mavericks had just three hits in the game, with Clayton Taylor, Daniel Jewett and Adam Caniglia each reaching safely. Caniglia was on base twice, drawing the only walk of the game for Omaha.
- Of the first 12 hits for ORU, nine came with two outs, and all four runs in the third inning came with two outs.
- ORU had 15 hits, the second most in a conference game this season.
- The run-rule victory is ORU's second in the last three games, having topped UALR in seven innings on Tuesday.
- The victory put ORU at 7-1 in the Summit League and in sole possession of first place in the league.
- The ORU pitching staff has combined to earn 17 strikeouts and given up just two walks in 17 innings against Omaha.
- Chase Stafford came in as a pinch runner and earned a base hit in his only at-bat, extending his on-base streak to 18 games in which he's played. Matt Brandy and Audie Afenir each stretched their on-base streaks to 15 games.
- The Golden Eagles plated a run in the second inning after three straight singles by Derrian James, Nick Roark, and Dean Wilson.
- After just missing a 3-run homerun in the third inning after it hooked foul, Afenir blasted a triple to right center to score a pair and make it 3-0.
- James gave the Golden Eagles a 4-0 lead in the third with a single through the left side to score Afenir from third.
- Roark polished off the inning with an RBI single to left center to score James and give ORU a 5-0 lead.
- Martinez came through with another 2-out RBI hit in the bottom of the sixth, scoring Wilson from second on a single off the glove of the Omaha first baseman to make it 6-0.
- Brandy added another run in the sixth with a single up the middle to score Stafford, who came in as a pinch runner and stole second.
- Omaha finally broke through and scored the Maverick's first run of the series in the seventh inning after a leadoff single and a double to left, cutting the ORU lead to 7-1.
- The Golden Eagles added to their lead in the bottom of the eighth. After leadoff singles by Whatley and Stafford, Brandy and Anthony Sequeira drew walks to load the bases and walk in a run.
- Afenir made it 10-1 on a two RBI single up the middle and the game ended on a double play that plated another run to make it 11-1.
ORU will look for the series sweep over Omaha in the final game of the series Sunday at 1 p.m.


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Companies spend billions of dollars on employee training each year, but to what end?


Since Classic beta but have had some breaks throughout.
I think i should be able to join all of them. At the moment i have nothing else planned on those evenings but i shall inform if anything changes.
Nah i never seem to have any problems. Dalaran load screen still seems to be a bit of a bugger but apart from that!
We'd like to invite you for trial. Please whisper me when you are ready.


text:
Q: Nice dimension independent proof of entropy inequality? How does one prove that for arbitrary finite number of random variables $X,Y,Z,T,...$ the Shannon Entropy inequality holds
$H(X,Y,Z,T,...) \leq H(X)+H(Y)+H(Z)+H(T)+...$
I know how to do it with Lagrange multipliers, but I was wondering if there is something more tidy out there

redpajama_set_name: RedPajamaStackExchange


text:
Professor Paul Wyatt FRSE
Head of the Drug Discovery Unit
Medicinal Chemist, SmithKlineBeecham
Group Leader, Glaxo
Project leader, Glaxo Wellcome
Project Leader, GlaxoSmithKline
Project Leader, Section Head, Astex Therapeutics
Head of the DDU
Paul has led the development of the DDU since 2006 and has overall responsibility for the Unit's strategy, scientific quality, delivery of outputs to milestones and building collaborations. Cross-DDU working groups, with input from key opinion leaders, ensures the DDU constantly improves its working practices and approaches, to make certain it is at the forefront of best practice for most effectively running drug discovery projects.
Paul brings a considerable track record of success during his 30 years in drug discovery, playing a significant part in 7 compounds entering pre-clinical development, 2 of which are now in Phase II oncology clinical trials. Paul has a breadth and depth of knowledge of drug discovery through involvement in all aspects of the process, from target assessment, hit discovery, medicinal chemistry, design and interpretation of data from pharmacokinetic and animal model studies to pre-clinical development and regulatory submissions.
Paul's background is in medicinal chemistry, from the validation of hits from assays, to the development of optimised leads suitable for clinical trials. His experience has included leading a team at Astex Therapeutics Ltd that delivered 3 pre-clinical candidates for oncology, leading a team at GSK that developed a clinical candidate to prevent women giving birth prematurely - a major cause of infant death and morbidity, at Glaxo making a major contribution to the development of a synthetic route to an anti-viral candidate which allowed it to be made in kilogram quantities enabling its entry into pre-clinical development, and at SKB, being the first to make an antiviral agent and designing an effective pro-drug of it , which allowed the project to enter pre-clinical development.
During four and half years at Astex Therapeutics Ltd Paul gained expertise in fragment based drug discovery and strengthened his expertise in structure based drug discovery including the use of ligandability and ligand efficiency concepts. Paul designed the first analogues of a fragment screening hit, and led and contributed to all aspects of the resulting project. The project culminated in AT7519 (Astex Therapeutics Ltd) approved during the summer of 2005 to enter Phase 1 studies in patients with refractory solid tumours. AT7519 is one of the first compounds from fragment based drug discovery to reach clinical trials. Paul designed and was the project leader for a programme that developed AT9311 (Astex Therapeutics Ltd) a novel oral cell cycle inhibitor, which formed the basis of a worldwide licensing agreement with Novartis worth $25 million in upfront payments with potential milestone fees of up to $520m. Paul also initiated a spin off from the AT9311 project against another oncology kinase target, which identified a clinical development candidate, AT9283, currently in Phase II trials, and helped to initiate a PKB project that resulted in an out licensing package with AstraZeneca.
At Dundee Paul has continued to pursue fragment based approaches, building our fragment library and helping to refine the DDU's strategy for fragment based hit discovery.
DDU Management Team
Dr Julie Brady
Professor Ian Gilbert
Professor Kevin Read
Dr David Gray
Professor Mike Ferguson
Professor Alan Fairlamb

redpajama_set_name: RedPajamaCommonCrawl


I guess you could say I'm in a bit of a building mood these days. I've been working on building water tanks in my village the past several weeks and it's been great to see a finished project. There is a volunteer from Ireland that is working with my organization. He uploaded a video explaining our tank project, so check out joesguatemalanexperience.blogspot.com to see what it's all about... I was going to upload it too, but I'm not what you would call computer savvy. I have friends who are, so really, what's the point? (I appreciate all of my tech equipped friends by the way.) Enough sidebar, I've got things to build.
Thing one: I've worked out my plans to rebuild my family's rabbit cages. The idea is to repair the existing cage and add two more. I'm going to use their lonely rabbit to breed with mine (once I get them), and the offspring will be split down the middle to be sold or (cover your ears children) eaten. Rabbit meat is more nutritious than most others, and delicious to boot. Their reproductive prowess is common knowledge, and they are relatively cheap to care for. Hopefully it will catch on. The downer is that I only have time to work on this during weekends, which would have to be next weekend or sometime next month, and I need the money to buy the materials. It really isn't that expensive for me to build the rabbit cages, but things two, three, and four have upped the budget.
Thing two: A new latrine door. I have been having some stomach trouble lately. The kind that is not bad enough to call the nurses, but that tends to linger for a couple of weeks (pretty common in Peace Corps). During a rather unpleasant instance, a strong blown wind had forced the rain inside of the latrine, soaking it completely. Suddenly it was time to go, but the forces that be were temporarily delayed for a frantic cleaning (that frankly was not effective). I'm not going to give further details, but needless to say, I have decided to replace the consistently worthless and frequently flapping nylon costal with a brand new wooden door.
Things three and four: With the added materials that I buy for the door, there will also be enough wood to build a dresser and kitchen shelves. I've been needing those for a while, but thought I could get by without. Why not?
Nice blog,you have done a great job..
Got a sec? Let's Clean the Cumbre!


