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Urban Group is one of the renowned and largest private property asset and facility services groups in Hong Kong. The Group manages over 365 projects with a total of 145 million square feet of real estate assets. Our professional services reach over one million people across the territory. We are now inviting outstanding caliber candidates with high potential to join our team to cope with the rapid expansion of our Group.
Customer Services Officer
|Job level
|Work exp
|Less than 1 year
|Diploma / Certificate
|Hong Kong
|Employment type
|Full Time
|Property Management / Consultancy
|Job function
Construction / Property > Operations / Facility / Property Management
Sales / Business Development / Customer Service > Customer service / Sales Support
Sales / Business Development / Customer Service > Others
|Published On
- Post-secondary in property management or related discipline is preferable
- Experience in property management, customer services or related industry is an advantage
- Independent, flexible, attentive to details
- Excellent interpersonal and communication skills
- Presentable, cheerful and with positive thinking attitude
- Proficiency in English, Cantonese and Mandarin
- Computer Literacy in MS office, Word, Excel, Powerpoint and Chinese Word processing
- Recent graduate will be considered
cpjobs.com - Customer Services Officer - is a part of Construction / Property, Sales / Business Development / Customer Service, Property Management / Consultancy, in Hong Kong, placed by URBAN GROUP

subset: commoncrawl


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The Academic Skills Tutoring Center is a free service for all full-time and part-time students enrolled in credit bearing and remedial courses for the current semester, offering a variety of tutoring options in a wide range of disciplines.
Our Mission
The Academic Skills Tutoring Center provides all FIT students who are registered in credit and remedial courses with the support system they may need in order to be successful in their classes. Our services enable each student to acquire the skills necessary to become well-rounded, independent learners.
We Offer:
Location and Contact Information
David Dubinsky Student Center, A608B
212 217.4080
212 217.4081 (fax)
Office Hours
From 7/5/17-8/11/17 we are open from 9:00-4:30 Monday-Thursday
From the 3rd week of the Fall and Spring semesters see hours listed below
Monday - Wednesday, 9 am - 2 pm and 3 - 7:45 pm
Thursday, 9 am - 2 pm and 3 - 7:45 pm
Friday, 9 am - 2 pm and 3 - 4:45 pm
Saturday, 10 am - 2:45 pm (Saturday hours begin the fourth week of the semester)


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The waiting is over. The 2008 season is finally upon us as the Bills get set to host the Seahawks in their season opener on Sunday afternoon. It's been a long offseason, filled with much hype, and much stress. The draft, mini-camps, and training camp all came and went- all without Jason Peters, which is where the offseason stress came from.
As of Saturday, Peters was back with the team, finally ending his 43-day holdout. He is arguably one of the biggest tangibles heading into the season and his presence only enhances the team's aspirations of ending an eight-year playoff drought and finally making the post-season in 2008.
Peters wasn't the only player to cause stress this offseason, as the team's star running back, Marshawn Lynch also garnered attention for a hit-and-run accident in late May. However, the team seems unscathed by the incident, and Marshawn looks as primed as ever to to build upon his exceptional freshman season.
The team upgraded its roster on both sides of the ball bringing in talented rookies from the draft, along with proven veterans from free agency. They got better where the needed to get better, and that will show on the field. There shouldn't be any more excuses for this team, they have all the necessary tools and execution is the only task left.
To be honest and fair, this 2008 Buffalo Bills team has the most legitimate chance at the post-season. They've re-built a team from the ground-up, and after years of waiting, Bills fans may finally get the satisfaction of mattering in the NFL once again.
In an AFC where the Patriots have (hopefully) hit their peak and start their descent downwards- newer, and younger teams are emerging. The Bills are one of those teams. With a smart head coach, and a talented, dedicated team, I think the Bills will finally make their statement to the league.
The Bills will be a different team than most good teams in the NFL this season. They won't be the flashy and over-hyped. They will do what they need to do and be under-the-radar good this season. Not quite under-dogs, because their talent matches that of most NFL teams, but they certainly won't be an unstoppable force.
The speculation can finally end when the ball is first kicked on Sunday afternoon. Did the Bills do enough this offseason? Will all the pieces fall into place to make a post-season run? The NFL is as unpredictable as ever, and only time will tell for the Bills.
Check out all the BFR position previews below:Quarterbacks Running Backs Offensive Line Wide Receivers Defensive Line Linebackers Secondary


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Duality is open for ATXII teams
in EVE Communication Center
My corp is hoping to get some testing done today, but I cant come helpt since I only re-uped my subscribtion last wednesday And logging into Duality shows my account as inactive, any help greatly apreciated.
Concerned about scanning changes in Odyssey: Better speak up now
in EVE Technology and Research Center
Asset Details API
in EVE Technology and Research Center
Think I heard somewhere that it's possible to grab ME\PL values for a blueprint when it is in use (I,e in production) and you could grab and store it from there.Granted never tried it myself.
New PC
in EVE Technology and Research Center
Now the GTX 560 is a great card, but a generation old already so if you are looking to upgrade I would wait just a bit more for either the 660 line or go for the Gtx 670 that got released in the wild last week (in norway, and we aren't normaly first to get these)(googles what 3500$ would be,Hmm, I'm not getting 3400 usd for 1500 GBP, but 2500 usd, nit-picking I know)Honestly with that big a budget I would consider the GTX 680 (if not two), and the more GPU RAM you have, the more clients you can run :)I put together a personal shopping list for fun last month and think it had something like an i7, 12 gig RAM, 120Gig SSD, 4TB storage, GTX 680 (only single card), etc etc for about 2500 USD.
igb help
in EVE Technology and Research Center
The trick above I believe is that alliances are just constructs around a group of corporations and can't realy own anything.The contracts in question might be available to alliance but probably still owned by either a character or a corporation.
New dev blog: Nine glorious years of EVE Online on May 6th
in EVE Information Center
Im not saying we deserve free stuff but this seriously feel like we are being handed a bunch of rubish.Can we get we get a 'opt out' button cause the last thing I need is more crap.or maybe something useful like a dozen shuttles we can get when needed through item redemption.Seriously this feels as wierd as when grandma was giving me duplos on my 25th birthday.
New dev blog: NVIDIA Video Card for PLEX Offer
in EVE Information Center
Dual Monitor Dual Client
in EVE Technology and Research Center
I set my three clients up with this wayAs mentioned this give the benefit of both methods, uses no more space than a single install but also let's you keep settings between clientsThis way I have 3 clients setup with their own shortcut on the desktop that launches a client on their own screen.The last thing you want is having to fiddle with your settings and overview positions every time you login, especially if' there is something going on.Now after the launcher patch I have the launcher set to only show if there is one, if I then see it I let it finish patching and since all the files are linked I don't need to patch the other clients.You can take this even further, setting up a cloned client just for massive fleet battles where effects\brackets etc etc are set for max performance.
Petition system not working!
in EVE Technology and Research Center
Since last night I have been trying to file a petition via the support website but I keep getting this
New dev blog: In search of Unity
in EVE Information Center
Norcorp Enterprise : Rekrutering åpnet for Nordmenn,Svensker og Daner
in EVE Corporations, Alliances and Organizations Center
Lunch hour bump.
New dev blog: EVE Launcher Issues
in EVE Information Center
For multi account users this launcher is atrocious.To launch my three clients I used to just click my three shortcuts (so each clients starts with their own settings)and login.Now I have to start my first client wait for patching, wich is slower than ever before, click the play button wait 30 seconds And repeat two times but since thankfully symlinked folders aren't broken and work as intended Im spared having to patch up again.And this is the best case scenario where the launcher doesn't break itself.Seriously was this thing written by a group of highschool kids on a work program or something?
Bring back Manual Patch Option
in EVE Technology and Research Center
Signed, the launcher so far only accomplishes one goal thats not even on the wanted achievments lists, and that is to ANNOY ME !I have now gone from launching my client with 3 clicks to 12 thank you ccp not to mention it's slow AND IT BREAKS THE GAME!
Ok. You changed item names again. No patch notes that I can see.
in EVE Technology and Research Center
New dev blog: U and I - Our Little Improvements Together
in EVE Information Center
Kvelds bump.Livet er ikke ille så lenge man har øl i skapet :D
Ettermiddags bump.


