zilongwang/ReadingBank huggingface dataset:
Fat Cats (SLO): 3920 Avila Beach Dr, Avila Beach, CA 7am-9pm 805.595.2204*** You can’t go wrong with any of Tom’s picks. *Favorite **Favorite Lunch ***Memorable Breakfast Atascadero Sites & Dinning Visitor information: Charles Paddock Zoo www.charlespaddockzoo.org Faces of Freedom Memorial Atascadero City Hall www.atascaderohistoricalsociety.org Restaurants in Atascadero Sylvester's Burgers 6455 El Camino Real 805-466-7591 Guest House Grill www.guesthousegrill.com 8783 El Camino Real 805-460-0193 Street Side 6155 El Camino Real 805-460-6820 Hush Harbor Artisan Bakery and Café 5735 El Camino Real 805-460-0541 Dan’s Grub Shack El Camino Real, Kmart Shopping Center, Atascadero, CA 805-464-2220 Nardonnes La Famiglia Pizzeria 8501 El Camino Real 805-466-8858 French Country Baker and Bistro 7425 El Camino Real 805-461-8888 Kochi Korean Bbq & Shabu Shabu 6900 El Camino Real, 805-464-2999 San Luis Obispo Dinning Restaurants in San Luis Obispo Novo www.novorestaurant.com 726 Higuera St 805-543-3986 Big Sky Café 1121 Broad St 805-545-5401 Firestone Grill www.firsetonegrill.com 1001 Higuera St Ste A 805-783-1001 High Street Market and Deli www.highstdeli.com 350 High St 805-541-4738 Giuseppe’s Cucina Rustica 849 Monterey St 805-541-9922 Mother’s Tavern 725 Higuera St 805-541-8733 Luna Red 1023 Chorro St 805-540-5243 Buona Tavola 1037 Monterey St 805-545-8000 Splash Café & Artisan Bakery
Antique Powerland/Oregon Ag Heritage 3995 Brooklake Rd., NE, Salem, OR 97303 antiquepowerland.com (503)393-2424 Haggin Museum 1201 N. Pershing Av., Stockton, CA 95203 Haggin Museum.org (209)940-6300 Paso Robles Pioneer Museum 2010 Riverside Ave. Paso Robles, CA 93446 Puget Sound Antique Tractor and Machinery Association P. O. Box 255 Lynden, WA 98264 psatma.com Agricultural History Project Center and Museum 2601 East Lake Av., Watsonville, CA 95076 aghistoryproject.org (831)724-5898 Museum of Ventura County 926 Railroad Ave., Santa Paula, CA 93060 venturamuseum.org (805)525-3100 Merced Agricultural Museum 4498 CA 140, Merced, CA 95340 (209)383-1912 Tulare County Museum 27000 S. Mooney Blvd., Visalia, CA 93277 (599)733-6616 King Agriculture Museum 213 East Maple St., Centralia, WA 98531 (360)736-2717 Eastern Washington Agricultural Museum 99 Fairgrounds Rd., Pomeroy, WA 99347 (509)843-1723 Central Washington Agriculture Museum 4508 Main St., Gap, WA 98903-2138 (509)457-8735 Oregon Agriculture Museum 117 Good Ave Nyssa, OR 97913 (541)372-3574 or (541)372-3712 Caterpillar Visitor Center 110 SW Washington St, Peoria, IL 61602 (309)675-0606 Reynolds-Alberta Museum “A Dynamic Exploration of our Mechanical Heritage” 6426 40 Avenue P.O. Box 6360, Wetaskiwin, Alberta T9A 2G1 Ph: (780) 312-2070 Fax: (780) 361-1239
Camping Car and boat-based camping opportunities abound within the park. All campsites are unpowered. The Fraser camping area can accommodate tents and some caravans and campervans. Camping fees apply throughout the year. Bookings are required and can be made at www.parks.vic.gov.au/stay. Fraser camping area – Lakeside, Candlebark and Devil Cove Visitor facilities include toilets, hot showers, free gas barbecues, shelters and picnic areas. There are excellent concrete boat ramps within the camping area that have been positioned at different water levels (down to 10% of capacity) to ensure maximum lake access year round. Jerusalem Creek camping area Jerusalem Creek has eight camping areas. Fireplaces and pit toilets are provided. Bring your own drinking water. Dogs under control are permitted only at Jerusalem Creek camping area. Boat-based camping Remote style camping can be accessed by foot or boat at Taylor’s Creek, Mountaineer Creek and Coopers Point. Facilities include composting toilets and fireplaces at Taylor’s Creek and Mountaineer Inlet. Camp fees do not apply for boat based camping. Facilities Lake Eildon National Park spreads over nearly 28,000ha and has eight campgrounds that vary from boat-access only sites with basic facilities, such as Coopers Point, to full-amenities campground, such as Lakeside. Lakeside Campground boasts flushing toilets, hot showers, free gas barbeques, shelters, picnic areas and boat launching facilities. There are also two day visitor areas – Forsyth Flat and Herb Fitzroy. Both have picnic tables and shelters and free gas barbecues. Be prepared and stay safe Lake Eildon National Park is in the North Central fire district. Bushfire safety is a personal responsibility. Anyone entering parks and forests during the bushfire season needs to stay aware of forecast weather conditions. Check the Fire Danger Rating and for days of Total Fire Ban at or call the VicEmergency Hotline on 1800 226 226. No fires may be lit on Total Fire Ban days. On Code Red Fire Danger Rating days this park will be closed for public safety. Closure signs will be erected but do not expect an official warning. Check the latest conditions at or by calling 13 1963. For emergency assistance call Triple Zero (000). If there is a green emergency marker sign near you, read the information on the marker to the operator.