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Powerful post. I have some Quaker friends who were conscientious objectors during the Viet Nam conflict (it wasn't a war you know). One worked in the local hospital (in the mental ward ironically) but it wasn't anything like this (it was the 60s — I would hope there had been some progress). I came to really admire them. Actually I learned a lot about handling conflict from them.
They are wonderful teachers and an inspiration to this world.
They really are an amazing crew.
You're welcome. Service certainly comes in all shapes and sizes.
Great post. I went to a Friends school and do not consider myself religious, but if I were pressed, the Quaker philosphies really speak to me. I love that you are highlighting this for Memorial Day!
For some reason this went to Spam and I just saw it today. My daughter went to a Friends high school and I must say if everyone had Quaker philosophies we would be living in a different world.
It is not often you hear people standing up for peace anymore. How wonderful.
I read another story of Medic/Doctor who was a CO but went abroad and was really in the middle of battle..never carried a weapon and saved lives. He is the only CO that ever won a Medal of Honor. The thing that amazes me is the strength of their belief or their principle for the belief. It's stunning to me.
God bless Charlie Lord, Neil Hartman, Warren Sawyer, John, Evert Bartholomew and all of their cohorts. I am so impressed with their bravery on so many levels… sticking to their beliefs and exposing this horror. We are all better for men like these. Thank you for sharing this.
Love a good unsung hero story. Thanks!
I never knew this and love history so very much. Thanks for enlightening me. It's very well written.
CO's in many countries are regarded as cowards -but they never were. They were brave to have the courage of their convictions that ran contary to the prevailing militaristic march to war. It takes real guts to refuse to go to war and kill people.
That they could be involved in supporting their country during the difficult times of strife completes the circle.
I didn't know this story. The history of treatment of the mentally ill in all countries has not been a good one.
Very inspiring post – thank you.
ciao! a most inspiring post. excellent.
Your welcome! It's a favorite of mine.
Thank you for this wonderful story. I love that the guy's name is Lord. We like to think of ourselves as enlightened, but turn over one stone, and there it is, our own inconsistencies. These men were truly heroes. Made my day.
I was touched and inspired by this story.


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Forget the ubiquitous balloon and show your style with paper lanterns in splashes of fiesta colors. Set a festive table using cluster different sized Fiesta Cinco De Mayo Paper Lantern Decorations above the table to add a touch of drama! Great for fiestas, Cinco de Mayo celebrations or special occasions! Featuring 6 lanterns in 4 sizes (2 measuring 8", 2 measuring 10" and 2 measuring 12" diameter), these wire-supported paper globes are in pink, yellow, teal, orange, green, and red.


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text:
Home / News / UAE upgrading attack helicopters through IDEX contracts
UAE upgrading attack helicopters through IDEX contracts
The Levant Feb 21, 2019	News, Security, UAE, United States Leave a comment
On the sidelines of the 2019 International Defence Exhibition and Conference, IDEX, the Advanced Military Maintenance Repair and Overhaul Centre, AMMROC, and Sikorsky, a Lockheed Martin company, congratulated the UAE Joint Aviation Command, JAC, for achieving mission readiness with a fully integrated Black Hawk helicopter weapon system, and graduating the first cadre of pilot gunners.
A mission-ready Black Hawk aircraft were shown this week for the first time during IDEX, both in flight and on static display. The UAE-based AMMROC worked with principal subcontractor Sikorsky, the Black Hawk original equipment manufacturer, to develop and qualify the weapon system that was inaugurated by His Highness Sheikh Mohamed bin Zayed Al Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces, earlier this year.
"The Joint Aviation Command challenged AMMROC and Sikorsky to deliver an advanced weapon system that will transform the force's UH-60M multi-role Black Hawk helicopters into highly effective attack platforms," said Jason Lambert, Vice President for Sikorsky Global Mission Systems and Services. "We are pleased to have met the requirements of the JAC, qualifying the system to military airworthiness standards, and certifying JAC pilots in just a few weeks."
As prime contractor for the weapon system, AMMROC oversaw work performed by Sikorsky. AMMROC currently is installing the weapon system onto JAC's Black Hawk and has been delivering modified aircraft to the JAC since 2018.
"Attention to detail in development, integration and testing ensured the weapon system meets expectations and is easy to operate," said Tim German, AMMROC Chief Commercial Officer. "AMMROC and Sikorsky are honoured by the trust the JAC placed in our two companies to ensure security for the UAE."
The system's two external wings support a total of four weapons stations. Each station can carry any combination of fixed forward 50-cal (12.7mm) gun, 7- or 19-shot Hydra 70 rocket pods, or air-to-ground missiles. Additionally, JAC pilots can control two fixed forward 7.62-mm mini-guns, which are mounted to the cabin windows, and can be served by the two crew in the cabin.
Fully integrated with the aircraft flight controls, the weapon system calculates the range and the complex ballistics required for the gun rounds or rockets to hit the target on the first attempt. Pilots see the target via the aircraft's electro-optical infrared sensor, multi-function displays and their helmet mounted display.
"Either pilot can then manoeuvre the aircraft to fire any weapon carried on the aircraft," German said adding, "This approach eliminates the need for pilot gunners to constantly fire, adjust their aim, and fire again until they hit the target."
Source: WAM
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text:
Ассоциация международного автомобильного транспорта Республики Таджикистан
Association of international automobile transports of the Republic of Tajikistan
DELIVERING FOOD AND ESSENTIALS DURING THE CRISIS A Transport and Logistics Partnership enhances food security and ensures the supply of essential products in Central Asia
Dilshod 30.06.2020
"It is especially critical to keep cargo moving during the quarantine and the state of emergency implemented by most countries of Central Asia due to the COVID-19 pandemic," says Larissa Kislyakova, the Chairperson of the Central Asia Transport and Logistics Partnership supported by USAID. "We need to ensure food security, replenish stocks and reserves, deliver medications, humanitarian aid, and other essential supplies. That's why supply chains need to work without any delays."
Larissa, who lives with her family in Dushanbe, Tajikistan is an expert in trade and transport services with over thirty years of experience in international trade. For many years she worked in the government's civil service. Larissa serves as the Chairperson of the USAID-supported Central Asia Transport and Logistics Partnership,a two-year position which rotates from country to country.
"The Partnership allows us to discuss similar problems we face in each country and help with finding partners to export and import products," says Larissa. The Partnership, created in 2016 with USAID's support, is an informal network of over 150 Central Asian transport and logistics companies. "We monitor solutions that proved effective in the region and implement similar measures at the national level."
Members of the Partnership created a plan to tackle identified issues. "The first priority was to analyze the legislation in countries of Central Asia. Our countries had signed conventions and agreements that were meant to simplify the procedures on the roads but in reality they were not implemented."
Larissa at the Transport and Logistics Partnership meeting in Nur-Sultan, Kazakhstan in 2017. Photo credit: Assel Choibekova for USAID.
"We've provided suggestions to improve current legislation. Our work pushed the Tajikistan's government to take action," says Larissa. In her work, she actively engages with the authorities. "Many business owners are hesitant to speak up because it might backfire and hurt their business. I don't own a business that is why it is easier for me," shares Larissa.
USAID supports the Partnership by providing visibility to amplify key transport issues and by including the Partnership members in trade missions to link Central Asian transport and logistics companies to counterparts in Latvia, Lithuania, and the United States. USAID's Competitiveness, Trade, and Jobs in Central Asia project is also providing legal advice to the Partnership in its pursuit to become a formal legal entity and ensure its sustainability.
Supported by USAID, Central Asia transport and logistics sector representatives traveled to the U.S. to explore best practices of modern cold chain facilities at the headquarters of the Global Cold Chain Alliance in December 2019. Photo credit: from personal archives.
"Quarantine and restrictions due to COVID-19 complicated our work. We don't want delays with the delivery of perishable and essential goods," says Larissa. The Partnership monitors the situation at the borders to ensure drivers have accurate information. "If the borders are closed due to COVID-19, we search and offer alternative transit routes," says Larissa.
The Partnership is using their WhatsApp group to address urgent and priority issues. With USAID's support, the Partnership initiated a weekly Skype discussion among its members on the impact of COVID-19 measures on regional supply chains. Companies from Kazakhstan, the Kyrgyz Republic, Tajikistan, and Uzbekistan discuss the immediate impact of measures restricting the spread of COVID-19, including closure and delays at border crossings and driver quarantine and explore potential risk mitigation measures.
"It is easier to show accomplishments when you only support 2-3 specific companies but the rest of the business may not receive the same help. We strive to create equal opportunities for the whole region so that all companies can reap the benefits of our work," shares Larissa.
Larissa at the Khatlon Trade Forum 2018. Photo credit: Azim Rasulov for USAID.
"For instance, time is wasted on each side of the border for weighing the cargo due to lack of trust," shares Larissa. The Partnership is exploring with customs authorities how two countries can jointly examine cargo at their border crossing points. "As a result of this approach that we are planning to pilot later this year, we can decrease the paperwork, eliminate corruption, and save time and money," explains Larissa.
"Transport is not just a separate industry. In today's interconnected world, transport is at the heart of everything else and nothing will work properly if we don't have the right conditions to move cargo. This has become especially clear in the light of the pandemic," shares Larissa. "I am grateful that USAID supports the initiatives that are important for us."
Тел:+992 446402224 info@aiatt.tj
Все права защищены - ОО "Ассоциация международного автомобильного транспорта Республики Таджикистан"


