zilongwang/ReadingBank huggingface dataset:
time it takes to cross the required distance, and time is typically a factor in these sports. So, a emerged for the long distance targeted throwing task in the context of these sports, namely, hit the target in brief time. This, along with individual differences, appeared to determine which portions of the affordance space the throwers used. Now that we have empirically characterised the behaviour of expert throwers, we turned to our affordance analysis to see whether this can explain the specific combinations of chosen release parameters. Simulation Analysis We implemented the equations of projectile motion in a bespoke Labview programme (National Instruments; see Appendix 1 for details). We specified the tennis ball (mass, drag coefficient and radius) and the target (as a 4ft diameter circle set at some distance and height) and computed the outcome (hit or miss) of each simulated throw. We ran the equations within two loops, one for variation in release angle (ranging from -30° to 90°; this range emerged from the simulations as necessary to map the complete affordance structure for all target locations) and one for variation in release speed (here ranging from 0ms-1 to 45ms-1; our highest observed release speed across the two experiments reported below was 45.01ms-1). The number of increments for each loop defines the simulation resolution. We set these to 400 for each loop yielding 16,000 data points per plot. The resulting simulations were dense enough to reveal the affordance structure but not so dense as to require more than a standard PC to generate in a reasonable amount of time. For this experiment, we generated 117 simulations (3 target distances x 3 target heights x 13 release heights (1.5m-2.7m in 0.1m increments, which spans the observed range of heights). We produced heat maps in Matlab R2013a (Mathworks) to illustrate which regions of the space produced hits and how this changed with changes in target parameters. Target Affordances
Disable pre-release features or settings Disabled Do not show feedback notifications Enabled Toggle user control over Insider builds Disabled Windows Components/Internet Explorer Policy Setting Comment Prevent participation in the Customer Experience Improvement Program Enabled Windows Components/OneDrive Policy Setting Comment Prevent the usage of OneDrive for file storage Enabled Windows Components/Search Policy Setting Comment Allow Cortana Disabled Windows Components/Store Policy Setting Comment Disable all apps from Windows Store Enabled Turn off the Store application Enabled User Configuration (Enabled)hide Policies Administrative Templates Policy definitions (ADMX files) retrieved from the local computer. Start Menu and Taskbar Policy Setting Comment
enjoyed the idea that they are superheroes in training and that they are trying to increase their social skills and Superflexible thinking. The cast of 14 characters in the curriculum included Rock Brain, Brain Eater, D.O.F. (Destroyer of Fun), Space Invader and Mean Jean just to name a few. Be sure to ask your superhero in training which Unthinkable(s) they defeated today!Check The Lost And Found Box! Please be sure to stop in and check the Lost and Found Box for items you may be missing. There are many items including several jackets and sweatshirts. Any items that have not been picked up by June 8, the last day of school, will be donated to a local charity. Classroom Placement Information 2018-19 Classroom Placement Information will be included in the August Winans Communicator newsletter that will be mailed a week before the open house. Classroom assignments will not be announced until the August newsletter has been sent. PROGRESS REPORTS will be mailed home the week of June 11th. Library Reminder: Just a reminder that there are several library books that have not been returned to the library. Last week to check out books is May 11-15. All library books must be returned by Friday, May 18. Waverly Piranhas Swim Club The Waverly Piranhas Swim Club will be holding open registration for new and returning swimmers for their summer term on Monday, June 11th and Tuesday, June 19th at the Waverly High School Pool, located at 160 Snow Road, Lansing. Registration is between 5:30 p.m. - 6:30 p.m. The summer session runs from June 11 - July 27, 2018. The Piranhas are a competitive, age group swim club, affiliated with USA Swimming. New swimmers will be evaluated for level placement at registration, so bring your suit! The Piranhas offer a variety of levels and practice schedules. To join the club the swimmer must be able to swim one length of the pool using any stroke. Please check our website for complete details and registration forms. For further information about our club go to our Facebook page or call Cathy Lashbrook, WPSC President, at 517-321-1992. The Piranhas are a swim club and not swimming lessons. If you have a beginning swimmer who is not comfortable in the pool, or cannot swim the length without assistance, please check out the Delta Township Aquatics Program for swimming lessons at all ages and skill levels:
