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Exam Code: 200-046 Practice test 2023 by Killexams.com team
200-046 Isilon Certified Integration Engineer for OneFS 6.0

Exam: 200-046 Isilon Certified Integration Engineer for OneFS 6.0

Exam Details:
- Number of Questions: The test consists of approximately 50 multiple-choice questions.
- Time: Candidates are given 75 minutes to complete the exam.

Course Outline:
The Isilon Certified Integration Engineer for OneFS 6.0 course is designed to provide professionals with the knowledge and skills required to integrate and configure Isilon clustered storage solutions using OneFS 6.0. The course covers the following topics:

1. Isilon Fundamentals
- Introduction to Isilon clustered storage architecture
- Understanding Isilon OneFS operating system
- Isilon hardware components and configurations
- Network and storage protocols

2. Isilon Cluster Setup and Configuration
- Pre-installation planning and requirements
- Initial cluster configuration and setup
- Network configuration and integration
- Access control and authentication

3. Isilon Data Access and Protocols
- File protocols and access methods
- Network connectivity and routing
- NFS and SMB/CIFS configuration
- FTP and HTTP integration

4. Isilon Data Protection and Replication
- Data protection strategies (e.g., snapshots, replication)
- Snapshot configuration and management
- SyncIQ configuration for replication
- Backup and recovery operations

5. Isilon Performance and Optimization
- Performance monitoring and troubleshooting
- Performance tuning and optimization techniques
- Network and storage optimization
- Cache management and tiering

6. Isilon Advanced Integration
- Integration with authentication systems (LDAP, Active Directory)
- Integration with antivirus and data governance solutions
- Hadoop integration and analytics
- Third-party software integration

Exam Objectives:
The test aims to assess candidates' understanding and proficiency in the following areas:

1. Isilon clustered storage architecture and components
2. Cluster setup and initial configuration
3. Data access and protocols
4. Data protection and replication strategies
5. Performance monitoring and optimization techniques
6. Advanced integration with authentication systems and third-party software

Exam Syllabus:
The test syllabus covers the syllabus mentioned in the course outline, including:

- Isilon fundamentals
- Isilon cluster setup and configuration
- Isilon data access and protocols
- Isilon data protection and replication
- Isilon performance and optimization
- Isilon advanced integration

Candidates are expected to have a comprehensive understanding of these syllabus to successfully pass the test and demonstrate their proficiency in integrating and configuring Isilon clustered storage solutions using OneFS 6.0.
Isilon Certified Integration Engineer for OneFS 6.0
Isilon Integration course outline
Killexams : Isilon Integration course outline - BingNews https://killexams.com/pass4sure/exam-detail/200-046 Search results Killexams : Isilon Integration course outline - BingNews https://killexams.com/pass4sure/exam-detail/200-046 https://killexams.com/exam_list/Isilon Killexams : Course Outline </head> <body id="readabilityBody" readability="109.03838174274"> <meta http-equiv="content-type" content="text/html;charset=UTF-8"/> <meta name="GENERATOR" content="Adobe PageMill 3.0 Mac"/> <title>Killexams : Course Outline 323

Department of Linguistics

Linguistics 323-3


Course Chair: Dr. Richard C. DeArmond
Office: CC 9214
Office Hours: W: 11:30 - 12:30, 1:30 - 2:20, 2:30 - 3:30
Phone 604-268-7194
Fax 604-291-5659
e-mail : dearmond@sfu.ca
Language Lab: AQ 3020, 291-4698
L323 Site
My Home Page:
Linguistics Home Page
Language Lab Home Page

Prerequisites: L221 and L222, or L310

Strongly Recommended Prerequisites: English199 (University Writing)

Directory: Course Description | Texts | Contents | Lecture Notes | Definitions | Exercises | Cgram | Schedule | Model of Grammar | Grading | Marks | Exams | Forum | Timetable

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Required Text:

Understanding Morphology ISBN 0-333-54114-8/6

By Martin Haspelmath

Understanding Language Series

New York: Oxford University Press

Required Reading:

Zwicky, A. M. and G./ K. Pullukm (1983). 'Cliticization vs. Inflection: English n't. Language 59.3.

Recommended Text:


By Francis Katamba

The MacMillan Press, Ltd

Organization: Classes will consist of lectures, demonstrations, student presentations, and discussions.

