zilongwang/ReadingBank huggingface dataset:
Click Performance Vs. Baseline on the Performance And Earned Value group of the SSI Analysis Tools ribbon in Microsoft Project Enter c:\SSI_Tools\Class_ExampleEVM.mdb as shown below for the Name and Location for Metrics Records and Reporting Database Set the Project Status Date to 3/31/2015 by Project Status Date and entering the status date on the Project Information form Select User Defined Periods for the reporting interval Use TSV_2015-4-4-5-FiscalCal.csv as the Defined Periods Table Select the period labeled 201503 which starts on 02/23/2015 and ends on 03/31/2015 for the reporting period Click Ok on the Select Defined Periods form Example for Steps 6 - 8 Steps Description / Post Current Period Data to the new database Make an Earned report for the project Complete the Project Earned Value Reporting form as shown by the example to the right and click Make EV Report Click the Excel Icon or activate Excel to see the Earned Value report created by SSI Tools Does your report look like this? Adding Subsequent Reporting Periods to the Database Whenever a Project Performance and Earned Value Reporting database contains two or more record sets from the same project, additional reporting options can be selected for Earned Value reports. The database keeps separate record sets for each project and for each project’s reporting periods. Having two or more record sets enables current period as well as cumulative earned value reporting and the Baseline data from the current and prior periods can be inspected for changes. Cumulative and Current Period EV shows planned value, earned value and actual value in the current period by subtracting cumulative values from the prior period from cumulative values in the current period. Make Change Log compares data from the prior reporting period to data from the current reporting period and finds Added Work Packages, Deleted Work Packages and Changes to the Baseline Start date, Finish Date and Baseline Resource Assignment values. Adds, Deletes and Changes are recorded in a change log Excel worksheet that is included with an Earned Value report.
Make an Earned Value report that shows Cumulative and Current Period EV with a Change Log (showing baseline changes from one period to the next) Steps Description / Image Using the project from the last exercise, advance the Reporting Period End Date to 04/26/2015 Select Project Information from the Project menu Change the Status date to 4/26/2015 and click Ok Status all through the new status date Find tasks occurring prior to the Status date requiring updates using Tip – use SSI Analysis Tools / Schedule Integrity Audits to find these tasks using the Invalid Status audit If using Project 2010 or 2013, mark these task as being on track using Microsoft Project’s Mark on Track tool on the Task menu If using Project 2003 or 2007, mark these task as being on track using Microsoft Project’s Update as Scheduled tool on the Tracking toolbar. Or use Tracking / Update Project from the Tools menu as shown below Update as Scheduled on Tracking Toolbar Update Project from Tools / Tracking Add a new Work Package, Delete an Existing Work Package and Change the Baseline for another Work Package Select row 37 and change its WP ID to WP2.8.X. SSI Tools will identify this as a New Work Package since its value did not exist in the prior reporting period. At the same time, SSI Tools will no longer find WP2.8 in the current record set so it will identify it as a Deleted Work Package Select rows 56 – 57 and reset their baseline by selecting Set Baseline from the Project menu (Project 2010 - 2013 users) or Set Baseline from Tools / Tracking if using Project 2003 – 2007 Be careful to Set Baseline for Selected tasks (rather than for the Entire project) by carefully completing the form as shown by the example to the right This step demonstrates how Changes logs are created by SSI If a Change log is added to an Earned Value report it will appear in the reports Excel workbook as a separate worksheet named ChangeLog. Set Baseline for Selected only Post Task and Task Usage for All Tasks to the database Click Performance Vs. Baseline on the Performance And Earned Value group of the SSI Analysis Tools ribbon in Microsoft Project Post Data for the Period ending 04/26/2015
Step 2. Open SSI Trace Tools Select Trace Tools from SSI Analysis Tools. Project 2003 - 2007 Toolbar Project 2010-13 ribbon from SSI Analysis Tools menu SSI Trace Tools form Step 3 – Show the Driving Path for “Test Readiness Review (TRR) Select row 9 in the example project Click Show Driving Path Critical Path to TRR shown as a waterfall Step 4 – Show the Driving Path for “Critical Design Review” and “Test Readiness Review (TRR) Select rows 7 and 9 in the example project (the “focus” items of the Multi-Path analysis) Click Show Driving Path View the results for each item selected in the tab named Multi-Path Select Critical Design Review” and “Test Readiness Review (TRR) in turn Show Driving Path for each focus item. Driving path to TRR Driving path to CDR Step 5 – Use Trace & Show Dependencies to “Walk” through task dependencies one layer at a time the Example Project, Display Text10 (named SSI Analysis) Click Show All Tasks on the SSI Trace Tools, Trace & Show Dependencies tab Select Number20 for the Driving Slack Log Field and Text10 for the Trace Log Text Field as shown to the right* *Note – Driving Slack Log Field can be set to Text1- Text30 or Number1 – Number20. Trace Log Text Field can be Text1- Text30 or Flag1 – Flag20 Use Trace & Show Dependencies to “Walk” through dependency layers that precede or follow one or more selected rows in a project