In addition to fulfilling their study program, the scholarship recipient should note that their responsibilities include: providing the Oodgeroo Unit, QUT with confirmation of enrolment and results for each semester of study to facilitate scholarship payments notifying the Oodgeroo Unit, QUT immediately of any change in enrolment status, unsuccessful completion of a semester, deferral or withdrawal from a course or study program providing feedback to the Oodgeroo Unit, QUT if requested. Oodgeroo Unit, QUT The Oodgeroo Unit, QUT is responsible for the leadership and management of the Wilson Security Indigenous Scholarship, monitoring progress and reporting outcomes. The Oodgeroo Unit, QUT’s responsibilities include: managing the scholarship, including administering the application and selection process and scholarship agreements providing a point of contact and service for scholarship recipient during the scholarship period, and liaising with the scholarship recipient in a responsive and professional manner respecting the privacy of scholarship recipient information and using personal information provided by scholarship recipient appropriately arranging scholarship payments collecting data in order to evaluate and report on the program. Key dates 22 January 2018 Scholarship applications open 2 March 2018 Scholarship applications close 5–9 March 2018 Verification, assessment and selection process 12–16 March 2018 Interview of shortlisted scholarship candidates 19 March 2018 Scholarship offers made to successful applicant 30 March 2018 Final date for acceptance of offer Privacy The Oodgeroo Unit, QUT collects personal information from the applicant to assess the scholarship application and for other University purposes upon enrolment. Information explaining how QUT manages students' personal information can be found at www.governance.qut.edu.au/compliance/privacy Contact details Should you require further assistance or information regarding the Wilson Security Indigenous Scholarship, please contact: Professor Anita Lee Hong Director, Oodgeroo Unit Queensland University of Technology Phone (07) 3138 2054 Email: Wilson Security Indigenous Scholarship: Application checklist The following documentation is required to support your completed online Wilson Security Indigenous Scholarship application form. academic transcripts (from high school, TAFE and/or current/previous study) academic transcript if a continuing QUT student (Please attach a copy of your academic record from QUT Virtual) certified copy of documentation supporting Aboriginal and/or Torres Strait Islander heritage a resume/curriculum vitae To submit your application Complete the online Wilson Security Indigenous Scholarship application form. Email all supporting documents as listed above by the closing date. APPLICATIONS CLOSE FRIDAY 2 MARCH 2018
Campus Safety & Security Survey - Winchester Campus On Campus - 2010-2012 (blank fields represent “0”) 2010 2011 2012 Crime Category - - - Arson Assault Burglary Criminal Damage Manslaughter Menacing Motor Vehicle Theft Murder Reckless Homicide Robbery Sex Offenses – Forcible Sex Offenses – Non-Forcible Stalking Terroristic Threatening Theft 3 Wanton Endangerment Weapons Possession Category of Prejudice Bias – Race Bias – Gender Bias – Religion Bias – Sexual Orientation Bias – Ethnic Bias – Disability Arrests Only Drug-related Violations Liquor-law Violations 1 2 Other Alcohol Violations Disciplinary Actions Campus Safety & Security Survey - Winchester Campus Public Property - 2010-2012 (blank fields represent “0”)
Monday 2nd May 2016 Tuesday 3rd May Wednesday 4th May Thursday 5th May Fri 6th May Bank Holiday and University closure 10am – 12pm Room (St Alphege 002) Welcome Meeting with Janice de Sousa and Alastair Spark Meet Faculty Staff and students Interprofessional Studies Department overview Introduction to the seminar Tour of the University campus Room (St Alphege 203) 9.30 Meeting of academics 9.30 Students – set activity Seminar – Contemporary issues in the UK relating to children and young people Dr Colin Goble (Children and the Media) Dr Amanda Norman (Early Years Foundation) Martine Wilkinson, Teaching Fellow & Programme Lead (Children’s Rights in Safeguarding) Rachel Harrison & Dave Raper, Teaching Fellow & Programme Lead (Disability) DAY TRIP 9 - 5pm Visit Tiny Tots Nursery Bournemouth 10.30-11.00 (Amanda Norman to lead) Brunch at Aruba Beach Free time IPS ‘Making A Difference’ conference 12.00-1.30 LUNCH 12.00-1.30 LUNCH 1.45-2pm Avon Heath Nature Nursery (New Forest) with Alex Shepherd and Ben Walliman Café on site for discussion and tea and cake LUNCH included Ella Kendrick to meet and greet on Sunday afternoon on arrival 1.30-4.00pm Tour (on foot) of historic Winchester: Great Hall of Winchester Castle Winchester Cathedral tour guide City Museum 1.30-3.30 Creative Activity on ‘Making a Difference’ as professionals AFTERNOON TEA at 4.00-5.00pm Return via New Forest (an area of outstanding beauty) 3.15 Farewell meeting
Sept-Nov 2012 Dec-Feb 2012-2013 Mar-May 2013 Jun-Aug 2013 Education Pat Kelly Travis Gary Complete Tribal Energy Policy & Disseminate to All Educational Bodies Preparing Format for Education & PR Presentation JBC Mandates Directors Meeting of All Educational Related Programs to Begin Creating Tribal Policy For Energy Education Hold Energy Boot Camp For Youth Develop Curriculum For Schools Designated Group Development Wes Mitch Designate This Group as Wind River Energy Group & Work on Getting More People to Come. JBC Issue Resolution Committing $$ For PR Campaign For EnergyPlan Establish Energy Board Through JBC Resolution Formation of Energy Board Choose Focal Point Recruit Tribal Personnel Energy Board Begin Energy Modeling Process Outreach/Community Involvement Kim Jason Gary Recruit and Get JBC Money Meet With the Energy Board Working Group Hold Info. Meetings to Review/Refine Plan Meet With School Boards, College Students, School Counselors to Present Vision Educate Community on Benefits