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Woodstock was one of the most famous Bars in old Tong Ren Lu Bar street some years ago. After the street was closed end of 2009, the bar moved to Xi Kang Lu near the Manhattan Club. But after some years in 2012 the Bar moved to Chang Yi Lu. The place provides young and sexy girls, and even it is called "Sports Bar & Grill", you should not go there for food, but for the girls. The Woodstock is also well know for a place where you can enjoy your beer with some friends (and perhaps some girls) without the risk to spend too much for cheating drinks.
Woodstock Pudong
559 Chang Yi Lu near Dong Fang Lu
昌邑路559号 (近东方路)
Shanghai Nightlife Guide checked: May 2015
If you know the place, please leave a comment here:
This bar is now closed
closed last night will also try again


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Most Editions | First Published | Most Recent
Effect of relative humidity on moisture loss and decay of Eastern lettuce prepackaged in different films1 edition - first published in 1968
The nature and extent of retail and consumer losses in apples, oranges, lettuce, peaches, strawberries, and potatoes marketed in Greater New York1 edition - first published in 1973 Read
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History Created April 1, 2008 · 2 revisions
|September 9, 2008
|Edited by RenameBot
|fix author name
|April 1, 2008
|Created by an anonymous user
|initial import


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If you are not 100% satisfied with your purchase, you can return your order to the warehouse for a full refund (Bottles must be unopened, in the state you received them, and in the original packaging). We believe that in order to have the best possible online shopping experience, our customers should not have to pay for domestic return shipping. So if you're not happy with your purchase, just contact us right away and we will provide you with details for returning the unopened bottles - your domestic shipping costs are prepaid by us.
With the WineChateau.com 365 day return policy, there are no special catches or exceptions. All we ask is that you send the items back to us in the original packaging, unopened, and in the same condition you received them.
Have questions? Prefer to order by Phone? The Wine Chateau Customer Loyalty Team (WCCLT) is happy to help!
Call WCCLT Monday - Friday 10am - 7pm EST:
1-888-423-8079 or
Email Wine Chateau Customer Loyalty Team
Opaque dark red with youthful purple hues. Serpico has a very diverse aromatic spectrum; cut black plums intermingle with leather and herbal spice. The tannin structure is seemless, finishing with rewarding tightness. Flavours of anise, blackcurrant and roasted coffee bean prevail.


text: Mushroom Village was a village somewhere in Mushroom Rocks. Retrieved from "http://dragonball-online.wikia.com/wiki/Mushroom_Village?oldid=6514" Ad blocker interference detected! Wikia is a free-to-use site that makes money from advertising. We have a modified experience for viewers using ad blockers Wikia is not accessible if you've made further modifications. Remove the custom ad blocker rule(s) and the page will load as expected. Categories: Villages Add category Cancel Save