Course Goals: This course will introduce you to some of the major structural and functional categories of morphemes and words. You will use these categories to analyze complex words as well as to assess cross-linguistic variation and claims for theoretical constructs.


Word Structure

Morpheme Types: affix, base, root, stem

Word-based morphology

Discovery Procedures

How Morphemes are Formed

Grammatical Functions



Word Formation

The Lexicon



Lexical Morphology


Course Topics

bb Principles of Analysis (pdf)

bb Morph, allomorph, morpheme (htm)

bb Analysis and Rules of Grammar I (htm)

bb Some Principles of Morphological Analysis (pdf)

bb Analyzing Texts (pdf)

bb Roots, Bases,and Stems (pdf) I

Roots, Bases, and Stems (word doc.)

Bases but not Stems (htm)

Grammar, Presyntax, and Lexical Entries (htm)

Analysis and Rules of Grammar II (htm)

Deriving the Number Form of the Noun (htm)

Principles and Rules (htm)

Deriving the English Verb 1 (htm)

bball Deriving the English Verb 2 (htm)

Analysis and Rules of Grammar III: the Lexicon (htm)

Reduplication (doc)

Compound Morphemes (htm)

Lexicon 1 (htm)

bball Lexicon 2 (htm)

Lexicon 3 (htm)




Exercises for Fall 2006.

Schedule for Spring — 2005


A Model of Grammar


Structure of Course

The course will be divided into two parts. The first will cover the basic terms and definitions and cover discovery procedures. The second part will cover theoretical aspects of morphology in reference to grammar building and syntax.


Final grades will be based on weekly exercises = 20% of the final grade. There will be weekly exercises taken from the book and distributed by the instructor. There will be 1 midterm examination = 35% of the final grade, and a final examination. = 45% of the final grade).


The following represents the typical range of grades. The grades are subject to a grading curve adjustment:

 A  90 - 100
 B  80 - 89
 C  70 - 79
 D  60 - 69
 F  00 - 59

Marks Marks-pdf



Course Expectations:

1. Students are expected to attend all classes. Students are expected to arrive on time so that classes may begin promptly and so that they will not disrupt the class. Announcements will be made at the beginning and end of classes regarding the assigned readings and the expectations for assignments and exams.

2. A standard of academic English expression appropriate to upper-level university courses is required in all work. Clarity and effectiveness will be considered in the evaluation of assignments. Further specification is provided below.

3. Students are expected to have read all assigned readings before class. Because many students will be learning about a new field of study in this class, students may have to read chapters/articles multiple times. Students are expected to bring the assigned textbook(s) and copies of readings to all class sessions. Students are expected to come to classes prepared to discuss the new material: for example, to ask questions about the content and to evaluate the claims made or implied.

4. Students are expected to turn in all assignments on time. LATE ASSIGNMENTS WILL NOT BE ACCEPTED without prior permission from the instructor.
5. All excercises must be stapled together if there is more than one page; otherwise, 10% will be deduced.
6. Students will be responsible for all materials covered in the assigned readings and lectures. The lectures will indicate the specific syllabus that will appear on assignments and examinations. Lecture notes and webpage notes will provide only a skeletal treatment of these topics: Assignments and examinations will require students to refer to the more complete presentation of relevant information in the readings.

7. Students will be respectful of other students and the instructor. In particular, students will not talk while the instructor or another student is talking.

8. If students wish to contest the grading of an assignment, the following regulations apply. Assignments written in pencil or any erasable medium will not be re-assessed. Students must explain, in writing, why they believe that their own academic honesty and student assignment was not graded correctly. Be aware that original assignments are photocopied and kept on file. As a result, students who have dishonestly changed their answers have received failing grades and permanent reports of academic dishonesty.