text:
New Search Search for "subject:(Economics)" Electronic resource
The rise of unemployment in Europe a Keynesian approach
By Stockhammer, Engelbert, 1969-
Published Cheltenham Northhampton, MA Edward Elgar 2004
China's environmental crisis domestic and global political impacts and responses
Published Basingstoke Palgrave Macmillan 2010 2010
"Make it yourself": home sewing, gender, and culture, 1890-1930
By Gordon, Sarah A
Published New York: Columbia University Press, 2009, c2007
ACLS Humanities E-Book electronic edition
Grain Boundary Segregation in Metals
By Lejcek, Pavel. author
Published Berlin, Heidelberg: Springer Berlin Heidelberg: Imprint: Springer, 2010
Consuming Hong Kong
Published Hong Kong Hong Kong University Press 2001 2001
Home and work: housework, wages, and the ideology of labor in the early republic
By Boydston, Jeanne
Published New York: Oxford University Press, 1994, c1990
The disenchantment of the home: modernizing the Australian family 1880-1940
By Reiger, Kerreen M., 1946-
Published Melbourne; New York: Oxford University Press, 1985
The great divergence: China, Europe, and the making of the modern world economy
By Pomeranz, Kenneth
Published Princeton, N.J.: Princeton University Press, c2000
Masters of the universe: Hayek, Friedman, and the birth of neoliberal politics/ Daniel Stedman Jones; with a new preface by the author
By Jones, Daniel Stedman, author
Published Princeton: Princeton University Press, [2014]
New [edition]
University Library (39)
Marxian economics (8)
Consumption (Economics) (6)
Economics in literature (6)
From 1962 1976 1983 1985 1990 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 To 1962 1976 1983 1985 1990 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019
Harvey, David, 1935- (2)
Jacques, Ian, 1957- (2)
Anderson, David A. (David Anton) 1964- (1)
Anderson, John (1)


text:
Q: Making Express synchronous request and sending multiple data in same one request I want to make a request multiple data in one request with loop, but as far as I tried it always run Asynchronously (I guess?).
I'm using Reactjs Redux and Express.
Here's my code :
profile.jsx
while(i < condition.length) { // say that length = 4
   myData.forEach(item => addingData.push(item))

   // Here I'm calling my request
   this.props.addEmployee(addingData)

   // I wanted to make this 'i' increase ONLY when the request is done.
   // But I'm not sure how to do that
   i++
}

Express Request
router.post("/add-employee", (req, res) => {
    Employee.findOne({ _id: req.id }).then(user => {
       if (user) {

          const newEmp = new Employee({
              nip: req.body.nip,
              name: req.body.name
            })

          // add to employee model. Save employee
            newEmp
              .save()
              .then(user => {
                // Variable for profile
                const newProfile = {}
                newProfile.user = user._id

                // Save profile
                new Profile(newProfile).save()
                console.log("selesai save")

          res.status(200).json(user)
       } else {
          // error
       }
    })
})

this always returns the last data with 4 copies, which means it adding four data and its all same. How do I accomplish this, I read that this is because the request didn't run synchronously but how can I do that?
Thank you for your help!
UPDATE
as suggested by @Nathan Fries, I created a new router to handle the multiple requests with an array of object. But I still got the Synchronous problem (I guess?). Here's my code :
profile.jsx
for (i; i < this.state.file.length; i++) {
      this.state.file[i].map(item => temp.push(item))

      addData.push({
        nip: temp[0],
        name: temp[1]
      })

      temp = []
    }

// make a request
this.props.addMultipleEmployee(addData)

routes/api/employees.js
// create/add multiple karyawan
router.post(
  "/add-multiple-karyawan",
  passport.authenticate("jwt", {
    session: false
  }),
  (req, res) => {
    let errors
    let isValid
    let newEmp
    let i = 0

    // console.log(req.body)
    // this req.body value :
    // [{nip: "nip1", name: "name1"},
    //  {nip: "nip2", name: "name2"}]

    for (i; i < req.body.length; i++) {
      isValid = validationEmployee(req.body[i]).isValid
      errors = validationEmployee(req.body[i]).errors

      if (!isValid) {
        return res.status(404).json(errors)
      }

      console.log("checking for sure")
      console.log(req.body[i])
      // The value was still there

      Nip.findOne({ nip: req.body[i].nip }).then(profile => {
        if (profile) {
          return res.status(400).json({
            nip: "NIK tidak valid, karena ini adalah NIK admin. Coba lagi"
          })
        } else {

          // But when it's trying to findOne, the error message said
          // 'nip' are undefined
          Karyawan.findOne({
            nip: req.body[i].nip
          }).then(exists => {
            if (exists) {
              return res.status(400).json({
                nip: "Karyawan telah terdaftar dengan NIK yang sama."
              })
            } else {

              // adding request.body to mongoDB
              newEmp = new Karyawan({
                nip: req.body[i].nip,
                name: req.body[i].name
              })

              // add to employee model. Save employee
              newEmp
                .save()
                .then(user => {
                  // Variable for profile
                  const newProfile = {}
                  newProfile.user = user._id

                  // Save profile
                  new Profile(newProfile).save()
                  console.log("selesai save")

                  res.status(201).json(user)
                })
                .catch(err => {
                  console.log(err)
                })
            }
          })
        }
      })
    }
  }
)

and I got this error :
TypeError: Cannot read property 'nip' of undefined
[0]     at D:\Kuliah\Semester-7\ptpnx-jombang\routes\api\employees.js:198:32
[0]     at processTicksAndRejections (internal/process/task_queues.js:85:5)
[0] (node:22236) UnhandledPromiseRejectionWarning: Error [ERR_HTTP_HEADERS_SENT]: Cannot set headers after they are sent to the client
[0]     at ServerResponse.setHeader (_http_outgoing.js:464:11)
[0]     at ServerResponse.header (D:\Kuliah\Semester-7\ptpnx-jombang\node_modules\express\lib\response.js:771:10)
[0]     at ServerResponse.send (D:\Kuliah\Semester-7\ptpnx-jombang\node_modules\express\lib\response.js:170:12)
[0]     at ServerResponse.json (D:\Kuliah\Semester-7\ptpnx-jombang\node_modules\express\lib\response.js:267:15)
[0]     at D:\Kuliah\Semester-7\ptpnx-jombang\routes\api\employees.js:247:22
[0]     at processTicksAndRejections (internal/process/task_queues.js:85:5)
[0] (node:22236) UnhandledPromiseRejectionWarning: Unhandled promise rejection. This error originated either by throwing inside of an async function without a catch block, or by rejecting a promise which was not handled with .catch(). (rejection id: 1)
[0] (node:22236) [DEP0018] DeprecationWarning: Unhandled promise rejections are deprecated. In the future, promise rejections that are not handled will terminate the Node.js process
with a non-zero exit code.

It is said that I need to make it Synchronously with Async/await or Promise? But I'm not sure how to do that. I still a novice with Async/await and Promise.
Thank you for your help!!

A: Why don't you add a /add-employees route for handling of multiple employee additions? You could push them to an array in your jsx, then send them all at once. This avoids the async issue entirely.
You are also declaring newEmp with const instead of let. You can get the length by req.length and iterate through the array.


text:
import six

from keras_tuner.engine import conditions as conditions_mod
from keras_tuner.engine.hyperparameters import hyperparameter
from keras_tuner.protos import keras_tuner_pb2

class Fixed(hyperparameter.HyperParameter):
    """Fixed, untunable value.