Type of TVI Service Direct Instruction from TVI Educational Team Support/Collaboration 0=no need at this time 0=no need at this time 1=low need-occasional support and maintenance of skills 1=low need-teacher(s)/family needs infrequent support for established routines/ IEP goals & objectives/ modeling/curriculum 4=medium need-needs skills but lower priority; generalization and fluency development 4=medium need-teacher(s)/family needs some support for development and maintenance of routines/ IEP goals & objectives/ modeling/ curriculum 7=high need-priority; complete mastery of introduced skills 7=high need-teacher(s)/family needs ongoing support for established routines/ implementation of IEP goals & objectives/ modeling/ curriculum 10=intense need-priority; acquisition of new skills 10=intense need-teacher(s)/family needs ongoing support to establish new routines/ implement IEP goals & objectives/ modeling/ use of curriculum ECC Skill Area SELF-DETERMINATION Includes enabling student self-evaluation, self-advocacy, and assertiveness COLUMN SUBTOTALS Direct Instruction Column Subtotal Educational Team Support Column Subtotal A E Contributing Factor: Transition B F Contributing Factor: Medical Status/Condition C G Additional Areas of Family Support Subtotal H TOTAL D I
United Way of the Greater Lehigh Valley releases this Request for Proposal (RFP) to organizations in the Lehigh Valley working to advance Grade Level Reading. United Way of the Greater Lehigh Valley (UWGLV) has an active AmeriCorps VISTA project with the State AmeriCorps VISTA office. The aim of the UWGLV VISTA project is to improve grade level reading rates in the Lehigh Valley through a collective impact approach involving school districts, youth serving organizations, city governments, faith-based community, higher education institutions, students, families and other community partners. This Request for Proposal is an opportunity for organizations to express interest in joining our UWGLV VISTA project to build their own organizational capacity to impact grade level reading. Successful applicants will be eligible to host one or more Full Time AmeriCorps VISTA members for at least one year beginning in summer of 2017. Organizations are eligible to apply if they meet the following criterion: Active planning or implementation of one or more strategies to support grade level reading in the Lehigh Valley Ability to support the $5000 per year cost-share for each AmeriCorps VISTA member hosted Preference may be given to organizations seeking to build capacity around the following efforts: Kindergarten readiness Every day attendance Summer learning Community Schools Trauma informed care Tutoring/Mentoring Organizations responding to this RFP must commit to the following to remain eligible: Completion of application by 5pm on Thursday November 3rd Attendance at one of four (4) VISTA information sessions to learn more about the VISTA program and VISTA project expectations Submission of supplemental organizational information by 5pm on December 12th VISTA information sessions are scheduled for Monday November 7th 9am-11am or 1pm-3pm and Wednesday November 9th 9am-11am or 1pm-3pm RSVP attendance plans to UWGLV VISTA Manager by November 3rd at 5pm AmeriCorps VISTA members live and serve in some of our nation’s poorest urban and rural areas. With passion, commitment, and hard work, they create or expand programs designed to bring individuals and communities out of poverty. Find out more by visiting the including the types of activities you can consider as capacity building with your grade level reading efforts. If you believe your organization is in a position to host one or more AmeriCorps VISTA members to further your grade level reading efforts, please complete the application in this survey link by 5pm on Thursday, November 3rd.