SSIF2 Twilight CPD Sessions on Improving Reading Through the Association of Central Teaching Schools (ACTS), a menu of free twilight training sessions is offered to all schools being supported through the SSIF2 bid. All sessions are based on EEF research and best practice, and will include principles of delivering effective interventions where appropriate. Each twilight session will be delivered four times, in different venues across the city, between summer 2018 – summer 2019, so that schools can choose to attend the venue most convenient to them. All supported schools should aim to attend at least 4 of the sessions, identifying those sessions which are most relevant to their needs. Training Sessions Menu: Focus Target audience Lead TSA School delivering 1. Improving language capacity and understanding vocabulary. Senior Leaders, Literacy Leads, English Subject Leaders, class teachers, particularly those working in KS2 Bishop Challoner TSA Bishop Challoner Catholic College 2. Understanding the Reading Curriculum in a group and whole class setting (to include an introduction to reciprocal reading). Senior Leaders, English Subject Leaders, anyone involved in the delivery of reading across school. Colmore Partnership TSA Colmore Infant and Junior Schools 3. Understanding the Reading Curriculum (to include the 6 key strands of reading). Senior Leaders, English Subject Leaders, anyone involved in the delivery of reading across school. Colmore Partnership TSA Colmore Infant and Junior Schools 4. Making best use of Teaching Assistants. Senior Leaders, Literacy Leads, English Subject Leaders, class teachers, particularly those working in KS2. Birmingham Nursery Schools TSA 5. Monitoring pupil progress in reading. Senior Leaders, Literacy Leads, English Subject Leaders, class teachers, particularly those working in KS2. Bournville Junior TSA Bournville Junior School 6. Whole school management of reading. Senior Leaders, English Subject Leaders, anyone involved in the delivery of reading across school. Greet TSA Nelson Mandela School 7. Creating an environment to inspire a love of reading (motivating reluctant readers). Senior Leaders, English Subject Leaders, anyone involved in the delivery of reading across school. Colmore Partnership TSA Colmore Infant and Junior Schools
Provider name Organisation type Please tick to confirm the provider understands and has agreed to fulfil the role outlined. Past project(s) (please include and indicate providers have previously worked together) (max 300 characters) Evidence of Success (max 400 characters) How many schools were supported through these projects? OUTPUT (Page 8 ONLINE) What are the specific changes within the classroom that you anticipate as a result of this activity? (1,000 characters) Outline here the anticipated changes in the classroom and how this builds on existing effective teaching and delivery of the national curriculum. Short Term Outcomes (Page 9 ONLINE) What are the short-term outcomes to be achieved throughout the project? What performance indicators will you use to evidence that your project is on track to deliver its final impact? Short term outcomes will likely be changes in practices, skills, behaviours and knowledge. What is the outcome or performance indicator? (max 500 characters for each outcome / performance indicator) By when will it be met / achieved? The latest date is 31 March 2020 What source(s) of evidence will show that the outcome has been achieved / performance indicator met? (max 500 characters) Long Term Outcomes (Page 10 ONLINE) What are the long term outcomes that need to be achieved in order for your final impact to be realised, and, what evidence will you gather to determine whether these long-term outcomes have been achieved? Long term outcomes will likely be changes in performance data or Ofsted results. Definition of long-term outcome (max 300 characters for each outcome) Date when this outcome will be achieved? What source(s) of evidence will show that the outcomes have been achieved? (max 500 characters) Deliverability (Page 11 ONLINE)
Section 3: Button Overview Home Button ……………………………………………………………………… pg 6 Tablet Button ……………………………………………………………………... pg 12 Magnifying Glass …………………………………………………………………. pg 14 Run Buttons ……………………..………………………………………………… pg 14 Section 4: Editing Editing Your Pattern …………………………………………………………….. pg 15 Running a Pattern ………………………………………………………………... pg 17 Section 5: Trouble Shooting Remote ……………………………………………………………………………. pg 18 Junction Box ……………………………………………………………………… pg 19 (Black Motor Box) …………………………………………………………… pg 20 Help …………………………………………………………… pg 21 Manufactured for Tin Lizzie 18 by: Quilt-EZ,LLC . Copyright 2009 by Quilt-EZ, LLC. All rights reserved. Printed in the . Except as permitted under the Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of publisher. Section 1: Getting Started This manual will cover everything you will need to know to RUN your Shirley Stitcher II. (If you have not yet installed the Shirley Stitcher on your frame, please refer to the “Installation Instructions”.) With “Step by Step” sections, you will feel comfortable using your system in no time. Let’s get to know Shirey… Home Screen:
Approach and Coaching Model with fidelity (Provider Practice) natural learning environments) related to SE development using the PSP Approach and Coaching model with fidelity? compared to data collected in last Mentoring Call (September 2017) and annually thereafter. Infants and toddlers with disabilities in demonstration sites will have made greater than expected substantially increased their rate of growth in skills (including social relationships) by the time they exit EI Did children from demonstration sites who entered EI with SE COS ≤ 5 substantially increase their rate of growth by the time they exited EI for SE skills (including social relationships)? At least 50% of children are in categories c and d annually. Combined Demonstration Sites data meet Positive SE Summary Statement 1 Targets for: FFY 2015: 49.28% FFY 2016: 49.28% FFY 2017: 49.50% FFY 2018: 50.00% Annual Child Outcomes ratings data and comparison to previous years’ numbers of children in OSEP progress categories b and c indicates numbers shifting from OSEP progress category b to category c. Data captured in HEIDS Child Outcomes Data: COS ratings at entry and exit. Analysis: Compile COS % ratings for social emotional skills (including social relationships) Summary Statement 1 for Demonstration compared to the established target for Demonstration Sites. Data Collection: Begin 7/1/16 End 6/30/18 End 6/30/19 Analysis: Complete analysis in July for the preceding federal fiscal year In process. Data: Data Quality Issues and Actions: No data quality issues were encountered. Performance Status Related to Performance Indicator: The target of 40.28% was met. The Demonstration Site total for Positive Social Emotional Skills Summary Statement 1 is 55.71% for FFY 2015. Notes: Began using revised COS form that included decision tree 9/15/15. A discussion with stakeholders will occur next year regarding targets after reviewing the data.
Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center’s Transition Practices and Predictors framework with fidelity? Predictors of Post School Success framework; increased and/or improved school level programs and strategies to positively impact transition services Reflection Rubric, School Leadership Team focus group(s) To what extent are student outcomes among students with Individualized Education Programs (IEPs) improving at schools participating in the WV GRADUATION 20/20 program? Long term Improved graduation rate among students with IEPs at the state level GRADUATION 20/20 Evaluator SiMR - 81.44% of youth with IEPs will graduate from high school with a regular diploma by 2017-2018 4 year adjusted cohort graduation rate for student’s with IEPs Annually Improved student outcomes at the school level GRADUATION 20/20 Evaluator Improved: graduation rate, dropout rate, attendance rate, academic achievement, school climate, success certified data, School Climate survey, One-year Follow-up survey Annually
Master Clock Synchronizer Module Wireless Relay Module Signal Indicator SiteSync IQ 1.2 Related Sections A. Division 16 or 27 – Electrical 120V 60Hz grounded outlet required for SiteSync IQ System Controller. Ex: Minimum 10 amp circuit Division 16 or 27 - Electrical 120V 60Hz grounded outlet required for external transmitter. Ex: Minimum 10 amp circuit Division 16 or 27 – Electrical 120V 60Hz grounded outlet for each AC powered clock, Master Clock Synchronizer and Wireless Relay. 1.3 References This Technical Specification and Associated Drawings. National Fire Protection Agency (NFPA) – 70, National Electric Code 2005. American Time SiteSync IQ Wireless Clock System User Manual. American Time Master Clock Synchronizer User Manual. American Time Wireless (User Manual) 1.4 Definitions A. Ethernet: Time synchronization via SNTP (Simple Network Time Protocol) or Daytime Protocol. The system controller receives the same time via an Ethernet connection, which is then transmitted to your clocks. This requires a TCP/IP Network with Internet access or connection to a Network Time Server. 1.5 System Description A. SiteSync IQ Wireless Timekeeping system shall be capable of synchronizing clocks, intercom, server, computers and other equipment throughout a facility.
15:45 – 16:15 Afternoon tea 16:15 - 18:00 Breakout groups Wednesday – 30 October 2013 Theme 3: Microphysics and climate 9:00-9:45 Alan Robock Keynote Lecture Stratospheric Sulfur Geoengineering -- Benefits and Risks 09:45 – 10:00 Mike Mills Talk Toward a prognostic representation of stratospheric sulfate aerosol in the Community Earth System Model, version 1 (CESM1) 10:00 – 10:15 Matt Toohey Talk The dynamical response to volcanic eruptions: sensitivity of model results to prescribed aerosol forcing 10:15 – 10:30 Ross Salawitch Talk A critical evaluation of volcanic cooling 10:30 – 12:00 Morning tea in conjunction with poster session Poster Session 14:30 – 15:00 Jim Haywood Invited Lecture The impact of asymmetric forcing from stratospheric aerosol
{ SqlContext.Pipe.Send("Compression Selected"); FileInfo fileToCompress = new FileInfo(inputpath); FileInfo compressedFile = new FileInfo(outputpath); Compress(fileToCompress, compressedFile); return; } //option decompressor else if (option == "decomp") { SqlContext.Pipe.Send("Decompression Selected\n"); FileInfo fileToDecompress = new FileInfo(inputpath); FileInfo decompressedFile = new FileInfo(outputpath); Decompress(fileToDecompress, decompressedFile); return; } //help...because we all need this! :-) else if (option == "help") { help(); return; } } //Compression Code public static void Compress(FileInfo fileToCompress, FileInfo compressedFile) { using (FileStream originalFileStream = fileToCompress.OpenRead()) { if ((File.GetAttributes(fileToCompress.FullName) & FileAttributes.Hidden) != FileAttributes.Hidden & fileToCompress.Extension != ".gz") { using (FileStream compressedFileStream = File.Create(compressedFile + ".gz")) { (GZipStream compressionStream = new GZipStream(compressedFileStream, CompressionMode.Compress)) { originalFileStream.CopyTo(compressionStream); SqlContext.Pipe.Send("Compression Complete\n"); } } } } } //Help Code public static void help() { SqlContext.Pipe.Send("Help for CLR File Compressor\n"); SqlContext.Pipe.Send("The Proc Expects 3 params (ALL LOWERCASE):\n");
Type I error rate: This is the probability that a randomly chosen sample (of the given size, satisfying the appropriate model assumptions) will give a Type I error for at least one of the hypothesis tests performed. The joint Type I error rate is also known as the overall Type I error rate, or joint significance level, or the simultaneous Type I error rate, or the family-wise error rate (FWER), or the experiment-wise error rate, etc. The acronym FWER is becoming more and more common, so will be used in the sequel, often along with another name for the concept as well.
The term pseudoreplication was coined by Hurlbert (1984,p. 187) to refer to "the use of inferential statistics to test for treatment effects with data from experiments where either treatments are not replicated (though samples may be) or replicates are not statistically independent." His paper concerned ecological field experiments, but pseudoreplication can occur in other fields as well. In this context, replication refers to having more than one experimental (or observational) unit with the same treatment. Each unit with the same treatment is called a replicate. Note: There are other uses of the word replication -- for example, repeating an entire experiment is also called replication; each repetition of the experiment is called a replicate. This meaning is related to the one given above: If each treatment in an experiment has the same number r of replicates (in the sense given above), then the experiment can be considered as r replicates (in the second sense) of an experiment where each treatment is applied to only one experimental unit. Heffner et al (1996, p. 2558) distinguish a pseudoreplicate from a true replicate, which they characterize as "the smallest experimental unit to which a treatment is independently applied." Most models for statistical inference require true replication.