9. Academic dishonesty in all forms violates the basic principles of integrity and thus impedes learning. More specifically, academic dishonesty is a form of misconduct that is subject to disciplinary action and includes the following: cheating, fabrication, fraud, facilitating academic dishonesty, and plagiarism. For more information oct, please visit the following web sites:


&gt;For an informal evaluation of this WWW site and L323, click on evaluation

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Directory: Course Description | Texts | Contents | Lecture Notes | Definitions | Exercises | Cgram | Schedule | Model of Grammar | Grading | Marks | Exams | Forum

This page last updated 6 DE 2006

Thu, 04 Nov 2021 11:23:00 -0500 text/html https://www.sfu.ca/person/dearmond/323/course.outline.323.htm
Killexams : SCADA Systems Integration IC30M (Online)


Price:  Full Course $815 List/Non-member; $650 Member
               Individual Modules $120 List/Non-members; $95 Member
CEU: 0.5
Length: 7 Modules   Access available for one year
Certification of Completion: A Certificate of Completion indicating the total number of CEUs earned will be provided upon successful completion of the course.

Try First Module Free!


This is a self-paced, online course consisting of 7 modules which take a detailed look at an introduction to Supervisory Control and Data Acquisition (SCADA) systems. Participants will learn how remote sensing and actuation are combined with modern communication techniques to effectively monitor and control very large industrial processes, like oil fields, pipelines, and electrical power systems.  This course will cover most major SCADA applications, SCADA system components and architecture.

You will be able to:

  • Determine how SCADA developed from its source technologies and recognize the factors that make SCADA different from other process control systems
  • Evaluate the principles of SCADA and explain how the basic building blocks are integrated to form a working system
  • Visualize and evaluate the applications of SCADA
  • Explain where SCADA may benefit the project and where not to apply SCADA
  • Apply information and procedures for:
    • Design and Specification of a SCADA system
    • SCADA system integration
    • SCADA system testing and commissioning
    • SCADA system migrations

Modules Descriptions:

•         Module 1: Introduction to SCADA (20 min)

This module introduces the basic concepts of SCADA and SCADA architecture. syllabus include process commands, data gathering requirements, control and monitoring technologies, and some widely used applications for SCADA.

•            Module 2: SCADA Communications (25 min)

This module covers SCADA Communications including communication concepts and media, communication system standards and protocols, and network infrastructure.

•            Module 3: Remote Terminal Units (RTU) (25 min)

This module builds on the foundations of concepts and communications and expands into the primary elements of SCADA systems. Characteristics of RTUs, communication modes, and RTU configuration are discussed.

•            Module 4: Field Devices (30 min)

In this module you will learn about some of the Field Devices that RTUs communicate with in SCADA systems including Sensors and Actuators as well as other considerations.

•            Module 5: Master Terminal Unit (45 min)

In this module you will learn about the Master Terminal Unit (MTU) and review concepts, communication, functions, scan periods, configuration and applications. By the conclusion of this module, you should have a solid understanding of MTU application including functions, hardware, configuration, and RTU and data scanning periods.

•            Module 6: syllabus of SCADA Project Execution (20 min)

In this module you will learn about major syllabus for executing a SCADA project including conceptual design, system design, functional description, test plans, detail design, software development. A review of a few samples of phased project life cycles is also included.

•            Module 7: sample SCADA Projects (20 min)

The last module is designed to provide you with experience in making decisions about SCADA system integrations using sample projects. You will apply what you have learned in some scenarios, label some diagrams, and take the course completion quiz


Purchase Options:

Full Course

Module 1: Introduction to SCADA

Module 2: SCADA Communications

Module 3: Remote Terminal Units (RTU)

Module 4: Field Devices

Module 5: Master Terminal Unit

Module 6: syllabus of SCADA Project Execution

Module 7: sample SCADA Projects


If you wish to register offline, obtain the Training Registration Form, complete, and return to ISA with your payment.

Not sure this particular course is for you?
pre-instructional survey is available for you to evaluate your level of understanding of the course material and to show you the types of questions you'll be able to answer after completing the course.

For more information:
Contact us at +1 919-549-8411 or info@isa.org to start your company on the path to well-trained employees.

Mon, 17 Jul 2023 20:24:00 -0500 en text/html https://www.isa.org/training/course-description/scada-systems-integration-ic30m-online
Killexams : Course Outlines and Syllabi

Course Outlines and Syllabi

Course Outlines

A one-page course outline is required by university policy for every course offered by the Faculty of Health Sciences. Instructors will receive an email reminder through TRACS to upload their course outlines. Outlines must be available to students at least two weeks prior to the start of the registration period or two months before the semester begins (March, July and November). Note that the one-page outline is different than the syllabus. See below for syllabus information.

