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KMSpico v10.0.4 (Office/Windows activator) is the impressive tool to activate Windows 7/8/8.1 and Office 2010/2013. 
KMSpico v10.0.4
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KMS Windows and Office Activator. In this post I am gonna share another version of KMS Activator. Today I am sharing KMSpico v10.0.4. KMS Activator is really an amazing tool for activating Office 2013. And as a bonus, you can also activate MS Office 2010 and Windows 8 or 8.1 with this activator. Beside that this activator is capable of activating the following programs.






This Activator is Capable of Activating:

Windows 10 Technical Preview Build 9841/9860.
Windows 8 and 8.1 All version.
Office 2010 and 2013.
Windows 7 Professional/Enterprise.
Windows Vista Business/Enterprise.
Windows Server Technical Preview Build 9841 All.
Windows Server 2008/2008R2.
Windows Server 2012/2012R2.


Download the KMSpico v10.0.1 Activator from the above download link. It is 100% free and safe direct download link. And its only 2.78 MB
. The Activator is in a zipped folder. After downloading this Activator follow the below Activation process...After downloading the activator and 
Unzip
 the folder.
Then double click on 
KMSpico_setup.exe
 to start the installation.
Then click on 
Next > Accept terms > Next > Next > Next >
 It will be installing now.
Now go to 
Start Menu
 and click on 
KMSpico
. Then KMSpico window will open.
Click on 
i
 button to know the activation status. It will be like below image.
Click on 
Red
 button to close the KMSpico window.


When you click on the i button, it will show the activation of your Windows and Office liken the below image. But it doesn't ensure that your Office or Windows is really activated or not. So, you should check your office program activation status manually.


Checking Office 2013 Activation Status:
Open Microsoft Word 2013
Hit on the 
File
 button from the upper left corner
Now click on
 Account
 and look at the
 Product information
 as shown below




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Although 3.8% of women enter prisons pregnant, qualitative scholarly attention to the lived experiences of these women has been somewhat limited (Sufrin et al., 2019). Research often focuses on perinatal outcomes, maternal mental health, prenatal care, nutritional needs, opioid use, and prison nurseries (Bard et al., 2016; Carlson, 1998, 2001, 2009; Ferszt & Clarke, 2012; Hotelling, 2008; Lorenzen & Bracy, 2011; Mertens, 2000; Mukherjee et al., 2014; Shlafer et al., 2017; Tanner, 2010; Williams & Schulte-Day, 2006). This scholarship demonstrates that pregnant women come to prison with increased risks for perinatal and postnatal morbidity and mortality due to histories of abuse, inadequate prenatal care, poor nutrition, substance and tobacco use, mental health issues, socioeconomic status, racism, stress of incarceration, and lack of social support. Bard et al. (2016) found that incarcerated, pregnant women often have improved perinatal outcomes. However, this reflects the dearth of adequate health care for marginalized communities pre- and postincarceration (Baker, 2019). Finally, there is also attention to the human rights violations and negative health effects of shackling pregnant women during labor, transports, and birth (Committee on Health Care, 2011; Doetzer, 2008; National Commission on Correctional Health Care, 2020; National Women's Law Center, 2010; Van Gundy & Baumann-Grau, 2013).


A few scholars explore the interactions of pregnant, incarcerated women with health care providers (Abbott, 2015; Sufrin, 2017). Many women feel guilty and embarrassed that they are pregnant and incarcerated. Judgment from providers can exacerbate feelings of stigma. Sufrin (2017) describes how some health care providers embrace cultural tropes about race, poverty, and motherhood, which affects beliefs about who is deserving of care. While some providers maintain professionalism in front of the women, others express contempt. At the same time, some of these providers also show compassion and connection to the women. Sufrin (2017) speaks to the inherent ambiguities of providing health care in penal institutions.


All pregnant and postpartum women within three months of giving birth were invited to participate via an invitation sent through prison mail by a prison employee. A response rate is indeterminable due to transfers, releases, and issues with prison mail. All women were told before the start of the interview that the researcher did not work for or report to the DOC and that the data were protected by a NIH certificate of confidentiality. Interviews were conducted in a no-contact room in the visiting area. The author and the participant were allowed to sit together on one side. Interviews lasted on average over two hours with a few taking place over multiple visits. The researcher had been involved in an organization for mothers in the prison, taught a class there, and was known to many of these women, which likely helped establish strong rapport. Nearly all of the women expressed a wide range of emotions including crying, anger, and even joy, dissimilar to research by Williams and Schulte-Day (2006), who reported women as disconnected from their feelings in the open-ended part of their interviews. All interviews were audio recorded and then transcribed.


