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Undergraduate Policies and Procedures
Student Success Resources
Student Success Blog
The 2200 Weekly Digest
Outdoor Adventure Living Learning Community
Celebration of the Class of 2020
Tuition Discount for Virginia Educators
Tuition Discount for CEHD Out-of-State Students
Graduate Policies and Procedures
Some of the key undergraduate policies and procedures that you need to know are highlighted in this section.
Academic AppealsMore Less
Students may submit appeal requests and supporting documentation to the CEHD Office of Student and Academic Affairs at cehdacad@gmu.edu or to the following address: Office of Student and Academic Affairs, College of Education and Human Development, Thompson Hall 2200, MS 4B4, Fairfax, VA 22030.
Appeal of Academic Action Decisions
Academic Actions are exceptions to published academic regulations or requests for special permission. Examples include substitution/waivers to request permission to meet a requirement by using a transferred course or a different course at Mason, credit overload requests, time conflict requests, etc. Students may appeal program decisions concerning academic actions by submitting an Appeal Request Form to the CEHD Office of Student and Academic Affairs (SAA) as noted above.
If the request is denied by the College, students are afforded one final level of appeal to the Associate Provost for Undergraduate Education. The burden of proof rests with the student who must provide clear and convincing documentation to support the contention that the decision was unfair. All documentation must be submitted prior to the last day of classes of the semester in which the original request was made.
Appeal of Grades
Students may appeal grades that they believe were assigned unjustly or were based on unclear criteria. Grade appeals are accepted until the last day of classes of the following semester (spring for fall grades, fall for spring and summer grades), not including reading days or exam periods. The Provost's Office does not consider grade appeals, nor does the University Academic Appeals Committee.
Students who would like to contest a course grade should first contact their instructor for clarification regarding the assigned grade, and to ask the faculty member to reconsider the grade, if appropriate. If the instructor chooses to change a final grade, they will submit a Change of Grade form to the CEHD Office of Student and Academic Affairs (SAA), and note that the reason for the grade change is due to a grade appeal.
If a mutually satisfactory resolution or agreement is not reached with the instructor, the student may submit a formal grade appeal to the CEHD Office of Student and Academic Affairs as noted above.
The formal grade appeal should include the following:
Grade Appeal Request form
Statement that clearly describes the challenge, concern, or claim; Evidence of support for each challenge, concern, or claim; and the desired outcome for resolution (retake exam, different grade, etc.).
Examples of the supporting evidence (Blackboard screen shots, sample(s) of work not graded accurately, email conversations, etc.)
Copy of the course syllabus
Any other documentation the student feels would support their request
The CEHD Office of Student and Academic Affairs (SAA) will then forward the grade appeal to the appropriate program level reviewer (Division Director, Academic Program Coordinator or Review Committee). The reviewer will consider all information that was provided by the student, and may gather information from other parties in order to render a decision. Typical review time is three (3) weeks after the appeal was received by the reviewer. The program level reviewer will either inform the student of the decision via their Mason email address, with a copy to cehdacad@gmu.edu, or provide their decision to SAA, who will inform the student via their Mason email address. Included in the decision will be a justification for each challenge, claim, or concern that was noted in the submitted grade appeal. If the student has not been notified of a decision within one month of original submission to SAA, they may submit a status inquiry to cehdacad@gmu.edu.
If the program level reviewer declines to make a decision, they must articulate why they were unable to do so. The grade appeal will then be forwarded to the Office of Student and Academic Affairs (SAA) for college level review. When this happens, SAA will notify the student through their Mason email address. An additional period of three (3) weeks will be necessary for this third level of review.
If the student feels the grade appeal process was not conducted fairly at the program level, is in disagreement with the program level decision due to misinterpretation of the information that was presented, or has additional information to provide that was not previously available for the initial grade appeal submission, the student may appeal to the CEHD Office of Student and Academic Affairs by submitting a new Grade Appeal Request form through the same channels as noted above.
College level review may be conducted by the Associate Dean, the Assistant Dean, or the CEHD Appeals Committee. The following factors will be taken into consideration at this level of review: consistency in the review process at the program level and that proper protocols were followed; verification that the student's challenge, claim or concern, and the evidence that was provided by the student, align with the findings and decision of the program level reviewer; and consideration of any new information that was not previously available to the student at the time of the program level review.
The college level reviewer will inform the student of their decision, including a justification for said decision, via Mason email, with a copy to cehdacad@gmu.edu. If the student has not been notified of a decision within one month of submission to SAA, they may submit a status inquiry to cehdacad@gmu.edu. The college level decision is final and is not subject to further appeal. The instructor will abide by the college level reviewer's decision, and will submit a change of grade form to SAA, if applicable.
Appeal of Suspension
Students who have been placed on suspension (first or second) may petition for an exception to the policy for academic suspension to the CEHD Office of Student and Academic Affairs if some type of extenuating circumstance led to the suspension. An Appeal Request form must be completed, including a statement describing what factors led to the suspension, and submitted with any appropriate supporting documentation to the CEHD Office of Student and Academic Affairs no later than one week prior to the start of the semester.
Factors considered by the Office of Student and Academic Affairs when reviewing exception requests to the academic suspension policy may include (but are not limited to) the following:
Documented reasons for student's unsatisfactory performance (e.g., illness, unforeseen personal circumstances) and evidence of positive changes.
The student's cumulative GPA and number of credit hours successfully completed by the student in previous semesters.
The possibility of another suspension or dismissal if the student is allowed an exception to policy (see the University Catalog, section A.P.5.2.3).
Agreement to participate and complete the Academic Success Program with the CEHD Student Academic Success Coordinator.
Willingness to consult with Learning Services and complete the Academic Skills Certificate Program.
Willingness to speak with other offices that could help the student improve academically (including the Office of Disability Services, the Counseling Center, the Student Support and Advocacy Center or the Writing Center).
Willingness to repeat appropriate courses to improve cumulative GPA.
A well-defined plan of action in which the student states academic and career goals and lists courses necessary to help achieve these goals.
Confirmation that the issue causing the poor academic performance has been remedied.
If a student is granted an exception to the suspension policy, they are limited to a maximum of 13 credits of coursework (no exceptions) and must meet with their academic advisor and the Student Academic Success Coordinator in the Office of Student and Academic Affairs throughout that semester. A third suspension will result in a dismissal from the university.
Academic Clemency
Undergraduate students who have been away from Mason for three or more consecutive years are eligible to request academic clemency. Clemency allows for up to 16 credits of coursework from previous semesters to be removed from the calculation of their cumulative GPA. See the University Catalog, Section AP.5.2.9, for the official policy. To be considered for this exception, students must meet all of the following criteria:/
Be absent from George Mason for a minimum of three consecutive calendar years.
Complete the Appeal Request form, providing a detailed explanation for why they were unsuccessful in those courses and how they have made changes to ensure their academic progress upon their return. This form should be submitted to the CEHD Office of Student and Academic Affairs within 12 months of the first day of the re-enrollment term.
Meet with the Student Academic Success Coordinator to calculate mathematical feasibility for clemency to put student back into good academic standing.
If good academic standing is possible, the student will work with the Student Academic Success Coordinator to develop a success plan for their return to Mason.
Complete at least 6 hours during their first 12 months back at George Mason, at which time the clemency request will be reviewed for approval. If the student did not adhere to the success plan, or wasn't academically successful, they will be allowed one additional semester to achieve clemency.
If the student isn't academically successful after the additional semester granted, the request for clemency will not be approved.
Clemency is neither automatic nor guaranteed.
Academic Success Program More Less
CEHD undergraduate students with a cumulative GPA of 2.00 and lower are required to participate in the Academic Success Program managed by the Office of Student and Academic Affairs. The mission of the Academic Success Program is to intervene directly with students in academic difficulty who have been placed on academic warning and/or probation. In close collaboration with their academic advisor and CEHD Advising and Retention Coordinator, students will be able to recognize the challenges to their academic success, understand university policies regarding their academic standing, identify resources to support their success, and develop a personal plan for reaching and maintaining good academic standing.
Students who are eligible for Academic Success Program participation will be sent an email to their Masonlive account before the next semester begins describing the program and directing them to meet with their academic advisor and to complete an Academic Success form. A registration hold is placed on the student record for all Academic Success Program participants that prohibits the student from altering the current schedule as well as registering in future semesters. The hold is removed upon completion of the program.
Once students have met with their academic advisor and completed the Academic Success Program form they must schedule the initial meeting with the Retention Coordinator.
For more information, send an email to cehdsaa@gmu.edu.
FERPA (Family Educational Rights and Privacy Act of 1974) More Less
The Family Educational Rights and Privacy Act of 1974 (FERPA) is a federal law that gives protection to student educational records and provides students with certain rights. See FERPA for information on your rights and responsibilities. Students who wish to give permission to a university official to release FERPA protected student information to a particular individual must complete the FERPA Consent to Release Student Information form which is available on the Registrar's website.
Grades More Less
To be in good academic standing, students must have a GPA of 2.0 or higher. The other standings are warning, probation, suspension and dismissal and are determined by the student's GPA and number of credits attempted, including transfer credit earned. Students whose GPA is lower than 2.0 should check their transcript in Patriot Web to determine their academic standing and see the University Catalog: Section AP.5.2.3 for information on the GPA ranges that define the academic standing categories.
Grades of Incomplete (IN)
Students may request an Incomplete from their instructor if they are passing the course but are unable to complete all course work for a cause beyond reasonable control. Students who have been granted an "incomplete" must submit all outstanding work by the date given by the instructor but no later than the 9th week of the following semester (not including summer sessions). Unless the Incomplete extension form, is filed with the Office of the University Registrar by the deadline, the grade of IN is automatically changed to an F.
Students who wish to graduate in the same semester in which an IN was posted must complete their outstanding coursework and have the final grades recorded by the Office of the University Registrar no later than 6 weeks after the conferral date for that semester.
The college recognizes degree-seeking students who have enrolled in at least six credits in a semester and have earned a semester grade point average of 3.50 or higher by placement on the Dean's List. Recipients of this honor are emailed in the semester directly following that in which they received the distinction with an official email from the Academic Dean of the college. Students are welcome to print their attached PDF letter for their records.
GrievancesMore Less
Grievances with a professor or academic advisor may be referred to the Academic Program Coordinator.
Academic Program Coordinators
Athletic Training Education
Amanda Caswell, aaleni@gmu.edu, x3-9914
Dominique Banville, dbanvill@gmu.edu, x3-3579
Bethany Letiecq, bletiecq@gmu.edu, x3-5076
Jacqueline McDowell, jmcdowe7@gmu.edu, x3-7088
Recreation Management
Brenda Wiggins, bwiggins@gmu.edu, x3-2068
Craig Esherick, cesheric@gmu.edu, x3-9922
Therapeutic Recreation
Tourism and Events Management
Shawn Lee (Co-Coordinator), slz@gmu.edu, x 3-9915
Sue Slocum (Co-Coordinator), sslocum@gmu.edu, 3-4260
Sport and Recreation Studies
Pierre Rodgers (Co-Coordinator), prodgers@gmu.edu, x3-8317
Brenda Wiggins (Co-Coordinator), bwiggins@gmu.edu, x3-2068
Students with grievances in other CEHD undergraduate courses, including courses in Early Childhood Education, Education Technologies, Special Education, Elementary Education, or Secondary Education, should contact the CEHD Student and Academic Affairs Office at cehdacad@gmu.edu for guidance.
Leave of Absence and Re-enrollmentMore Less
All undergraduate students who are planning an absence from George Mason must submit a formal request for Leave of Absence with all applicable signatures to the Office of the University Registrar. This form is available at http://registrar.gmu.edu/forms/.
Students do not need to complete the Leave of Absence form if they are participating in a George Mason University sponsored study abroad program or have received permission to study elsewhere.
A student must:
Be eligible to register for classes
Be a degree-seeking undergraduate student
Be registered during the semester immediately prior to the beginning of the Leave Absence
Have no holds (e.g., disciplinary, financial, etc.) which would restrict registration
The maximum time allowed for a Leave of Absence is two years.
A new admission application will be required if a student is away for more than two academic years. Re-admission is not guaranteed.
Prior approval is required. Advisors approve one-semester requests. Approval by both your advisor and Student and Academic Affairs is required if the leave of absence requested is for more than one semester.
The Leave of Absence form must be submitted by the last day to drop for the semester in which a leave is requested.
Students are not permitted to study elsewhere while on a Leave of Absence.
A student who was admitted as a new first semester freshman or transfer student but did not attend will not be eligible for a Leave of Absence. Instead, he or she must contact the Office of Admissions.
A student who was re-admitted but did not attend will not be eligible for a Leave of Absence. He or she must contact the Office of Admissions.
Requests for extensions on a previously submitted Leave of Absence require submission of a new Leave of Absence form.
Re-enrollment after Previous Attendance
Students in good academic standing who have missed one or more consecutive semesters of enrollment (excluding summer term) may re-enter by completing a re-enrollment form available through the Office of the University Registrar. Undergraduate students do not need to submit a re-enrollment form if an approved Leave of Absence is on file. Upon re-enrollment, undergraduate students who do not have an approved Leave of Absence on file will be required to meet new catalog year requirements.
Professional Dispositions More Less