of Tribally Owned Energy Companies Present Informational Community Meetings Hold Reservation Wide Energy Fair Keep Energy Information Relevant by Media Blitz, Booth, Newsletters, etc. Data Sandy Gabe Review Session & Plan Director’s Meeting. Inventory, Type, System JBC Produces Resolution for Creating Data, Gathering/ Management Team With $ Commitment Designate Data Collectors Start Collecting Data Develop Data Management System Summit Earlene Joe Rachel Sue JBC Orientation to Energy Plan Place Agenda Item of Establishing & Supporting an Energy Plan to ABC General Council Agenda Item on EST Council to Support Plan Complete Director’s Meeting & Identify Energy Board Criteria JBC Resolution To Support & Establish Date For Summit in December or January Summit Convenes in March Organizing Summit- JBC Pass a Resolution Within 3 Weeks to Support Strategic Energy Plan Schedule Community Meetings to Share Information Strategic Plan by January 2013 Wind River - SMART Accomplishments Calendar 2012 - 2013
WIND Forms and Tables Technical Assessment LRA Forms Form Request for Qualification Forms LRA-1 Project Proposal Submission Letter Form 4 - Wind Exemplary Solar Plant/Wind Farm Design LRA-2 Financial Proposal Form Form 5 - Wind Candidate’s Exemplary Financial Model Information LRA-3 Form of FIRST Bid Guarantee Form 6-Wind Wind Facility Description LRA-4 Declaration of Qualified Bidder Form 7-Wind CAPEX During Construction Period of Wind Project LRA-5 Letter of Intent (Consortium Member or Shareholders) Form 8-Wind Bid Price and Interconnection Facility Cost LRA-6 Tax Declarations Form 9-Wind Financial Sources and Uses of Project Company LRA-7 Letter of Support from Providers of Corporate Finance Form Wind Project Location and Interconnection with Grid LRA-8 Letter of Support from Providers of Equity Finance Form Proposed Layout and Wind Farm Performance LRA-9 Letter of Support from Tier-1 Lender(s) (Senior Debt) Form Wind Site Assessment LRA-10 Resolution of Bidder (if Project Company is established) Table 12.1 Overview of Data Sets of Wind Resource Availability LRA-11 Resolution of Each Member of Consortium or Shareholders Table 12.2 Bidder-Selected Wind Data Set Simulation LRA-12 Certificate of Independent Bid Determination Table 12.3 Wind On-Site Measurements LRA-13 Confidentiality Undertaking Table 12.4 Monthly and Seasonal Variations of Output LRA-14 Withdrawal of Bid Table 12.5 Monthly Rainfall Pattern at Project Location LRA-15 Form of SECOND Bid Guarantee Table 12.6 Additional Site Information LRA-16 Standardized Power Purchase Agreement (SPPA) Table 12.7 Site Infrastructure and Connectivity LRA-17 Direct Agreement(s) Table 12.8 Site Images Gallery LRA-18 Implementation Agreement Table 12.9 Relevant Consents and Permits Checklist LRA-19 Connection Agreement
WIND ENSEMBLE Flutes Laura Derowitsch Emma Hahne Emma Davenport Melissa Bevins Rebecca Gross Jessica McKee Alyssa Waite Oboe Trevor Gill Jae Hyun Lim Zoey Moser Clarinets Jacob Earl Emma Schwartz Christian Dahlman Zoey Smith Erin Applegate Brooklyn Rader Alex Van Nurden Clara Carper McKenna DeRiese Jordyn Svoboda Bass Clarinet Anna Vosicky Brenna Bulin Bassoon Evan Wheeler Masen Louviere Jessie Harlan Alto Sax Karissa Goosic Maddie Rushing Julian Cortinas Chloe Hammond Tenor Sax John Buessing Deanna Meyers Tara Millstead Bari Sax Hayden Aldag Zachary Hamilton Trumpets Jack Schirmer Jessica Haslett Foster Moon Bryce Winkler Jacob Hillis Calvin Pilkington Jared Johnson Carson Gress Dominic Flores Adam Deutsch Blake McEwan Horn Bailey Hawk Anna Knopik Zane Maltas Trombones Ian Maltas Matt Schultz Daniel Damke Austin Wohleb Ben Hladik Grace Cassel Tyler Walvoord Hayden Fuelberth Euphonium Caleb Allerheiligen Blayne Winkler Tuba Kason Fiedler Seth Harlan Joseph Blecha Percussion Andrew Peterson Grayson Wegener Kate Berzonsky Josh Williams Kim Cao Graham Hedstrom Tatum Johnson Alexis Hobelman Maddie Nelson Chase Hill Jordyn Fallick Eli Brown
Source: ABS, Census of Population and Housing, 2011 At the time of the 2011 Census: 20 per cent of families with children under the age of 15 (790 families) in the region were jobless. (Lithgow 21% and Mid-Western Regional 18%) 53 per cent of one parent families with children under the age of 15 (560 families) in the region were jobless. (Lithgow 56% and Mid-Western Regional 49%) There are around 1,530 children in jobless families. (Lithgow 750 and Mid-Western Regional 780) Slide 18 Levels of educational low (25 to 34 year olds) Region Completed Year 12 (2011) Highest non-school qualification Advanced Diploma, Diploma or Certificate III & IV Attained Bachelor Degree or Higher Lithgow LGA 45% 42% 12% Mid-Western Regional LGA 56% 42% 17% New South Wales 75% 29% 37% Source: ABS, Census of Population and Housing, 2011 In the Lithgow LGA, less than half (45 per cent) of 25 to 34 year olds had completed year 12 or equivalent compared with the New South Wales (75 per cent). Similarly, a low proportion (12 per cent) of 25 to 34 year olds had attained a Bachelor Degree or higher compared with the New South Wales (37 per cent). Job seekers who have not completed Year 12 and have limited experience in the workforce are likely to lack many basic employability skills that employers value and look for in applicants, particularly for lower skilled vacancies and entry level positions such as apprenticeships and traineeships. The proportion of 25 to 34 year olds who had attained an Advanced Diploma, Diploma or Certificate level III or IV in the Lithgow LGA (42 per cent) was higher than the state average (29 per cent).