Instructors upload their course outlines online. Please follow these instructions:

1.    Log in to outlines.sfu.ca.
2.    Select semester, course and section.  Click the round icon.
3.    Input data to the fields.  (This can be done by free-format typing or cutting &amp; pasting)
4.    Save.
5.    Scroll back up to the top of the page to confirm that the outline was saved successfully. (See green box)
6.    Once the outline is finalized, click “Continue”, go to the next page, and click “Submit”.
7.    The system will automatically advise the program assistant that the outline is ready to be activated.

Before your outline is activated online, the program assistant will review to ensure that all required fields are complete. 

If you have taught the course before, you may want to use the previous outline as a starting point and make any desired changes. The course content should correspond to the SFU Calendar description. If it does not conform closely, you must apply for approval before any changes can be published. Contact the appropriate program assistant, depending on whether you are teaching an undergraduate or graduate course, if you have not taught a course before and would like a copy of a previous course outline for your reference, or if you would like to apply for approval to upload content that does not closely conform to the SFU Calendar description.

Refer to this link to search for the archived course outlines: http://www.sfu.ca/outlines.html. The system has archived outlines starting from Fall 2015 onwards.

Course Syllabi and Syllabus Policies

Refer to the Policies and Procedures Related to Syllabi Review, Development and Distribution (this link requires your ID to login) for more guidance about drafting a syllabi and to locate a syllabi template.

All HSCI courses at both the graduate and undergraduate levels must have a detailed syllabus that delineates course objectives and means of assessment. Attached to this policy is a template to help you design of a syllabus so that it outlines the appropriate level of detail in terms of content, objectives, and assessment tools. The recommended text in regards to grading distributions, student conduct, and other policies are also provided.

All new and substantively updated/revised courses must be reviewed as indicated below. Syllabi submitted for review do not need to be in the final draft.  The GSC and UGSC are generally concerned with the review of the following:  1) the statement of learning objectives; 2) an outline of topics; and 3) a list of required readings/texts.

You will receive an email from the TRACS system to upload your syllabus, in accordance with the following schedule:


Fall Semester

(September – December)

Spring Semester

(January – April)

Summer Intersession

(May – June)

Summer Semester

(May – August)

New, revised courses, new instructors

August 15

December 15

April 1

April 15

Ongoing courses not requiring review

First day of semester

First day of semester

First day of semester

First day of semester

For new or substantially revised courses, feedback will be provided to instructors three weeks prior to the start of the term. Notably for graduate courses, where accreditation requirements demand that courses meet certain core competency requirements, it is expected that faculty will comply with requests for revision.

The course syllabus represents a contract between the instructor and student. It is important that it clearly outlines expectations, grading and attendance policies, and appropriate student conduct guidelines to all students enrolled in the course.

 A syllabus does not need to be provided in hard copy and can be distributed through Canvas or through other online formats. The scheduling of syllabus may be changed after the start of a term, but once the syllabus has been circulated to students, it is strongly advised not to make further changes to: a) grading policies; b) policies regarding student conduct and academic honesty; or c) the timing of key exams.

For more resources and guidelines, refer to the links below:

FHS course planning and syllabus checklist

Sample course syllabus

Syllabus template

Mon, 26 Oct 2020 12:54:00 -0500 text/html https://www.sfu.ca/fhs/faculty-staff-resources/teaching/instructor-resources/course-outlines-and-syllabi.html
Killexams : Business Vertical Integration & Business Expansion

Risks in Vertical Integration

Established distribution channels may be adversely affected

Let's assume you manufacture handbags and your established sales have been through independently owned gift shops. You are considering vertically integrating by selling direct to consumers on your website. Your plans for going into online sales must take into account potential loss of sales through your present avenues of distribution. Will you lose already established sales to gift shops?

Unprofitable outcome

Your new operation may not live up to your earnings forecast. And too often an acquisition mistake cannot be made profitable by working harder. As Warren Buffett has said, "Should you find yourself in a chronically leaking boat, energy devoted to changing vessels is likely to be more productive than energy devoted to patching leaks."

Obsolescence due to new technologies

Vertical integration could potentially hurt a company when new technologies evolve quickly and become available. The company is then forced to reinvest in the new technologies in order to stay competitive.