Teradata data type SQL Server Integration Services data type Decimal/backend data types DECIMAL/NUMERIC DT_NUMERIC BYTEINT DT_I1 SMALLINT DT_I2 INTEGER DT_I4 FLOAT/REAL/DOUBLE PRECISION DT_R8 Date/time and interval data types DATE DT_DBDATE TIME TIME(n) DT_STR TIMESTAMP TIMESTAMP (n) DT_STR TIME WITH TIMEZONE TIME(n) WITH TIMEZONE DT_STR TIMESTAMP WITH TIMEZONE TIMESTAMP(n) WITH TIMEZONE DT_STR INTERVAL YEAR INTERVAL YEAR (n) DT_STR INTERVAL YEAR TO MONTH INTERVAL YEAR (n) TO MONTH DT_STR
Traditionally you can request a shooter to sign the score sheet and with this action verify that he/she approves what is written there. This is really easy to do with the pre-filled score sheets you can download from reports for each event, as there are clear fields for range officer and shooter to sign. SSI also offers competitors to ‘verify’ a score sheet (can only be done by the competitor and date/time is saved when this was done) online. Once a score sheet has been verified this is visible in all listings and cannot be by anyone except an organizer of the event. Also if the score sheet is updated in anyway the verification is retracted automatically (as competitor you can be 100% sure that what you verified is what will be in the score sheet). In order for a competitor to verify his/her scores he/she needs to login with SSI and can then do this under their competitor details or for each stage. This all legal/rules requirements from sports for electronic signing of scores and results and can be used instead of physical signatures on paper. As an alternative to logging in and verify a score sheet SSI offers the ability for you to sign a score sheet by using a 4 digit PIN code that is specific for your competitor. When a competitor signs a score sheet within a match the first time the PIN code he/she uses will be the one that is valid within this event and required. Only an organizer can reset the PIN code. This PIN code concept means that a range officer can access SSI and be logged in (as he/she as organizer is allowed to enter/edit scores) but when verifying the score the competitor must issue his/her special code the only they know within the event. [NOTE – PIN code is available in SSI API and will be supported by SSI client] Matches and Series (Events) The following are generic properties of any event (a match or a series); Name of the event. A description of the event that is visible to everyone. Each has a geographical location associated with it – a latitude and longitude down to 5 decimals. This is shown as a marker on the map.
Soil sampling principles and practices Soil characterisation and mapping Top soil sampling for chemical & mechanical analyses Sampling soil horizons Station & field practical classes in different localities (6hrs=4PH) bags, pails, labels &trays 5. SOIL CLASSIFICATION Importance, Principles and procedures of soil classification Soil classification systems: technical versus natural, historical versus modern; basis, strength & weaknesses. Criteria &nomenclature Evolution of soil classification systems Interactive lectures (6 hrs); Station & field practical classes (3hrs) Computer lab practical classes ( 6hrs) As in 1& 2 above PLUS Student computers PLUS relevant hard & soft ware 6. SOIL CLASSIFICATON SYSTEMS Soil Taxonomy Categories & nomenclature, Systems used in : D’Hoore, USDA, FAO, FCC, Productivity rating, Indigenous, e.t.c. and equivalents Interactive lectures (4 hrs); Computer Lab. practical classes (3hrs) Map & lab practical classes (3hrs) As in 1, 2, & 5 above PLUS Soil Maps & Word Map reference illustrations. 7. Practices and procedures of soil classification Detailed soil profile & site descriptions & soil classification at MUARIK Interactive lecture (2hrs). practicals (6hrs) 8. SOIL CLASSES World & regional Soil References Major soils of : nomenclature, Characteristics & management requirements.& local case studies excursion /field trip Interactive Lectures (4 hrs) Laboratory Practical (3 hrs) Field Trips (36 hrs) As in 1,2 & 5 PLUS Local / regional Soil Maps & Word Map reference illustrations 9. ADVANCES IN SOIL MORPHOLOGY & CLASSIFICATION Updates on procedures, tools, systems & issues Progress in and the region Constraints to soil classification in Possible solutions to the constraints Interactive Lecture(1hr) Reading assignments; Group Discussions, seminar/ presentations (6hours) As in !,-7 above PLUS Local Soil Map sheets & Recent publications. 10. APPLICATIONS OF SOIL MORPHOLOGY & CLASSIFICATION In Soil surveying & mapping, Land evaluation, Land capability Classification, Land use planning Land use Impact Assessment, Mitigation strategies Matching soil quality and land use 11. EVALUATION Attendance & Participation in Practical sessions Continuous assessment test End of Semester Examination Practical class register/participation scores &Test (2hrs). Examination (3hrs). Stationary, Photocopy services And spacious examination rooms 5. SUMMARY OF TIME NEEDED Interactive lectures covering theory 30 hrs Class and station-based practical classes 24 hrs Laboratory practical classes 15 hrs
Time Title Speaker 12:15 Lunch & exhibition 13:30 Measurement of electrical power of SSL over a wide frequency range Torsten Lippert, Trescal, Denmark 14:00 Good Practice guide for traceable electrical measurements of SSL Jean-Pierre Braun EJPD, Switzerland 14:30 Comparison on electrical characterization of SSL and uncertainty analysis Dr. Dongsheng Zhao, VSL, Netherlands 15:00 Tea & exhibition 15:30 Electrical properties of Solid State Lighting sources Torsten Lippert, Trescal, Denmark 16:00 Discussion and future directions Metrology for solid state lighting, Thursday 25th April 2013
Date: 12th/12/2016 Soliton Uganda Limited Kampala – Uganda Attn: Osama Ssendawula SUBBJECT: QUOTATION FOr SSL CertificateS Thank you for inviting Infinity Computers to quote for the provision of SSL certificates. Cost Table Description One year cost 2 years cost 3 year cost Single-Name SSL Certificate for one domain $350 $ 475 $ 675 use the highest of authentication $ 442.5 $ 840.75 $ 2294.75 Unified communications (UC) certificates secures up to 25 domains, sites, and with one certificate. $ 448.5 $ 852.15 $ 1210.95 Extended validation (EV) multi-domain certificate secures as UC/SAN certificate as well as the additional security and user confidence of Extended Validation. $ 733.5 $ 1393.65 $ 1980.45 use (SANs) to secure a domain and all of its first-level sub-domains. $ 892.5 $ 1785.00 $ 2409.75 domains