    Args:
        name: A string. the name of parameter. Must be unique for each
            `HyperParameter` instance in the search space.
        value: The value to use (can be any JSON-serializable Python type).
    """

    def __init__(self, name, value, **kwargs):
        super(Fixed, self).__init__(name=name, default=value, **kwargs)
        self.name = name

        if isinstance(value, bool):
            value = bool(value)
        elif isinstance(value, six.integer_types):
            value = int(value)
        elif isinstance(value, six.string_types):
            value = str(value)
        elif not isinstance(value, (float, str)):
            raise ValueError(
                "`Fixed` value must be an `int`, `float`, `str`, "
                f"or `bool`, found {value}"
            )
        self.value = value

    def __repr__(self):
        return f"Fixed(name: {self.name}, value: {self.value})"

    @property
    def values(self):
        return (self.value,)

    def prob_to_value(self, prob):
        return self.value

    def value_to_prob(self, value):
        return 0.5

    @property
    def default(self):
        return self.value

    def get_config(self):
        config = super(Fixed, self).get_config()
        config["name"] = self.name
        config.pop("default")
        config["value"] = self.value
        return config

    @classmethod
    def from_proto(cls, proto):
        value = getattr(proto.value, proto.value.WhichOneof("kind"))
        conditions = [
            conditions_mod.Condition.from_proto(c) for c in proto.conditions
        ]
        return cls(name=proto.name, value=value, conditions=conditions)

    def to_proto(self):
        if isinstance(self.value, bool):
            # Check bool first as bool is subclass of int.
            # So bool is also six.integer_types.
            value = keras_tuner_pb2.Value(boolean_value=self.value)
        elif isinstance(self.value, six.integer_types):
            value = keras_tuner_pb2.Value(int_value=self.value)
        elif isinstance(self.value, float):
            value = keras_tuner_pb2.Value(float_value=self.value)
        elif isinstance(self.value, six.string_types):
            value = keras_tuner_pb2.Value(string_value=self.value)

        return keras_tuner_pb2.Fixed(
            name=self.name,
            value=value,
            conditions=[c.to_proto() for c in self.conditions],
        )


Pepkor, the clothing retailer bought by Steinhoff International Holdings for $5.7-billion last year , plans to double its presence in Nigeria with 10 store openings a year through 2018.
The company opened its first outlet in Africa's most populous country in 2012 and would have 31 stores by July, Deon Conradie, Pepkor Nigeria's general manager, said this week in an interview in Lagos, the commercial capital of Nigeria.
The clothing and footwear chain planned to sustain that growth rate over the next three years, he said.
"Our prices are low and we cater for that middle-to-bottom market, which is the fastest growing," Conradie said.
''There's a need for somebody to supply that market."
Nigerian demand for goods other than food is expected to increase to $110-billion in 2030 from $20-billion two years ago as Africa's biggest economy grows and its working and middle classes seek alternatives to outdoor markets, according to McKinsey & Co.
A 40% fall in oil prices since June had curbed growth in the continent's biggest crude producer, but the economy was forecast to expand 5% in 2016, the IMF said this week.
Entry to the Nigerian market requires relatively high capital investment because of inflated rental and power costs, according to Conradie.
Woolworths closed its three Nigerian stores because of costs and difficulties with getting products to shops.
"I think anyone coming into the market who wants to have stand-alone stores is going to pay some expensive school fees," said Conradie, adding that new mall developments by companies including Resilient Property Income Fund may lead to reduced costs.
"It can sometimes take three to four years to be profitable in these environments," said Conradie, who has also worked in Angola.
Steinhoff agreed to buy Pepkor in November last year to expand into clothing and new countries. The deal will create a retailer spanning three continents.
Steinhoff shares declined 1.18% to R75.58 on the JSE on Thursday, valuing the company at R267.6-billion. The JSE was closed on Friday for the May Day public holiday. The stock has gained 27.2% this year.
The increased size of Pepkor would allow it to buy more products for Nigerian stores in bulk, a way to keep prices low in a country where shoppers were used to bargaining in markets, Conradie said.
The company is also attracting customers by allowing monthly payments for certain goods, and is considering electricity and TV subscription payment services in its stores.


In Beyond Deception, Tobias Beckwith offers ideas and techniques which performers at all levels can use to create truly original and personalized magic. Drawing on long experience directing and observing world class performers of all kinds, Beckwith has drawn together not only fascinating theories about how a performer creates, but a series of sure-fire techniques and exercises guaranteed to jumpstart each magician's creative process.
If you are desperate to create your own special brand of magic, then this book is a must read! It can change your mind about your own abilities. It can motivate you to try harder; to be more freely creative without risking fear of failure; to never say "I can't!" and to have fun doing it. The efforts you put forth following the concepts and exercises in this book will create win-win results for you. So if inspiration and discovery of new ideas are what you're looking for. Look no further!
"If you are desperate to create your own special brand of magic, then this book is a must read! It can change your mind about your own abilities. It can motivate you to be more freely creative without fear of failure; to never say 'I can't' and to have fun doing it...It is not only conceptual, but practical; giving you exercises that will free your imagination and get you out of your head and into the real world...to increase your awareness and help you to believe, even more in yourself and your creative abilities"
"There are hundreds of books out there with thousands of tricks - but precious few on how to turn those tricks into meaningful and original entertainment. This book is one of the few, based in Tobias' twenty years of experience directing and nurturing the careers of some of the most innovative acts in magic. If you're serious about taking your magic to the next level, read it and start doing the exercises now!"
"Inside these pages are practical tools for magicians at all levels. Tobias teaches you how to give more impact to material you already perform. Light your creative bonfire now - read the book!"


Here's the procedure for dealing with a corrupted file. For those using FileMaker Server in a Multi-User environment, this operation will need to be performed on the server machine and a copy of FileMaker Pro must be available on that machine.
Open just FileMaker Pro from your Programs or Applications folder (don't reopen StudioSchool Pro).
If a dialog comes up asking you what you want to do or what file to open, click Cancel.
Within the Recover file dialog, locate and select the file you believe to be damaged or corrupted. When asked to name the Recovered file, use the default name provided, for example "StudioSchoolPro Recovered.fp7", and save it to the same location as the file you are recovering. This will normally be in the "Databases" folder with the other files.
When Recover operation is complete, note if any errors were found. If no errors were found or records skipped, there is a good chance you can continue to work with this file for the short term. If errors were reported, the damage may be more severe requiring that you restore your files from a backup copy.
Quit/Exit FileMaker Pro entirely again.
Remove this file from your "Databases" folder, but keep it until you are sure StudioSchool Pro is running correctly again.
Locate and rename the Recovered file back to the original name, removing the word "Recovered" AND the space before it. For example: change "StudioSchoolPro Recovered.fp7" to "StudioSchoolPro.fp7". Very Important: You must remove the space that is before the word "Recovered" and rename the file to exactly match the original or the file will not work.
Restart StudioSchool Pro in FileMaker Pro to check that it opens correctly. Check for missing data or incomplete records, particularly on the last record being worked on.
If more files are corrupted, repeat the above procedure.
For those using FileMaker Server, Quit/Exit FileMaker Pro and restart FileMaker Server. Do not attempt to open files simultaneously in both FileMaker Pro and FileMaker Server on the same computer. Serious and unrecoverable file corruption can result.
It is important to understand that the Recover command is a temporary fix to help recover data. If is very important that the data in the recovered file be migrated to a clean copy of the StudioSchool Pro database files as soon as possible. The continued use of Recovered files may lead to further problems.
Registered Trademark of Dedication Technologies, Inc.


Soothes skin, cleanses pores and improves clarity to help prevent future breakouts.
Gentle exfoliating pads cleanse pores to help prevent future breakouts. Natural papaya enzymes and salicylic, lactic, tartaric and mandelic acids help relieve irritation.
Pour Skin Clarifying Pad Solution into the jar with the pads.