Higher cost due to lower volume

If you go into manufacturing you may not achieve the economies of scale or efficiencies of competing independent suppliers who may gain economies of scale by selling to many other customers. For example, when an auto manufacturer owns its own tire manufacturing, its production of tires is most likely limited to the needs of the parent firm, whereas a stand-alone tire company can sell to numerous auto manufacturers.

Unforeseen labor issues

If a union firm vertically integrates with either a provider or a distributor that is non-union, it could face a greater risk of the acquired firm also becoming an unionized unit. Or if a non-union firm vertically integrates with a union provider or distributor, the chances of itself becoming unionized is increased.

In any case, where a parent company is vertically integrated with a union supplier, there could be a strong cost-reduction incentive to close down the provider and outsource the service. This, in fact, has been the trend in the airline industry where outsourcing maintenance to lower cost overseas shops has soared.

Loss of continuing focus on the originating business

Through specialization, some companies are so good at what they do they almost remove themselves from the competition. A vertical merger could upset the chemistry of a special operating focus. 

If you are acquiring a commodity type product, not having lowest costs

If you acquire a commodity business, you will need to be assured that you will have the lowest cost among all competitors. Otherwise, you will be competing in a market where price is everything and you'll be "only as smart as your dumbest competitor."

Unsatisfactory return on invested capital

Remember that vertical integration is one of a number of investment possibilities. Any deployment of your retained earnings will require scrutiny as to the anticipated return of the money invested. Other options include:

  • Buying a company at your own level in the supply-demand chain, such as Albertson's acquiring American Stores.
  • Reinvest in your own business.
  • Build up retained earnings by not spending and save for future acquisitions.
  • Pay in dividends.
  • Buy back stock and make your shareholders happy. (Their remaining shares will be more valuable.)
Tue, 24 Apr 2012 22:59:00 -0500 en text/html https://www.scu.edu/mobi/business-courses/business-expansion/session-9-vertical-integration/
Killexams : How to Integrate Experiential Learning Into Your Course

As faculty plan for experiential learning in a course, there is much to consider since this approach is quite different from what is involved in preparing traditional academic lectures. Experiential learning requires that faculty supply students more responsibility and authority over their learning. Therefore, faculty must be planful in their approach to facilitate a meaningful learning experience for students to lead a process of helping learners identify the knowledge they require, acquire skills in the process of learning, and reflect on the experience (Moon, 2004). In addition, faculty must also consider the dynamic context of either field-based learning (e.g., internships, service learning and practicums), or classroom learning via case studies, role plays, presentations, and other activities (Lewis &amp; Williams, 1994).

Regardless of the setting, conceptual frameworks are helpful tools to guide the inclusion of experiential learning within a course. For example, Beard and Wilson (2013) proposed "the learning combination lock," which describes how the internal environment of the learner, including their emotions, reasoning and intelligence, and their ability to learn and change, interacts with the external learning environment through their senses. Furthermore, faculty should be mindful of philosophical considerations while the learner is actively engaged in the process by belonging, doing, sensing, feeling, thinking, and being (Beard and Wilson, 2013, p. 7). Beard and Wilson (2013) lay out six practical considerations for designing experiential learning activities below.

Practical Considerations for Learning and Development

  1. Where? Where and with whom does the learning take place?
  2. What? What will the learners actually do?
  3. How? How will learners receive the experience through their senses?
  4. Hearts? How will the emotional self of the learner be engaged?
  5. Minds? What do learners need to know?
  6. Change? How can learners be encouraged to change?

Getting Started with Planning

In a summary of the literature on experiential learning, Schwartz (2012, p. 3-4) provided several steps for faculty as they begin the planning process, below:

  1. Analyzing your learner population and determining their needs. Going beyond their current level of content mastery, the faculty member should consider the cultural background of the learners, their current level of experience with coursework at the undergraduate or graduate level, and their maturity level (Cantor, 1995).
  2. Identify appropriate activities for your learner population and course content. Faculty must think about what aspects of course content experiential learning could enhance, and link the activity with course objectives in a way that complements the overall curriculum (Cantor, 1995).
  3. Identify potential issues when integrating experiential learning. Field-based experiential learning activities, in particular, require developing partnerships with the community and dealing with liability issues (Cantor, 1995).