Opportunity Overview Project Promoter and Developer • Aviva Proper+es Limited Pasted Projects Verity Court Lekki Phase 1 Aviva Windermere Terraces Ikate – In Partnership with STANDARD ALLAINCE Building Contractor Seagle Property Development Pasted projects: Seagle 4units oniru Seagle towers oniru Loca+on • Igbokoshu Sharing a wall with Femi Okunnu phase 2 , before 3rd Roundabout on Express way . Facili+es • 2 standby sound proof generators out side PHCN Electricity Supply and a dedicated transformer • Separate meters per terrace • Fire alarm system and Fire/burglary cover per terrace • 24hours security • Borehole with water treatment plant
VISITOR INFORMATION REQUIRED FOR PASS SYSTEM NOTE: No Electronic Recording Devices are allowed in the Yard This includes (but is not limited to) the following: Cell Phones with Cameras; I Pads; I Pods; and Laptops. If any of these items are needed for your work in the yard, please let your MMC Contact know. LAST NAME: FIRST NAME: U.S. CITIZEN: YES NO (Must be a U.S. Citizen) COUNTRY OF CITIZENSHIP: COMPANY NAME: COMPANY ADDRESS: CITY / STATE / ZIP CODE: PHONE: EMAIL: REASON FOR VISIT: NSRP meeting tour YARD ACCESS (Y/N): Y SHIP ACCESS (Y/N): Y MMC CONTACT: Greg Abbs ARRIVAL DATE: 8/23/2017 DEPARTURE DATE: 8/23/2017
Literacy VISTA Green Book Review Minnesota Literacy Council VISTA name: Site: Peer reviewer name: Checklist Does this green book have: Yes No/needs work N/A Notes: of contents Assignment description/SuperVAD Previous quarterly progress reports Policies & procedures relating to organization and/or programming Descriptions of programs and projects Key Contacts (including relationship descriptions & history – if applicable) OTHER ITEMS: Organizational history Annual Report Communication Guide Calendars and/or Timelines Budgets Documentation on grants Map of e-files Map of office space Abbreviations & definitions Logic Model Form Emails Volunteer Management docs Samples of flyers/marketing items and/or social media posts Literacy VISTA Green Book Review Minnesota Literacy Council VISTA name: Site: Peer reviewer name: Checklist Does this green book have: Yes No/needs work N/A Notes: Table of contents Assignment description/SuperVAD Previous quarterly progress reports Policies & procedures relating to organization and/or programming Descriptions of programs and projects Key Contacts (including relationship descriptions & history – if applicable) OTHER ITEMS: Organizational history Annual Report Communication Guide Calendars and/or Timelines Budgets Documentation on grants Map of e-files Map of office Abbreviations & definitions Logic Model Form Emails Volunteer Management docs Samples of flyers/marketing items and/or social media posts
Oct. 9-29 Candy Still-life Watercolor Painting We will discuss contour line drawings and composition. Students will create a composition using the contour drawings they did of the candy provided. Work will be created using watercolors. Competencies- Create as an individual using observation and the imagination. Revise, refine, analyze, and document creative works. Evaluate design choices through creative processes Apply thinking skills (critical, creative, and reflective) in the exploration, design, creation, and refinement of artistic creations Demonstrate respect for themselves and others. Content – elements: line, colour, form, value Principles: balance, contrast, harmony, unity Image development strategy- observation, thumbnail sketch Oct. 30- Nov. 2 Art History Page Students will research a chosen artist and create an art history page answering specific questions about the artist. Big Idea-The visual arts use a unique sensory language for creating and communicating. The visual arts provide opportunities to gain insight into perspectives and experiences of people from a variety of times, places, and cultures. Competencies- Create as an individual the imagination. Demonstrate active engagement and discipline in creating works of art and resolving creative challenges Revise, refine, analyze, and document creative works. Content – visual arts elements and principles of design Image development strategy. Nov. 3- 22 Art History Sculpture Students will create a mache sea creature and decorate it in the style of the artist they studied. Before painting their sculptures students will complete guided practice sketchbook assignments in with acrylic paint. Competencies-Demonstrate active engagement and discipline in creating works of art and resolving creative challenges. Explore materials, tools, and techniques by combining and arranging elements, processes, and principles. Develop, refine, document, and critically appraise ideas, and processes and technical skills to improve the quality of works of art. Content – visual arts elements and principles of design Image development strategy. Contributions of innovative artists from a variety of styles, genres, contexts and movements.