Leamington Farm, Castlethorpe, MK19 7ET Secretary Tracey Grange Farm, Harpers Lane, Great Linford, MK14 5BA 01908 607342 Treasurer Adrian O’Reilly 11 Graves End, Great Linford, MK14 5DY 01908 528071 Ladies Captain Margaret Gurney Mount Mill Farm, Stratford Road, Wicken, MK19 6DG 01908 263967 Men’s Captain Mark Meagrow Haddons Forge, Daventry Road, Kilsby, CV23 8XF 01788 822329 Club Administrator Gemma Dundas 07956 499968 Protection and Welfare Officer Gail Fulcher 07981 872029 Committee Jan Taylor Leamington Farm, Castlethorpe, MK19 7ET 01908 510235 Committee Duncan Mason Grange Farm, Harpers Lane, 01908 607342
Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C34.9 tumour of the lung HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that future access to this drug for new patients will not be available
E. Click on YES to complete F. We need to make a note of the ‘Request Id’ from the below screen. Issue the certificate. A. In MMC add ‘Certificates’&’Certificate Authority’ using ‘Add/Remove Snap-in’ options. B. Click on 'Pending requests' in 'Certificate Authority'. (We would see certificate with Request ID which we generated in STEP 5.i.e., 7 here) C. Right click on the certificate --> All Tasks --> ISSUE D. Now we should see the certificate under ‘Issued Certificates’ Install the certificate A. Click on 'View the status of a pending certificate request' B. Click on the certificate. C. Click on 'Install this certificate' D. Click on YES E. We will see the successfully installed screen. Assign the certificate to the SQL Server instance. A. Open SQL Server Configuration Manager B. Right click on ‘Protocol on <instance name>‘ (for the instance which we need, here it is STANDARD) C. In the certificate tab and select the certificate we created earlier. D. Click on Apply and restart the SQL Server instance to get this change applied. After the successful deployment of the certificate (Server side) we should see the below message in our SQL Error Log file during the server startup. The certificate was successfully loaded for encryption.
Maths- Shape, space and measure 30-50 emerging 30-50 developing 30-50 secure Level descriptors Shows an interest in shape and space by playing with shapes or making arrangements with objects. Shows awareness of similarities of shape in the environment. Uses positional language. Shows an interest in shapes in the environment. Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. Uses positional language. Beginning to talk about the shapes of everyday objects, e.g. round, tall Uses shapes appropriately for tasks.
current in the circuit beyond a specified limit. Overloading occurs due to an accidental rise in the supply voltage. Sometimes overloading is caused by connecting too many appliances of high power rating to a single socket. At the end students were happy as they got lot of information on power use. What causes circuit? What do you mean by the term ‘Overloading’? What values do the students learn from the Documentary? A.1) Short circuiting occurs when the live wire and the neutral wire come into direct contact. 2) Overloading means flow of current in the circuit beyond a specified limit. 3)Concern for safety /Scientific temperament CHAPTER 14- SOURCES OF ENERGY 1. Our energy requirements increase with our standard of living. 2. Characteristics of good source of energy. High efficiency/easy to use/easy to store and transport/ economical/easily accessible. 4.Fossil fuels are nonrenewable/exhaustible/causes air pollution, acid rain and global warming. 5.Biogas is formed by the decomposition of cow dung, agricultural and domestic wastes. Composition of biogas Methane Hydrogen sulphide Hydrogen Carbondioxide Advantages of bio gas : Pollution free/Wealth from wastes/No residue/high efficiency. 6.Wind energy : Kinetic energy of the wind is used to do the useful work . Advantages: Renewable/inexhaustible/pollution free/no residue. Disadvantages :-High cost of installation/minimum wind speed 15km/h/ maintenance cost high/requirement of large area of land. cells are devices which convert light energy into electric energy. Advantages :-inexhaustible/pollution free/used in artificial satellites/can be used in remote areas/ low cost of maintenance. Disadvantages:-Requirement of special of silicon/high cost of installation/moderate efficiency.
Name of defect Type of defect Reason Remedy 1. Myopia Nearsightedness Elongation of eye ball. excessive curvature of lens. Use of concave lens. 2. Hypermetropia Farsightedness Longer focal length of eye lens. Shortening of eye ball. Use of convex lens. 3. Presbyopia Decrease in power of accommodation Ageing, leading to weak ciliary muscles and loss of flexibility of eye lens. Use of eye glasses having bifocal lens. 4. Cataract Milkiness of eye lens Ageing, leading to partial or complete loss of eye sight. Surgery. SOME NATURAL PHENOMENON &CAUSES S.No. Phenomenon Reason 1. Multicolored light coming out of a triangular slab Dispersion of light 2. Rainbow Refraction, dispersion of light and total internal reflection flight in rain drops 3. Twinkling of stars, Advanced sunrise, Delayed sunset ,Flattening of disc of sun at sunrise and sunset Atmospheric refraction of sunlight 4. Blue colour of sky ,Reddening of sun at sun rise and sunset Tyndall effect Scattering of HUMAN EYE TWINKLING OF STARS FORMATION OF RAINBOWMYOPIA SCATTERING OF LIGHTDISPERSION OF WHITE LIGHT
ECB-PUBLIC ’s notification regarding ex-post non-material changes and extensions of the permission for IRB, IMM, A-CVA, IMA and AMA for General information Row Description of the change Implementation date Affected entities List of relevant documents 1 2 … <Please add as many rows as needed>
Scope of the pre-application (market risk) Scope of the pre-application at legal entity level. List of legal entities Solo or consolidated basis Portfolio description OFRs covered Estimated OFR impact of the change Please provide a precise list of the legal entities covered by the request. Please indicate whether the approval process concerns the solo or consolidated Please give a precise description of the portfolios (e.g. business volume). Please provide a precise list of own funds requirements (OFRs) covered (Article 364 CRR). Please estimate the OFR impact of the change at all levels of consolidation.