Designing Experiential Learning Activities

The following are directly quoted from Schwartz, 2012, p. 4.

  1. Decide which parts of your course can be instructed more effectively with experiential learning.
  2. Think about how any potential activities match the course learning objectives.
  3. Think about how the potential activity complements the overall course of study.
  4. Think about the grading criteria and evaluation method that would match the proposed activity (Cantor, 1995, p. 82).

Instead of approaching experiential learning as material to be remembered, Wurdinger (2005) proposed that faculty should use a problem-solving approach or start with a question with more than one potential answer possible. Effective experiential learning necessitates that the instructor clearly defined group work agreements, activity learning goals, and big-picture relevance (Chapman, McPhee, &amp; Proudman, 1995). In addition to primary experiential learning experiences, it is important to have opportunities for reflecting on direct experiences.

As a guide for holistically integrating experiential learning in a course, Wurdinger (2005, p. 63) recommended the following:

  1. Use a major project or field experience to guide learning over the entire course.
  2. Use a combination of projects, classroom activities, and external experiences.
  3. Tie everything together.
  4. Ensure activities are challenging, yet manageable.
  5. Provide clear expectations for students.
  6. Allow the students necessary time to identify, clarify, and keep focused on their problem.
  7. Allow students to change direction midstream.

For more information on designing, running, and assessing experiential learning activities, please review the Schwartz (2012) article titled, "Best Practices in Experiential Learning" and Beard and Wilson's (2013) book titled, "Experiential Learning: A Handbook for Education, Training, and Coaching."

Fri, 02 Apr 2021 17:22:00 -0500 en-US text/html https://miamioh.edu/cte/flc-resources/experiential-learning/el-integration/
Killexams : eMajor FinTech Core Courses Killexams : eMajor FinTech Core Courses

A USG eMajor and Georgia FinTech Academy Collaboration

What is FinTech?

FinTech is the technology that makes it possible to electronically transfer money to your friends. It allows you to invest, insure, and bank from your mobile device without ever having to step foot in a building. The highest demand career areas in FinTech are information technology, cybersecurity, data science, and business.

FinTech in Georgia

Did you know Georgia is home to a large concentration of companies in the FinTech space? More than 70% of all credit and debit card transactions in the United States are processed by companies located in Georgia. It has truly earned the name “Transaction Alley”! 

FinTech in Georgia By the Numbers

  • $72 billion+ annual revenue in GA
  • 160+ financial technology (FinTech) companies
  • 70% of all U.S. payments processed via a company located in GA
  • 50,000 employees+ in FinTech in GA
  • 15 million+ global merchants rely upon GA companies
  • Estimated need of 5,000+ FinTech pros in GA by 2021

FinTech Core Courses Registration Information

*These courses do not satisfy UNG core requirements (areas A-E)

All courses are delivered online via eCampus using a common learning management system interface. Students register at the institution in which they are enrolled. Lead instructors are faculty at Georgia State University and depending on the number of course sections co-instructors may be engaged in delivering the courses.

  • eMajor FinTech Core Courses are $199 per credit hour plus fees (price subject to change without prior notice).
  • Students must complete the eMajor Introduction Quiz before being able to register for an eMajor course.
    • The quiz is a prerequisite for all eMajor courses and only needs to be completed once.
    • Select "FinTech Academy" as the program when asked within the quiz.
  • Registration spots are based on available seats in the FTA courses.
    • FTA course seats are shared with other institutions in the collaborative program. There is an automatic seat balancer for the FTA courses which runs every 10 minutes.
  • There are two course formats for some of the FTA courses: asynchronous and synchronous.
    • Synchronous course sections will require you to attend a virtual class meeting on a specific day and time. The course schedule will show you which section of the course includes synchronous virtual meetings.
  • Students may not withdraw through Banner. Learn more about the eMajor Withdrawal Request.

Need Assistance?

If you need assistance registering for the courses through Banner, please contact an eMajor Liaison. If you need assistance with how a course will fit in your plan of study, please contact an Academic Advisor for the Mike Cottrell College of Business.