WINDBREAK/SHELTERBELT ESTABLISHMENT (Ft.) 380 DEFINITION Windbreaks or shelterbelts are single or multiple rows of trees or shrubs in linear configurations. PURPOSE Reduce soil erosion from wind. Protect plants from wind related damage. Alter the microenvironment for enhancing plant growth. Manage snow deposition. Provide shelter for structures, animals, and people. Enhance wildlife habitat. Provide noise screens. Provide visual screens. Improve air quality by reducing and intercepting air borne particulate matter, chemicals and odors. Delineate property and field boundaries. Improve irrigation efficiency. Increase carbon storage in biomass and soils. Reduce energy use CONDITIONS WHERE PRACTICE APPLIES Apply this practice on any areas where linear plantings of woody plants are desired and suited for controlling wind, noise, and visual resources. Use other tree/shrub practices when wind, noise and visual problems are not concerns. CRITERIA General Criteria Applicable to All Purposes The location, layout and density of the planting will accomplish the purpose and function intended within a 20-year period. Refer to Tree/Shrub Site Preparation Standard 490, for preparing site conditions for plant establishment. The maximum design height (H) for the windbreak or shelterbelt shall be the expected height of the tallest row of trees or shrubs at age 20 for the given site. Species must be adapted to the soils, climate and site conditions. No plants on the Federal or state noxious weeds list shall be planted. Spacing between individual plants shall be based on the needed growing space for plant type and species, the accommodation of maintenance equipment, and the desired characteristics of the stem(s), branches and canopy as required for a specific purpose. The windbreak will be oriented as close to perpendicular to the troublesome wind as possible. The length of the windbreak will be sufficient to protect the site including consideration for the “end effect” and changes in wind direction. Avoid planting trees or shrubs where they will interfere with structures and above or below ground utilities. Moisture conservation or supplemental watering shall be provided for plant establishment and growth where natural precipitation is too low for the selected species. Refer to Tree/Shrub Establishment Standard 612 for further guidance on planting trees and shrubs. Additional Criteria to Reduce Wind Erosion and Protect Growing Plants
Expression of Interest Relieving Teaching-Principal, Windellama Public School Expressions of interest are invited from teachers interested in a career opportunity relieving in the position of Teaching Principal for the 2018 school year. The position with be located at: Windellama Public School, Windellama NSW 2580 Windellama Public School is a small rural school, 35km south east of Goulburn. The dedicated professional staff work together with community to ensure students receive a quality education in an environment where they reach their full potential. The teaching-principal position is available for the 2018 school year. While not essential it would be advantageous to be willing to maintain existing community-valued programs and extra-curricular activities An expression of interest addressing the criteria, of no more than 2 pages in length should be submitted to Matthew Brown, Director, Public Schools NSW, by COB 4 December 2017. Statement of duties Teaching principal role K-6 Selection criteria High level educational leadership with the skills to lead and manage a complex public school focused on the delivery of high quality education Ability to lead and manage rigorous and inclusive whole school teaching and learning programs High level communication and interpersonal skills with the capacity to build positive relationships and engage all levels of the school and educational community Ability to lead and manage the development and performance of staff to improve teaching and learning Ability to plan systems and manage resources effectively and equitably to enhance teaching and learning Capacity to lead staff in implementing the Department's Aboriginal education policies and to ensure quality outcomes for Aboriginal people One of the referees listed must be the applicant’s current principal or supervisor for non-school-based staff. Expressions of interest must not exceed 2 A4 pages and require the signature of the applicant’s current principal or supervisor. For further information contact Matthew Brown on 6200 5000
Title of presentation and short abstract (150 words) A laptop will be provided. Please specify your audio-visual Requirements: Powerpoint Video with sound Other (please specify) Will you require any additional equipment? Admin Contact Name: Position/Title: Phone - Direct: Email address Company Website Address: PO or reference for the invoice Email address for accounts payable Postal address for accounts payable (if relevant) I have read and agree with the content. Signed ……………………………………………………………………………………………………………………………………………… Dated ……………………………………………………………………………………..
Abbreviations AC Alternating Current ACER Agency for Coordination of Energy Regulation CAES Compressed Air Energy Storage CHP Combined Heat and Power DFIG Doubly Fed Induction Generator DG Distributed Generation DSM Demand Side Management DSO Distribution System Operator EEX European Energy Exchange EEZ Exclusive Economic Zone (offshore) ENTSO-E European Network for Transmission System Operators for Electricity ERGEG European Regulators for Energy and Gas EU European Union EUA European Union Allowances EU ETS European Emission Trading Scheme EUR Euro EWIS European Wind Integration Study FACT Flexible AC Transmission System Device FRT Fault Ride Through GGCF Generic Grid Code Format GHG Greenhouse Gases GW Gigawatt GWh Gigawatt hour HVAC High voltage AC HVDC High voltage DC HVDC CSC High voltage DC with Current Source Converters HVDC LCC High voltage DC with Line Commutated Converters HVDC VSC High voltage DC with Voltage Source Converters ICT information and communication technology IEC International Electrotechnical Committee IGBT Insulated Gate Bipolar Transistor ISO Independent System Operator IPP Independent Power Producer KWh Kilo Watt Hour LCC Line Commutated Converter MIBEL Mercado Ibérico de Electricidade (Iberian Electricity Market) MOE Merit Order Effect MVAR Mega Volt Ampere Reactive MW Megawatt MWh Megawatt hour RE Renewable Energy RES Renewable Energy Sources NRMSE Normalized Root Mean Square Error NTC Net Transfer Capacity
Step 2 – Understand the parameters that will control your resulting solution. This is the most important step of the plan, and if you mess up here you will definitely mess up on step 3, which will throw off your entire result. Discuss how this problem’s objective will be similar to the introductory exploration and how it will be different. Step 3 – Determine the number of wraps to complete one roll. As you (should have) discussed in step 2, for this problem cannot directly measure the outer radius to calculate the number of wraps. But we do know the total length and the material thickness. So we must “back-into” the number of wraps. I want to see two methods here: A) Use an MSExcel spreadsheet. The following screenshot shows the needed columns and the first few rows. Simply extend the spreadsheet until the Cumulative Total Length reaches one completed roll of ribbon. Note: the only cell with a number is A3, all the other cells must contain cell-referencing computational formulas….and I will check your formulas, not just the numbers! B) Create and solve an algebraic equation. Let X = the number of wraps, and build a formula that computes the total inches wound by X wraps. Then set this formula equal to the total number of inches in one roll. Finally, solve for X. Note: the total inches wound by X wraps will be a sum, so you will need to look back at our work in series. In particular, you will need the formula for the Sum of a Finite Arithmetic Sequence. Step 4 – Use the information found above to finish creating a solution. Things to consider/calculate: i) The machine run-time per roll. ii) The machine clock-time per roll.