Jan. 15-19 Acrylic Silhouette Paintings Texture, colour, shape. Simplification Acrylic techniques Competencies- Create as an individual using the imagination. Demonstrate active engagement and discipline in creating works of art and resolving creative challenges Content – visual arts elements and principles of design Image development strategy.
We used the macro recorder in class to create a “toy” macro. The steps involved were: • Select the Developer tab in the Ribbon, then focus on the Code section of the tab, on the left. Click on Record Macro. The Record Macro dialogue box will appear. • Enter the name of the macro, typed as one word, and the description of the macro in the dialogue box. Pay attention to the option "Store macros in:" window of the dialogue box. Make sure that for this class you use the option "This Workbook". This will ensure that your macro is recorded into the workbook you are working in. There are some other options which we will be discussing later in the course. • "OK". The Record Macro dialogue box will close. At the very bottom left of the Excel display you’ll see a little rectangular Stop button. The recorder is now recording every action that you take with the computer. • Undertake whichever actions you wish to have recorded. Remember that the recorder will quite literally copy every action you take until you shut the recorder off. Thus, if you make a mistake and correct it, every time you LATER run the macro Excel will make the same mistake and then correct it (if possible). Thus I recommend that before using the macro recorder you practice your action or actions several times to make sure you are doing them correctly so that your recorded macro is “clean.” If the macro to be recorded is long and complex, make some shorthand notes on a sheet of paper to remind you of the steps to be taken and the order in which to take them. • Finally, when you are finished click on the Stop button to stop recording the macro. Once the macro is recorded, you run or play the macro by using the Macros button in the Code section of the Developer tab. A dialogue box will pop up which lists any macros which you have available to you. To run a macro you have created, click on the macro in question and then click the Run button.
ECC/IEP Recording Sheet Student Name: J.S & D.W School year: 2012 Activity Skills ECC/BAA Content Area (s) IEP goal(s) Date/Hrs Preparation – 2 students from 2 different schools have been working to improve typing. As acknowledgement of their efforts, a special lunch out is planned. One student is driven to the other school and together the boys travel with TVI to go for lunch. Considerations Bus schedule Money for lunch Monocular s Students will go to Dairy Queen to order lunch. Plan activity with students Locate bus schedule on line Determine route Determine time of departure / return Accessing assistive technology – computer use O&M Self determination Use of monocular in practical situations outside of classroom. Use public transit. Demonstrate correct use of money. Advocate for self Socialize with peers 30 minutes Walk to bus Locate bus stop Pay fare Ask driver to speak out destination location Walk to DQ O&M Visual Efficiency (monocular use, bus stop) Independent Living – money (pay fare) Social interaction – talk to bus driver 20 minutes Order lunch using monocular to read menu board Pay for lunch Socialize with peer Visual Efficiency (monocular use) Independent Living – (buy lunch) Social interaction - talk to DQ staff 30 minutes Return to school Locate bus stop Ask driver to speak out destination location O&M Visual Efficiency (monocular use, bus stop) Independent Living – money (pay fare) Social interaction – talk to bus driver 20 minutes ECC Areas 1. Accessing Assistive Technology; 2. Career Education; 3. Compensatory Skills; 4. Independent Living; 5. Orientation and Mobility; 6. Recreation and Leisure; 7. Self-Determination; 8. Social Interaction; 9. Visual Efficiency
According to John’s visiting teacher this type of model of provision is an inherently inappropriate educational provision for blind and visually impaired students, as it translates as: “High supports initially, tapering off to absolutely nothing and that is a one size fits all for everyone, but that definitely does not suit our Plus, they have taken our blind and put our blind in with the generic disabled, if you want to put it that way and have made it so, they will not get the supports that they require.” John’s visiting teacher specifically highlights the issue of reducing support as the child progresses from 3rd class to 4th class: “In that circular it states that the model of provision is that you will get your supports up to about 3rd/4th class primary, after which the decision will be taken whether to continue with the supports, with a recommendation in the circular that from 4th class primary the students should not have support. So you can imagine how well a blind student is going to fare in that...it is going to destroy the education of the blind in Ireland.” More time required to access exam materials A key access area for senior blind and visually impaired students, is ensuring exam materials both