Mike Cottrell College of Business Advisors

Jaythan Burrell

Mike Cottrell College of Business Advisor
Gainesville Students A-L

Michael McCaffrey 

Mike Cottrell College of Business Advisor
Gainesville M - Z and Oconee Students

Tonya Perry

Mike Cottrell College of Business Advisor
Cumming and Dahlonega Students

eMajor Liaisons

Establishing Connection...

Wed, 27 Nov 2019 14:23:00 -0600 en text/html https://ung.edu/online-learning/emajor-fintech-core-courses.php
Killexams : Migration and integration in Germany
  • Detailed references
  • Editorially prepared
  • Download as PDF / PPT

Statistics report about migration and integration in Germany

This report includes statistics illustrating migration and integration in Germany. In addition to figures on the population with foreign citizenship and migrant backgrounds, the report also shows data on asylum and refugees, integration of immigrants and survey figures on xenophobia.

Table of contents

    • Number of foreigners in Germany 1990-2022

    • Share of foreigners in Germany 1991-2021

    • Number of foreigners in Germany 2019-2022, by country of origin

    • Number of foreigners in German federal states 2022

    • Number of foreigners in Germany 2022, by region of origin

    • Number of foreigners in Germany 2022, by residency status

    • Number of Germans* with and without migration background 2022

    • Share of population in Germany 2022, by migrant background

    • Number of German citizens with a second citizenship in Germany 2022

    • Number of persons* with migration background in Germany 2022, by gender

    • Number of persons* with migration background in Germany 2022, by age

    • Number of women with migration background in Germany 2022, by age

    • Number of men with migration background in Germany 2022, by age

    • Immigration and emigration to and from Germany 1993-2021

    • Number of immigrants in Germany 1991-2022

    • Number of immigrants in Germany 2021, by country of origin

    • Country of origin distribution for immigrants in Germany 2022

    • Number of emigrants from Germany 1991-2022

    • Number of German and foreign emigrants in Germany 1991-2022

    • Number of emigrants from Germany 2022, by destination country

    • Number of naturalizations in Germany 1981-2022

    • Number of naturalizations in Germany 2013 -2022, by continent

    • Number of naturalizations in Germany 2022, by previous citizenship

    • First asylum application numbers in Germany 1991-2023

    • Number of first asylum applications in Germany 2022-2023

    • Country of origin of asylum applicants in Germany 2022

    • Asylum application decisions in Germany 2023

    • Total asylum seeker protection rate in Germany 2005-2023

    • Rejected asylum applications in Germany, 2005-2023

    • Asylum seekers in Germany 2023, by age

    • First-time male and female asylum applicants in Germany 2023, by age

    • Number of new participants in integration courses in Germany 2006-2021

    • Participants in integration courses in Germany 2022, by federal state

    • Integration course participants in Germany in 2022, by course type

    • Integration course participants in Germany in 2022, by country of origin

    • Integration course withdrawals in Germany 2022, by course type

    • Integration course withdrawals in Germany 2022, by country of origin

    • Participants in language tests for immigrants in Germany 2012-2022, by result

    • National and migrant population in Germany 2021, by school education

    • Migrant integration in German schools 2022 by federal state

    • National and migrant population in Germany 2021, by higher education degree

    • Unemployment rate of foreigners in Germany 2008-2023

    • At-risk-of-poverty rate in Germany 2022, by migrant background and citizenship

    • Right-wing extremist criminal offences and acts of violence in Germany 2009-2022

    • Right-wing and politically motivated criminal offences in Germany 2005-2022

    • Criminal offences with a right-wing extremist background Germany 2016-2022, by type

    • Politically motivated right-wing violent acts in Germany 2022

    • Politically motivated violent acts with a right-wing background Germany 2013-2021

    • Violent acts with a right-wing background Germany 2013-2022, by type

    • Violent right-wing acts with a xenophobic background in Germany 2013-2022, by type

    • Violent acts with a right-wing extremist background Germany 2016-2022, by target

    • Number of criminal offences against asylum homes Germany 2014-2021

    • Criminal offences against asylum homes Germany 2019, by type

    • Right-wing extremists in Germany 2015-2022, by type of organization and ideology

    • Development of xenophobia in Germany 2002-2022

    • Development of antisemitism* in Germany 2002-2018

    • Survey on xenophobia in Germany 2022

    • Number of violent anti-Semitic incidents 2021, by country

  • Language: English
  • Released: 2023

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