APPENDIX B: SAMPLE CURTAILMENT DOCUMENTATION SHEET TIME WIND FARM CALLED Fcstr’s Initials/Wind Farm Operator Initials/UTC DATE/TIME WIND TURBINES STOPPED YYMMDD/UTC DID SVR OCCUR OVER WIND FARM If Yes, Svr Wx Type & Range/Azimuth DID SVR WX OCCUR W/IN WIND FARM AZIMUTH OF INFLUENCE If Yes, Svr Wx Type & Range/Azimuth DID CURTAILMENT AID THE WARNING PROCESS SBC/EC/0100Z 09/08/26/0107Z Yes / 65kt & 2” Hail 30nm @ 030 NA see previous column Y/N then short reason why
Article 9: Shall the voters appropriate $398,338 for winter and summer roads? Voted 2017 $410,602 Article Accepted Article 10: Shall the voters appropriate $60,000 for repaving and $15,000 for the bridges and large structures fund? Voted 2017 $90,000 repaving- $15,000 bridges/large structures Article Accepted Article 11: Shall the voters appropriate $250.00 for The Londonderry Food Shelf/Bank? Article Accepted Article 12: Shall the voters appropriate $100.00 for Gerda's Equine Rescue? Article Accepted Article 13: To transact any other business that may legally come before this meeting. Article Accepted
Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(7)(ii) 6. Windom School District #177 currently does not have any seclusion rooms. Requirements found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(6) 7. Windom School District #177 currently does not have any seclusion rooms. Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(6)(i) a) Windom School District #177 currently does not have any seclusion rooms. Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(6)(ii) b) Windom School District #177 currently does not have any seclusion rooms. Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(6)(iii) c) Windom School District #177 currently does not have any seclusion rooms. Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(6)(iv) d) Windom School District #177 currently does not have any seclusion rooms. Requirement found at Minnesota Statutes, section 125A.0942, Subdivision 3(a)(6)(v) e) Windom School District #177 currently does not have any seclusion rooms.
Requirement found at Minn. Stat. § 125A.0942, Subdivision 3(a)(3) d) Whether the physical holding or seclusion ended when the threat of harm ended and the staff determined that the child could safely return to the classroom or activity. Requirement found at Minn. Stat. § 125A.0942, Subdivision 3(a)(4) e) Whether the staff directly observed the child while physical holding or seclusion was being used. Requirement found at Minn. Stat. § 125A.0942, Subdivision 3(a)(5) f) Whether the documentation was completed correctly. Requirement found at Minn. Stat. § 125A.0942, Subdivision 2(b) and Minn. § 125A.0942, Subdivision 2(f) g) Whether the parents were properly notified. Requirement found at Minn. Stat. § 125A.0942, Subdivision 2(c) h) Whether an IEP team meeting needs to be scheduled. Requirement found at Minn. Stat. § 125A.0942, Subdivision 2(a) i) Whether the appropriate staff used physical holding or seclusion. Requirement found at Minn. Stat. § 125A.0942, Subdivision 5 j) Whether the staff that used physical holding or seclusion was appropriately trained. 3. If the post-use debriefing determines the physical holding or seclusion was not used appropriately, Windom School District will ensure immediate corrective action is taken, such as immediate retraining of the staff that made the error and reviewing procedures with all staff.
FCS_COP.1(SIGN) None. None. FCS_COP.1(HASH) None. None. FCS_COP.1(HMAC) None. None. FCS_IPSEC_EXT.1 Decisions to DISCARD, BYPASS, PROTECT network packets processed by the TOE. Failure to establish an IPsec SA. Establishment/Termination of an IPsec SA. Presumed identity of source subject. Identity of destination subject. Transport layer protocol, if applicable. Source subject service identifier, if applicable. The entry in the SPD that applied to the decision. Reason for failure. Non-TOE endpoint of connection (IP address) for both successes and failures FCS_RBG_EXT.1 None. None. FDP_IFC_EXT.1 Failure to establish exclusive tunnel. None. FDP_RIP.2 None. FIA_PSK_EXT.1 Failure of the randomization process. None. FIA_X509_EXT.1 Failure of the X.509 certificate validation Reason for failure of validation. FIA_X509_EXT.2 [if one were required] Failure of the path validation of the X.509 certificate Reason for failure of path validation. FMT_SMF.1 Success or failure of function. None. FPT_TUD_EXT.1 Initiation of the update. Any failure to verify the integrity of the update. No additional information. FTP_ITC.1 All attempts to establish a trusted channel. Detection of modification of channel data Identification of the non-TOE endpoint of the channel. Table 7 Auditable Events Selective Audit (FAU_SEL.1) FAU_SEL.1.1 The TSF shall be able to select the set of events to be audited from the set of all auditable events based on the following attributes: event type; success of auditable security events; failure of auditable security events; and [Object, subject or user identity and host].