Throughout a student's program of study at George Mason University, they should demonstrate behaviors that reflect positive dispositions of a professional educator. Dispositions are inferred from a person's observable actions and behaviors.
At the College of Education and Human Development (CEHD), dispositions may play a part in the discussions and assignments of any/all courses in a student's program (GR) or major (UG). Dispositions are generally evaluated at three points in each student's program; however, based on observable actions and behaviors, additional evaluations may be required and implemented.
When dispositions are assessed, it is important that for any/all areas where a positive disposition is 'not proficient,' the student takes steps to grow as a professional. Violations of professional dispositions may result in a recommendation for termination from the program/major (University Catalog: AP.6.6.2 and AP.5.2.4).
When a professional disposition violation is recorded, the following process is followed:
Dispositional meetings with faculty:
Faculty member(s) hold an initial meeting with the student to discuss the professional disposition behavior and develop a plan for remediation, including benchmarks and deadlines. The student's signature is not necessary if they agree to the plan, however, refusal to sign or acknowledge the plan should be indicated.
A second meeting is held between the faculty member(s) and the student to evaluate the student's progress.
If the student has satisfied the remediation plan, they will be allowed to continue in the program/major and no further action is necessary.
If faculty determine the student is making satisfactory progress, but hasn't fully completed the terms of the remediation plan, they have the option to extend the deadline for the plan.
If the remediation plan is not sufficiently satisfied as determined by faculty evaluators, a warning notice is issued by the leadership of the program, division, or school, which reiterates the importance of professional dispositions; sets a deadline to schedule a meeting with the student's advisor and/or evaluators; and sets a deadline to satisfy the disposition plan to avoid a recommendation for termination.
After the warning notice has been issued by the leadership, the student is re-evaluated by faculty as per the criteria and deadline established in the notice.
Faculty evaluators provide a written update to the leadership regarding the student's progress on satisfying the remediation plan. The leadership determines if the student has made sufficient progress to continue the remediation plan OR be recommended for termination from the program (GR) or the major (UG).
Termination Eligibility:
If it has been determined that the student has not made satisfactory progress toward the remediation plan and the student is recommended for termination from the program, the leadership will send a request to the CEHD Office of Student and Academic Affairs (SAA) to initiate termination procedures.
SAA will formally notify the student of their pending termination and will provide instructions and the necessary appeal form for the student to request an exception to the termination policy, which is every student's right.
Exception to Policy Process:
If the student wishes to submit a request for an exception to the academic termination policy, they are given ten (10) days to submit their request directly to SAA. The appeal packet should include the appeal form, student statement, and any supporting documentation that corroborates the reason for the request. The student statement should provide a rationale for why they were not able to make satisfactory progress toward the remediation plan, OR if the student feels sufficient progress was made, they will be required to provide evidence supporting their claim. All materials should be sent electronically to cehdsaa@gmu.edu.
If the student does not request an exception to policy during the specified window, SAA will process the termination through the Office of the University Registrar.
Review/Consideration Process:
The Dean's office will review the exception to policy request and render a decision at the College level.
For graduate students:
If the Dean's office approves the exception to policy request, a second approval is required by the Associate Provost for Graduate Education (APGE).
If the Dean's office denies the exception request, the student can appeal to the APGE within five (5) business days after receiving the decision from the College.
If the request is approved by the APGE, the student is expected to resume satisfying the original disposition plan.
For undergraduate students:
If the Dean's office approves the exception to policy request, the student can remain in the major and continue to satisfy the disposition plan. However, the student may be eligible for termination from the major again upon an additional violation.
If the Dean's office denies the request, the student may remain at Mason, but will be transferred to an exploratory/ undeclared major.
Registration PoliciesMore Less
Credit Overload Request
Students in good standing (GPA at or above 2.0) are eligible to enroll in up to 18 hours of coursework per semester. In exceptional circumstances, students may be allowed to enroll in more credits than the maximum. See the Registrar's Office website, for the Credit Overload form. The form is to be completed and given to the student's program office.
In order to be considered for an overload, students must fulfill all of the following criteria:
Have a cumulative GPA of 2.3 or higher;
Have completed the prior semester with a 2.5 GPA or higher;
Have demonstrated in prior semesters at Mason the ability to handle an increased and demanding courseload while maintaining high performance;
Have no remaining incompletes (INs) from a previous semester; and
Must have an established academic history at Mason. Freshmen and transfer students
In their first semesters are not allowed to take a course overload.
Late Add
Students are expected to register for classes prior to the published last day to add. If extenuating circumstances prevent registration by the last day to add, students must request a Late Schedule Adjustment form from the program office and obtain the signatures of the course instructor and the Division Director. If the last day to drop has passed, approval from the CEHD Student and Academic Affairs Office is also required.
Retroactive Add
Only students who were not enrolled correctly due to a documented university error may retroactively add a course to a previous semester.
Students are responsible for registering properly and paying for all credits by the registration and payment deadlines listed on the Registrar's website. Instructors do not have the authority to add students to courses, and students are always held personally responsible for verifying the accuracy of their own enrollment before the end of the add period. Being waitlisted for a course does not guarantee a student's subsequent enrollment in that course.
Reasons NOT considered for retroactive adds include, but are not limited to, the following:
Failure to enroll officially from a waitlist.
Failure to add the course due to a hold of any kind on your account -these may include parking, library, health, and academic holds.
Failure to process an approved late add form (signed by the appropriate academic program coordinator) through the Registrar's office before the deadline for doing so.
The CEHD Student and Academic Affairs Office requests that any student who is seeking a retroactive addition of a course complete the Appeal Request form, and provide a written statement and proof of university error as to why the student was not able to enroll into the course in question.
Return from Suspension
A registration hold is placed on the record of all students who are suspended to prevent them from enrolling in future coursework. To return from suspension, students must meet with their academic advisor to discuss course enrollment that will provide the student with the best opportunity to succeed. Students must complete the Academic Advisor Approval form available on the Registrar's website.
This form will be required for both first and second suspensions.
After the academic advisor has signed the form, it must be submitted to the CEHD Student and Academic Affairs Office for review and approval before the hold will be removed.
Study ElsewhereMore Less
Once enrolled in degree status at Mason, students with fewer than 60 hours of transfer coursework (not including registration through the Consortium of Universities of the Washington Metropolitan Area or coursework completed through the Center for Global Education) may take up to twelve hours of coursework in CEHD disciplines at another institution. Students with 60 or more hours of transfer coursework are not permitted to take additional coursework in CEHD disciplines at another institution. A student may seek permission for additional hours beyond these limits for summer registration if his/her permanent residence is more than 50 miles from the George Mason University Fairfax campus.
The Undergraduate Permission to Study at Another Regionally Accredited U.S. Institution form may be found at http://registrar.gmu.edu/forms/. This form must be submitted to the student's advisor and then to the CEHD Student and Academic Affairs Office for approval by the following required deadlines: August 1st – Fall Semester, January 2nd- Spring Semester and May 1st- Summer term. Submission of this form does not guarantee approval. Catalog numbers and descriptions of courses to be taken elsewhere must be submitted with the request for approval. Per the form, students must obtain advance, written approval from both the Academic Dean's office for the course and the student's Academic Dean. Students who enroll elsewhere without advance written permission while enrolled at Mason will not receive transfer credit for the course work taken at another institution unless they re-apply for admission to Mason as transfer applicants and meet all priority deadlines. Re-admission is not guaranteed and transfer credit is awarded based upon course equivalences in effect at the time of re-admission. Freshmen and transfer students in their first semester at Mason are not permitted to study elsewhere. Courses previously attempted at Mason (including withdrawals) cannot be taken elsewhere. Students must be in good standing with a minimum cumulative GPA of 2.00 in their Mason courses. Upon course completion, students must submit to the University Registrar an official transcript from the visited institution where the coursework was completed. Note that credits accepted for transfer do not compute into any Mason GPA.
See the University Catalog section, AP.1.4 Special Registration Procedures for additional information.
Substitutions and WaiversMore Less
Substitution/Waiver request forms (available on the Registrar's website, are used to either substitute or waive a degree requirement. For students in the College of Education and Human Development, these requests require a signature from the Student and Academic Affairs Office. The waiver or substitution is reviewed by the college that houses the major or minor.
These requests must be completed and signed by a student's major or minor academic advisor. Once the form has been completely filled out, it can be submitted to the Student and Academic Affairs Office for review. If the request is approved, the substitution/waiver form will be hand delivered to the Registrar's Office.
Students are only notified about a substitution decision if the request has been denied.
Teacher LicensureMore Less
The College offers several opportunities for undergraduate students to meet the requirements for teacher licensure in the Commonwealth of Virginia. See https://cehd.gmu.edu/teacher/ for information on the options available at Mason.
Transfer Credit Inquiry and AppealMore Less
The awarding of transfer credit is handled by the Office of Admissions at the time of transfer to Mason. Students wishing to appeal for the transfer of additional courses should discuss questions with their academic advisor before submitting one of the following forms to the Office of Admissions.
Transfer Credit Inquiry Form (PDF). Students should use this form if they are missing any transfer credit from their evaluation. This includes credit by exam such as AP, IB or CLEP. Before submitting this form students should be sure that they have requested official final transcripts to be sent to the Office of Admissions and have read and understood the criteria for credit acceptance policies.
Transfer Credit Re-Evaluation Appeal Form (PDF). Students should use this form if they have been awarded elective credit for a course and wish to have it re-evaluated as equivalent to a specific Mason course.
PLEASE NOTE: Transfer credit evaluations are considered final upon completion of the first academic year of enrollment. No changes will be made to evaluations after this time.
Withdrawal from ClassesMore Less
Selective Withdrawal
Undergraduates enrolled in bachelor's degree programs are eligible to withdraw from a limited number of classes without the dean's approval and at the student's own discretion. Students may process a maximum of three such selective withdrawals during their entire undergraduate career at Mason. The three classes may have any number of credits. The academic calendar for each semester will include an open withdrawal period beginning the day after the last day to drop the class and extending through the ninth week. For classes shorter than a semester (14 weeks), the period will be set in proportion to the length of the class.
For more information and instructions on how to submit, see Selective Withdrawal.
Withdrawal for Non-Academic Reasons
Students may request a withdrawal from classes after the drop deadline for non-academic reasons. Such requests are only considered under exceptional circumstances. Students must provide verifiable, third-party documentation with the request. For questions about documentation, contact the CEHD Student and Academic Affairs Office at cehdsaa@gmu.edu.
Withdrawals are typically allowed only for all courses within a semester.
Exceptional circumstances include, but are not limited to:
Medical - Requests for withdrawals due to medical reasons must be supported by relevant, dated medical documentation. The documentation must show a substantial medical change that arose unexpectedly after the drop period ended. If a student is seeking a partial withdrawal, the student must show why the condition has affected that course (or courses) specifically. Otherwise, only a full withdrawal from all courses in a semester will be considered.
Employment - Requests for withdrawals due to work-related reasons must be documented by the employer on company letterhead. Only unanticipated and unavoidable changes in employment that occur after the drop date and which result in a direct scheduling conflict with a course (or courses) will be considered. An increased or more stressful workload is not considered a valid reason to request a withdrawal (see the University Catalog, Section AP.1.2, Academic Load).
Withdrawal is Not Allowed
To avoid an unsatisfactory grade due to academic reasons.
To correct enrollment errors on the part of the student (For more information, review "Changing Registration" in the University Catalog). Students are responsible for all courses in which they remain officially enrolled after the drop period has ended.
Instructors do not have the authority to withdraw students from classes.
Requesting a Non-Academic Withdrawal
Review all policies pertaining to non-academic withdrawals.
Fill out a Withdrawal Request Form explaining the specific request and reasons. Only written materials and verifiable, third-party documentation will be considered.
Submit your completed request and supporting documentation to the CEHD Student and Academic Affairs Office.
Submit your request in a timely manner. Timing is very important when submitting a request to withdraw. Delays in submitting requests increase the academic component of the request and can have an adverse effect on the final decision.
Provide requested documentation in a timely manner. After 30 days, all undocumented requests are automatically denied.
Continue attending all classes in which you are officially enrolled and complete the required coursework unless you receive written approval from our office for a withdrawal. If permission is granted, you will need to confirm that there are no holds on your record for the withdrawal to be processed.
If you are granted a withdrawal, it will result in a "W" on your permanent record. These non-academic withdrawals do not count toward your allowed selective withdrawals.
Effects of Withdrawals on Academic Standing
Approved or selective withdrawal results in a grade of W on the student's transcript for the withdrawn course(s). While a grade of W does not affect the GPA, undergraduate students should note that withdrawn courses are part of "attempted credit hours," which serve as the basis for the student's credit level. In the university's undergraduate retention system, GPA standards increase according to credit level and withdrawals can result in a change in academic standing to probation or suspension. See the University Catalog, Section AP.5.2.3, Student Retention Categories, for more information.