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Information Technology Curriculum Guide
- Erin Berry
- 2 years ago
- Views:
1 MINISTRY OF EDUCATION SECONDARY SCHOOL Information Technology Curriculum Guide
2 CONTENTS Preface...i Introduction... ii Acknowledgements...iii Rationale for Grade 8 Information Technology Curriculum Guide...iv Intermediate Spreadsheets... 1 Ongoing Maintenance of Computer Systems... 2 Categories of Computers... 4 Accessing the Internet... 5 Definition of IT versus Computer Science... 7 Introduction to Databases: Using pre-existing databases... 8 Intermediate Word Processing Introduction to Files: Definition, Naming Files, and File Extensions Data Protection Input, Output, Backing/Storage Devices and CPU Introduction to Desktop Publishing Compilation of Terms used in Level
3 PREFACE Information Technology Curriculum Guides, Grades 7 to 11, were produced in These Curriculum Guides (draft) were designed to make all students computer literate and allow teachers to use the computer as a tool for teaching any subject of the school curriculum. The documents covered three major aspects of Information Technology: (i) Information Technology Theory, (ii) Word Processing, and (iii) Spread Sheet. The Guyana Education Access Project (GEAP) with the help of the Secondary School Reform Project (SSRP) and the National Centre for Educational Resource Development (NCERD) have collaborated to supervise the revision of the draft IT Curriculum Guides produced in Since these Guides have been in use for more than three years, it is imperative to update them and keep them within the new developments that have since occurred. Other key contributors in the revision process were a number of GEAP trained Information Technology Administrators (ITAs) taken from Regions 6 and 10. These ITAs are still teachers of Information Technology in Secondary Schools and Schools with Primary Tops. The Objectives of the Revised National Information Technology Guides are to: 1. Guide the teaching of Information Technology in schools. 2. Help teachers improve their Information Technology skills. 3. Help to prepare students for Information Technology at the Caribbean Examination Council (CXC) and Caribbean Advanced Proficiency Examination (CAPE). 4. Serve as a tool for students who choose not to write IT CXC or CAPE but need to have a working knowledge of IT for the world of work. Ingrid Barker Head (ag) Curriculum Development and Implementation Unit (CDIU) National Centre for educational Resource Development (NCERD) March 2003 i
4 INTRODUCTION It is our understanding that Information Technology requires immediate practical application on a computer in order to ensure a student s understanding and retention of the material. Without quality time spent practicing on a computer, a student cannot be qualified as literate in Information Technology. This Curriculum Guide has been developed based on this understanding and encourages those educational professionals who choose to institute the IT Curriculum in their schools to have adequate computer facilities to do so. For example, if your school does not have power and/or computer labs, then you do not have to institute the IT Curriculum. If on the other hand, your school does have computers, you might consider the following suggestions for integrating IT into the school curriculum with a limited number of computers: Administrative Uses Teachers could be encouraged or required to use word-processing, spreadsheet, and educational software to develop their lesson plans, type up their class lists, keep their students grades and attendance records, and submit all their other administrative work to the Headmaster or Principal. This would allow for the development of a solid foundation of basic IT skills among the teaching staff and perhaps later contribute to the full integration of IT into regular subject areas or the eventual implementation of the IT Curriculum at the school. Teaching Teachers could use the computers as a presentation and demonstration tool to teach another subject or to show how a practitioner of that field (e.g. Scientist, Mathematician, Social Scientist, Artist, Academic, Poet, Writer, etc.) would use the computer to solve a particular problem, complete research, or achieve their objective. Word-processing Students could be encouraged or required to type up and submit their school assignments using wordprocessing software available on the computer. Spreadsheet Students could be encouraged or required to create tables, graphs, and complete their Maths or Science assignments or supplement their research assignments with capabilities available on spreadsheet software. Educational Software Students could be encouraged or required to use encyclopaedias, typing programs, and other educational software to supplement and complete their assignments from other subjects. In these cases, the computers would be made available on a timetable basis to teachers and students who have been given a basic introduction to the facilities and their care and maintenance. The IT Curriculum Guide should be used as a guide only. It should not be adhered to slavishly if it is inappropriate for the technical and human resources available to the school. If the entire curriculum cannot be covered in the course of a year, then it is up to the instructor to determine the most important topics for review. ii
5 ACKNOWLEDGEMENTS The Ministry of Education is grateful to the following persons whose tireless work has resulted in the production of this revised Information Technology Grade 8 Curriculum Guide: Alan Wood, IT Teacher, Bartica Secondary School, Voluntary Services Overseas Camille Caesar, Deputy Headmistress (ag), St. Aidan s Primary School Gem Carryl, Assistant Mistress, Wismar Hill Primary School Gomattie Dubaria, IT Lecturer, Cyril Potter College of Education, Rose Hall Kim Spencer, IT Teacher Trainer, Guyana Education Access Project Leonie Peters, Assistant Mistress, Wisburg Secondary School Loralina Roberts, Assistant Mistress, Linden Foundation Secondary School Marlon Pearson, Assistant Master, Wismar Christianburg Multilaterial School Mona Campbell, Assistant Mistress, St. Aidan s Primary School Odetta Johnson, IT Administrator, Tagore Memoral Secondary School Penny Hunt David, IT Department Head, Cyril Potter College of Education, Voluntary Services Overseas Poranee (Pam) Kingpetcharat, IT Trainer, National Centre for Educational Resource Development, Peace Corps Guyana Richard Ramnarine, IT Teacher Trainer, Guyana Education Access Project Rosaline Garrett, Head of Centre, Cyril Potter College of Education, New Amsterdam Sheon Gordon-Bynoe, IT Teacher, Linden Foundation Secondary School Shirmattie Dass, IT Administrator, Skeldon Line Path School Suzanne Dorsette Head of Department (Business), Linden Foundation Secondary School. Tiffany Favourite, IT Administrator, Tagore Memorial Secondary School iii
6 Rationale for Grade 8 IT Curriculum Guide The overall objective of the Grade 8 IT Curriculum Guide is to advance upon the foundation established in Grade 7. The topics chosen and the order they are placed in were therefore chosen with care and precision to enable the attainment of this goal. The rationale for each topic and the order of their importance are explained below to give teachers and instructors an overall view of what this curriculum guide is attempting to accomplish. Priority Grade 8 s Objective/Reason 1 Intermediate Spreadsheets Building upon the introduction and use of Spreadsheet software in Grade 7, additional terms should be introduced such as: sheet, workbook, and tab. Students should be able to calculate averages and percentages as well as use other simple formulas. Students should also be able to produce simple charts using the chart wizard. 2 Ongoing Maintenance of Computer Systems Introduce students to the basics of ongoing maintenance of the computers. Students will recognize the expense of the equipment and how regular maintenance of the computers can prolong their performance, use, save the cost of purchasing new equipment, and therefore benefit all users. 3 Categories of Computers Students need to be aware that the computers used in schools are only one type of a range of computers available. Rote learning of the computer categories is not recommended. Instructors should try to get students to understand that a personal computer (PC) is only one type of computer like a cell phone is just one type of phone. A field trip to an organization could help achieve this. 4 Accessing the Internet If the school has access to the Internet, the Instructor should introduce Internet related terms such as: browser, website, webpage, link, html, and search engine. The Instructor can then teach students how to browse websites and search for information and assign tasks which require students to undertake research using the Internet. This will help build students' confidence in the research process and their abilities to use the Internet to access information. 5 Definition of IT versus Computer Science Instructors should introduce the definitions of and differences between Information Technology and Computer Science. Making sure that students understand the difference will allow them to recognize that choosing to pursue study in one field versus another may directly impact their qualifications and the career they eventually take. 6 Introduction to Databases - Using preexisting databases Instructors should attempt to introduce the definition of database so that students can build a level of understanding of what databases are without actually creating one. Students should be able to use and navigate a database, find records, and filter records.
7 Rationale for Grade 8 IT Curriculum Guide Priority Grade 8 s 7 Intermediate Word Processing - Page Setup, Margins, Lists, Fonts, Inserting Graphics, Advanced Typing Skills, Tables, Spelling & Grammar Check 8 Introduction to Files - Definition, Naming Files, and File Extensions Objective/Reason Instructors should focus on building the formatting knowledge and typing skills established in Grade 7. Students should be able to perform more complex formatting tasks and begin to develop an "eye for detail" or an appreciation for the impact that formatting can have on the presentation of the document and how it is received. Introduce the definition of File. Instructors should build an understanding that Files are composed of a File Name (assigned by the User) and File Extension (assigned by the computer) and that File types relate to the programs that they were created on. Students should feel comfortable naming Files properly and appropriately. 9 Data Protection Instructors should teach students to make it a habit to backup their work. No storage device is 100% perfect. Sometimes they fail and other times they can get infected with viruses so having multiple copies of the same item can save the student from losing important work. Students should understand anything stored on individual computers or storage devices will not necessarily be private or completely safe from loss, damage, or theft. 10 Input, Output, Backing/Storage Devices, and CPU Instructors should help students categorize Hardware into Input Devices, Output Devices, Backing/Storage Devices, and the Central Processor Unit. Understanding the process that the computer uses to (1) intake data, (2) pull instructions from backing/storage, (3) process it, and then (4) output information can help students feel comfortable in understanding how the computer works. Students should be able to distinguish between these devices and feel comfortable using them. 11 Introduction to Desktop Publishing Define Desktop Publishing: the process of using the computer and specific types of software to combine text and graphics to produce documents such as newsletters, brochures, books, etc. Introduce the basic concepts of Desktop Publishing, elements of design, and assign a task which requires students to use Word Processing Software to create an announcement, brochure, or newsletter. Students should feel comfortable combining graphics and text to produce unique documents. 12 Compilation of Terms used in Grade 8 Building upon the list from Grade 7, students should try to keep a list of all the terms they have been introduced to during the course of Grade 8. The instructor may take some time to review of all the terms introduced and their definitions to ensure that students understand the definitions and their use. The emphasis here should be on the understanding and application of the terms, not on the rote learning of complicated definitions.
8 Intermediate Spreadsheets Functions for sums and averages. Use simple functions to calculate sum and average. The average of a set of numbers is the sum of those numbers divided by the quantity of numbers being added together. If a cell contains a null value I.e. it is empty it will not be counted as a number. Willingness to translate the average concept into a Spreadsheet formula. Have students enter data Can students use Mathematics, Social into a table. Possible the sum and Studies, Science: topics could include: average functions Students can use cricket scores by player, in a spreadsheet basketball stats by player, to extract useful or inventory of a store by information from month. a table of data? Formula for addition =SUM(B2:F2) where B2 is the beginning cell reference and F2 is the ending cell reference and ":" serves as 'to' i.e. the formula reads: this cell equals the sum of B2 to F2. Average formula: =average (beginning cell reference: ending cell reference) Have students create the sum and average for each row and column. For example, in a table of cricket scores, students can compute the sum and average hits, runs, etc. per player and for the team as a whole. Are students comfortable with using the sum and average formulas? spreadsheet software to report the data gathered from a Maths, Science, or Social Studies project. They can then use the sum, average, and percentage formulas to analyse this data. Use simple formulas to calculate percentages. Formula for calculating percentages. The percentage of a particular thing can be calculated by dividing that piece by the total or 10% of a whole can be calculated by =.10 * cell reference. Willingness to translate the percentage concept into a Spreadsheet formula. Percentage formula: =part/whole also =B3/sum(B2:B3) Use the data entered into Can students use the table from the percentage previous skill set and have formulas to students generate determine each percentages for the items row's in each row. contribution to the total? Do students understand what percentages represent and why or when they might be used? Page 1