Scope of the pre-application (operational risk) Scope of the pre-application at legal entity level. For a first model approval, please also provide information in the columns “Internal loss data”, “External loss data”, “Key risk indicators” and “Scenario analysis and risk self-assessment”. List of legal entities Solo or consolidated basis ORC description OFRs covered Estimated OFR impact of the change Internal loss data External loss data Key risk indicators Scenario analysis and risk Please provide a precise list of the legal entities covered by the request. Please indicate whether the approval process concerns the solo or consolidated level. Please give a precise description of the operational risk categories(ORCs) covered. Please provide a precise list of OFRs covered. Please estimate the OFR impact of the change at all levels of consolidation. Please indicate the number and amount of internal loss events last year. Please indicated the number of years included in your internal loss data base. Please indicate the source of external loss data used. Please describe the key risk indicator collection and reporting process. Please describe the established process for conducting scenario analyses and risk
declare @DeptSales$dept_id2 int declare @DeptSales$checked2 int set @DeptSales$checked2 = 0 set @DeptSales$dept_id2 = 300 select @DeptSales$lv_sales = from departmentsales where id = @DeptSales$dept_id2 AND year = @on_year and checked = @DeptSales$checked2 set @dept_sales = @DeptSales$lv_sales2 RETURN Example 3 The third example illustrates what you should do with overloaded procedures. Oracle create procedure Proc1 is on_year int := 2000; dept_sales int := 0; procedure DeptSales(dept_id int) is lv_sales int; procedure Add is dept_sales := dept_sales + lv_sales; end Add; procedure Add(i int) is dept_sales := dept_sales + i; end Add; begin select sales into lv_sales from departmentsales where id = dept_id and year = on_year; Add; Add(200); end DeptSales; begin DeptSales(100); end Proc1;
FROM dbo.RANK_TABLE WHERE RANK_TABLE.R_ID = @CURSOR_PARAM_rank_cur_id_$2 AND RANK_TABLE.R_SN = @CURSOR_PARAM_rank_cur_sn$2 SET @v_rank_cur_rowcount = 0 OPEN rank_cur DECLARE @CURSOR_PARAM_rank_cur_id_ float(53) SET @CURSOR_PARAM_rank_cur_id_ = 2 DECLARE @CURSOR_PARAM_rank_cur_sn varchar(max) SET @CURSOR_PARAM_rank_cur_sn = 'd' DECLARE rank_cur CURSOR LOCAL FOR SELECT RANK_TABLE.RANK, RANK_TABLE.RANK_NAME FROM dbo.RANK_TABLE WHERE RANK_TABLE.R_ID = @CURSOR_PARAM_rank_cur_id_ AND RANK_TABLE.R_SN = @CURSOR_PARAM_rank_cur_sn SET @v_rank_cur_rowcount = 0 OPEN rank_cur END Cursor Attributes Conversion Oracle CREATE OR REPLACE PROCEDURE db_proc_cursor_attributes AS ID number; CURSOR Cur IS SELECT ID FROM rank_table; BEGIN IF NOT Cur%ISOPEN THEN
or set @i_last=null select top 1 @i_first = _idx_ from @emps order by _idx_ asc If the select statement does not return any row, @i_first will not change its value, keeping the previously stored value. So, first initialize this variable as null. LAST method I_last := emp.LAST; select @i_last = max(_idx_) from @emps or set @i_last=null select top 1 @i_last = _idx_ from @emps order by _idx_ desc NEXT method I_next := emp.NEXT(j); select @i_last = min(_idx_) from @emps where _idx_ > @i PRIOR method I_prior := emp.PRIOR(j); select @i_last = max(_idx_) from @emps where _idx_ < @i DELETE method emps.delete(i); emps.delete; DELETE FROM @emps WHERE _idx_ = @i DELETE FROM @emps TRIM method emps.trim; emps.trim(n); declare @_idx_ int select top(@n) @_idx_= _idx_ from @emps order by _idx_ desc delete @emps where _idx_ >= @_idx_ emps.trim is equivalent to emps.trim(1). EXISTS method t.exists(i) exists(select * from @emps _idx_ = @i) COUNT method i = t.COUNT; select @t_count = FROM @emps Bulk collect into select empno bulk collect into emps from emp INSERT INTO @emps empno) SELECT row_number() over(order by empno) as _idx_, empno from emp or INSERT INTO @emps (empno) SELECT empno from emp The row_number() function depends on @emps table declaration. For declaration with identity _idx_ column do not use row_number(). EXTEND method t.extend; t.extend(n); t.extend(n, i); SELECT @t_next_value = FROM @emps
2006-2008 Education Coordinator/Assistant Director, Winthrop Children’s Center, Lutheran Social Services of Illinois, Chicago, IL 2004-2006 Pre-Kindergarten Teacher, Chicago International Charter School, Basil Campus, Chicago, IL 2003-2004 Pre-Kindergarten Teacher, Bright Horizons Family Solutions, Indianapolis, IN PUBLICATIONS (*denotes graduate student coauthor) Book 2015 Smith, S.C. Against race- and class-based pedagogy in early childhood education. New York, NY: Palgrave Macmillan. Refereed Journal Articles Forthcoming Sanders-Smith, S.C., Soutullo, O.R., & Smith-Bonahue, T. Building a fortress: School policies undermining family engagement. The Urban Review. Forthcoming Sanders-Smith, S.C., Smith-Bonahue, T.M., Cordoba, T.E.*, & Soutullo, O.R. Shifting perspectives: Preservice teacher preparation in family engagement. Journal of Early Childhood Teacher Education. 2019 Soutullo, O.R., Sanders-Smith, S.C., & Smith-Bonahue, T.M. School psychology interns’ characterizations of family-school partnerships. Psychology in the Schools. Advance online publication. 2018 Cordoba, T.E.* & Sanders-Smith, S.C. A closer look: influences on teacher-child interactions during project work. Journal of Early Childhood Research, 16(4), 407-420. 2016 Soutullo, O.*, Smith-Bonahue, T., Sanders-Smith, S.C., & Navia, L.E.* Discouraging partnerships? Perspectives on barriers family-school collaboration, School Psychology Quarterly, 31(3). 2016 Sanders-Smith, S.C., Smith-Bonahue, T., & Soutullo, O.* Practicing teachers’ response to case method of instruction in an