Per Kamperin has been highly interested and involved in the practice and theory of Kyokushin karate for years. Kyokushin is a form of full contact karate. Translated from Japanese, Kyokushin means "the ultimate truth". Kyokushin was founded by Masutatsu Oyama in 1964. It is based on a philosophy of self-improvement, hard training, and discipline and holds a large international appeal. Over twelve million people from all over the world practice the art of Kyokushin today.
Kyokushin training consists of three main elements: technique, form, and sparring. These elements are also known as the three "K's", with the Japanese terms for them being kihon, kata, and kumite.
Kihon in Japanese means "basics" or "fundamentals". The Kihon is a set of basic techniques and moves created by Mas Oyama. These moves are meant to be carried out in a specific sequence using a specific stance. In order to completely grasp and master these techniques, it is said one must practice them 100 times a day.
The word kata in Japanese means "shape" or "form". Kata involves teaching oneself a sequence of memorized movements that one might use during combat. The movements involve a series of blocks, punches and kicks in forward, backward and sideways directions. Kata is a very important part of Kyokushin training as it provides the individual with a knowledge of offensive and defensive techniques and teaches him the proper flow of movement and stances with the use of balance, concentration and coordination.
Kumite, which means fighting or sparring, is where individuals test the skills they learned in kata by going up against other karate students in fighting situations. The objective of kumite is not to cause injury to your opponent, but to work on successfully executing proper motions and strikes. Because of this, speed and control are crucial elements. The rules in tournament fighting are completely different as the objective is to efficiently take down an opponent. Hand and elbow strikes to the head or neck area are usually prohibited, while knee strikes, kicks to the head, and punches to the upper body are permitted. Full-contact kumite is the ultimate test of strength, technique, endurance, and spirit in Kyokushin karate.