9 Intermediate Spreadsheets continued. Meaningful graphs Graphs and charts can enhance the allow easy reading of presentation of information. data. Using chart wizard icon to create graphs. Selecting appropriate data to use in a graph. Appreciate that one set of information can be displayed in several different ways. Discussion on transfer of information from the spreadsheet to the graph. 1. Transfer information from a spreadsheet to a graph. 2. Select chart wizard icon in the toolbar. 3. Use the same data and select various types of graphs. 4. Change patterns and colours on charts and graphs. 5. Use of appropriate headings and axis labels to provide meaning to the graph. Explain, demonstrate, and have students replicate how the colours and patterns of graphs can be changed. Can the students transfer information from the spreadsheet to meaningful graphs? Can the students use the chart wizard icon effectively? Mathematics, Social Studies, Science: Use the data from the previous skill sets and have students graph these data or Have students use the time in the lab to complete charting and graphing homework due in their other courses. Ongoing Perform Maintenance of simple Computer maintenance Systems on the computer system: scandisk, defrag, and obtain virus updates. How to run Scan Disk, Disk Defragmenter and obtain Virus Updates. Care and regular maintenance are necessary for the efficient functioning of the computer systems. Using contaminated floppy disks can increase the risks of viruses in the computer system. Willingness and desire to protect computer systems from viruses and maintain computer systems for use by all students. Explanation and demonstration of how to run Scan Disk, Defrag, and Virus update on the computer. List of rules and consequences of abuse of computers. Discussion of rules for the effective maintenance of the computer system. Actual demonstrations on how cleaning must be done. Are students aware of the importance of caring for the computers? Can the students clean the mouse, keyboard and monitor? Science, Social Science: Examine how delicate care and regular maintenance can impact the performance and benefits derived from a machine, the human body, or an animal or pet such as a cat, dog, horse, goat, or cow. Page 2
10 Ongoing Maintenance of Computer Systems continued. Definition of a computer virus. Scan floppy disks and hard drives for viruses. Understand how computer viruses are spread. Understand how catching a computer virus can be prevented by updating virus definitions, scanning floppy disks before opening files, and scanning files before downloading and opening them from the Internet. Understand that installing more than one anti-virus program onto a computer can cause it to malfunction. Computer viruses can produce messages, perform pranks, deny access to the computer, program, or file, steal data from the computer, corrupt data, delete data, or disable computer's hardware making the machine unusable. Anti-virus software can reduce the risk of a system being infected but ONLY IF the virus definitions on the computer are kept current. Willingness to take precautionary measures to protect against viruses. Awareness that individual protection against viruses impacts everyone. If one person does not take precautions, they can infect the entire community. Demonstrate how to load the virus protection software, look for the last virus definition update date, and scan floppy disks for viruses. A computer virus is a program designed to harm a computer system. It can spread across computers and networks by making copies of itself, usually without the user s knowledge. Viruses typically spread via the Internet, networks, or floppy disks. Restricting the use of floppy disks, Internet downloads, and using anti-virus software can reduce the risk of a system being infected. Allow students to explore the anti-virus software setup and screens. Ask students to scan a floppy disk using the anti-virus software. Discuss how the anti-virus software works, the importance of virus definition updates, how viruses spread, who writes them, and what effect they might have on a computer. Do students understand what a computer virus is, how it spreads, what it can do to a computer, and how to prevent it from spreading? Do students know how to scan their floppy disks for viruses and check for the last date of the virus definition updates? Biology: Discuss some of the similarities in characteristics between biological viruses and computer viruses. For example: A biological virus is not a living thing. Unlike a cell, a virus has no way to do anything or to reproduce by itself -- it is not alive. Instead, a biological virus must inject its DNA into a cell. The viral DNA then uses the cell's existing machinery to reproduce itself. A computer virus shares some of these traits. A computer virus must use another program or document in order to get executed. Once it is running, it is then able to infect other programs or documents. Page 3
11 Categories of Computers Know the Understand that difference between different categories of micro-, mainframe, computers have and mini- varying processing computers. speeds, memory and storage capacity. Identify three categories of computers. Know which category of computer is best suited to a given situation or organisation. Therefore, the different categories of computers will be used for different situations. Appreciate that there is a huge range of computers with different performance levels. Site visit to organisations Do students Social Studies: to view the different understand the Organisations, their categories of computers definitions for structure, their business used e.g. GT&T, Bank of each of the needs and why they Guyana, NDMA. categories of might choose the computers? computer categories that they do. Microcomputer - usually for individual use and is also called a personal computer (PC). Mainframe computer - a large, powerful computer, capable of processing large amounts of information. Minicomputer - a 'mini' version of the mainframe. Give students a list of organisations and the activities carried out within that organisation. Students must identify which computer type is most appropriate for that organisation. Do students understand why each category of computer is used for different purposes and by different organizations? Biology: Organising plants and animals by species, class, etc. What are the common characteristics for each group? Different types of Personal Computers Know that there are different types of Personal Computers available on the market. They include desktop, laptop, notebook, and palmtop computers or Personal Data Assistants (PDA). Understand that just because these PCs look different or come in different packages or sizes they all have similar capabilities. Recognize that different types of PCs are purchased and used for different purposes and reasons. Appreciate that all personal computers have fundamentally similar capabilities because they are part of the same computer category. Distinguishing characteristics of a desktop, laptop, notebook, and palmtop computer or PDA. Compare prices and then weigh the benefits of buying one type of PC versus another. Have the students list the things they want to use a PC for e.g. play video games, surf the internet, write papers, etc. Have the students then determine the best PC for them and why they have chosen that type of PC. The teacher might provide them with a budget limit, a few requirements, and/or a scenario. For example, students can pretend to be bankers, teachers, travel agents, and lawyers. Can the students distinguish between a laptop, desktop, notebook, and palmtop computer or PDA? Do the students know the reasons why a customer might choose one type of PC over another? Social Studies, Economics: Explore the development of the different types of computers, how they are used, and how they have changed, how people do business, find information, do their homework, etc. Biology: Organising species of plants, animals, etc. What differences and similarities lie within the same categories? Page 4
12 Accessing the Internet NOTE: This topic should ONLY be taught if the school has Internet access. Definition of a Different types of Appreciate the stand-alone computer networks benefits of environment, a are available for sharing files, Network, a Local different needs. information, Area Network data, and (LAN) and a Wide They are all interrelated peripherals Area Network and some are through (WAN). computer Identify the building blocks of the Internet. Differences between a standalone environment, a Network, a LAN, and a WAN. connected through the Internet. Networks speed up the rate at which people can share, transmit, and transfer data and information. networks. Have students break up Do students into groups and understand the demonstrate an example difference of a stand-alone between a standalone environment, LAN, and WAN. They can do it environment, a physically, draw it, or LAN, and a write it. WAN? Stand-alone environment - a computer all by itself. Network - a group of computers that are physically connected in a way that lets them communicate and interact with each other. LAN - a computer network connected in a limited area [in one building]. e.g. school lab. WAN - a computer network connected over wide areas e.g.. between towns, cities, counties, and countries. e.g. banking organisation. Have students explain the good and bad aspects of each of these environments. Do students understand the pros and cons for having or not having a network? Physical Education: Take the students outside to have them form and test out their various types of standalone environments and Networks. They can even test the pros and cons of networks by trying to exchange information. Social Studies, Biology: Have the students examine how the ease of sharing information with other people has improved the quality of life of all people. How is sharing information critical to life? In what other ways do we form networks? Page 5
13 Accessing the Internet continued NOTE: This topic should ONLY be taught if the school has Internet access. The Internet is a global version of a WAN. Understand what the Internet is It is not run by any one person, company, or government. It is not a library or an encyclopaedia. The Internet is composed of a network of supercomputers (also called servers), wires, and satellite connections that enables those supercomputers to share data and information. Anyone can post information on the Internet whether it is truth or fiction is for the reader to decide. Appreciate the good and bad of connecting computers and sharing data and information. Have students break up into groups as various examples of computer environments/networks. They can do it physically, draw it, or write it. Then have students connect each of these environments to each other to form the Internet. The Internet is best defined as a network of wires and satellite connections that connects computers worldwide. There are several uses for the Internet. The most popular uses for the Internet include the World Wide Web, Electronic Mail, and Chat. Have students explain what happens if one of the LAN, WAN, or standalone environments do not work. i.e. page will not display. Do students understand that the Internet is distinct from the World Wide Web, that no one person is to blame if the Internet is not up and running, and no one reviews the content posted on the WWW for truth or fiction? Biology, Social Studies: Examine dependent and independent systems. Compare them to the Networks and components that make up the Internet. What is the most efficient way to ensure all the pieces/components are working? Who takes responsibility for the information they discover on the Internet? How to access the World Wide Web (WWW) Differentiate between reliable and unreliable or biased information. The World Wide Web can be accessed through a browser. Recognize that anyone who has a computer can post data and information on the WWW. Appreciation for the quantity of information available on the WWW. Students must be Willingness to careful in determining question what information is information good and bad. made available on the WWW. BROWSER - A program that accesses and displays files available on the WWW. Two examples of Internet Browsers are Internet Explorer and Netscape. Connect to the Internet. Have students open up a browser and allow them to look through the WWW for various information by clicking on links. Suggested websites include: Can students open a browser and follow links on a website? Can students distinguish between advertising and legitimate, informative links? English, Social Studies, Biology: Allow students to use the WWW to do research for their subject areas. Page 6
14 Definition of IT versus Computer Science Recognise that IT consists of the study of computer systems (past, present & future) and networks e.g. the internet as well as user end software. Definition of IT Someone who majors in IT will likely deal with day to day maintenance and use of computer, information and communications systems. This is why they will need to understand the technology of/behind information. Thus, the title of the major - Information Technology (IT). Appreciate that people who major in IT help develop, construct, and maintain the structures that allow Users to exchange, transmit, save, delete, and copy information easily. Discussion of what IT is. Do students understand what Discussion of jobs types of jobs available in IT. people who choose to pursue a degree in IT are able to apply for and receive? IT is the study of computer hardware, computer software and networks. In the field of IT we use a variety of devices (including computer systems) and programs to research, create, and manipulate data effectively to produce, save/retrieve or transfer information. Discussion of responsibilities/duties, hours, range in wages, availability, and pros and cons of each of the positions available in IT. Economics, Social Studies, Guidance: Encourage students to study the history of formal education in IT. For example: When did colleges and universities begin to offer it as a major? Do many people in the job market require a degree in IT or do they look for certification in other areas? What is the range of wages someone might receive for majoring in IT? How has this changed over time? Page 7
15 Computer science is the study of programming to develop/create software. It also looks at the technical aspects of computer systems and networks. Definition of Computer Science Someone who majors in Computer Science will likely deal with inventing, developing, and designing computer programs, systems, and components. This is why they will need to understand the science of how computers work. Thus, the title of the major Computer Science. Appreciate that people who major in Computer Science invent, design, and create the systems and structures that allow Users to interact with the hardware and software of a computer system easily. Discussion of what Do students Computer Science is. understand what types of jobs Discussion of what kinds people who of jobs are available in choose to pursue Computer Science. a degree in Computer Science are able to apply for and receive? Computer Science is the study of programming in order to write, edit and update existing software to suit user end requirements. Computer science looks at inventing and developing systems and system networks to suit the needs of the users. Discussion of responsibilities/duties, hours, range in wages, availability, and pros and cons of each of the positions available in Computer Science. Economics, Social Studies, Guidance: Encourage students to study the history of formal education in Computer Science. For example: When did colleges and universities begin to offer it as a major? Do many people in the job market require a degree in Computer Science or do they look for certification in other areas? Page 8