4720 Windows Logs/Security Subcategory: User Account Management A user account was created. Logged: <Date and time of event> Security ID: <SID of new account> Account Name: <name of new account> Keywords: <Outcome as Success or Failure> 4725 Windows Logs/Security Subcategory: User Account Management A user account was disabled. Logged: <Date and time of event> Security ID: <SID of account> Account Name: <name of account> Keywords: <Outcome as Success or Failure> 4726 Windows Logs/Security Subcategory: User Account Management A user account was deleted. Logged: <Date and time of event> Security ID: <SID of deleted account> Account Name: <name of deleted account> Keywords: <Outcome as Success or Failure> 4731 Windows Logs/Security Subcategory: User Account Management A security-enabled local group was created. Logged: <Date and time of event> Group SID: <SID of group> Group Name: <Name of group> Keywords: <Outcome as Success or Failure> 4732 Windows Logs/Security Subcategory: User Account Management A member was added to a group. Logged: <Date and time of event> Member SID: <SID of user account> Group SID: <SID of group> Account Name: <name of user account> Group Name: <Name of group> Group SID Keywords: <Outcome as Success or Failure> 4733 Windows Logs/Security Subcategory: User Account Management A member was removed from a group. Logged: <Date and time of event> Member SID: <SID of user account> Group SID: <SID of group> Account Name: <name of user account> Group Name: <Name of group> Group SID
For Windows 10, the two lines in the XML manifest sample marked with an asterisk (*) show how to accurately target your application for the Windows 10 version of the OS. Manifesting the .exe for Windows 10 will not have any impact when run on previous versions of the Windows OS. You can also add this to your .rc file if you already have it defined. Adding the trustInfo isn’t essential, but it is highly recommended. This will allow your .exe to always get the correct version, no matter whether the OS is Windows 10 or Windows 8.1. Resources Application Compatibility Toolkit Download: : Version Helpers API:
words of indeterminate language, and words or phrases that have become part of the vernacular of the immediately surrounding text. Guideline 3.2 Predictable Make Web pages appear and operate in predictable ways. Criteria Supporting Feature Remarks and Explanations 3.2.1 On Focus: When any component receives focus, it does not initiate a change of context. Supported 3.2.2 On Input: Changing the setting of any user interface component does not automatically cause a change of context unless the user has been advised of the behavior before using the component Supported 3.2.3 Consistent Navigation: Navigational mechanisms that are repeated on multiple Web pages within a set of Web pages occur in the same relative order each time they are repeated, unless a change is initiated by the user. Supported 3.2.4 Consistent Identification: Components that have the same functionality within a set of Web pages are identified consistently. Supported Guideline 3.3 Input Assistance Help users avoid and correct mistakes. Criteria Supporting Feature Remarks and Explanations 3.3.1 Error Identification: If an input error is automatically detected, the item that is in error is identified and the error is described to the user in text. Supported 3.3.2 Labels or Instructions: Labels or instructions are provided when content requires user input. Supported
FIA_BLT_EXT.1 User authorization of Bluetooth device. User authorization for local Bluetooth service. User authorization decision. Bluetooth address and name of device. Bluetooth profile. Identity of local service. FIA_BLT_EXT.2 Initiation of Bluetooth connection. Bluetooth address and name of device. Failure of Bluetooth connection. Reason for failure. FIA_BLT_EXT.3 None. FIA_PAE_EXT.1 None. FIA_PMG_EXT.1 None. FIA_TRT_EXT.1 None. FIA_UAU_EXT.1 None. FIA_UAU_EXT.2 Action performed before authentication. No additional information. FIA_UAU_EXT.3 User changes Password Authentication Factor. No additional information. FIA_UAU.7 None. FIA_X509_EXT.1 Failure to validate X.509v3 certificate. Reason for failure of validation. FIA_X509_EXT.2 Failure to establish connection to determine revocation status. No additional information. FIA_X509_EXT.3 None. FIA_X509_EXT.4 Generation of Certificate Enrollment Request Success or failure of enrollment. Update of EST Trust Anchor Database Issuer and Subject name of EST Server. Method of authentication. Issuer and Subject name of certificate used to authenticate. Content of Certificate Request Message Issuer and Subject name of added certificate or reason for failure. Subject name of added Root CA. FMT_MOF_EXT.1.1 None. FMT_MOF_EXT.1.2 None. FMT_SMF_EXT.1 Change of settings. Role of user that changed setting. Value of new setting. Success or failure of function. Role of user that performed function. Function performed. Reason for failure Initiation of software update. Version of update. Initiation of application installation or update. Name and version of application.