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redpajama_set_name: RedPajamaGithub


text:
https://www.concordia.ca/content/concordia/en/faculty.html
Adeela Arshad-Ayaz, PhD
Associate Professor, Education
Biography Courses taught Selected publications Professional activities
Office: S-FG 6317
Faubourg Ste-Catherine Building,
Email: adeela.ayaz@concordia.ca
Website(s): Teaching about Extremism, Terror, and Trauma
Dr. Arshad-Ayaz is a post-colonial critical theorist. She has taught for universities in Pakistan (Humdard University), Canada (McGill University, Bishops University, University of Regina and Concordia University) and the United Kingdom (external program University of London, London School of Economics (LSE).
Dr. Arshad-Ayaz's research and teaching practice draws from a number of theoretical traditions, including critical theory, critical pedagogy, feminist theory, post-colonial, and other global discourses.
Her previous anthropological background and work experience directs her analyses to focus on the social, cultural, historical, political and economic dynamics of a particular context that affect teaching and learning. In the area of comparative and international education her research demonstrates the importance of context in providing an understanding of not what works in education but what works under what context.
Dr. Arshad-Ayaz's published work explores education policies and programs especially those related to the introduction of educational technology in Pakistan and other developing countries. Dr. Arshad-Ayaz has also published on the impact of globalization on education policies and practices in North American and European context.
Educaton
PhD Comparative and International Education, Department of Integrated Studies in Education, McGill University
MSc Anthropology, Quaid-i-Azam University, Islamabad, Pakistan
BA Psychology, Political, University of the Punjab
Department of Education, Concordia University, Montreal. Since August 2009
Faculty of Education. University of Regina, Saskatchewan, Canada June 2008-August 2009
Department of Integrated Studies in Education, Faculty of Education McGill University. 2008
School of Education, Bishop's University, Sherbrooke, 2007.
Visiting Faculty in Sociology
Faculty of Education, Humdard University, Islamabad, Pakistan. 2005
(University of London, B.Sc. Management Course) at University College of Islamabad. 1996-1999.
(University of London, Management & Economics) at Alta Vista College, Islamabad. 1998-1999.
Department of Integrated Studies in Education, Faculty of Education McGill University. 2003, 2004.
Visiting Faculty in Organization Theory
(University of London, B.Sc. Management) at University College of Islamabad. 1996-1999.
Politics of Education, Concordia University
Diversity in AdultEducation, Concordia University
Education for GlobalCitizenship, Concordia University
Cross-cultural Education, University of Regina
Education and Multicultural Society, University of Regina
Globalization, Education and Change, McGill University
Issues in Higher Education, McGill University
Current Issues in Education, Bishop's University
Philosophical Foundations of Education, McGill University
Intercultural Education, McGill University
Women, Education and Development, McGill University
University of London B.Sc. Management Courses:
Sociology at University College of Islamabad. 1996-1999
Organization Theory at University College of Islamabad. 1996-1999.
Naseem, M. A. & Arshad-Ayaz, A., Rodriguez, J. (Eds.) (2016). Representation of minorities in Textbooks: International comparative perspectives. Santiago de Compostella:Universadade de Santiago de Compostella.
Guest editor peer-reviewed journal
Naseem, M. A., Arshad-Ayaz, A. Duckworth, C. *Savard, M. (2016) (Guest Editors). Special issue of Journal of Contemporary Issues in Education. Teaching about extremism, terror and trauma: Policy, pedagogy,curricula. Vol 11, No 1, Spring.
Articles in refereed journals
Arshad-Ayaz, A., Naseem, M. A. (2016). Creating 'invited' spaces for counter radicalization and counter-extremism education. Diaspora,Indigenous, and Minority Education. Pp. 1-11. DOI: 10.1080/15595692.2016.1258695.
Arshad-Ayaz, A., Andreotti, V, and *Sutherland,A. (In press). A critical reading of National Youth White Paper on Global Citizenship: What are youth saying and what is missing? International Journal of Development Education and Global Learning. 8 (2), 19-36.
Naseem, M. A., and Arshad-Ayaz,A. (2016). What kind of pedagogy do we need to teach about extremism and terror?Journal of Contemporary Issues in Education.Vol. 11, No. 1, Spring. pp. 6-18.
Naseem, M., Arshad-Ayaz, A. Duckworth, C., and *Savard,M. (2016). Teaching about extremism, terror and trauma: Introduction. Journal of Contemporary Issues in Education.Vol. 11, No. 1, Spring. pp. 1-6.
*Graham, P., and Arshad-Ayaz, A. (2016). Learned unsustainability: Bandura's bobo doll revisited. Journal of Education for Sustainable Development (SAGE), Vol 10(2),1-12.
Naseem, M. A., Arshad-Ayaz, A., *Doyle,S. (Accepted 2017). Social media as a space for peace education: Conceptual contours and evidence from the Muslim world. Research in Comparative and InternationalEducation.
Arshad-Ayaz, A. (2014). Religion, technology, and social change: Representations of the Muslim world in academic analyses of the roleof social media in the Arab Spring. TARBIYA- Journal of Education in Muslim Society. Vol. I No. 2, December. 131-148.
Arshad-Ayaz, A. (2013).Multiculturalismo transnacional: Um modelo para a
compreensão da diversidade. Visão Global, Joaçaba, v. 15, n. 53-60.
Arshad-Ayaz, A. (2011). Makingmulticultural education work:A Proposal for a transnationalmulticultural education. Canadian Issues:A Publication of the Association for Canadian Studies. Spring 2011. pp. 71-75.
Arshad-Ayaz,A. (2010). Of mice and men: Educational technology in Pakistan's public schoolsystem. Journal of Contemporary Issues in Education. Vol. 5, No 2 (2010). pp. 5- 23.
Cambre, C. & Arshad-Ayaz, A. (in press). "Literaciesfuture past: Inwardness as ethical information" In Samek, T. & Shultz, L.(Eds.) Information Ethics and Global Citizenship. McFarland Publishers, Jefferson NC, USA.
Arshad-Ayaz, A. and Naseem, M. A. (2016 in press). Neoliberal Knowledge Imperialism: Education anddominance in the neoliberal era. In K.Gray and H. Bashir (Eds.), Western higher education in Asia and the Middle East: Politics, economics, and pedagogy. Lanham: Lexington/Rowman and Littlefield. (Refereed).pp. 51-67.
Arshad-Ayaz, A. (2016). Representation of First Nations and visibleminorities in Quebec textbooks. In M. A. Naseem, A. Arshad-Ayaz, J. RodriguezRodriguez, (Eds.) (In Press). Representationof minorities in textbooks: International comparative perspectives. Santiagode Compostella: Universidade de Santiagode Compostella. pp. 15-26.
Naseem, M.A., Arshad-Ayaz, A. and Rodriguez J. R. (2016). Representationof minorities in Textbooks: Comparative international perspectives. In M. A.Naseem, A. Arshad-Ayaz, J. Rodriguez Rodriguez, (Eds.) (In Press). Representation of minorities in textbooks:International comparative perspectives. Santiago de Compostella: Universidade de Santiago de Compostella. pp.5-11.
Arshad-Ayaz, A. (Under review). Educating for Sustainable Peace: An Exploration of the Pedagogical Potential of Social Media in CreatingConditions for Civic Engagement and Peace. In M. A.Naseem, and S. Lassig (Eds.) Peace2.0: Social Media asa Space for Peace Education. In M.A. Naseem and M. Shulze (Eds.). Peace 2.0: Social Media as a Space forSustainable Peace Education, Vandenhoeck & Ruprecht, Germany. (Peer Reviewed)
Arshad-Ayaz, A. & Naseem, M. A. (2015). Motherhood as acounter-hegemonic reading of citizenship and agency. In A. Abdi & L.Shultz (Eds.). Decolonizing Global Citizenship Education. Rotterdam, Boston, Taipei: Sense Publishers.pp. 81-94.
Arshad-Ayaz, A. (2013).Development of socialmedia literacy for global citizenship education in teachereducation programs. In Tânia Braga Garcia et al. (Eds.) Challenges to overcome social inequality:The role of textbooks and educational media, 1E, Curitiba: NPPD/UFPR.pp.32-37.
Naseem, M. A. & Arshad-Ayaz, A. (2012). Educationand democracy under neo-liberal knowledge imperialism. In Ali A. Abdi and PaulR. Carr. (Eds.). Educating for democraticconsciousness: Counter-hegemonic possibilities. Netherlands: Peter LangPublishing. pp. 151-166.
Naseem, M. A., and Arshad-Ayaz, A. (2007).The market, the nation, and the school: EFA in times ofglobalization andnationalism. In A. Baker and A. Wiseman(Eds.), Education forAll: Global promises, national challenges(Volume 8 in the InternationalPerspectives on Education and Society Seriespublished by Elsevier Science, Ltd).Pp. 73-108. (Peer reviewed)
Refereed Conference Proceedings
Arshad-Ayaz, A. (2015).Virtual meets real: The role of social media in civic engagement and socialjustice. Proceedings of the Second international conference on education in Muslim society. Jakarta: UIN. Pp.167-188.
Arshad-Ayaz, A. and *Rabah,J. (2015). "Education, Power, and Empowerment: Developing Transnational Spaces", Proceeding of The IAFOR International Conference on Education and Language Learning – Dubai. Pp. 221-236.