Each of the 50 states, the District of Columbia, Office of Overseas Schools, and the U.S. Department of Defense Education Activity will select one assistant principal to represent their state. State winners are selected from applications submitted to the state associations.
Because each state's selection process varies, please contact your state association for more information on their selection process.
Hoover High School has almost 3,000 students. It takes positive relationships to maintain a positive and personalized environment in our large school. One of my mantras is that every student should have at least one go-to adult in the school. In one beginning-of-the-year activity, I created large posters that contained all of the returning 10th–12th grade students' pictures and names. I hung these in the conference room and teachers identified students with whom they had a positive relationship. Any students who were not identified were placed on a spreadsheet that was sent to teachers. Teachers were asked to review their rosters for the year and "adopt" a student for the year. We want all students to have a sense of belonging and know that they are cared for, and this activity helped our staff ensure that all students had an advocate.
Ryan Middle School (RMS) has a strong culture of staff collaboration and using data to make decisions. The RMS staff is experienced and diverse in their content knowledge, effective teaching strategies, and investment in working with young adolescents. Student achievement is at the center of everything we do. As a staff, we collaborate with each other to identify what works best to personalize learning for each student. As a school, we embrace the diversity of our students and community and they know that we are here to educate and care for them. I work diligently to support and maintain our school culture and commitment to our students and each other through professional development and staff relationships. When we have a culture of trust, we accomplish amazing things.
Success for students can come in many different forms. Over the last 20 years, I have been part of many successful endeavors involving my students. Former students of mine have gone on to the military service academies, and some are doctors, lawyers, teachers, and principals. One was the personal pilot for a former presidential candidate and another was a professional athlete. Many of my former students have stayed in touch with me through social media. They refer to the structure and guidance they received in their high school years as a foundation for their own personal success. I believe developing personal and lasting relationships with our students is the pathway to educating our youth and setting them up for success in our society.
Students can be successful when the adults in their lives come together and work as a team to prepare them for the challenges ahead. I am extremely skilled at mobilizing resources in support of student social-emotional and academic growth. All students come in with a unique set of gifts, challenges, and needs. They inspire me to gather teams who put the needs of the child first. For example, we had a special education student who had a number of very serious behavior challenges at his previous school. The special education team created a plan that accommodated his needs. His mother expressed her gratitude for one of the best years her child ever had at school. It took a team to highlight his path to success.
Teachers engage in professional development when they have a choice and voice in their learning. I am proud of the work we have done at Niwot High School (NHS) to leverage our teacher expertise to build choice-driven and student-centered professional development programming. My best success at NHS has been to build a format for professional development that supports teacher collaboration and engagement. By empowering teachers to share their craft, we have been able to create professional learning networks within our school. We have then used teacher feedback and student achievement data to develop teacher-led action teams to connect our work in professional development to the school's vision and building goals. We still have work to do to continue to improve, but having a professional development structure that supports teacher growth and school improvement is a strong foundation to continue to advance learning.
The success story of Northwestern Regional High School comes from the relationships we value, the collaborative nature we have established, our appreciation for the whole student, and understanding the impact the social and emotional component of students' lives has on their ability to be successful in school. We are not a school that is charged with identifying and discarding talent, but a school that is tasked with developing talent by meeting students where they are and providing different levels of support depending on their circumstances. Recent evidence confirms our school's success. Our latest accountability index at the state level was 92.3 percent, our chronic absentee rate was 3.3 percent, and our graduation rate for the Class of 2017 was 100 percent.
When we took over, our team was faced with managing transformational change in all areas of operation. Challenging expectations for student capacity was the critical first step toward improvement. One by one, the 13 career areas I supervised became accountable by measurable data based on End-of-Pathway credentialing. Excuses were eliminated as a "whatever it takes" mindset was put into action, turning lackluster expectations into the goal of every student earning industry-recognized credentials prior to graduation. To close the achievement gap and provide digital equity, the first 1:1 iPad initiative in public education statewide was successfully implemented, with Howard High School twice being recognized as an Apple Distinguished School.
in one or more advanced courses. Thanks to educating families on the advantages of going beyond standard-level courses, educating teachers on the extra assistance students would need along with different challenges they face, and the inclusion of mentoring, more than 200 students enrolled. Most important, an average of 84 percent of the students earned an A or B in these courses.
three concentrations: a regular tutorial to get help and make up work; a mandatory tutorial for students failing or struggling within Georgia Milestones courses; and a mandatory unit repair for all ninth-grade courses. This was the first year of the instructional focus program and I have already noticed fewer zeros in grade books as well as a reduced number of failing grades during the first semester.
I invest much of my time in working on supports for students, which have resulted in an intentional and strategic collaboration that has decreased R.L. Stevenson Middle School's achievement gap rate by 5 percent. My work has decreased behavior referrals by 75 percent during my tenure and my push to maintain both a Positive Behavioral Interventions and Support as well as a Response to Intervention model at Stevenson has led to teacher leaders embracing collaborative leadership. My persistence has also led to the creation of a reputable after-school program and 16 after-school activities for middle school students to participate in at no cost.
Building relationships and making connections with students is the key to performance growth. Before learning can take place at school, students must feel valued and welcome in the school environment. They should make connections with adults and feel confident, safe, and comfortable belonging to the school culture. If these relationships can be built, then students will be able to take ownership in their learning and grow emotionally and intellectually. This has been my passion and belief as an educator and something I strive to provide for my students every day and with every interaction. I pride myself on the fact that I know my students, their interests, goals, and future dreams. I can guide them toward finding personalization within a large high school and better serve them toward finding success.
information, but more importantly, listen to our parents and community stakeholders.
conduct biweekly meetings with seniors to check in on their progress and make sure that they were taking advantage of senior period. Through a collaborative effort involving teachers, staff, students, and the community, the graduation rate at MHS improved to 97 percent.
Many times, leadership from assistant principals focuses heavily toward managerial and organizational leadership. Collaborative leadership is critical to move beyond these areas and foster innovation. An excellent example is found in our school's collaborative approach to developing a focus on Response to Intervention (RTI). We have a team of administrators and teacher leaders who engaged in professional learning centered on RTI. Our team uses this professional learning to collaborate with staff, students, and parents on a plan moving our school forward with providing interventions that will help ensure all students learn at a high level. The collaboration led us to a revised schedule that sets aside time to give students needed supports. Even more important, it is leading to changes in mindset amongst staff that positively influence our student achievement.
Enriching) classes over the past four years. RITE provides the time our teachers need to emphasize literacy across curricula, to be consistent, and to be supportive.
has allowed students to access their education in a way that is more meaningful to them, which results in greater engagement and success. With the implementation of these cohesive tiered supports for students, we have decreased failures by 50 percent and have seen an increase in proficiency with our state testing in almost all subgroups.
As a leader, collaboration is essential to maintaining growth and instructional improvement. Two years ago, under my leadership, Glenwood Middle School embarked on a journey to implement restorative practices, specifically community and instructional circles. Collaborating with key individuals in this professional development endeavor not only ensured that strategies were followed, but that mindsets would shift. Restorative practices allow the entire school community to make valued contributions and foster relationships, which ultimately bolster academic achievement. The collaborative leadership team has been successful in encouraging the individualization of student thinking and learning, which, in turn, has allowed academics to flourish. Collaboration enhanced voice, which led to choices in learning, and that is a success!
process and in collaboration with several town leaders, we created a time schedule for each school and worked through the logistics with the school committee. In our first year with a new bell schedule, we are examining effects on mental health, academics, and student well-being.
grow. A teacher joined me in my club, The Spirit Squad, and soon thereafter more joined. Teachers began to create free after-school clubs and now, we have 17 clubs that give the opportunity for students to connect and grow. Our culture is forever changed!
For the past 13 years, I have been part of many dynamic changes that have positively impacted school climate and student achievement. I work together with staff on two critical initiatives, WIN (What I Need) and a strong model for PLCs. WIN is a Response to Intervention approach our school implemented to ensure success for every child. We continue to place an emphasis on our PLC time, knowing that a data-driven, collaborative approach by staff is paramount for student achievement. Several students and parents also noted the creation of the Panther Prep program, which supplements classroom instruction each month, as a model of innovation and inspiration.
was in disrepair. With school board approval, I was allowed to transport the student to and from school, which allowed her to finish. With the assistance of our special education department, we enrolled the student in the Job Corps program. Today, she is enrolled at a community college and well on her way to becoming an LPN.
directly benefit students daily. As I model servant leadership and follow up with classroom teachers regarding the "why" behind student behaviors, teachers also become more sensitive to individual student needs and are more likely to personalize learning in their classrooms.
and implement a new scheduling process. Students were better informed about the scheduling process, were able to take classes they preferred, and there were fewer study halls or free periods in the middle of their schedules. These changes resulted in fewer discipline problems, which led to enhanced student engagement and achievement.
As part of the school improvement process, our Positive Culture Action Team sought stakeholder input, conducted research, designed a matrix, and created our very own personalized program for inspiring the behaviors we wanted students to replicate. PRIDE, which stands for preparation, respect, integrity, dedication, and effort, acknowledged these desired behaviors complete with celebratory recognition rallies. To achieve success, we addressed the issue of school culture first, and the resulting data tells a story of improved student-staff relationships, increased engagement, and significantly higher enrollment in rigorous courses for learners at all levels.