Requirement Audit Cryptographic Protection User Data Protection I & A Security Management TSF Protection Resource Utilization TOE Access Trusted Path / Channel FAU_GEN.1 X FAU_SAR.1 X FAU_SEL.1 X FAU_STG.1 X FAU_STG.4 X FCS_CKM.1(ASYM KA) X FCS_CKM.1(WLAN384) X FCS_CKM.1(WLAN704) X FCS_CKM.1(ASYM AU) X FCS_CKM.2(GTK) X FCS_CKM_EXT.1 X FCS_CKM_EXT.2 X FCS_CKM_EXT.3 X FCS_CKM_EXT.4 X FCS_CKM_EXT.5 X FCS_CKM_EXT.6 X FCS_CKM_EXT.7 X FCS_COP.1(SYM) X FCS_COP.1(HASH) X FCS_COP.1(SIGN) X FCS_COP.1(HMAC) X FCS_COP.1(PBKD) X FCS_IV_EXT.1 X FCS_RBG_EXT.1 X FCS_SRV_EXT.1 X FCS_STG_EXT.1 X FCS_STG_EXT.2 X FCS_STG_EXT.3 X FCS_TLSC_EXT.1 X FCS_TLSC_EXT.2 X FCS_HTTPS_EXT.1 X FDP_ACF_EXT.1 X FDP_DAR_EXT.1 X FDP_IFC_EXT.1 X FDP_STG_EXT.1 X FDP_UPC_EXT.1 X
Run Windows scripts first at user logon, logoff Computer Templates\System\Scripts\ Not (Windows scripts run after scripts) Not Configured, Enabled, Disabled Note This policy setting determines the order in which user logon and logoff scripts are run within all applicable GPOs. You can override this policy setting for specific script types in a specific GPO by configuring the following policy settings for the GPO: User Settings\Scripts (Logon/Logoff)\Logon and User Settings\Scripts (Logon/Logoff)\Logoff. Run Windows scripts first at user logon, logoff User Templates\System\Scripts\ Not (Windows scripts run after scripts) Not Configured, Enabled, Disabled Note This policy setting determines the order in which user logon and logoff scripts are run within all applicable GPOs. You can override this policy setting for specific script types in a specific GPO by configuring the following policy settings for the GPO: User Settings\Scripts (Logon/Logoff)\Logon and User
Behavior of computers that are domain members The disabled built-in Administrator account in all cases cannot log on in Safe Mode. A user account that is a member of the Domain Admins group can log on to the computer to create a local administrator if none exists. Important If the domain administrator account has never logged on to the client computer, you must start the computer in Safe Mode with Networking to cache the credentials on the client computer. Note After the computer is removed from the domain, it reverts back to the non-domain member behavior. All subsequent user accounts are created as standard users in Windows 7 Standard user accounts and administrator user accounts can use UAC enhanced security. In new Windows 7 installations, by default, the first user account created is a local administrator account in Admin Approval Mode (UAC enabled). All subsequent accounts are then created as standard users. Reduced number of UAC prompts Windows 7 and Windows Server 2008 R2 reduce the number of UAC prompts that local administrators and standard users must respond to. To reduce the number of prompts that a local administrator must respond to: File operation prompts are merged. Internet Explorer prompts for running application installers are merged. Internet Explorer prompts for installing ActiveX® controls are merged. The default UAC setting allows a standard user to perform the following tasks without receiving a UAC prompt: Install updates from Windows Update. Install drivers that are downloaded from Windows Update or included with the operating system. View Windows settings. (However, a standard user is prompted for elevated privileges when changing Windows settings.) Pair Bluetooth devices to the computer. Reset the network adapter and perform other network diagnostic and repair tasks.
destined to the corporate network flows through the VPN and to the corporate network. The virtual network gateway establishes an IPsec tunnel between the virtual network and the customer’s VPN device (which can be either a hardware VPN device or a software VPN such as Windows Server 2012 Routing and Remote Access Services), and routes traffic appropriately. Creating a virtual private network within Windows Azure provides the ability to more securely extend your on-premises network into Windows Azure. This connection can either be site-to-site or point-to-site. For more information on virtual network gateway configuration, see . Security Management and Threat Defense Securing remote management of VMs By default, if a VM is created through the Windows Azure Management Portal, RDP and Powershell ports are opened. When a VM is created through Powershell, RDP and Powershell ports must be explicitly opened. The Portal assigns RDP and Powershell port numbers using a random number to reduce the chances of a password dictionary attack. You can choose to keep the RDP and Powershell ports open to the Internet, but at a bare minimum, secure the VMs with strong passwords. In addition, consider using the general options to secure inbound from the Internet mentioned above. Protecting against DDOS Windows Azure has a distributed denial-of-service (DDoS) defense system that helps prevent attacks against Windows Azure platform services. It uses standard detection and mitigation techniques such as SYN cookies, rate limiting, and connection limits. Windows Azure’s DDoS defense system is designed not only to withstand attacks from the outside, but also from within. For attacks launched from the outside (Internet), IP addresses can be spoofed, although they are prevented from spoofing Windows Azure datacenter IP address ranges.