*Rabah, J. and Arshad-Ayaz, A. (2015). "Information andCommunication Technology (ICT) Integration in Education: A HolisticFramework" Proceeding of The IAFOR International Conference on Education and Language Learning – Dubai.
Research Creation
Arshad-Ayaz, A. (2016). The dark side of social media. Documentary. Available at: http://projectsomeone.ca/thedarksideofsocialmedia
Invited Presentations and Keynote Addresses
Arshad-Ayaz, A (May2015). The Stigma of Extremism: What scars do we bear as a society? Universityof Streets Café, Tuesday, Atwater Library and Computer Centre, September 15,2015.
Arshad-Ayaz, A.(2015, May). Include what? Include how? Include where? Keynote Address at the Inclusion in/en college education, VanierCollege, Montreal, May 20, 2015.
Arshad-Ayaz, A.Education and Environmental Sustainability, Invited presentation to Montreal Councilof Women, Environment, Land, and Housingsector, April 3, 2014.
Arshad-Ayaz, A. "Islam,multiculturalism and globalization." Invitedpublic lecture at Universitas Islam Negeri (UIN) Sunan Kalijaga, Yogyakarta,Indonesia.
Arshad-Ayaz, A. ICTsand Education: Problems and Prospects.Sekolah Pascasanjane, Universitas Islam Negeri, Jakarta, Indonesia, November 18and 19, 2012.
Arshad-Ayaz, A.Bowling out racism: Politics of difference in diverse societies. Shaar Hashomayim,Westmount, November 31, 2010.
Select Conference Presentations
Arshad-Ayaz, A. Good citizenship and the futureof the world: Tensions between the local and the global. Paper presented atCSSE, Calgary, June 2016.
Arshad-Ayaz, A. (Re)defining and(Re)understanding extremism and radicalization. Paper presented at theInternational Symposium on" Teachingabout extremism, terror, and trauma." Concordia University, Montreal, March 14,2016.
Arshad-Ayaz, A. Social Media: Educating about the 'other' or promoting 'stereotypes' andhate speech? Paper presented at the 59th Annual Conference of the Comparativeand International Education Society. Vancouver, March2016.
Arshad-Ayaz, A. Third Wave Islamophobia. Paperpresented at the Annual Congress of Institute of critical pedagogy andtransformative leadership, Cadiz. Spain, November 2015.
Arshad-Ayaz, A. Youth, global social justice andcitizenship: Need to deconstruct marginality to develop a pedagogy of liberation. Paper presented at theCGCER Conference on Global Citizenship,Edmonton, October 2015.
Arshad-Ayaz, A. Need for a transnationalmulticultural model: Understanding Islamophobia in North American society.Paper presented at the Canadian studies seminar.WEFLA Holguín Cuba, April27-29, 2015.
Arshad-Ayaz, A. What kind of pedagogy do we needto address extremism, terror, and trauma? Paper presented at the International Symposium on Teaching about extremism, terror, and trauma. Concordia University,Montreal, March 23, 2015.
Arshad-Ayaz, A. Ubuntu,and Social Media: What stands in the wayof new technologies and education that connects all humanity? Paper presentedat the 59th Annual Conference of the Comparative and International EducationSociety. Washington, D.C., March 8 –13, 2015.
Arshad-Ayaz, A. Social media as the newtransnational educational space. Virtual paper presented at IAFOR InternationalConference on Education. Dubai, United Arab Emirates March 8-10, 2015.
Arshad-Ayaz, A. Social Media, and Civic Participation: A Qualitative Exploration of theImpact of Social Networking on Youth's Civic Engagement. Paper presented at the11th International Conference on Technology, Knowledge,and Society. University of California, Berkeley, 23-24 February 2015.
Arshad-Ayaz, A. Virtual meets real: The role ofsocial media in civic engagement and social justice. Paper presented at the InternationalConference on Education in Muslim Society(ICEMS). Jakarta, Indonesia, 29-31October 2014.
Arshad-Ayaz, A. Educatingfor Sustainable Peace:An explorationof the pedagogical potentialof social media in creating conditionsforcivic engagement and peace.Paper presented at theFirst Arhnold Symposiumon Social media as a space for Sustainable Peace Education,Georg Eckert Institute,Braunschweig, Germany, 29-30 July 2014.
Arshad-Ayaz, A., Talkingthe talk but are we walking the walk? Environmental sustainability education in Quebec teachers'education programs.Paper presented at theCanadian studies seminar.WEFLA Holguín, Cuba, April22-25th 2014.
Arshad-Ayaz, A., The potential and promises of social mediain education forall: Can Facebook providea new space to sparkconversations about inequality, inclusion, and civicengagement? Paper presentedat the 58th Annual Conference of the Comparative and InternationalEducation Society (CIES)Toronto, Canada, March10-15, 2014.
Arshad-Ayaz, A. Challenges, andopportunities to teach about environmental sustainability:A brief review ofTeachers' Education Programs about Environmental Sustainability in Canada. Paper presentedat the Northeastern Regional Conference of the Comparativeand International EducationSociety (NE-CIES) UMass Amherst, November1-2, 2013.
Arshad-Ayaz, A.Democratic possibilities or knowledge imperialism: The role of internationalschools (K-12) in producing non-thinking elite in developing countries. Paperpresented at the 57th Annual Conference of the Comparative and InternationalEducation Society, New Orleans, March 10-15, 2013.
Arshad-Ayaz, A., Developmentof social media literacy for global citizenship education in teachers' education programs. Paper presentedat the IARTEM Regional Conference, Curitiba, Brazil,August 29-31, 2012.
Naseem, M. A. &Arshad-Ayaz, A. Peace and Development: Education, Conflict, and Development in Conflict and Post-conflict Societies.Paper accepted for presentation at American Educational Research Association(AERA). Vancouver, April 2012.
Naseem, M. A. &Arshad-Ayaz, A. Peace and Development: Education, Conflict, and Development in Conflict and Post-conflict Societies.Paper presented at American Educational Research Association (AERA). Vancouver,April 2012.
Arshad-Ayaz, A., TheMany Voices of Sustainability. Panel Organized for The Balance- Unbalance Conference:Arts Science x Technology = Environment/Responsibility Montreal, CanadaNovember 4-5, 2011. Panelists: James Grant, Rosemarie Schade, Erin Manning, AdeelaArshad-Ayaz, M.A. Naseem and Peter Graham.
Arshad-Ayaz, PI,Facebook et la citoyenneté : Utilisation des médias sociaux pour l'engagementcivique par les éducateurs en formation préalable — analyse critique dudiscours. FQRSC Établissement de nouveaux professeurs-chercheurs. 2013-2016 ($39,351).
Arshad-Ayaz, A. with Venkatesh,V. et al. Developing Canadian Education Curricula for the Use of Social Mediato Combat Hate Speech: Building Resilience against Extremism for CanadianYouth. Kanishka Project Public Safety Canada. ($ 172,340, Role: Collaborator)
Arshad-Ayaz, A.Jiwani, Y. Creating learning against radicalization. Concordia University,OVPRGS ARRE GRANT. 2016-2018
Arshad-Ayaz, A.,Chang-Kredl, S. Prevention of hate speechin online environments. Concordia University, OVPRGS ARRE GRANT,2014-2016.
Naseem, M. A., Arshad-Ayaz,A., Duckworth, C., Teaching about Terror and Trauma: 9/11-Policy, Pedagogy, and Curriculum. Concordia University,OVPRGS ARRE GRANT. 2014-2016.
Schade, R., Arshad-AyazA., Naseem M. A., Grant, J. Bukowski, B. Sustainability, Human Rights, and Teaching.Center for Interdisciplinary Studies in Societyand Culture, Concordia University. 2014-2015.
Naseem, M. A.,Arshad-Ayaz, A. Schade, R., Manning, E., Grant, J., Stott, P. & Graham, P. Educating for EnvironmentalSustainability: Need for multi-disciplinarity, Center for InterdisciplinaryStudies in Society and Culture, Concordia University.
Faculty Research DevelopmentProgram (FRDP) Concordia University, 2012-2015.
President's SSHRC, University of Regina, 2008-2011.
Saskatchewan Instructional Development Research Unit, University of Regina 2008-2009.
Academic and Professional Development Grant, Faculty of Education, University of Regina 2008-2009.
Advisory Board Membership
Member, Advisory Committee for the UNESCO Chairin Democracy, Cultural Pluralism, andTransformative Education.
Member, Board of Governors, Center for Global CitizenshipEducation and Research, University of Alberta.
Co-chair,International Symposium on teaching about extremism, terror and trauma,Concordia University
Project development and research positions
Canada Pakistan Basic Education Project (CPBEP) Managing Curriculum Development in Education, Centre of International Education and Training (CIET), Faculty of Education University of Regina. September, 2008
Evaluation of Naskapi Home Care Needs. Researcher for the Naskapi Nation of Kawawachikamach, July to September 2000.
Project Collaboration 2002, Faculty of Education, McGill University, Montreal. Funded by Lucent Technologies.
Development of Master in Development Studies (MDS) for the Hamdard University, Islamabad Chapter. January 1998 to August 1999.
Evaluation of Prime Ministers Program on Family Planning & Primary Health Care, from April 1 to May 15, 1996. Monitoring of the health workers at the Health Houses in Jhelum, Gujrat and Muzzafarabad ( AJK ), Pakistan. Soliciting Agency: Women Studies Centre, Quaid i Azam University, Islamabad, Pakistan.