Despite some displays of compassion, few officers violated rules about shackling. Shackling is the penultimate symbol of dehumanization and penal harm medicine in addition to the myriad negative physical and emotional health consequences (Sufrin, 2017). Shackling is not recommended and denounced by all major health organizations including the National Commission on Correctional Health Care. As these women were shackled during labor and after birth, the additional instances of shaming and verbal abuse heightened women's feelings of humiliation and anger. Dehumanizing comments by o

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The proposed revisions to the mathematics TEKS were posted for public comment from February through April 2012. Following the official public comment period, the SBOE took action to approve these changes in April 2012.


The draft recommendations were developed by the mathematics TEKS review committees that were appointed by members of the SBOE. These drafts are based on the Commissioner's Draft of the Mathematics Standards:


The following lists include individuals appointed by the SBOE to serve on mathematics TEKS review committees. Mathematics TEKS review committees began work on the mathematics TEKS in May 2011:

Kindergarten through Grade 5 (PDF, 67KB)


The 2020 Mathematics program standards and reviewer rubrics are available to institutions seeking mathematics program accreditation for their secondary, and middle grades teacher preparation programs.


Required mathematics content knowledge for all levels of mathematics teacher candidates is specified in a content addendum accompanying each set of standards. Reviewer rubrics by level include criteria for how program evidence will be judged.


The approval of the NCTM CAEP Standards (2012) provides the impetus for updating how the CAEP guidelines for documenting course grades as an assessment are applied by programs electing to use grades in mathematics courses as an assessment of candidate content knowledge.


Course grades may be used with the NCTM CAEP Standards (2012) for 
only one
 assessment of candidate content knowledge. Required mathematics or mathematics education courses selected for inclusion must be aligned to elements of the 
NCTM CAEP Standards (2012)
 and to the 
NCTM CAEP Mathematics Content for Secondary, Middle Grades, or Elementary Mathematics Specialist
.


Graduate level programs (e.g., MAT or M.Ed.) that rely on undergraduate mathematics coursework taken by program candidates a another institution or in a different academic major must complete a transcript analysis to determine the sufficiency of courses taken and to specify coursework required to remediate mathematics content deficiencies of admitted candidates.


The Department is seeking peer reviewers for our Fiscal Year 2021 competitive/discretionary grant season, including in the STEM/CS areas (among others). The Federal Register notice spotlights the specific needs of the Office of Elementary and Secondary Education (OESE), the Office of Postsecondary Education (OPE), and the Office of Special Education and Rehabilitative Services (OSERS). The How to Become a Peer Reviewer slide deck provides additional information and next steps.


Outline essays ahead of time. For math tests, do plenty of practice problems similar to ones that you KNOW will appear. Make a list of questions that you think might show up on the test (and then make sure you can answer them!).





Students should prepare to take the 
Advanced Algebra and Functions (AAF) Accuplacer
 if they need to register for a 1000-level math class and do not already have a qualifying prerequisite (see below), and their degree plan requires:


Students should prepare to take the 
Quantitative Reasoning, Algebra, and Statistics (QAS) Accuplacer
 if they need to register for a 1000-level math class and do not already have a qualifying prerequisite (see below), and their degree plan requires:


Enhance your education as a member of the W.A. Franke Honors College. In fall 2020, students were typically admitted to the Franke Honors College if they had a 3.91 unweighted core high school GPA, and had a 1391 SAT score (math and critical reading) or 31 ACT composite score.


First published in 1894, The American Mathematical Monthly publishes articles, notes, and other features about mathematics and the profession in ten issues ea

Let Reviewer For Secondary Math Major.pdf

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I would considered myself to be quite proficient/advanced with Inventor having used it for the last 3 years and designed a few plants with it, using Tube and Pipe and Frame Generator heavily. We are also looking at using AutoCAD electrical and the Electrical Cable routing module of Inventor.


So outside of the extra processing power required to design in Inventor over Plant3D, I can't see a single positive reason to use Plant3D over Inventor for all the modelling. We have the processing power covered by having brand new specially developed CAD machines, and we have developed a modelling structure that does not require us to have very large assemblies open all the time, we have everything broken down into sub assemblies for each building and multiple sub assemblies for each building, so we rarely ever need each complete building open and almost never need the entire plant level open all at once.