Four years ago at Sparks High School, special education and English language (EL) teachers had little ownership of the classes they taught. I believed our teachers could do more together, so I began cultivating an inclusive program. Since then, we have overcome numerous obstacles. Now, special education teachers, EL teachers, and regular education teachers collaborate in a way that fosters meaningful growth and makes a difference for all students. In all subjects, we have seen continued growth in credit attainment. For example, co-teaching 10 sections of geometry led to an overall geometry credit attainment growth of 6 percent. Credit attainment for students with Individualized Education Programs grew 27 percent and for EL students, the figure grew 5 percent.
I believe in leading as a team, having a shared vision and goals, and learning from each other in order to effect change. As a result, when my school became a Google school, I embraced the implementation and immediately began to develop ways that the collaborative nature of this system could positively affect our school community. One development was a folder called GL Admin Memo, which contains a series of 30 subfolders, each with detailed information pertaining to some aspect of teaching, learning, and facilities. This primary means of communicating with staff is always accurate and up to date, and as a result, collaboration is more effective than ever before. Due to its success, I have worked with other district administrators to streamline their school's communication.
Working with students across all contents and abilities at Lincoln Middle School is most rewarding for me. When it comes to assisting students academically, one student comes to mind. This student struggled on a daily basis to just get to school and be organized enough to get from class to class. Meeting with this individual two to three times a week over a semester helped the student have a place to share feelings of stress and doubt. Working with the student to stay organized took a lot of work. The student slowly started to come to my office prepared to show what had been accomplished as well as ask for assistance with math and reading practice. By the end of the semester, the student was fully independent.
the role I play. It permits all a voice and allows stakeholders to weigh in and create outcomes that all can be proud of. Collaboration builds cooperation and trust, making for a positive environment, which in turn fosters success.
As an educator, I never knew how much inclusion would teach me. Selfishly, I thought I would be the one teaching. I learned quickly that I was wrong. Through my work with one student on the autism spectrum and many other students who were labeled at-risk, I found my "why." I learned that expectations should be high for all students. Without high expectations, our school would not graduate 82 percent of students with disabilities, 20 percent higher than the state average. Due to my previous understanding, interventions, and practical learning, I am able to work with students who have been through a myriad of situations and who, despite their difficulties, thrive even after they get their diploma.
At Red River High School, our mission is to educate everyone in a safe and respectful environment. To accomplish this mission, we work as a collaborative team where each member owns their success and together we address any areas of need. We collaborate not just as a team, but as a family that cares about one another and fosters growth and understanding in each other. When one of our family members is hurting, we support, encourage, and help one another.
When one of us is successful, we remember that we cannot do this alone. If I am successful, it is because we are successful.
When I arrived at Westlake, it was already a strong school with a strong academic focus, but I felt that our four- and five-year graduation rate did not reflect our goal of educating for excellence. I worked with my incredible colleagues to further personalize our approach with at-risk students. We talked about students' stories and worked to meet their individual needs, from modified schedules to formal and informal social-emotional support networks. Even as we completed the process of becoming an IB world school, we also built blocks of time into the schedule for reading and math intervention and credit recovery, and we began to construct a formal Positive Behavioral Interventions and Supports program. Our graduation rate has increased more than 3 percent.
My goal is to ensure every student has an opportunity to succeed, regardless of race or socioeconomic background. Over the years, I have implemented teacher-driven interventions through common plans, a freshman leadership team creating common expectations for students, a "Kid Talk" tool to focus on meaningful conversations about students and a restorative committee to shift school climate. Additionally, I have stepped outside of my building to collaborate with my district to address these concerns. I served on the Climate and Culture task force where we focused on creating an inclusive environment for all of our students. Collaboration is where the magic happens. Coming together frequently to learn about students fosters the growth of unique ideas.
potential barriers for academic success. In addition, we have created new interventions to assist our students in meeting all of the essential skills necessary for graduation. It has been a collaborative effort to ensure that we uphold our vision of graduating culturally responsible students empowered to achieve college and career success.
I have successfully implemented a professional growth plan for teachers using student feedback for the purpose of professional development. This allows teachers to gather real feedback on the effectiveness of their instruction from their students and, with this, make adjustments to their instruction to benefit all students. Not only do students feel more connected with the process, but teachers also gain firsthand information on the effectiveness of their instruction from their target audience. When teachers use this process for the purpose of their own personal and professional development, the benefits include a more student-centered learning experience, more effective instruction, authentic and meaningful professional learning, and increased social capital through professional conversations.
As a new assistant principal at my school, I quickly noticed a need to help monitor our math interventions similar to the supports provided with reading. This need required an expansion of our Response to Intervention team to help our assessment system as it relates to providing meaningful supports to those students. I led a charge and started a STAR Math RTI team. This team consisted of math teachers who met weekly to review the data and increase communication between math intervention teachers and math classroom teachers. Three years later, we have a group of math interventionists who work with students to "exit" their interventions fluidly, even if it happens midyear, against all "traditional" scheduling norms.
I love leading at a school that prepares tomorrow's leaders by creating a culture of collaboration, distributed accountability, and increasing expectations and opportunities for our students. My goal is to personalize the high school experience for all students, from at-risk to AP, by providing equitable learning opportunities that lead each graduate to college acceptance and career readiness. By working with higher educational institutions and bringing college to our campus through dual-enrollment courses, we have narrowed the opportunity gap for students who would not have attended college. By sharing leadership responsibilities, I foster growth, unity, and commitment to our mission. This ownership of our shared goals creates a dynamic collaboration that ensures student success.
Upon being hired as assistant principal, I was presented with the challenge of addressing assessment scores. Through collaborative discussions with staff members, it was determined that additional feedback was required to address the individual needs of each student. We decided that Renaissance STAR could provide valuable feedback. The STAR program could also provide staff with individualized lessons targeting student deficiencies in specific skill areas. Specifically, staff members were provided with the resources to aid in instructional planning and creating a learning progression for individualized instruction. The teachers were provided professional development time to work in grade-level teams. I assisted each grade-level team in learning how to best utilize the program to meet the needs of each student. The collaboration among staff, coupled with the willingness to implement individualized instruction through the use of STAR and other instructional resources, has led to an increase in student achievement.
At Midway High School, we have embraced the opportunity to work in collaborative teams to enhance student learning and achievement. Our core teachers meet daily in professional learning community (PLC) teams to focus on the specific needs of students. On Mondays, teachers meet to disaggregate data from formative and summative assessments to determine student needs for intervention. Tuesdays are devoted to pedagogy and content-focused technology integration to better facilitate learning in our 1:1 school environment. On Wednesdays and Thursdays, our teachers collaborate, align, and plan content-essential standards as well as create enrichment and intervention activities for students. And each Friday, our teachers guide their own conten-focused professional development. The purpose for each PLC team is to determine, through data, the need of every student and then find the best way to improve student learning and achievement through curriculum, instructional practice, and the purposeful use of technology in the classroom.
Missisquoi Valley Union Middle/High School (MVU) is not where I work. Rather, I consider it my home. Any recognition that I have received is because of the opportunity, support, patience, and trust that I have been given by the school community. My goal is to work with students and adults to create opportunities to increase the positive experiences at our school. Despite challenges, MVU continues to work enthusiastically to provide every student with the best education possible. Our teachers, support staff, and my administrative colleagues are dedicated, creative, and tireless in their efforts to make our school better. I work every day to work hard, be nice, stay positive, be fair and consistent, and help everyone I meet have the best day possible. My proudest moments occur every year at graduation when a struggling student I have worked with comes across the stage to receive his or her diploma.
Every year at Westwood Middle School, I lead our eight Associated Student Body (ASB) executive officers in data-driven goal setting. The students analyze consecutive years of school data including state assessment scores, climate surveys, discipline, and attendance. As a group, we focus on a goal aligned with the Association of Washington School Principals Leadership Framework within the area of "Creating a Culture." The students choose the goal and create actionable steps for the ASB council. Through this model and effective student leadership, our school has implemented a student-run snack shack, which is one of our most popular PBIS reinforcements; seen an increase in student participation in extracurricular activities from 68 percent to 92 percent in four years; and established in-school volunteer opportunities, such as our Café Clean-Up Crew and peer tutoring in our after-school homework club. Personal success for me as a leader is exemplified when students are making the difference.
After listening to our students talk about their future vision, we knew we needed to personalize our curriculum at Sissonville High School to meet our students' needs. Together with the West Virginia Department of Education, our leadership team and faculty, we have created a Career and Technical Education Department that allows us to be a comprehensive high school. Expanding our electives, we have included workplace practicums to offer students a simulated workplace experience—all while still in high school. Students run their own businesses and refine their skills while learning key industry standards. Students in these programs not only display more confidence, leadership skills, and ownership of their education, but they encourage others to do the same.
In 2012, Lakeland Union High School's (LUHS) student absenteeism rate was 23.2 percent. This rate was nearly double the state goal for student absenteeism. In an effort to address the issue, the district's administration and school board appointed me to lead the development and implementation of a plan to improve attendance and decrease the absenteeism rate at LUHS. This plan involved an analysis of our locality's court system. Our students reside in three separate court jurisdictions. Truancy court and the commensurate attendance interventions looked very different in all three courts. In an effort to achieve consistency for all students, we developed a Truancy Task Force. This team was, and still is, comprised of school personnel, social workers, law enforcement, county attorneys, and judges representing all three jurisdictions that our students reside in. Due largely to the collaborative efforts of the Truancy Task Force, Lakeland Union High School's absenteeism rate has dropped to 6.98 percent.