redpajama_set_name: RedPajamaCommonCrawl


Sunshine Hip is conveniently located in the heart of Pattaya between the Beach Road and Second Road near to shopping, entertainment and dining options. This bold and playful industrial style hotel is a result of a collaboration between street artists, graphic, and interior designers that bring together the atmosphere of quirky but friendly street life of Pattaya City while equally considers guest's comfort and basic necessities during their stay at this wonderful and lively resort city.
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It is important to know your rights and how to navigate the workers' compensation system if you get hurt on the job. First and foremost, Teamsters Local 384 members should immediately give notice to your supervisor or designee. Report the injury even if you do not anticipate missing time from work.
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text:
Q: Replace dot in a number I want to replace the dot in a number in Javascript with regular expression; if country_temp is, for example, 1.234, how can I put the value 1234 in country_temp2?
I have tried the following:
const country_temp2 = country_temp.replace(/[a-zA-Z]*\**\s*\./g, "")
but it's not working.

Edit: the original string is composed by characters, asterisk, a number and a dot
Sorry, but I have written in a very fast way.

A: Try this:
country_temp.replace(/\./g,'')

redpajama_set_name: RedPajamaStackExchange


A soft knit base & sweet embroidery pair on our Emma Sweater. Designed with long sleeves, a cozy knit, and embroidered front details. We love it with jeans & booties.
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text:
// Copyright 2016 Amazon.com, Inc. or its affiliates. All Rights Reserved.
//
// Licensed under the Apache License, Version 2.0 (the "License"). You may
// not use this file except in compliance with the License. A copy of the
// License is located at
//
//     http://aws.amazon.com/apache2.0/
//
// or in the "license" file accompanying this file. This file is distributed
// on an "AS IS" BASIS, WITHOUT WARRANTIES OR CONDITIONS OF ANY KIND, either
// express or implied. See the License for the specific language governing
// permissions and limitations under the License.

package operations

// This file was generated by the swagger tool.
// Editing this file might prove futile when you re-run the swagger generate command

import (
	"net/http"
	"time"

	"golang.org/x/net/context"

	"github.com/go-openapi/errors"
	"github.com/go-openapi/runtime"
	cr "github.com/go-openapi/runtime/client"

	strfmt "github.com/go-openapi/strfmt"
)

// NewGetInstanceParams creates a new GetInstanceParams object
// with the default values initialized.
func NewGetInstanceParams() *GetInstanceParams {
	var ()
	return &GetInstanceParams{

		timeout: cr.DefaultTimeout,
	}
}

// NewGetInstanceParamsWithTimeout creates a new GetInstanceParams object
// with the default values initialized, and the ability to set a timeout on a request
func NewGetInstanceParamsWithTimeout(timeout time.Duration) *GetInstanceParams {
	var ()
	return &GetInstanceParams{

		timeout: timeout,
	}
}

// NewGetInstanceParamsWithContext creates a new GetInstanceParams object
// with the default values initialized, and the ability to set a context for a request
func NewGetInstanceParamsWithContext(ctx context.Context) *GetInstanceParams {
	var ()
	return &GetInstanceParams{

		Context: ctx,
	}
}

/*GetInstanceParams contains all the parameters to send to the API endpoint
for the get instance operation typically these are written to a http.Request
*/
type GetInstanceParams struct {

	/*Arn
	  ARN of the instance to fetch

	*/
	Arn string
	/*Cluster
	  Cluster name of the instance to fetch

	*/
	Cluster string

	timeout    time.Duration
	Context    context.Context
	HTTPClient *http.Client
}

// WithTimeout adds the timeout to the get instance params
func (o *GetInstanceParams) WithTimeout(timeout time.Duration) *GetInstanceParams {
	o.SetTimeout(timeout)
	return o
}

// SetTimeout adds the timeout to the get instance params
func (o *GetInstanceParams) SetTimeout(timeout time.Duration) {
	o.timeout = timeout
}

// WithContext adds the context to the get instance params
func (o *GetInstanceParams) WithContext(ctx context.Context) *GetInstanceParams {
	o.SetContext(ctx)
	return o
}

// SetContext adds the context to the get instance params
func (o *GetInstanceParams) SetContext(ctx context.Context) {
	o.Context = ctx
}

// WithArn adds the arn to the get instance params
func (o *GetInstanceParams) WithArn(arn string) *GetInstanceParams {
	o.SetArn(arn)
	return o
}

// SetArn adds the arn to the get instance params
func (o *GetInstanceParams) SetArn(arn string) {
	o.Arn = arn
}

// WithCluster adds the cluster to the get instance params
func (o *GetInstanceParams) WithCluster(cluster string) *GetInstanceParams {
	o.SetCluster(cluster)
	return o
}

// SetCluster adds the cluster to the get instance params
func (o *GetInstanceParams) SetCluster(cluster string) {
	o.Cluster = cluster
}

// WriteToRequest writes these params to a swagger request
func (o *GetInstanceParams) WriteToRequest(r runtime.ClientRequest, reg strfmt.Registry) error {

	r.SetTimeout(o.timeout)
	var res []error

	// path param arn
	if err := r.SetPathParam("arn", o.Arn); err != nil {
		return err
	}

	// path param cluster
	if err := r.SetPathParam("cluster", o.Cluster); err != nil {
		return err
	}

	if len(res) > 0 {
		return errors.CompositeValidationError(res...)
	}
	return nil
}


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text:
Critics target Goldman Sachs after Venezuelan bond deal
>> Wall Street may seem far away from this.
SOUND].T
o months of deadly protests locking the streets of Venezuela as demonstrators irate over a state run economy in dire straits try to topple the current administration. But Goldman Sachs Tuesday getting caught up in the drama after buying nearly $3 billion in Venezuelan government bonds.
At a huge discount. Reuters reporter Laila Kearney says, demonstrators outside of Goldman's New York headquarters told her that by buying the bonds, Goldman is putting cold, hard cash into the hands of what they say, is an ineffective and abusive regime.>> And these are people who are concerned about the president of Venezuela.
They say, that he's committing human rights violations. There are mass protest, there is a widespread hunger in that country. And so, these people are concerned that by making this deal, or by buying these bonds, Goldman Sachs is basically funding the administration of Venezuela, and contributing to all sorts of problems in that country.
>> Goldman says, it is not in bed of the socialist government of Venezuelan president Nicolas Maduro, and that it's merely investing in the country's future, which it expects to improve. But critics at the New York protest and in Venezuela say, that by buying the bonds, which sold for pennies on the dollar.
Goldman is funding the Maduro administration, all to make a fast buck, at the expense of suffering Venezuelans.>> I spoke to one protestor here, who's a 23-year-old, who's going to college here in New York City, but he's from Venezuela. His family's there. He said, his family has trouble finding food, and they're also having trouble finding medicine, he said, that when someone in his family gets sick, they have to take to social media, ask their friends if anyone has the medication that they need.
>> The protestors calling for an investigation into the Goldman Sachs deal, and urging other global banks, stay away until Maduro is out.>> Goldman Sachs, shame on you.


Arjowiggins Security has entered into a binding agreement with Oberthur Fiduciaire concerning the sale of its subsidiary, Arjowiggins Security BV, covering the VHP mill in Apeldoorn (the Netherlands) and the intellectual property rights related to the production of banknote paper, for a gross amount of €22 million, (plus an earn-out). The transaction will complete on 31 July 2017.
Arjowiggins also sold the Charavines site to Fregata Hygiène in late June. This transaction will have no impact on either Arjowiggins' results or financial position.
Furthermore, in light of regulatory requirements concerning the planned issue of high-yield notes to refinance its subsidiary, Antalis International, Sequana will publish its half-yearly results on 13 September 2017.
- Antalis: European leader in the distribution of paper and packaging products, with around 5,600 employees based in 43 countries.
- Arjowiggins: World leader in creative and technical papers, with approximately 2,800 employees.
Sequana reported sales of €3 billion in 2016 and employed some 8,500 people worldwide.


More and more women are looking towards natural remedies when treating illness and injury, so it's not surprising that many are turning to supplements when it comes to treating the symptoms of menopause. For women who cannot take Hormone Replacement Therapy (or HRT), there are few options to ease menopausal symptoms.
In terms of non-medical treatments, Cognitive Behavioral Therapy (CBT) has shown promise in reducing the symptoms of menopause in several studies. Some women, however, think that menopause is best treated with natural products such as Red Clover, Chasteberry (Agnus Castus), Soya, Black Cohosh, and Ginseng. Traditional medicine has often downplayed the usefulness of natural remedies in treating menopausal symptoms, but at least one government agency is putting time and money into investigating these remedies and their potential effectiveness.
In September 2015, the National Institute of Health awarded researchers close to 35 million dollars to study the safety of natural products, how they work within the body, and the development of cutting-edge research technologies. There will be 5 centers, each studying a different aspect of natural products. At the University of Illinois at Chicago, Principal Investigator Richard van Breemen, Ph.D. will be conducting research into Botanical Dietary Supplements for Women's Health with a focus on "characterization and standardization of complex botanical products, and on the interactions of those products with estrogens and with prescription drugs with a continuing focus on safety." This research team has previously studied supplements such as black cohosh, hops, and licorice, looking at their effects on estrogenic hormones.
Many women feel strongly that they have experienced positive effects from natural remedies and are continuing to supplement with herbal remedies at home without waiting for the results of these studies. It should be noted that any herbal supplement can interact with other supplements or prescription medication, so it is important to talk to a medical professional before beginning to use supplements to ease menopausal symptoms.
"NIH Awards Nearly $35 Million to Research Natural Products." U.S National Library of Medicine. September 9, 2015. http://www.nih.gov/news/health/sep2015/nccih-09.htm. Accessed September 25, 2015.