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I think the general rule for the civilised society is that as long as you don't hurt anybody you're free to do what you want. However, incest does do harm as the babies that might come from it might have genetic problems from what I remember.


By society's standards? Yes, otherwise, why would there be so many incest porn (stepmom and stepson count as a low-key version of the topic, or perhaps a form of projection)? People obviously consider it immoral and absolutely filthy, however, it is owing to its nature as being a taboo, that certain people found it...intriguing, thrilling, or even enjoyable in its own twisted little ways.


No I personally wouldn't label incest as a whole as "immoral" there are certain types of incestuous relationships that are immoral such as let's say an old Uncle and a young niece but even if they weren't related I'd still consider that type of relationship to be immoral mainly due to the age difference so the immortality of the relationship doesn't really come from the incest itself it more so stems from the age of the people within the relationship. Now say we have two consenting adults (who are related) who love each other and are in a relationship even though that might be weird in my eyes I wouldn't label their relationship as "immoral" just because I personally don't agree with it, I'm personally a straight person but I don't go around labeling LGBTQ Orientated individuals as immoral people nor do I claim they commit immoral acts. Some people usually like to bring up incest reproduction leading to disabled offspring but they fail to realize that that's usually only prevelant in multigenerational inbreeding and even then depending on the level of relation between the couple there's a chance their progeny will be fine even with multigenerational inbreeding. So no incest in my eyes is not immoral as long as the age gap isn't to wide and it's consensual.


I think incest is immoral. This is because close relatives (e.g. brothers, sisters, biological parents, first cousins, grandparents) are people who you should look after and care for and protect. Having sexual relations with close relatives is a violation. To many of us decent and good people, it feels instinctively wrong to even think about doing such a thing. It feels like God has wrote into our souls that if you have sexual relations with close relatives then that will damage your soul and that you will be reincarnated into a lesser life form in the next life or you will go to Hell.


There are some people who make the argument that incest is not immoral if two consenting adults want to go at it and that the only bad thing about incest is the potential genetic defects that can arise in offspring from an incestuous couple but to me the people who make that argument are missing the point. Using the 'let two consenting adults do what they want to do, it's their business and nobody else's' argument is wrong. Even if an incestuous couple produce offspring with no genetic defects, that incestuous couple have still done an immoral thing. Genetic defects or no genetic defects, incest is bad, period. Incestuous thoughts are also immoral.


There are some people who make the argument that incest is not immoral if two consenting adults want to go at it and that the only bad thing about incest is the potential genetic defects that can arise in offspring from an incestuous couple but to me the people who make that argument are missing the point. Using the 'let two consenting adults do what they want to do, it's their business and nobody else's' argument is wrong. Even if an incestuous couple produce offspring with no genetic defects, that incestuous couple have still done an immoral thing. Genetic defects or no genetic defects, incest is bad, period. Incestuous thoughts are also immoral. If you have a good soul, you should know that incest is immoral and that people w

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Quick additional question however. You say do my designing in flash and my coding in flashbuilder, does this mean I can easily switch back and fourth between programs? Like create my animations in flash then add functionality in flash builder ... or program functionality in flash builder and then switch to flash to add animations to the functionality?


i don't really understand mxml and css though. it reminds me of dreamweaver for application development. I prefer action script much more. In fact I really don't understand the usefulness of flash builder at all. The only thing that kind of sucks is sometimes people develop stuff that is supposed to be used in flash-builder that can't be run in flash pro. Also flash pro is missing components that builder has. like radio buttons/ check boxes/ scroll box..etc etc.


I'd recommedn, in order to find out what both programs are like, searching online (or YouTube) for videos about them. look for things like "intro to flash" or "intro to flash builder". It seems basic, I know, but for being a new comer to both programs, I think seeing some of the hundreds of videos that are out there could have some value.



A little note for those using other IDE's then FB 4.7
 
I have been running Flex Builder 3 & do not want to invest in FB 4.7, a simple way to get up & running was to using external tool option
On the overlaid FlexJS SDK go to ide\flashbuilder folder & open the .launch file corresponding to type of project you want to build, for an application it would be FlexJS (Release Build).launch 
Watch out for org.eclipse.ui.externaltools.ATTR_LOCATION & org.eclipse.ui.externaltools.ATTR_TOOL_ARGUMENTS variables, the former is the location of your java executable inside JDK & the latter is the argument you pass to it, copy the value part of org.eclipse.ui.externaltools.ATTR_TOOL_ARGUMENTS paste it inside a text editor & find/replace " with "


Flash Builder code completion will always automatically insert the fully-qualified class name starling.events.Event in MXML tags, even if flash.events.Event is not imported. Since there is no conflict, the starling.events package name may be manually removed, if desired.