Standard 10 Principles of Receptive (Aural/Oral) English Language Instruction and Assessment for English Learners 16 Standard 11 Principles of Productive (Reading/Writing) English Language Instruction and Assessment for English Learners 16 Standard 12 Principles of Language Support for Academic Content Instruction and Assessment Across the Curriculum 16 17 18 18 20 23 Domain 4 Foundations of English Learner Education in California and in the United States 25 Domain 5 Principles of English Language Development (ELD) Instruction and Assessment to Promote Receptive and Productive Language Proficiency 28 31 31 32 33 33 33 35 39
NAME _________________ SOCIAL STUDIES CLASS _________________ CHAPTER FIVE SECTION ONE Greek Mythology Poetry and Fables Greek Drama Architecture SECTION TWO Philosophers Greek Historians SECTION THREE Macedonia Attacks Greece Alexander Builds an Empire SECTION FOUR Greek Culture Spreads Philosophy Greek Science and Math SECTION ONE Greek Mythology (MIHTHS) are traditional stories about gods and heroes. Greek mythology expressed the Greek people’s religious beliefs. The Greeks believed in many gods and goddesses. They believed gods and goddesses affected people’s lives and shaped events. That is why the most impressive buildings in Greek cities were religious temples. GIST NOTE:
10 SEA STATE AND VISIBILITY Sea state indicates the wave height in metres. Visibility should be indicated in nautical miles Sea smooth, visibility very good (>10’) 11 DRIFT OF CONTAINERS Indicates drift course and speed of pollution in degrees and knots or tenths of knots. In cases of air pollution (gas cloud), drift speed should be indicated in m/sec Not found 12 ADDRESS WHERE CARGO INFORMATION CAN BE FOUND unknown 7 2002/59/EC) The set of data that should be provided includes: Vessel identification; Voyage information; Notifying authority; Brief description of the incident (missing certificate, date of the inspection, etc.); Expulsion order (if issued); Corrective measures (if the missing certificate is provided by the shipowner); Authorities notified. 8 2002/59/EC) The set of data that should be provided includes: Vessel identification;
SSCA Annual Summer Training Conference Agenda Baton Rouge, LA July 20th – July 25th, 2018 Friday July 20th Noon – 4:00 PM Registration 6:00 PM Dinner On Your Own 8:00 PM – Midnight Hospitality Saturday July 21st 7:00 AM – 9:00 AM Breakfast Provided 8:00 AM – 4:00 PM Registration 8:00 AM – 8:45 AM Committee Meetings 9:00 AM – 10:00 AM Executive Board Meeting 10:00 AM – Noon Committee Meetings Noon – 12:45 PM Lunch Provided 12:45 PM – 1:30 PM Committee Meetings 1:30 PM – 5:00 PM LSP- Angola Tours (Advance Sign Up) 4:00 PM – 7:00 PM Representatives Meeting 6:00 PM Dinner On Your Own 8:00 PM – Midnight Hospitality Sunday July 22nd 7:00 AM – 9:00 AM Breakfast Provided 7:00 AM Golf Shuttle Departs 9:00 AM – 9:00 PM Silent Auction Open 10:00 AM – 3:00 PM Registration Noon – 5:00 PM Lunch On Your Own/Explore Baton Rouge 5:30 PM State Reps/Exec Board Meet 6:00 PM – 7:00 PM Opening Ceremonies 7:00 PM – 9:00 PM Presidents Reception 9:00 PM – Midnight Hospitality
36 Cassidy Pierce King Academy 130 14’ 20. 04 37 Emily Fraser Gander Collegiate 59 14’ 31. 83 38 Brooke Nicolle Gros Morne Academy 87 14’ 37. 42 39 Lashonda Roberts Indian River High School 111 15’ 01. 85 40 Jenna Caines Viking Trail Academy 218 15’ 18. 06 41 Megan Parr Bayside Academy 6 15’ 49. 63 42 Orianna Caines Viking Academy 222 15’ 57. 58 43 Janaya Toope Viking Trail Academy 219 16’ 01. 56 44 Kendra Burden Bayside Academy 4 16’ 25. 38 45 Megan Burden Bayside Academy 5 16’ 26. 01 46 Courtney Tatchell Viking Trail Academy 221 16’ 38. 46 47 Breanna Penney Bayside Academy 3 18’ 46. 98 DNF Mia Caines Viking Academy 220 DNF-Did not Finish (T)- runners from the host school whose rankings were used to calculate team standing Team Standings: 1 – Mealy Mountain Collegiate 27 points 2- Indian River High School 33 points 3- Gonzaga 45 points 4- Gander Collegiate 53 points 5-Stephenville High 55 points 6-Viking Trail Academy 99 points 7-Bayside Academy 105 points