16 Definition of IT versus Computer Science continued. IT is concerned Realise that study in Appreciate that predominantly with IT is very different the working the user-end from the study of world makes a spectrum, whereas Computer Science but distinction Computer Science there are certain relates to the aspects that overlap. development of systems and software. Differentiate between IT and Computer Science between Computer Science and IT and might therefore categorize a job applicant based upon this distinction. Compare the IT and Computer Science fields. Review the definitions of IT and Computer Science. Review the types of jobs available in IT and Computer Science. Compare and contrast the various jobs. How are they similar, different, the same? What skills are employers looking for that are similar, different, the same in IT and Computer Science? Discuss some of the jobs in IT and Computer Science. Ask students to identify whether they would rather study IT or Computer Science and why. Also remind students to recognize that there is sometimes an overlap between the two. Can the students distinguish between IT and Computer Science? What are the differences between the jobs that an IT person versus a Computer Science person would have? Social Studies/ Guidance: Careers and job roles. The difference between IT and Computer Science is like the difference between being a Doctor and a Scientist. Doctors maintain and improve upon the existing system. Scientists attempt to invent and create new systems to add to or replace the already existing ones. Introduction to Databases Definition of Database A Database is an organized collection of structured data about a particular subject (person, place, or thing). A Database package Recognise the or program enables uses and you to organise and potential power store datafiles (tables) of Database so that specific items programs. of information can be retrieved easily and quickly in a structured fashion. Definition of Database. Demonstration of different uses for Database programs. Discussion on the uses for Databases by teacher and students. Examples of previously constructed Databases. Do students know what Databases are? Can students identify areas where Databases can be useful? Science: Use of Databases to track and record scientific data. Economics: Use of Databases to do recordkeeping, book-keeping, and budgeting. Page 9
17 Introduction to Databases continued. When to use a Recognise the Database to conditions and organize, store, and circumstances structure data that promote the and/or information. use of Databases. Understand why a Database is being used. Databases are usually used to organize, store, and structure large quantities of information and complex data into tables and forms for easy access. Records are easily retrieved and manipulated to search for data. Provide students with a scenario e.g. video store, music store, doctor's office, Ministry office. The process of determining when a Database would be needed. 1. Examine the data/information provided. What is its structure? 2. Will it need to be sorted, searched, or filtered? If so, in how many different ways? 3. Which would be the best way to organise this data/information for these purposes? Have students put together the data and information they would have given their scenario. What would they use this data/information for? What kind of questions would they ask? Would they need a Database in order to answer these questions? When given a set of data or information, can students identify when to use a Database to organize the data or information provided? Guidance, Economics, Social Studies: Have students go to various places in their communities, interview workers, and ask if they use computers or Databases to help them in their work. Students should report how these establishments use computers and/or Databases and if they don't how could they use computers and/or Databases? What are or would be the pros and cons? Understand the organisation of a Database. NOTE: In some texts you will see "table" referred to as a "file" i.e. a datafile. It is only MS Access that uses "table." A standard Database is composed of tables, records, and fields. Definition of tables, records, and fields. How tables, records, Willingness and and fields combine to patience with organize and structure learning how a data and information in a Database. Database is organized and acquainting oneself with the basic elements of a Database. Table - a collection of related data about a subject and is divided into rows and columns. Each row holds a record and each column has a unique field. Field - an area reserved for each piece of individual data. Record - a group of related fields. Have students navigate through an already created Database and observe how it is organized. Have students identify examples of tables, records, and fields in the Database they are navigating. Can students identify and distinguish between a table, record, and field? Can students work through how a Database is organised and/or structured? Science, Social Studies: Observation and dissection. How are governments, communities, or groups of animals organized? How do they structure themselves? Have students observe and organize these findings into what they will eventually enter into a Database. Page 10
18 Introduction to Databases continued. Use find to pull up A Database program Appreciate that a record with these exercises specific criteria. Find and filter records in a Database Use filter to display all records in the database that have the criteria you have established. allows the user to find and retrieve information by finding and filtering. demonstrate in a practical way, the reasons for using databases i.e. to store, access & manipulate information in a quick and easy way. Use an existing Database Do students Economics, to demonstrate how to Government, Social find and filter records with specific criteria. Find will show all records but highlight the record meeting the criteria. Filter will change the Have students replicate display so that the finding and filtering database only shows records with different those records criteria using an already containing the criteria existing database. e.g. address field might = Georgetown. know how to find and filter records based on certain criteria? Do students see why using a Database to organize and store information makes finding and filtering easier? Studies: How can the ability to find and filter records faster impact how society is organized? How government services can be delivered? How businesses, libraries, hospitals, etc. function? Intermediate Word Processing Page Set-up How to use Page Set up to: - set page margins - set paper size, and - set paper orientation. Page set-up improves the presentation of documents. Establishing the Page Set-up before you begin typing can provide the user with a more accurate view of what the finished product will look like. Willingness to use Page Set-up to improve the presentation of documents. Appreciate presentation is an important factor in Word Processing. Load the Word Processing software. Go to File, Page Setup: 1. Set left and right margin. 2. Select and change paper size. 3. Select page orientation. Explain how Page Set-up Can students works i.e. what options locate correct are available and how they dropdown menu work. Demonstrate how for the Page Setup Page Set-up works. option? Have students type a letter Are students able or a report using the Word to set the Processor. Have students margins, paper begin by setting up their size, and paper page using Page Set-up. orientation effectively and efficiently? Language: Preparation of business letters, book reports, evaluations, homework and other documents. Page 11
19 Intermediate Word Processing continued. Text to be The type and formatted within a audience of the given document document must be must first be taken into selected consideration when (highlighted). choosing various formatting features. Use advanced formatting features. - Lists - Fonts - Tables - Borders and Shading Bullets are used to stress important points. Numbering is used for itemising. Tables can be inserted to organize information and data on a page. Borders and shading can be used to enhance or highlight a particular word, thought, or idea. Willingness to exert time and effort to use all available formatting features to improve the look, readability, and appeal of a document. Demonstrate how to change font size, type, colour and style. Formatting tool bar icons can be used to change font sizes, styles, bold, italics, underline text, and insert bullets and/or numbering. To insert a table go to the Table menu, choose Insert, Table, and choose the number of rows and columns. To change borders and shading, highlight the area you want to change and go to Format, Borders and Shading. Demonstrate how to create borders and shading, change background colour, insert bullets and numbering, and tables in a document. Give students a basic business letter which includes a table e.g. an invoice or quotation document. Ask them to use these formatting tools to change the look and impact of the document. Have students pair up and evaluate the other student's finished product. Are students effective in the use of formatting features discussed? Are the formatting features used appropriate for the audience? Does it make an impact? What kind of impression do you get from the way the document was formatted? Language: Preparation of business letters, book reports, evaluations, homework and other documents. Page 12
20 Intermediate Word Processing continued. How to insert pictures into a document. Inserting and manipulating Graphics How to modify the inserted graphics. How to wrap text around the graphics inserted. Graphics can be used to emphasize or explain an argument, issue, or point. Graphics can be resized to fit into a document properly. Text can be wrapped above, below, and around a graphic to save space and add to the presentation. Willingness to build skill in manipulating graphics (word art and clip art) and text to produce a well formatted, organized, and easy to read document. Demonstrate how to insert, resize, and manipulate text around clipart. 1. To insert clipart, go to Insert, Picture, clipart. Choose the picture you want to insert and click OK. 2. Use the mouse pointer and the corresponding edges of the clipart to modify the size, position and shape of the graphic. 3. To wrap text around a graphic, click on the picture, go to Format, Picture, Layout, and choose Square. Have students put together a newsletter, newspaper, or other document that requires them to insert a graphic, resize it, and wrap text around it. Have other students evaluate a fellow student's work for style, appearance, and content. Are the students able to insert and modify graphic (clip art and word art) within a document? Journalism, Language, English: Students can use this time in the lab to layout and create a school newspaper, newsletter, or year book. Page 13
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text:
A very limited number of 2017 models will be produced.
Rs3|audi Rs3
The 2018 Audi RS3 sedan priced above the BMW M2 and Mercedes CLA45 AMG
- Reese Counts
- Apr 6, 2017
Coming to America | 2018 Audi RS3 Sedan First Drive
- Michael Taylor
- Mar 21, 2017
Better late than never.
Audi updates the RS3 hatch to sedan specs, but we still aren't getting it
- Reese Counts
- Feb 10, 2017
The big news is the improved turbo inline five-cylinder under the hood.
The Audi RS3 LMS looks hot and ready
- Reese Counts
- Sep 30, 2016
Unforturnately, the race car ditches the road car's sweet turbocharged inline-five.
The Audi RS3 shows up at Paris with five cylinders, 400 hp, and a scowl
- Alex Kierstein
- Sep 29, 2016
TT RS who? The RS3 brings five cylinders to the party, too.
Audi RS3 sedan spied testing at the Nurburgring
- Reese Counts
- Jul 12, 2016
Despite the test-car camo, we can make out the signatures of Audi's top-dog performance vehicles.
2018 Audi RS3 Sedan to make US debut in 2017 [UPDATE]
- Brandon Turkus
- Apr 11, 2016
Audi could finally be bringing a nearly 400-horsepower RS3 Sedan to the US market some time in 2017, according to a new report.
Leaked Audi product roadmap may confirm R8 with V6 engine
- Alex Kierstein
- Feb 23, 2016
Last year, we reported that Audi was exploring other engines for the R8. This report may confirm the V6 is coming, along with other interesting tidbits.
Audi RS3 Sedan coming to America with over 400 hp?
- Brandon Turkus
- Feb 17, 2016
Rumors are popping up that Audi is getting ready to smack down the Mercedes CLA45 AMG by bringing a 400-plus-horsepower RS3 Sedan to America.
Audi RS3 and Volkswagen Golf R face off in Evo test
- Noah Joseph
- Aug 6, 2015
Evo takes the Audi RS3 and Volkswagen Golf R to the track to find out whether extra muscle is worth the RS3's added price.
Xcar flogs the 2016 Audi RS3
- Chris Bruce
- Jun 17, 2015
Xcar thinks that the latest Audi RS3 is so good that the turbocharged model is helping to define a new segment called the hyper hatch.
Watch Audi R8 give Birth to RS3
- Chris Bruce
- May 1, 2015
In a great commercial from Audi, an R8 deforms to give birth to an RS3 Sportback.
Audi plans RS3 for US
- Chris Bruce
- Apr 7, 2015
Audi hopes to bring the RS3 to the US, but it would be as a sedan rather than the current five-door hatch in Europe. In addition, the Q8 is likely crossing the Atlantic too after the stylish crossover's debut.
Audi RS3 Sportback is the hottest hatch
- Chris Bruce
- Dec 12, 2014
Fans of compact, European vehicles that mix luxury and performance should be in paradise right now. There's already the 320-horsepower M235i from BMW and the 355-hp CLA45 AMG (or A45 elsewhere) from Mercedes-Benz, but you can now add one more to the list. Meet the Audi RS3 Sportback, which boasts 362 hp and five doors, too.
Audi A3 Clubsport Quattro concept bringing its 525 horses to Wörthersee
- Noah Joseph
- May 15, 2014
It's almost late May, and you know what that means: the last of the snow has melted, the Stanley Cup playoffs are in full swing, the flowers are blooming, and the performance-car faithful are descending on Wörthersee in Austria for the annual GTI-Treffen.
Audi perfecting drool-worthy RS3 hot hatch
- Brandon Turkus
- Apr 25, 2014
A sure-fire way of adding excitement to any Audi is removing the "A" from its model name and replacing it with "RS." Take the RS4, RS5, RS6 and RS7 as proof of this fact. Of course, the transformation from "A" to "RS" wouldn't be complete with a huge bump in power, a far more sporting suspension, enhanced brakes and a more aggressive styling treatment.
Audi planning S3 Plus with 375 hp?
- Noah Joseph
- Jan 23, 2014
There's a war being waged in Europe for the highest output from the smallest displacement. Alfa Romeo has managed to squeeze 240 horsepower and 260 pound-feet of torque out of a 1.7-liter turbo four for the 4C. Mercedes-Benz has coaxed 355 hp and 332 lb-ft out of a 2.0-liter turbo four to drive the new A45 AMG, CLA45 AMG and GLA45 AMG. But not to be outdone, the Volkswagen Group is said to be working on one of its own that will put both to shame.
Audi RS3 spy shots foreshadow an ultra-hot hatch
- Jeffrey N. Ross
- Oct 4, 2013
Not all vehicle prototypes and mules require heavy camouflage – sometimes they can be hidden in plain sight. That's probably what Audi was hoping for while testing its new RS3 wearing S3 duds, but thanks to some visual and audible telltales, our spy photographers were able to recognize this as a precursor to the marque's ultra-hot hatch testing near the Nürburgring.
Fifth Gear pits Audi RS3 against BMW 1 Series M Coupe
- Zach Bowman
- Oct 23, 2011
It seems the press is bent on brewing up a rivalry brewing between the BMW 1 Series M Coupe and the Audi RS3. As you may recall, AutoExpress recently pitted the pint-sized Germans against each another in a drag race. Now, Fifth Gear lined up both machines for a one-lap battle with Tiff Needell driving the 1M and Mark Higgins piloting the Audi RS3. Higgins recently set a four-wheel lap record around the Isle of Man TT course (and pulled off one of the hairiest saves we've ever seen in the process
2012 Roush RS3
- Drew Phillips
- Sep 7, 2011
Making A Case Against Increasingly Excellent Factory Options
Audi RS3 goes head-to-head against BMW 1 M Coupe in drag race
- Noah Joseph
- Jul 7, 2011
Test drive the Audi RS3 on your iPhone
- Kevin Wong
- Mar 11, 2011
- 2018 Honda Accord is sleeker, more efficient
- Mercedes X-Class pickup truck revealed
- Find and compare 2017 Models