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Home Scandal and Gossip Eight girls stab homeless Toronto man to death as part of social...
Eight girls stab homeless Toronto man to death as part of social media trend
Eight teen girls stab homeless Toronto man to death as part of swarming social media trend.
Eight teen girls stab homeless Toronto man to death as part of swarming social media trend. Man known as Kenney was killed when teenagers sought to steal the man's alcohol.
Eight teenage girls have been charged with second degree murder after a homeless man came to be stabbed to death on the streets of Toronto, Canada. The man is believed to have died as a result of the teen girls attempt to swarming the man, as part of a social media trend.
The girls – aged between 13 and 16 – assaulted and knifed the 59-year-old man, named locally as Kenney, in the early hours of Sunday morning.
Cops don't believe the girls knew the victim – but think they attacked him to steal his alcohol. He was sitting with a friend when they approached and stabbed him. The victim was confirmed to have died from his wounds in hospital.
The eight girls, who met on social media, were arrested near where the attack happened. Three of the girls are 13 years old, three are 14 and two are 16, according to The Toronto Star.
Local reports told of the victim beginning living in Toronto's shelter system in September, with authorities unable to reach certain family members.
'Like wild animals'
Said Detective-Sergeant Terry Browne during a press conference: 'He does have a very supportive family in the area so I wouldn't necessarily call him homeless. Maybe just recently on some hard luck.'
Browne said a 'number of weapons' were also seized, but he did not provide any further details
One resident of the Strathcona Hotel told CTV News Toronto that the teenagers were drinking, and tried to steal Kenney's alcohol – a 'mickey', or small bottle of liquor.
Browne said Kenney was with a female friend in a plaza northwest of the intersection of University Avenue and York Street when he was attacked: 'They were sitting on a bench, sipping booze out of a mickey and having a cigarette.'
Told a witness: 'I saw the aftermath of the attack.' The teens were 'standing outside the Union Station stairwell there, arguing, screaming and yelling.'
One police source told The Toronto Sun the girls were 'like wild animals'.
They said: 'They're all young offenders. They attacked this guy like a bunch of wild animals. He tried to fight them off and they just kept coming back. He was just minding his own business, he wasn't bothering a soul.'
Teenage girl gang formed on social media charged with second-degree murder of homeless manhttps://t.co/iqcdlrende
— Daily Express (@Daily_Express) December 21, 2022
Kenney was remembered in the community as friendly and kindly.
Roberto Sanchez, who often holds the door open at a nearby Tim Hortons, told CTV News: 'He was friendly. He was generous. He was a kind-hearted person. Everyone has their issues. But all in all, I didn't see him as a threat to no one.
'For those youths to do that to him — it's heart-wrenching. I can't believe it.'
Browne said the crime had even shocked the police.
He added: 'I've been in policing for almost 35 years and you think you've seen it all. Anyone who isn't shocked with hearing something like this has clearly just thrown in the towel and just said that anything is possible in this world.
'Eight young girls and most under the age of 16. If this isn't alarming and shocking to everyone, then we're all in trouble quite frankly.'
This story is chilling in so many ways. Eight girls, all 16 and younger, stabbed to death a homeless man in downtown Toronto. And, it may not have been their first assault. https://t.co/fZgUNivoDc
— sheri elkadem (@sherielk) December 21, 2022
Part of swarming trend posted on social media
Browne said the same girls got into an altercation earlier in the night in the area. He declined to release more details – but confirmed that they had met on social media.
The teens, who have now been charged with murder, came from 'varying parts of the city.'
He added: 'We don't know how or why they met on that evening and why the destination was downtown Toronto. We don't know how long they were acquainted with each other. I wouldn't describe them as a gang at this point.'
Browne said they took part in a 'swarming.' He declined to say if they videotaped it – and added that they are seeing if similar attacks have been posted online.
The cop said: 'Maybe these were eight young women that wanted to make a name for themselves and see if they could become socially famous. They are all equally culpable.
'There is no doubt in our minds that they were all working as a singular entity in a swarming mob mentality when they chose to attack this man.'
He said a number of weapons were seized, but he declined to say what kind. He added that three of the girls had prior encounters with the police.
'It's bizarre that they would all have hooked up together and found their way to downtown Toronto. Their primary residences are all over the place. I can tell you it was a shock to find out that their children were involved in an event like this.'
Canadian authorities cannot release the girls' names by law because they're underage.
They have made their first court appearance and remain in custody. The next court appearance is December 29.
Browne said they are asking anyone who saw the the group of teens that night to contact police.
He said 20 or 30 years ago in Toronto young teenage boys would swarm others and try to steal Dr. Martens boots or Air Jordan shoes, but the trend faded away.
'Has this happened recently that we are not aware of? Have people been posting this stuff online that we weren't aware of?' he said.
'It's something that we are going to try to find out.'


Getting into the startup world isn't for the faint of heart. If you want to be successful, you need perseverance, determination, a great idea, and thick skin (not to mention a nice chunk of capital).
Something else you need? The ability to learn from other people's mistakes. There are plenty of pitfalls and detours on the road to startup success, and if you can learn from the people who navigated the road before you, you can do your best to avoid those costly detours and hop on the fast track to success..
Luckily, startup founders and entrepreneurs are pretty generous about sharing their experience – including their mistakes. Understanding those mistakes – and learning from them – is the key to coping with them when faced with them in your own business (or, better yet, avoiding them altogether).
Let's look at the five most common mistakes faced by startup leaders and how you can cope with them in your business.
No matter what kind of startup you're building, you're going to need customers. And that means you're going to need to store sensitive customer data.
As a startup, there's nothing more important than protecting your customers. You're still new to them and you're still building their trust; a breach of that trust (like losing their information to hackers) can be enough to sink your company.
Unfortunately, when a company is just getting started, they might not know all the measures they need to take to protect their – and their customers' – data, making them a prime target for hackers.
Just ask John Rampton. John is an investor, an entrepreneur, an expert in all things digital, and a contributor to some of the top publications in the world, including Fortune, Forbes, Mashable, Time, TechCrunch, and Entrepreneur. Chances are, if you've done any reading on the startup world, you've come across something written by Rampton.
Rampton is an expert in the startup world, but that doesn't mean he's always been immune to startup mistakes – including not properly protecting his information. One of the biggest mistakes he made was just after launching the business. The company got hacked. There were 15,000 email addresses of customers that were stolen. And the hacker made Rampton well aware of this and it nearly destroyed his entire business.
If you find yourself facing a data breach, don't panic. Hackers today are sophisticated and can crack through some of the most secure systems, so if it happens to you, it's better to look at it as an opportunity than as a failure. In fact, a hack can actually help you in the long run by exposing vulnerabilities in your system – and, if you play your cards right, you might even be able to transform your hacker into an ally.
Now, not every hacker will jump on board and be willing to help you tackle your security issues. But if you're hacked, it presents an opportunity to reexamine how you're storing and protecting sensitive data and put more stringent systems into place. The more you can do to protect your customer's data, the more likely they'll be to trust you – and the more successful your startup will be.
Have you ever heard the old saying "You're only as good as the company you keep?" Well, that saying has never been truer than it is in the startup world.
So much of finding success with your startup is who you do business with. And doing business with the wrong people is one of the quickest paths to startup disaster.
Just ask James Altucher. Altucher is a well-known and well-respected entrepreneur, venture capitalist, best-selling author, and host of the popular podcast "The James Altucher Show." He also has founded or co-founded more than 20 companies – 17 of which were epic failures. This has made Altucher the unofficial expert on how to pick yourself up after a startup failure.
And one of the things Altucher credits as one of the biggest mistakes he's made in business? Trusting the wrong people. And not only was it one of his biggest mistakes – it was also one of his costliest. In a single day, Altucher lost $9 million. It turned out that the largest shareholder in his company owed $90 million in back taxes. The problem? He didn't disclose this information. So the bank turned around and immediately wanted their money back.
Within the span of a single day, the bank seized every single division of the company and simply handed it out like candy to other clients of the bank that were in the same industry. Altucher was sick to his stomach because he had lost it all and there was nothing he could do about it.
Doing business with the wrong people is, unfortunately, a lesson that a lot of startup founders have to learn the hard way. But there is a solution! And, according to Altucher, it's a simple one.
Choosing to do business with people you know, trust, like, and respect can help you avoid startup betrayal. But even the best judge of character is likely to do business with someone untrustworthy along the way, so if you find yourself in that position, don't let it get you down. Instead, look at it as an opportunity to rebuild better than before.
Another major mistake that leads to startup failure? Trying to be a jack-of-all-trades – and, in the process, being a master of none.
Just ask Rand Fishkin. Fishkin is the most recognizable name in the SEO industry. As founder and former CEO of Moz, Fishkin (affectionately known as "The Wizard of Moz"), has a huge online following and is widely regarded as the go-to authority on all things SEO. Fishkin built Moz into a digital marketing powerhouse, but it wasn't without some missteps along the way – particularly when it came to figuring out the company's focus.
Fishkin describes one of his biggest failures to lead Moz as his desire to always do something new. Instead of trying to improve upon past iterations, he was obsessing over adding new tools or features. Rather than upgrading existing features, the company continuously launched new features and forgot about them shortly thereafter. This spread into the company culture when no one could support the new features that were launched. This "do all the things" mentality ended up putting a serious damper on Moz's success – something Fishkin didn't realize until too late.
In 2013 and 2014, it was too late. He realized, after growth rates plummeted from 100% year-over-year to 20% that it was the end of the road. It was too late to do anything else to recover and he was out as CEO. The point? If you're getting pulled in 10,000 different directions and trying to do everything for everyone, eventually, it's going to sink your startup.
If you want your startup to be successful, it's better to do be the best at one thing than to be mediocre (or worse) at ten things.
Another added bonus for streamlining your business and focusing on doing one thing exceptionally well? It allows you to focus your time, energy, and resources into that one thing – which will help your business grow. Just ask Neil Patel, uber-successful growth hacker, marketer, and entrepreneur and co-founder of Hello Bar, KISSmetrics and Crazy Egg. Patel used to be the poster child for trying to do all the things all at once, but it was only when he focused his energy that he was able to skyrocket his success.
Patel learned a big lesson. He was trying to do too many things at one time. Very much like other entreprneurs, he wanted to do it all himself. As a result, he spread himself too thin. What he learned, however, helped him enormously. It was the ability to focus all of his mental and emotional energy and time into one business, making it grow faster than any of his prior companies.
Running a business takes money. And one of the biggest culprits in crashing and burning startups? Running out of money.
Running out of cash is so common in the startup world, it kills at least a quarter of small businesses. And one of those businesses belong to best-selling author, speaker, blogger, and former publisher Michael Hyatt.
Running out of cash is one of the hardest business lessons to learn. But if you actually learn from it, it can help you in the long run.
First of all, the reason most companies run out of cash is that they try to grow too fast. Even if you're products or services are selling well, if you don't have enough cash on hand to support your operations, it's only a matter of time before you crash and burn.
When it comes to startups, take the approach of the tortoise and remember "slow and steady wins the race." Don't run your business into the ground by trying to grow too fast. Always maintain a positive cash flow and have a "rainy day fund" to hold you over if things start to go south.
And if you do run out of cash? Chalk it up as a learning experience and an opportunity to do things differently moving forward – which is what Hyatt did. At the outset, Hyatt was blaming his distributor for not selling more. But what he realized was that wasn't the root of the problem. And if he didn't accept the mistake for what it was, he couldn't learn from it. The best part is that Hyatt attributes a large part of his success to this failure.
Through it, he learned that it was okay to fail. As long as you learned from those failures and made the proper changes, you could start the next venture more intelligibly.
Sometimes, a startup isn't going to be successful no matter how hard you try. And not knowing when to throw in the towel only prolongs the inevitable failure, costing you a ton of time, money, and resources in the process.
It happens to even the best entrepreneurs – including the mega successful Jerry Hum. Hum is the cofounder of Touch of Modern, an e-commerce site with more than 12 million users that did over $100 million in sales in 2016 alone. But even though Hum hit the jackpot with Touch of Modern (and in his 20's to boot), in the past, he's struggled with knowing when to throw in the towel on unsuccessful projects.
Hum says that he regrets only that he didn't fail quickly enough. Not that he failed in the first place. He should have let go rather than holding on for as long as he did. He beat his head against the wall trying to get the project to take off, but in the end, it didn't work – and in retrospect, it would've been better to throw in the towel sooner.
Admitting defeat is never easy. But the faster you realized something isn't working, the faster you can move on to something that will. Throwing in the towel on a project that's not going anywhere isn't a failure; it's more of a fail to waste your time on a project after you've realized it's never going to work.
After his experience with his failed project, Hum starting taking a different stance towards projects, which has saved him from investing too much time in resources into projects that aren't going anywhere.
If you find yourself running around in circles and trying to force a square peg into a round hole with a company, project, or venture, it's ok to throw in the towel. In fact, it's a good thing; it opens up the time and space to devote to something else – something that's going to bring you success.
In the startup life, there will always be opportunities to fail. But now that you know the most common cases of startup failure, you know the biggest mistakes to avoid – and how to cope with them if they happen. So don't let these failures hold you back – get out there and write your startup success story.
Lindsey works on Organic Marketing and PR at 99designs. Before joining 99designs, Lindsey spent 10 years managing brands big and small, and helped launch an outdoor apparel brand called with her husband in 2013. Lindsey loves helping entrepreneurs find success through affordable branding and useful marketing content.