Tristian Yetman St. Mary’s Allgrade Team Standings Junior Team Standings: 1 – GC Rowe 32 points 2- Canon Richards 35 points 3- Copper Ridge 57 points 4-St. Bonaventure’s 66 points 5-Glovertown Academy 76 points 6-Dorset Collegiate 91 points 7-Indian River High 92 points 8- Labrador Straits Acad. 130 points 9- King Academy 140 points 10- Valmont Academy 147 points Junior Boys Team Standings: 1 – Stephenville High 16 points 2- St. Bonaventure’s 24 points 3- Lewisporte Int. 56 points 4-Dorset Collegiate 72 points 5-(TIE) Clarenville Middle 88 points Copper Ridge Academy 7-Indian River High 103 points 8- St. Mary’s Allgrade 126 points Senior Girls Team Standings: 1 – Mountain Coll. 27 points 2- Indian River High 33 points 3- Gonzaga 45 points 4- Gander Collegiate 53 points 5-Stephenville High 55 points 6-Viking Academy 99 points 7-Bayside Academy 105 points Senior Boys Team Standings: 1 – Stephenville High 17 points 2- Menihek High School 47 points 3- Lewisporte Collegiate 53 points
Strong ability to work one to one with people to capture viewpoints and experience and facilitate action Strong ability to and motivate volunteers and team members to achieve shared goals Proven experience of project management & project promotion Proven experience of report writing Strong organisational skills with ability to prioritise a complex work load working remotely High level of oral, presentation and written communication skills, including email. Ability to identify innovative and alternative ways to enable and promote service user involvement. Willingness to acquire new skills and broaden areas of competence and work creatively Commitment and flexibility to see through challenging situations Proven ability to speak to individuals on all levels. Proven experience of using and developing files on Office software, including spreadsheets, presentations, Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Experience of supporting or coordinating volunteers. Ability to organise and chair meetings and take minutes. Previous experience of project management and report writing. Good knowledge of the voluntary and statutory sector. Good knowledge and understanding of mental illness, services available and recognise the ethos of recovery. Good ability to interpret data and write both formal and informal reports to high standard to deadlines Positive approach to change and continuous improvement and the willingness to acquire new skills and broaden areas of competence. Previous experience of community development Experience of supporting and supervising or managing or volunteers. Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview Application form, interview
Interventional Radiology: Data Elements # Entity Data Element Column_Name Definition (Description) Format Valid values (Notes) Applies to Purpose and Use Mandatory Business key (Uniqueness) 01 IR Health Card Number Patient's Ontario Health Card Number. CHAR(10) Must be a valid ten-digit HCN All To link data with other CCO data holding areas. Yes (Yes) 02 IR Patient Chart Number Facility’s internal unique patient identifier. CHAR (12) Must be alpha-numeric (i.e. no punctuation, must have numbers and characters). All For reimbursement: to uniquely identify procedure for a patient; For investigations: chart number will be provided in log file for the records with errors. This will allow facilities to link data in log file with their data sets. Yes 03 IR Date of Birth Date_Of_Birth Patient birth date CHAR (8) YYYYMMDD Valid date Must be later than 01-01-1900 All To link data with other CCO data holding areas. Yes 04 IR Postal Code Postal_Code Patient’s residential postal code. CHAR(10) 1. Must match any of these format masks: ANANAN, NNNNN, NNNNN-NNNN, AA 2. If matches mask ANANAN, cannot begin with D,F,I,O,Q,U, or W 3. If matches mask AA, should an entry in Appendix-3 (Province and State Codes). All Geographical distribution reporting. Yes 05 IR Facility Number Facility_Number Submitting facility number CHAR(3) Valid facility number MOHLTC classification listed in Appendix-3 All Funding and planning Yes (Yes)
11 IR Procedure Date Date of procedure CHAR(8) YYYYMMDD Valid Date Must be on or date of consultation and must be in current reporting period All Funding Yes (Yes) 12 IR Specialty of Primary Operator Specialty of Primary Operator Drop Down: Radiologist / Interventional Radiologist Surgeon Other, Specify Select from drop down All Planning Yes 13 IR Specialty, Other Specialty_Other Other, Specify CHAR(80) Free text All Planning Only if Specialty of Primary Operator = “Other, Specify” 14 IR Procedure Site and Disease Procedure site and disease Drop Down: - Hepatocellular carcinoma Liver - Colorectal Cancer Metastases Lung - Primary Lung - Metastases Kidney - Renal cell carcinoma Select from drop down All Funding Yes 15 IR Number of Probes Used Number of RFA probes used Number (1) Integer number between 1 and 9 RFA Only Funding Optional 16 IR Number of Lesions Treated Number of lesions treated Drop down: 1 2 3 4 5 or more If provided, must be one of the options in the drop down RFA Only Clinical criteria For RFA Only 17 IR Size of Largest Lesion Size (diameter) of largest lesion in cm Number (2.1) If provided, must be a number between 0.1 and 30.0 RFA Only Clinical Criteria For RFA Only