text:
The company in question is, Nokia Corporation (NYSE:NOK) currently with a stock price of 5.51 (0.73% today). The market cap for Nokia Corporation is 32423.16, and is in the sector Technology, and Communication Equipment industry. The target price for Nokia Corporation is 7.03. Currently Nokia Corporation is trading with a P/E of *TBA, and a forward P/E of 17.06. Average volume for Nokia Corporation is 12053.46 and so far today it is 5608400.
Performance in the last year for Nokia Corporation has been -11.82%. For EPS growth, Nokia Corporation has seen a growth of -53.90%, and is looking to grow in the next year to 53.08%. More long term stats show that EPS growth has been -9.50% over the last five years and could be 22.20% for the next five years. Nokia Corporation has seen sales growth quarter over quarter at 91.30%, with EPS growth quarter over quarter at -232.70%. The 20-day simple moving average is -3.41%, with the 200-day simple moving average coming to -5.39%.
Since the IPO date for Nokia Corporation on the 1/3/1994, Nokia Corporation has seen performance year to date to be -17.10%. With Nokia Corporation trading at 5.51, the dividend yield is 5.26%, and the EPS is -0.04.
So could Nokia Corporation, be undervalued? Well as said before P/E is *TBA. The PEG is *TBA, P/S is 1.63 and the P/B is at 1.49. The P/cash is 2.57, with P/free cash flow at *TBA.
Nokia Corporation ability to deal with debt shows that the current ratio is 1.6, and the quick ratio is 1.4. This is with long term debt/equity at 0.19, and total debt/equity at 0.22.
In terms of margins, Nokia Corporation has a gross margin of 37.00%, an operating margin of -2.80% and a profit margin of 4.30%.Payout ratio for Nokia Corporation is 0.00%. Return on assets come to 2.30% with return on investment coming to 10.60%.
Insider ownership for Nokia Corporation, is at *TBA and institutional ownership comes to 4.40%. Outstanding shares are at 5884.42. While shares float is 5773.85. The float short is currently 0.69%, and short ratio is 3.29.