text:
package org.apache.struts2.components;

import org.apache.struts2.views.annotations.StrutsTagAttribute;

import com.opensymphony.xwork2.util.ValueStack;

/**
 * Base class for control and data tags
 */
public abstract class ContextBean extends Component {
    protected String var;

    public ContextBean(ValueStack stack) {
        super(stack);
    }

    protected void putInContext(Object value) {
        if (var != null && var.length() > 0) {
            stack.getContext().put(var, value);
        }
    }

    @StrutsTagAttribute(description="Name used to reference the value pushed into the Value Stack")
    public void setVar(String var) {
        if (var != null) {
            this.var = findString(var);
        }
    }

    /**
     * To keep backward compatibility
     * TODO remove after 2.1
     */
    @StrutsTagAttribute(description="Deprecated. Use 'var' instead")
    public void setId(String id) {
        setVar(id);
    }

    protected String getVar() {
        return this.var;
    }
}


text:
Home Nursery and Seed Catalogs pg. 31
New hybrid Gladioli : special pan-American catalogue of Groff's hybrids / Arthur Cowee
BREEDING FROM "TAME" VERSUS "WILD" SPECIES.
From my earliest interest in plant breeding I have been impressed with what
seemed to be the axiom of all hybridist, i. e. the theory of breeding back to the
species "wild," as one of the greatest errors and obstacles to advancement in the
line of improvement and progress, and during the recent International Conference
of Plant Breeders held in New York this idea seemed to pervade the whole situation
to such an extent that the error called forth my strong protest early in our first
meeting at that time.
The unlimited scope of this question makes it impossible for me to deal with
it fully in this paper, and my present object is to voice a warning to plant breeders in order that valuable time may not be lost by them in permitting limitations
to be placed upon their activity, and the wheels of progress thereby delayed.
Before I abandoned my effort in improving the Canna, I secured ample proof
of the correctness of the view to which I am giving expression, and Dr. Van
Fleet's report at the Conference referred to, showed that only one type of merit
rewarded the many years of his labor on the gladiolus—in breeding from the "wild"
species.
While conducting my experiments on these and all lines I kept in mind the
influence of cross-breeding on all hybrid types, both plant and animal, and found
the lessons presented by the human family to be the most valuable and comprehensive—although here the crosses were by no means of a scientific character, yet
the enormous multiplication of such examples, and I may say of errors, afforded
a vast field for profitable investigation.
Few animal breeders have made the mistake of plant breeders, and those who
did go back to the earliest obtainable typos in hope of material improvement on
lines of utility and value, secured the usual large crop of weeds as the result. The
most noted and successful animal breeders are those who have developed sires by
the most careful selection of parentage, and by the most distant removal from the
"wild" species, and I am convinced that were these removals increased by many
thousands, the satisfactory results would be increased in even greater ratio than have
been evinced in those preceding.
The so-called Mendellan theory is largely responsible for the limitations referred to in the activity of plant breeders, giving them the idea that definite and
duplicate types can be created by certain crosses, and, while this is apparently so in
the offspring of limited pedigree, it is completely lost in the more advanced and
valuable types containing a larger number of crosses, and where plant breeders do
make crosses by the tens of thousands, using the most advanced specific types of
domestic production as sires as would be done by animal breeders—the Mendellan
theory is soon forgotten, for in plant and animal breeding from "wild" species this
theory is only the one and one make two, and two and two make four stage, of what
must be built up from thousands of units, before a fraction of the possibilities of
the improvement we aim to achieve can be realized. It. however, is of value as an
illustration of the composition of the simple hybrid form with its latent and patent
elements, and one of the great objects of plant breeders must be to keep many of
these elements as latent as possible.
To refer again to my own specialty, the gladiolus, in the modern creations of
which we have the most advanced examples in hybridity in plants, assuming that
my contention is tenable as to this flower having been subjected to the greatest
number of crosses, we are given an object lesson on the lines of my objections to
the practice of going back at all at this stage of our progress to the "wild" species
for revitalization, my object being to keep as far away from them as possible.
European originators have always acted on the former theory with the result
that their productions are bred to type, and the specific parentage of their hybrids
is apparent to a marked degree carrying with them not only the original peculiarities
of weak stems and plants, but also the lack of adaptability to changed conditions of
soil and climate which we must expect to find in all "wild" species, and_ which we
now know to be the product of environment with its coercing limitations as to
habitat.
Contributor Cowee, Arthur (Firm)
Format-Extent 1 folder : ill. ; 20-23cm.
Publisher Berlin, NY : Arthur Cowee.
Source YC .O88
Subject Cowee, Arthur (Firm)--New York (State)--Berlin--Catalogs
Nurseries (Horticulture)--New York (State)--Berlin-Catalogs
Nursery stock--New York (State)--Berlin--Catalogs
Gladiolus--New York (State)--Berlin--Catalogs
Title New hybrid Gladioli : special pan-American catalogue of Groff's hybrids / Arthur Cowee
Title pg. 31
Transcript BREEDING FROM "TAME" VERSUS "WILD" SPECIES. From my earliest interest in plant breeding I have been impressed with what seemed to be the axiom of all hybridist, i. e. the theory of breeding back to the species "wild," as one of the greatest errors and obstacles to advancement in the line of improvement and progress, and during the recent International Conference of Plant Breeders held in New York this idea seemed to pervade the whole situation to such an extent that the error called forth my strong protest early in our first meeting at that time. The unlimited scope of this question makes it impossible for me to deal with it fully in this paper, and my present object is to voice a warning to plant breeders in order that valuable time may not be lost by them in permitting limitations to be placed upon their activity, and the wheels of progress thereby delayed. Before I abandoned my effort in improving the Canna, I secured ample proof of the correctness of the view to which I am giving expression, and Dr. Van Fleet's report at the Conference referred to, showed that only one type of merit rewarded the many years of his labor on the gladiolus—in breeding from the "wild" species. While conducting my experiments on these and all lines I kept in mind the influence of cross-breeding on all hybrid types, both plant and animal, and found the lessons presented by the human family to be the most valuable and comprehensive—although here the crosses were by no means of a scientific character, yet the enormous multiplication of such examples, and I may say of errors, afforded a vast field for profitable investigation. Few animal breeders have made the mistake of plant breeders, and those who did go back to the earliest obtainable typos in hope of material improvement on lines of utility and value, secured the usual large crop of weeds as the result. The most noted and successful animal breeders are those who have developed sires by the most careful selection of parentage, and by the most distant removal from the "wild" species, and I am convinced that were these removals increased by many thousands, the satisfactory results would be increased in even greater ratio than have been evinced in those preceding. The so-called Mendellan theory is largely responsible for the limitations referred to in the activity of plant breeders, giving them the idea that definite and duplicate types can be created by certain crosses, and, while this is apparently so in the offspring of limited pedigree, it is completely lost in the more advanced and valuable types containing a larger number of crosses, and where plant breeders do make crosses by the tens of thousands, using the most advanced specific types of domestic production as sires as would be done by animal breeders—the Mendellan theory is soon forgotten, for in plant and animal breeding from "wild" species this theory is only the one and one make two, and two and two make four stage, of what must be built up from thousands of units, before a fraction of the possibilities of the improvement we aim to achieve can be realized. It. however, is of value as an illustration of the composition of the simple hybrid form with its latent and patent elements, and one of the great objects of plant breeders must be to keep many of these elements as latent as possible. To refer again to my own specialty, the gladiolus, in the modern creations of which we have the most advanced examples in hybridity in plants, assuming that my contention is tenable as to this flower having been subjected to the greatest number of crosses, we are given an object lesson on the lines of my objections to the practice of going back at all at this stage of our progress to the "wild" species for revitalization, my object being to keep as far away from them as possible. European originators have always acted on the former theory with the result that their productions are bred to type, and the specific parentage of their hybrids is apparent to a marked degree carrying with them not only the original peculiarities of weak stems and plants, but also the lack of adaptability to changed conditions of soil and climate which we must expect to find in all "wild" species, and_ which we now know to be the product of environment with its coercing limitations as to habitat. 31
Add tags for pg. 31
New hybrid Gladioli : special pan-American catalogue of...
- pg. 2
- pg. 10