After seeing how this synergy of adobe and apache is for flex, I deleted all adobe flash builders and flex related products. We used adobe products because we expect a certain advantage from commercial products, but this is just bullshit. When in a time everything can be simplified and automated and we have to go back resorting classic ways of configuring/developing like 10 years ago. No, thank you.


What version of report builder you are using? If you are not on latest version I would suggest to update and check, I think more details are required for looking into this and in that case I would suggest to submit a ticket to CC if you are still not able to see the metrics after updating the ARB to latest version.



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Jangan kita merasa bahwa tauhid kita telah sempurna. Berapa banyak orang yang sudah lama belajar tentang tauhid, mempelajari Kitabut Tauhid, ternyata dalam aplikasinya sangat kurang sekali, tawakalnya sangat kurang kepada Allah, keikhlasannya kurang, sehingga ia masih mengharapkan pujian manusia dan ketenaran. Padahal dia mungkin sudah hafal kitab-kitab tauhid, karena tauhid itu bukan hanya sebatas teori, saudaraku. Akan tetapi tauhid itu aplikasi dalam kehidupan kita.
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The Hobbit
, atau yang juga disebut There and Back Again merupakan novel fantasi anak-anak karya penulis Inggris, J. R. R. Tolkien. Novel 
The Hobbit
 pertama kali diterbitkan pada tahun 1937. Versi terjemahan ke bahasa Indonesia novel ini telah diterbitkan Gramedia Pustaka Utama pada Oktober 2017.


Kelebihan lain dari novel ini, yakni Tolkien juga membangun karakter tokoh yang menarik, karena nyata dan logis. Bilbo, tokoh utama kisah ini tak digambarkan sebagai pahlawan yang berani mati atau petarung sejati, tetapi sebagai hobbit biasa yang malas, polos, banyak akal, dan jenaka. Layaknya orang biasa, sosok pahlawan ini juga ditunjukkan memiliki rasa takut.


Secara keseluruhan, novel 
The Hobbit
 ini menyajikan banyak kejutan yang tersimpan di setiap lembarnya. Mulai dari yang menegangkan, menyenangkan, menyakitkan, dan mengharukan. Selain itu, versi terjemahan dalam bahasa Indonesia dinilai nyaman untuk dibaca, sehingga tak perlu waktu lama bagi pembaca untuk menamatkan buku ini.


Hobbits first appeared in the 1937 children's novel 
The Hobbit
, whose titular Hobbit is the protagonist Bilbo Baggins, who is thrown into an unexpected adventure involving a dragon. In its sequel, 
The Lord of the Rings
, the hobbits Frodo Baggins, Sam Gamgee, Pippin Took, and Merry Brandybuck are primary characters who all play key roles in fighting to save their world ("Middle-earth") from evil. In 
The Hobbit
, Hobbits live together in a small town called Hobbiton, which in 
The Lord of the Rings
 is identified as being part of a larger rural region called the Shire, the homeland of the Hobbits in the northwest of Middle-earth. They also live in a village east of the Shire, called Bree, where they co-exist with Men. Tolkien hints that there may be other Hobbit settlements thereabouts, but they are never visited in the story.


The origins of the name and idea of "Hobbits" have been debated; literary antecedents include Sinclair Lewis's 1922 novel 
Babbitt
, and Edward Wyke Smith's 1927 
The Marvellous Land of Snergs
. The word "hobbit" also appears in a list of ghostly beings in The Denham Tracts (1895), though these bear no similarity to Tolkien's Hobbits. Tolkien emphatically rejected a relationship with the word "rabbit", and emphasized hobbits' humanity, though scholars have noted several lines of evidence to the contrary.


