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INDIANAPOLIS, IN - DECEMBER 02: Denzel Ward

Green Bay Packers 2018 roster review: Ha Ha Clinton-Dix by Kyle Hoffenbecker
Packers free agency: 5 cornerbacks that could land in Green Bay by Nick Olig
Analysis
by Ojas Kalia

After the trade that saw cornerback Modal Scarf Happy Days by VIDA VIDA tvQgV
join the Browns in return for quarterback DeShone Kizer , the Packers have a few questions to answer when it comes to the cornerback position.

Last year, the cornerback performance was amongst the worst in the league, and without Randall, Packers fans will turn towards the draft for players.

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Let’s take a look at some of the best prospects.

Jackson is an athletic freak who possesses the reach and height needed for a cornerback in the NFL. Previously, Jackson played wide receiver, a position that presented him with incredible ball skills and outstanding hands.

The researchers developed 4 different basic scenarios and a larger number of combinations based on these scenarios:

Constant Enrollment Numbers (CEN): This is the researcher's most pessimistic scenario. Here it is assumed that no more schools are being opened in any place in the world so that the absolute number of people reaching a particular educational level is frozen at the current number. This means that enrollment rates are declining when the population size increases.

Constant Enrollment Numbers (CEN):

In practice the WC-IIASA researchers almost always consider CER as the most pessimistic scenario and only rarely discuss CEN.

Constant Enrollment Rates (CER) : This is another pessimistic scenario. While in the CEN scenario the absolute of enrolled students stagnates, the assumption in the CER scenario is that the of enrollment stagnates. In this scenario the most recently observed rates of educational enrollment are frozen at their current rate and no further improvement in enrollment is assumed.

Constant Enrollment Rates (CER)

This will still result in further improvements of adult education because in many countries the younger cohorts are better educated than the older ones. But in the longer run this scenario also implies stagnation.

Fast Track (FT): This scenario is the most optimistic one and here it is assumed that countries follow the most rapid education expansion achieved in recent history which is that of South Korea.

Fast Track (FT):

Global Education Trend (GET): This is the middle scenario and here the researchers assume that countries will follow the average path of educational expansion that other countries already further advanced in this process have experienced.In this scenario the researchers project the medium future trajectory based on the experience of all countries over the past 40 years

Global Education Trend (GET):

The researchers write:“The GET scenario is moderately optimistic, and can be considered as the most likely.”

In a 2001 paper, Nico Keilman assessed the projections of the global demographic changes that the UN published between 1951 and 1998. The next graph shows the increase of the world population (solid black line) along with the UN projections published between 1950 and 1980. With the exception of the projection "1950 I", which relied on poor data – especially for China – the forecasts are remarkably accurate. Even the 1950 III forecast that was made with better information on China after the 1953 Census is not far off for the population size half a century later.

Nevertheless it is interesting to see that over the first decades the UN underestimated the population growth and for the last period they overestimated the world population. Why this happened becomes clearer if we look at the projections for the world fertility rate and global life expectancy.

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Student-initiated courses are undergraduate Activity (ACT) courses, initiated by undergraduates, sponsored by a faculty member or members. They are subject to this Faculty Senate document . These are the rules:

Important Notes re SICs:

Student-initiated courses should be reviewed and approved according to established procedures for authorizing new student-initiated courses within departments and IDPs.

Student-initiated courses may not be offered under the rubric of Directed Reading. Students do not receive directed reading or independent study credit for teaching an SI course.

Students do not receive directed reading or independent study credit for teaching an SI course.

All proposals for SICs must include a designated faculty sponsor who accepts overall responsibility for the academic quality of the course, including instruction and evaluation . Faculty should be advised that if they plan to use undergraduates in any way in presenting material or in evaluating other students that they (the faculty) are assuming a major supervisory responsibility. Proposals for SICs should include a statement by the faculty sponsor about how she or he plans to fulfill that responsibility.

All proposals for SICs must include a designated faculty sponsor who accepts overall responsibility for the academic quality of the course, including instruction and evaluation

Students who have an instructional role in a SIC should receive training by the Office of the Vice Provost for Teaching and Learning (VPTL).

SICs may be offered for a maximum of 2 units , enrollment must be limited to a maximum of 20 students, grading option must be S/NC , and SICs must only count as activity courses in calculating the units required for the bachelor’s degree. The component type is ACT.

maximum of 2 units maximum of 20 students, grading option must be S/NC

The format for numbering SIC courses is SUBJECT + (number from 1 to 99) + the suffix SI . Example: FRENCH 22SI. SIC courses may not have 3-digit catalog numbers.

SUBJECT + (number from 1 to 99) + the suffix SI

Undergraduates leading an SI course are NOT entitled to units in directed reading or independent study for teaching the course. Directed reading and independent study units are reserved for legitimate academic work sponsored by a faculty member. For example, an SI course leader might arrange with the sponsoring faculty member for directed reading of academic materials used in preparing the class but not for teaching the class; such directed reading is at the discretion of the faculty member.

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