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Adopt Me OP SCRIPT FR FR



And if they adopt the current debian way (which by the way could now be considered obsolete because udev already changed how things should be done), then you have different ways of doing things on different distros. So what are the wins of using a new udev?Anyway, I'm not talking of Ubuntu per si to do this. I'm asking of a way for users to do this in a compatible way.What assurance can anyone have of any way they choose udev will not change it's mind again, now expecting people to have this things on a xml file on /etc/udev/extra-devices.xml and automatically removing any device not listed there?I'm not a big fan of the kernel internal unstable API, but I can understand it's good points and accept it as a choice made by them. This, on the other hand, is just gratuitous incompatible changes into the user-space API without any good points I can see (other than breaking because it's "prettier" this way).This is hardly the way into unifying the plumbing on Linux systems... systemd 183 released Posted Jun 10, 2012 18:58 UTC (Sun) by rahulsundaram (subscriber, #21946) [Link]




Adopt Me OP SCRIPT FR FR



OTOH we could end up in the situation evoked by Maybe it's naive to be so optimistic, but a world where everything in is adopted by all distributions would be quite pleasant: a world where you could configure all this low-level stuff on any distribution without having to deal with all the pointless differences between them. -new-configuration-fi... has more info about the rationale for all of this. Admittedly it's a long shot for the distributions that aren't adopting systemd as their primary init system. systemd 183 released Posted Jun 12, 2012 11:00 UTC (Tue) by nlucas (subscriber, #33793) [Link]


[...] a better alternative to capitalism. Better not in strict economic terms, [... ] better because it enables people to adopt a better life as producers, savers, consumers, etc. Better life not only in the sense that individuals can consume more with less productive effort, but also better in terms of relationships with their families, friends, neighbours, co-workers, classmates, etc.; each has the freedom to choose the work s/he derives more satisfaction from; each has the right to be autonomous in productive activity and not to submit to the command of others, and can fully participate in decisions that affect his/her life; and has certainly that the community will never abandon him/her. (p. 114)


Therefore, based on our previous discussion about situated financial literacy, our proposal in this case study was to understand the needs of SEV worker-members in terms of financial and accounting knowledge, and to develop a program that could support these population in their practices. In the following section, we describe the methods adopted, emphasizing the path followed in order to (i) have a better grasp of their needs, (ii) design a financial education (FE) program, (iii) implement such a program, and (iv) evaluate the experience in the light of the needs it was designed to fulfil.


Thus, O Bar becomes part of a reconstructed identity, an identity of someone that is not only defined by their mental illness, someone who is capable and productive. Zambroni-de-Souza (2006) describes this process of 'rebuilding an identity.' He explains that, when working, an individual is convened not only with his/her force but also with his/her workforce. So, s/he has to employ his/her productive capacity to complete a task, to get the work done, to produce something for him/herself and also for others. To attain this goal, an individual uses her/his resources, capacities and skills, and has to choose a manner or a way to complete that task. Therefore, following Zambroni-de-Souza (2006), there is a need for a new conception or way to restructure the "prescription" and fulfil the task. When working (or performing any other activity), there is a need for self-management, a re-singularization, that builds (or rebuilds) one's competence, one's health, one's identity, opening paths for someone with mental illness to abandon the historically construct identity of an incapable person, thus improving our health and walking towards emancipation.


The third topic relates to the stance we first took on FE. When implementing the course, we applied the dominant understanding of what financial literacy is. Our intentions were to measure the level of financial literacy of the worker-members, to investigate the effects of financial illiteracy on their financial decisions, and, finally, to equip them with financial skills. The premise was that by being taught about finance and accounting concepts, worker-members would apply these insights to their practice automatically. Therefore, we were not considering the situational financiai literacy model, at least not intentionally (Bay et al., 2014). Drawing from the previous theoretical discussions, the specificities of the context (a SEV engaging people with mental illnesses and mental health researchers, students and scholars), and our purpose (helping worker-members attend to their identities and singularities), the situated model of financial education would have helped us to apprehend the complexity of the context and to better design our program upon their practices. But, as a result of our planning method, built after a discussion with O Bar's coordinators, we adopted a participant-centered teaching process with many moments during the classes to share experiences and work collaboratively on examples derived from their practices. Reflecting upon our strategy, it seemed to us that this was what made it possible to unintendedly migrate from a dominant model of financial literacy (during the planning and designing phase) to a situated model (during the implementation). Surprisingly, in our analysis this was what allowed us to "save" the FE program, making it fruitful; although it was one of the criticisms we have heard from the participants, stated as "too much participation."


BACKGROUND: Master of Public Health (MPH) training programmes were developed worldwide in response to the crisis in human resources for health. AIM: To determine whether the MPH programme at the selected rural-based university in South Africa enabled students to achieve the MPH core competencies relevant for Lower Middle Income Countries. SETTING: The study was carried out at a rural-based University in South Africa. The target population was the 2011 first-year cohort of MPH students who by the beginning of 2014 had just completed their coursework. METHODOLOGY: A quantitative cross-sectional descriptive research design was adapted. Eighty-five students were randomly selected to participate in the study. A structured questionnaire comprising seven competency clusters was developed. The selected students completed a self-administered questionnaire. Only those students who signed consent forms participated in this study. The questionnaire was tested for construct validity and reliability using 10 students with similar characteristics to those sampled for the study. Microsoft Excel software was used to analyse the data descriptively in terms of frequency and percentages. RESULTS: The students were confident of their competencies regarding public health science skills. Amongst these were analytical assessment, communication, community and inter-sectorial competencies as well as ethics. However, the students lacked confidence in context-sensitive issues, planning and management, research and development, and leadership competencies. Yet the latter is the backbone of public health practice. CONCLUSION AND RECOMMENDATION: There is a need for revamping public health curricula. In this respect, a follow-up study that builds a deeper understanding of the subject is needed.


A quantitative cross-sectional descriptive design was adopted. Students who registered for the MPH degree for the first time from 2011 to 2013 and had just completed their coursework at the beginning of 2014 constituted the study population. Eighty-five students were randomly selected.


The selected university should adopt the vision and mission statements together with the goals and objectives of the MPH suggested by public health associations for LMICs worldwide. The 23 core competencies should be adopted alongside the seven core competency clusters. In-depth consultation with lecturers and students, including alumni, for specific feedback to inform the curriculum should be considered. Issues surrounding practical should also be considered. Discipline-specific competencies for all fields in the MPH programme as well as strategies to address gaps in the current curriculum should be identified.


Now, if we adopt the model as is, we bump into problems during the training, though, where our memory explodes during training (/finetuning); we find that the only way to train this model is using a batch size of 1. 041b061a72


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