Dan jujur saja, hal itu tidak pernah terjadi karena saya merasa bukunya sulit dibaca. Saya pernah membaca beberapa bab The Hobbit dan Lord Of The Rings, baik dalam bahasa Indonesia maupun Inggris, tetapi tidak pernah berlanjut. Di sisi lain, tiap kali ada orang yang menceritakan betapa epik dan megahnya novel2 tersebut dibanding filmnya, saya selalu tergoda membaca. Apakah anda punya ada saran untuk saya? XD





The Hobbit adalah salah satu novel fantasi terkenal yang ditulis oleh J.R.R. Tolkien, pengarang trilogi The Lord of the Rings. Novel ini menceritakan petualangan Bilbo Baggins, seorang hobbit yang hidup nyaman di Bag End, tetapi terlibat dalam sebuah ekspedisi bersama Gandalf si Penyihir dan 13 kurcaci untuk merebut harta karun dari Smaug, naga raksasa yang sangat berbahaya.


The Hobbit pertama kali diterbitkan pada tahun 1937 dan telah terjual jutaan kopi di seluruh dunia. Novel ini juga diadaptasi menjadi film oleh Peter Jackson yang sukses secara komersial dan kritikal. Bagi Anda yang ingin membaca novel ini dalam bahasa Indonesia, ada beberapa cara mudah dan gratis yang bisa Anda lakukan.
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When the world salutes motherhood on International Mother's Day which falls on May 13, listen to a few popular film songs that celebrate mother-child relation. These songs not only take you down the memory lane, but also show how one's attachment to one's mother keeps one grounded even in difficult situations or even as one grows older.
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This book skilfully combines cutting-edge historical research by leading and emerging researchers in the field to investigate the utilization of British humour during the Second World War as well as its legacy in British popular culture.

Juliette Pattinson and Linsey Robb bring together case studies that address a variety of situations in which humour was generated, including wartime jokes, films, radio, cartoons and private drawings, as well as post-war recollections, museum exhibitions and television comedy. By adopting an original interpretative framework of various wartime and post-war sites, this books opens up the possibility for a more variegated, richer analysis of Britain's wartime experience and its place thereafter in the cultural imagination.

Through the lens of humour, this book promises to add critical nuance to our understanding of the functioning of British wartime society. Covering sources such as The British Cartoon Archive, BBC World War II People's War Archive and The Ministry of Information, and including analysis of the lasting role of comedy in Britain's memories and depictions of the war, the result is a rich addition to existing literature of use to students and scholars studying the cultural history of war.


N2 - Public health teams need to understand how the public responds to vaccination messages in a pandemic or epidemic to inform successful campaigns encouraging the uptake of new vaccines as they become available. A rapid systematic review was performed by searching PsycINFO, MEDLINE, healthevidence.org, OSF Preprints and PsyArXiv Preprints in May 2020 for studies including at least one health message promoting vaccine uptake of airborne-, droplet- and fomite- spread viruses. Included studies were assessed for quality using the MMAT or AMSTAR, and for patient and public involvement (PPI) in the research. Thirty-five articles were included. Most reported messages for seasonal influenza (n=11; 31%) or H1N1 (n=11; 31%). Evidence from moderate to high quality studies for improving vaccine uptake included providing information about virus risks and vaccination safety, as well as addressing vaccine misunderstandings, offering vaccination reminders, including vaccination clinic details, and delivering mixed media campaigns across hospitals or communities. Behavioural influences (beliefs and intentions) were improved when: shorter, risk-reducing or relative risk framing messages were used; the benefits of vaccination to society were emphasised; and beliefs about capability and concerns among target populations (e.g. vaccine safety) were addressed. Clear, credible, messages in language target groups can understand were associated with higher acceptability. Two studies (6%) described PPI in the research process. Future campaigns should consider the beliefs and information needs of target populations in their design, including ensuring vaccine eligibility and availability is clear, and messages are accessible. More high quality research is needed to demonstrate the effects of messaging interventions on actual vaccine uptake.


AB - Public health teams need to understand how the public responds to vaccination messages in a pandemic or epidemic to inform successful campaigns encouraging the uptake of new vaccines as they become available. A rapid systematic review was performed by searching PsycINFO, MEDLINE, healthevidence.org, OSF Preprints and PsyArXiv Preprints in May 2020 for studies including at least one health message promoting vaccine uptake of airborne-, droplet- and fomite- spread viruses. Included studies were assessed for quality using the MMAT or AMSTAR, and for patient and public involvement (PPI) in the research. Thirty-five articles were included. Most reported messages for seasonal influenza (n=11; 31%) or H1N1 (n=11; 31%). Evidence from moderate to high quality studies for

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