20 Hour Exception: The time limit is longer than 20 hours. 11.2.1.18 Pause, stop, hide Where ICT is non-web software that provides a user interface, it shall satisfy the Success Criterion in Table 11.18: Pause, stop, hide: For moving, blinking, scrolling, or auto-updating information, all of the following are true: Moving, blinking, scrolling: For any moving, blinking or scrolling information that (1) starts automatically, (2) lasts more than five seconds, and (3) is presented in parallel with other content, there is a mechanism for the user to pause, stop, or hide it unless the movement, blinking, or scrolling is part of an activity where it is essential; and Auto-updating: For any auto-updating information that (1) starts automatically and (2) is presented in parallel with other content, there is a mechanism for the user to pause, stop, or hide it or to control the frequency of the update unless the auto-updating is part of an activity where it is essential. Not Applicable 11.2.1.19 Three flashes or below threshold Where ICT is non-web software that provides a user interface, it shall satisfy the Success Criterion in Table 11.19: Three flashes or below threshold: Software does not contain anything that flashes more than three times in any one second period, or the flash is below the general flash and red flash thresholds. Supported 11.2.1.22 Focus order Where ICT is non-web software that provides a user interface, it shall satisfy the Success Criterion in Table 11.22: Focus order: If software can be navigated sequentially and the navigation sequences affect meaning or operation, focusable components receive focus in an order that preserves meaning and operability. Supported With Exceptions Focus order at times may not be in the correct location and/or order. For example: On the Admin Portal, in the Virtual Machine Cloud Settings page, keyboard focus is not in logical order with Tab Navigation when entire cloud row is selected. Another example is on the Tenant Portal: in the Add Subscription page, focus loss when subscription is
To configure the server to allow multiple session per account 1. From the Start screen, open MultiPoint Manager. 2. Click the Home tab. 3. In the Computer column, click the name of the MultiPoint Server computer, and then, in the right pane, click Edit server settings. 4. Select the Allow one account to have multiple sessions check box, and then click OK. Enable file sharing in Windows MultiPoint Server 2012 You can allow users on your Windows MultiPoint Server 2012 stations to share files in two ways: If you have a file server on the network, it is recommended that you create a shared folder on the file server. If you have a small network of 2-3 MultiPoint Server computers, with no dedicated file server, one of the MultiPoint Server computers can act as the file server for all the MultiPoint Server computers. Create a shared folder on that computer, and then create local user accounts for all users on that computer. The shared folder can be on the original internal drive, or you can attach additional internal or external drives to the computer. System administration in Windows MultiPoint Server 2012 Before you start using your Windows MultiPoint Server 2012 system, it’s a good idea to do some basic system administration. Note For additional information about administering your system, see Help and Support for MultiPoint Manager. To open Help and Support, press F1 while working in MultiPoint Manager, or click the Help button in the top right corner of the window. In this section
Build features that address our customers’ needs Telemetry also helps Microsoft to better understand how customers deploy components, use features, and use services to achieve their business goals. Getting insights from that data helps us prioritize our engineering investments in areas that can directly impact our customers’ experiences and workloads. Some examples include customer usage of containers, storage, and networking configurations that are associated with Windows Server roles like Clustering and Web. Another example is to find out when CPU hyper-threading is turned off and what the resulting impact is. We use the insights to drive improvements and intelligence into some of our management and monitoring solutions. This helps customers to diagnose quality issues and save money by making fewer support calls to Microsoft.
Except for captions and images of text, text can be resized without assistive technology up to 200 percent without loss of content or functionality. 11.2.1.14 Images of text Where ICT is non-web software that provides a user interface and that supports access to assistive technologies for screen reading, it shall satisfy the Success Criterion in Table 11.14: Images of text: If the technologies being used can achieve the visual presentation, text is used to convey information rather than images of text except for the following: Customizable: The image of text can be visually customized to the user’s requirements. Essential: A particular presentation of text is essential to the information being conveyed. Supported 11.2.1.15 Keyboard Where ICT is non-web software that provides a user interface and that supports access to keyboards or a keyboard interface, it shall satisfy the Success Criterion in Table 11.1: Keyboard: All functionality of the content is operable through a keyboard interface without requiring specific timings for individual keystrokes, except where the underlying function requires input that depends on the path of the user’s movement and not just the endpoints. Supported 11.2.1.16 No keyboard trap Where ICT is non-web software that provides a user interface, it shall satisfy the Success Criterion in Table 11.16: No keyboard trap: If keyboard focus can be moved to a component of the software using a keyboard interface, then focus can be moved away from that component using only a keyboard interface, and, if it requires more than unmodified arrow or tab keys or other standard exit methods, the user is advised of the method for moving focus away. Not Applicable 11.2.1.17 Timing adjustable Where ICT is non-web software that provides a user interface, it shall satisfy the Success Criterion in Table 11.17: Timing adjustable: Not Applicable
2.4.6 Headings and Labels: Headings and labels describe topic or purpose. Supported 2.4.7 Focus Visible: Any keyboard operable user interface has a mode of operation where the keyboard focus indicator is visible. Supported Principle 3: Understandable Information and the operation of user interface must be understandable. Guideline 3.1 Readable Make text content readable and understandable. Criteria Supporting Feature Remarks and Explanations 3.1.1 Language of Page: The default human language of each Web page can be programmatically determined. Not Applicable 3.1.2 Language of Parts: The human language of each passage or phrase in the content can be programmatically determined except for proper names, technical terms, words of indeterminate language, and words or phrases that have become part of the vernacular of the immediately surrounding text. Not Applicable Guideline 3.2 Predictable Make Web pages appear and operate in predictable ways. Criteria Supporting Feature Remarks and Explanations 3.2.1 On Focus: When any component receives focus, it does not initiate a change of context. Supported 3.2.2 On Input: Changing the setting of any user interface component does not automatically cause a change of context unless the user has been advised of the behavior before using the component Supported 3.2.3 Consistent Navigation: Navigational mechanisms that are Not Applicable