text:
Choosing the right domain is a key part of being successful online, a unique and descriptive name and choosing the right TLD can make a big difference to your success.
Millions of UK businesses are dependant on their online presence and turn over many more millions in Great British Pounds all because they secured a great .UK domain.
We've teamed up with XDnet.co.uk to offer our readers a special treat, using coupon code GTBUK you can save 46% on your .UK domain – just £6.48 for the first 2 years ! – Get your domain now!


text:
Fruit Vegetables
Fruit vegetables are rich in nutrients but unfortunately some people hardly ever include them in their meals. A balanced diet should include fruits and vegetables.
By eating fruit vegetables, you can obtain Vitamin A. All types of fruits contain Vitamin C such as lemons and oranges. Fruits and vegetables are great antioxidants which can provide us protection against infections and diseases.
Different Varieties
There are various kinds of fruit vegetables in your local grocery stores. Not having the time to travel to your local supermarket, the best alternative would be to order them online. It's fast, easy and convenient when you order online with Harris Farm Markets for the freshest and best quality fruits and vegetables.
There are a variety of ways to prepare your fruit vegetables. You can prepare a vegetable soup or make a vegetable or fruit salad. It is preferable to use fresh fruits and vegetables as they contain more nutrients. Some vegetables can also be eaten raw. You can choose between organic and non-organic fruits and vegetables. It is preferable to choose organic produce as they are fresh and rich in nutrients, also tasting better than non-organic produce. When it comes to freshness, Harris Farm Markets is the company that you can trust. We have organic fruits such as organic Gala apples (2kg pack), organic Kiwis (6 pack), organic avocados (4 pack)and others. We also have organic vegetables such as organic celery sticks (400g pack), organic beetroot (500g), prepack organic roquette (120g) and others.