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In a new video, Airbus presented its SMART MRTT program which aims at developing fully autonomous aerial refueling solutions.
Airbus' SMART MRTT paves way to autonomous refueling
Clement Charpentreau
on 1st December 2020
Image : Airbus
The A330 SMART MRTT program is created with the aim of developing Automatic Air-to-Air refueling (A3R) capability, which would reduce the role of the air refueling operator (ARO) to monitoring the operation rather than carrying it out.
"Once the A3R system is activated by the ARO, the Boom Flight Control System becomes fully automated and progresses to transfer fuel upon contact with the receiver," according to Airbus Defence and Space. "In the event of an anomaly due to receiver stability deviations or malfunctions on the tanker, the A3R system is able to disconnect and/or clear the Boom away from the receiver safely."
In April 2020, a flight test campaign carried out over the Atlantic Ocean involved an A330 MRTT tanker test aircraft equipped with the Airbus "A3R" system, and an F-16 fighter jet from the Portuguese Air Force acting as a receiver. The campaign totaled 45 hours of flight tests and 120 dry contacts with the A3R system. According to the manufacturer, it was the world's first automated in-flight aircraft refueling.
In February 2020, Airbus and Singapore have agreed to collaborate on the development of the A330 SMART MRTT for the Republic of Singapore Air Force.
The A330 MRTT is a multirole aircraft, both a tanker and a carrier (freight and passengers), based on the A330 airframe.
Airbus completes first automated in-flight refueling [Video]
Airbus refueled a Portuguese F-16 in flight using a fully automated procedure. It is the world's first automated in-flight aircraft refueling, according to the manufacturer.
Airbus A330 MRTT A3R
Specialized in Defense Aviation and Aviation Safety
Etihad and Emirates to launch digital IATA travel pass
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"Vision" system aims for the stars to replace GPS
Vision, a daylight stellar finder allowing an aircraft to find its bearings without the use of GPS, was successfully tes...
Canada buys Hermes 900 drone for environment monitoring
Transport Canada orders a Hermes 900 Starlinerfor drone environmental monitoring purposes. ...
Unmanned Aerial Vehicles and their enormous potential in most sectors
Drones are used in various sectors like environmental audits, logistics, military defense, agriculture, construction, me...


Welcome to your breath taking home of Garland Shores! Nestled at the end over looking the creek, imagine your family enjoying a nice bbq on the deck or watching the sunset. The 2nd story invites you with ample natural lighting from the living room to the kitchen. The kitchen offers all stainless steel appliances, granite countertops, a multicolor backsplash, dark cabinetry plus a powder room. The 3rd story offers a master bedroom with a walk-in closet, and a master bath with a walk-in shower and double granite vanity sinks. The garage has a unique appeal with a tandem lay out. This home also offers an elevator to all 3 floors that makes it handicap accessible, and easier to carry groceries! See doc. for furniture that can convey. Words don't do it justice, come out and see for yourself Laundry room equipped with washer/dryer and deep sink. The home comes with a video doorbell system that is accessible on the 2nd and 3rd floors. The 3rd floor also has a vanity/homework station with a granite top. The community is gated with a sportsman paradise equipped with a pool, dock, trails, picnic tables, bathrooms, showers, and a wash station!
Madison Rose of Military Relocator Inc.


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Investment Aftercare Explained: Book launch
Mai2022-06-01T13:36:52+03:00March 25th, 2022|
"Investment Aftercare Explained. A Guide for FDI Practitioners and Policymakers on How to Grow and Retain Investors," the first book to systematically map the last step of a foreign investor's journey, was launched today at the Annual Investment Meeting in Dubai, UAE. Speakers at the launch included next to one of its authors Carolina Arriagada Peters, also former WAIPA President and CEO of DubaiFDI H.E. Fahad Al Gergawi, and Ismail Ersahin, Executive Director, a.i., of WAIPA.
The book provides a wide range of approaches and strategies for host economies to better grow and retain foreign investors, encourage follow-up expansions, achieve greater local economic embeddedness, encourage multi-stakeholder dialogue and foster local value co-creation.
"Aftercare is an essential service that IPAs offer. Being in close touch with existing investors helps IPAs to understand and learn their concerns and problems, but also their ideas and future investment opportunities. Therefore, WAIPA collaborates closely with the HCFI on the joint-programme "IPAs Capacity 2030" to establish future-fit learning and development trajectories for IPA, for them to offer state-of-the-art services benefiting locations and investors alike" said Ismail Ersahin.
Written by seasoned FDI advisor Carolina Arriagada Peters, senior economist David Coble, assistant professor Toby X. Li and serial foreign investor Brendan Lewis, the book maps the last step of the foreign investor's journey, usually referred to as post-investment, aftercare or business retention and expansion.


In many ways, simplicity sometimes put you in a liberating position when trying new culinary expeditions. The same simplicity lies in the basics of Malaysian cuisine. The main idea at the bottom of the Malaysian cooking, is using fresh ingredients and treat them gently in order to keep their qualities to the max. One great example for this cooking philosophy is the smoked sea bass recipe in this video.


▶Check out Josh Michaels song 'Awaken Now' on Spotify. It is gaining lots of popularity! Save & add it to your playlists!
Thinking Out Loud By Ed Sheeran LYRICS.
Perfect - Ed Sheeran (Lyrics).
P!nK - Just Give Me A Reason LYRICS (ON SCREEN).
Perfect - Ed Sheeran [MP3].
Coldplay - The Scientist (Lyrics).
See You Again Wiz Khalifa/Charlie Puth Lyrics Traduction.
Passenger - Let Her Go. | [Lyrics + Sub Español].
Justin Bieber - Love Yourself (Lyrics).
Titanic - My Heart Will Go On.
A Thousand Years - Christina Perri Lyrics | Terjemah.


The Division of IT network is designed to handle daily traffic from the campus community, as well as provide the high speed and bandwidth that campus researchers need. Texas A&M provides both wireless and wired connections to its robust network. Secure network access is also available for those off campus.
Resources to request and manage IP addresses and domain names.
Connect directly to the campus network for faculty, staff and residents.
Connect to Texas A&M's wireless network on your mobile device. Available to campus members, guests and researchers.
Access a secure, encrypted connection between your device and the Texas A&M network.
Find resources and guidelines to aid in network usage.