text:
BOYASTAR
PROMAO
Birgit Oksakowski
Udo G. Oksakowski
Property Consulting
GTC BoYaSTAR
GTC PROMAO
Data Privacy Declaration
BoYaSTAR GmbH
Zollgasse 15
T +43 676 83090830
office(at)boyastar.com
PROMAO AG
Industriering 21
9491 Ruggell
office(at)promao.com
Udo Georges Oksakowski
Professional career (summary)
Sínce 2021: Member of the Board at Liechtenstein based Guiding Innovators AG, which is building resilient companies for a digital future with a focus on fintech, blockchain, cyber security and e-commerce.
Since 2020: Co-Founder and Executive Director at Turnkey Finance GmbH based in Bregenz (AT). The financial advisor links capital seeking companies to suitable sources and provides tailor-made structuring as well as independent bokerage services for conventional and alternative (e.g. tokenized) financing.
Since 2019: Chairman of the Supervisory Board at AEROCOMPACT Holding GmbH in Austria. The AEROCOMPACT Group is engineering and manufacturing smart and certified mounting solutions for photovoltaic modules on roofs and open spaces with customers in more than 50 countries worldwide.
Since 2009: Managing Shareholder at BoYaSTAR GmbH and from 2016 Board Member and Managing Director at PROMAO AG, its subsidiary company in Liechtenstein.
2017 - 2020: Co-Founder and Chairman of the Board at 21.finance AG in Liechtenstein. The multi-asset-investment platform "area2Invest" enabled the processing of private and public issuances for selected financial products.
2015 - 2018: Vice-Chairman of the Supervisory Board at CONDA AG in Vienna (AT). CONDA was the first paneuropean crowdinvesting platform to offer legally compliant and approved cross-border investment opportunities in start-ups, SMEs, property- and PPP-projects.
2008 - 2009: Advisor and team partner in various projects in the private and public sector.
1991 - 2009: Shareholder and Chief Executive Officer (until 2008) of the BANDEX Group, which manufactured brand-oriented consumer goods for worldwide distribution to the home textiles and interior decorating markets. The group had registered offices in Austria, in the UK and USA.
1987 - 1992: Managing Shareholder of an IT company in Vorarlberg (AT). DATEC elektronische Datentechnik GesmbH was a software distributor to the construction and ancillary building industry (e.g. CAD), trading PCs, workstations, peripherals and providing services as data processing center.
Functions held, additional activities
2011 - 2020: Board of Trustees Member of the Federal Institute for Higher Economical Education in Rankweil (AT).
2007 - 2011: Board Member of the Federation of Austrian Industries in Vorarlberg.
2004 - 2011: Jury Member for the "new-way award" for the Business Economics (until 2007: Business Project and Process Management) Master's course at Vorarlberg University of Applied Sciences, a prize awarded to the most innovative thesis in each class.
2008 - 2009: A think tank made up of selected personalities came together to draw up "The Future of Energy in Vorarlberg" for the State Government of Vorarlberg, with the aim of identifying possibilities and prospective action to ensure a sustainable and as far as possible self-sufficient energy supply for the state, to be implemented by 2050.
2003 - 2008: Elected Committee Member of the Professional Group for the Textile Industry in the Vorarlberg Chamber of Commerce. Substitute member from 1998 to 2003.
1999 - 2008: Board of Trustees Member of the Federal Institute for Higher Technical Education and Research in Dornbirn (AT).
2003 - 2007: Auditor of the Federation of Austrian Industries in Vorarlberg.
1999 - 2007: Chairman of the Telecommunications Task Group in the Vorarlberg Chamber of Commerce.
1999 - 2001: Board Member of the "Young Industrials" in the Federation of Austrian Industries in Vorarlberg.
German - native language
English - business fluent
Japanese - basic spoken knowledge
Ongoing training and professional development since 1984, focusing on the following specialist areas:
Business accounting and controlling
Project management and IT for businesses
Trustworthy technologies (e.g. Blockchain) and token economy
Intellectual property and innovation
Marketing (brand management and PR)
Principles of economic systems, political theories
Training courses for SAP ERP and SAP BI (Business Intelligence)
Legal & business English
1981 - 1985: Studied human medicine at the Leopold-Franzens University of Innsbruck, including inter alia clinical electives at Rankweil State Hospital (AT) in the field of psychiatry.
1981: General qualification for university entrance (A-levels) at the Bundes-Oberstufen-Realgymnasium in Feldkirch (AT).
International accounting:
IFRS - very good general knowledge
UK-GAAP - very good knowledge
US-GAAP - good general knowledge
Austrian GAAP (UGB) - very good knowledge (cost of sales and total cost accounting)
Liechtenstein GAAP (PGR) - very good knowledge (cost of sales and total cost accounting)
Law:
Extensive experience in international legal matters, e.g. trademark, patent, company and tax law
Information technology:
Microsoft Windows operating systems and Microsoft 365 - advanced knowledge in operating and customising
Microsoft Office applications, SharePoint-Server and Typo3 Content Management System - advanced knowledge of macro and HTML programming
SAP ERP and SAP BI - good user knowledge
ERP from SIS Evolution - good user knowledge
Salesforce CRM - user knowledge
© BoYaSTAR 2022, all rights reserved
BoYaSTAR and PROMAO – Corporate Advisory, Interim and Project Management, Property Consulting (Real Estate Broker, Property Management and Development)


Dr. rer. nat. Dipl. -Ing. (FH) Matthias Goßmann holds a degree in biotechnology and a doctorate in chemistry. Since 2008, he has been working on the development of the CellDrum technology. He gained 3.5 years of experience as a scientist in stem cell industry (Axiogenesis AG) before turning to the field of business development as one of the two founders of innoVitro.
The second founder of innoVitro, Dipl. -Ing. (FH) Peter Linder MSc., has already contributed to the first development steps of the CellDrum technology in his diploma thesis in the field of biomedical technology. His further career includes a Master of Science in cooperation with the University Hospital of Cologne as well as project work in the field of aerospace technology. Besides his current doctorate on III. Physical Institute B at RWTH Aachen University, he is responsible at innoVitro for hardware and software development as well as laboratory management.
The team has been working together successfully for many years and complements each other excellently in its personal and professional qualities. Currently, the founders are working in a grant programme for high-tech start-ups to prepare the foundation of innoVitro.
Nanion Technologies, one of the world's leading providers of cell-based assays, collaborates with innoVitro in the development of the CellDrum screening platform for cellular force measurement. Nanion will take over the production and distribution of the CellDrum device in close cooperation with innoVitro. The team of innoVitro is a member of the HESI Cardiac Safety Technical Committee, a consortium of pharmaceutical companies, technology providers, regulatory authorities and universities where new technologies are evaluated.