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News // 2 Articles
Glenn Frey: After Hours
16 May 2012 // 6:00 PM
Glenn Frey's first solo disc in years is both ambitious and average.
Linda Ronstadt Remembers Glenn Frey
20 Jan 2016 // 5:29 AM
The Eagles took their distinctive version of country-rock to international acclaim thanks to a combination of relentlessly catchy songs, an astute business plan and fortuitous timing.
Eagles mainstay Glenn Frey savors the 'After Hours'
4 Jun 2012 // 5:35 AM
LOS ANGELES — The grin on Glenn Frey's face was clearly a satisfied one, but there was something else there too, something tugging at the


text:
Wow! Summer *IS* almost over!
Expand Messages
- It was nice to see many of you at Duncan's celebration for the new
Peace Garden. I love it! It is really beautiful and a wonderful new
entrance for Cowles. There are many new folks that have joined this
list, presumabely after registering their children for the upcoming
school year. Welcome! We'll see you soon! Feel free to ask any
questions you might have about starting school, or the Open House, or
what have you. Many of us have been Cowles families for a while and
would be happy to answer a quick email.
Jessica B-B
Your message has been successfully submitted and would be delivered to recipients shortly.


text: Dalkia is a kingdom on Chronicles of the sword. History The flag and Insignia of Dalkia Warriors/Members Aurelia Roin Luna Elua Aege Heal-Do Lupi Dalkia (soldier) Kierkess Amrita Iblis Rhea Areon Eunice Iris Celestis Aether Gorus Ratziel Raguel Jyuri Lilian Retrieved from "http://soulcalibur.wikia.com/wiki/Dalkia?oldid=112215" Ad blocker interference detected! Wikia is a free-to-use site that makes money from advertising. We have a modified experience for viewers using ad blockers Wikia is not accessible if you've made further modifications. Remove the custom ad blocker rule(s) and the page will load as expected. Categories: COTS Construction Dalkia Chronicles of the Sword Soul Calibur III


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DWF strengthens relationship with the ABI by becoming associate members.
With a strong reputation within the insurance sector, this membership will further the support DWF offers to clients within this industry through direct access to ABI statistics, industry updates, and thought leadership.
Huw Evans, ABI Director General, said:
"I am very pleased to welcome DWF as our latest associate member. This will enable them to strengthen their already strong links with the industry. I look forward to the ABI continuing to work alongside DWF on some of the key issues impacting on our industry."
Paul Berry, CEO of Insurance Services at DWF, said:
"DWF has worked with the ABI for many years and we are pleased to be able to strengthen our relationship by becoming an Associate Member, enabling the firm to work even more closely with the insurance industry. As a leading national legal business with a core strength in insurance, we are dedicated to working with other industry stakeholders to address the key issues affecting our sector. We look forward to continuing this work with the ABI."
The ABI speaks on behalf UK insurers, providing consumers with general information on insurance and savings products and services. The ABI promotes best practice, transparency and high standards within the industry. Working with government, regulators and policymakers – both in the UK and internationally – the ABI work to ensure the insurance industry meets the highest standards.


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Exchange traded funds continue to increase in number and popularity, growing to one of the most commonly traded securities on the stock exchange as both institutional and the average retail investor gain greater access to broad or specialized market exposure. Yet many individuals are unfamiliar with ETFs' inner workings. In this ongoing series, we hope to address your questions and help shed light on the investment vehicle. [What is an ETF? — Part 14: Target-Date Funds]
The foreign exchange market, or forex, is the largest, most liquid financial market in the world. Investors unwilling to create a separate account just to trade currencies can easily access currency moves through exchange traded fund products instead.
Investors who want exposure to a forex exchange market without dealing with futures or directly with the forex market may be better suited trading in currency ETFs. Currently, currency ETFs cover most popularly traded international currencies.
Currency ETFs try to reflect the performance of a single currency or a basket of currencies. ETF providers structure their currency ETF products to try to reflect the movements of a currency in a foreign exchange market by holding foreign currencies directly, foreign currency denominated short-term debt instrument, derivatives or swaps.
For instance, the Guggenheim CurrencyShares suite of currency ETFs hold the foreign currencies directly through foreign currency-denominated deposit accounts – the accounts also accrue interest, which is paid out to shareholders after accounting for fund operating costs. The WisdomTree and PowerShares currency ETFs hold futures contracts or swaps to achieve their target objectives.
Investing in the forex market helps investors diversify and hedge with currencies, which may help reduce risk while maintaining an upside potential. For instance, individuals holding assets denominated in a foreign currency are exposed to currency risks – if the foreign currency weakens compared to the U.S. dollar, the investor's foreign investments will also depreciate in value once converted back to U.S. dollars.
Unlike the stock market, currencies usually oscillate between a support and resistance level over the long-term. Inflation and monetary policy, for example, prevent currencies from increasing in value indefinitely. As one currency gains value, another has to depreciate to balance the effect out.
List of foreign-currency exposure ETFs:
- CurrencyShares Australian Dollar Trust (NYSEArca: FXA)
- CurrencyShares Canadian Dollar Trust (NYSEArca: FXC)
- CurrencyShares Swedish Krona Trust (NYSEArca: FXS)
- CurrencyShares Chinese Renminbi Trust (NYSEArca: FXCH)
- CurrencyShares Swiss Franc Trust (NYSEArca: FXF)
- CurrencyShares Euro Trust (NYSEArca: FXE)
- CurrencyShares Japanese Yen Trust (NYSEArca: FXY)
- CurrencyShares British Pound Sterling Trust (NYSEArca: FXB)
- PowerShares DB US Dollar Index Bullish Fund (NYSEArca: UUP)
- PowerShares DB US Dollar Bearish Fund (NYSEArca: UDN)
- PowerShares DB G10 Currency Harvest Fund (NYSEArca: DBV)
- WisdomTree Dreyfus Chinese Yuan Fund (NYSEArca: CYB)
- WisdomTree Dreyfus Emerging Currency Fund (NYSEArca: CEW)
- WisdomTree Dreyfus Brazilian Real Fund (NYSEArca: BZF)
- WisdomTree Dreyfus Commodity Currency Fund (NYSEArca: CCX)
- WisdomTree Dreyfus Indian Rupee Fund (NYSEArca: ICN)
- WisdomTree Dreyfus Japanese Yen Fund (NYSEArca: JYF)
- WisdomTree Dreyfus South African Rand Fund (NYSEArca: SZR)
Exchange traded notes:
- iPath GBP/USD Exchange Rate ETN (NYSEArca: GBB)
- iPath JPY/USD Exchange Rate ETN (NYSEArca: JYN)
- iPath EUR/USD Exchange Rate ETN (NYSEArca: ERO)
- iPath Asian & Gulf Currency Revaluation ETN (NYSEArca: PGD)
- iPath Optimized Currency Carry ETN (NYSEArca: ICI)
- iPath GEMS Index ETN (NYSEArca: JEM)
- iPath GEMS Asia 8 ETN (NYSEArca: AYT)
- Market Vectors Indian Rupee USD ETN (NYSEArca: INR)
- Market Vectors-Chinese Renminbi/USD ETN (NYSEArca: CNY)
Leveraged ETFs:
- ProShares Ultra Euro (NYSEArca: ULE)
- Proshares Ultra Yen (NYSEArca: YCL)
- ProShares UltraShort Euro (NYSEArca: EUO)
- ProShares UltraShort Yen (NYSEArca: YCS)
Leveraged ETNs:
- Market Vectors Double Long Euro ETN (NYSEArca: URR)
- Market Vectors Double Short Euro ETN (NYSEArca: DRR)
- PowerShares DB 3x Long US Dollar Index Futures ETN (NYSEArca: UUPT)
- PowerShares DB 3x Short US Dollar Index Futures ETN (NYSEArca: UDNT)
For past stories in this series, visit our "What is an ETF?" category.
Max Chen contributed to this article.