preparatory (e.g. mock papers) and official exam papers are accessible and that adequate accommodations are made for taking exams e.g. extra time, scribe, and technology supports. The visiting teacher service is in place to support students securing accessible materials and exam accommodations. All of the students in this study are/were connected to the visiting teacher service for this support. A common challenge for blind and visually impaired students during exams is time management. Aoife describes her struggle with time management and the lack of understanding about the extra time she required for exams, as she explains: “It was very hard especially for me for time management, there wasn’t much understanding there with regards to me writing four essays. It was only ten minutes per hour at Leaving Cert, I was lucky to even get the ten minutes per hour because … at one stage that the department were only on about giving me ten minutes in total extra because …we’re entitled to rest periods as well during the Leaving Cert, so I'd say, after probably the first two essays, take a rest period because you're allowed fifteen to twenty minutes’ rest, and then I thought thank God for the visiting
Faculty of Information Technology Department of Computer Science Second Semester, 2015/2016 Course Syllabus Course code: 761220 Course Title: Visual Programming Course prerequisite (s) and/or corequisite (s): 721220 Department Agreement Course Level: 1 Credit hours: 3 Lecture Time: 11:15 – 12:30 Academic Staff Specifics E-mail Address Office Office Number and Location Rank Name STT: 11:10 – 12:00 MW: 8:15 – 9:30 IT 304 Teacher Eman Alnagi Home Page: Facebook Group: Course module description: The course provides the features that are most important to windows programmer, such as object-oriented programming, graphics, graphical-user-interface (GUI) components, exception handling, multithreading, multimedia, file processing, prepackaged data structures, database processing, Internet and World-Wide-Web-based client/server networking and distributed computing. The language is appropriate for implementing Internet and World-Wide-Web-based applications. Course module objectives: This course aims to provide students capabilities to design and implement the applications using visual programming through Microsoft Visual Studio .Net. and VC# to develop different types of applications using .Net platform Course/ module components - Textbook: “ Visual C# How to Program”, H. M. Deitel & J. Deitel, Prentice Hall, 2012 edition - Support material (s) Power point Slides Teaching methods: Duration: 15 weeks, 60 hours in total Lectures: 45 hours, 3 per week + two exams (two hours) Learning outcomes Knowledge and understanding A2. Know & understand a wide range of principles and tools available to the software developer, such as design methodologies, choice of algorithm, language, software
Air Guitar Angelfish Animal Cracker Batman Bed Bug Bookworm Boxing Match Brain Freeze Brain Storm Knife pool Shark Burglar scan Burning Phone Flick Mousse Hanger Mouse Dog Apple Bar Eggs Fly Tape Ball Candy Tale Club Ant Drill Truck Tank Bulb Power Flies Punch Hose Clock Spray
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- Keyboard for the selected edit boxes are not visible in "AppManifest.xml" window in HC theme. - The List items are not displayed according to HC standards in "Feature1.feature" window in HC theme. - The text on the selected "Browse" button on Publish SharePoint window is not according to the HC theme. - The selected tab items on Manifest Designer are not displayed according to HC standards. - Focus on Selected combo box is not according to HC standards in "SharePoint Customization Wizard" window. - Keyboard focus is not visible for the "Name" edit box in "Add New Item" window in HC theme. - Keyboard focus for the selected edit boxes and browse button is not visible in "AppManifest.xml" window in HC theme. - Focus invisible on "Add" button under Advanced tab. "Package.package" window in HC theme. - Focus is not visible on edit box in Add new item window. Workflow Issues: - Color of text is not displayed according to HC standards for the "Zoom combo box" in workflow designer window in HC Black theme. - The text on the selected "Add Contract" button in 'Choose operation' window is not according to the HC theme. - Color of text is not displayed according to HC standards for the
Keyboard users may have difficulties sorting the files to include with the published application in the Application Files dialog when publishing a Windows Desktop Classic project. WCF Keyboard users may have some difficulties selecting an OrderGroupsBy for a LingDataSource on the Configure Data Source dialog for a ASP.NET web control. ASP.NET Keyboard users may have some difficulties using the WCF service Configuration Editor because some elements may not be keyboard accessible and in some cases the tab and arrow keys do not work as expected. Azure Tools - Users developing an Azure Cloud Service cannot use keyboard navigation to tab to the "OK" and "Cancel" buttons when they publish their apps and configure IntelliTrace settings. - Keyboard users may be unable to sort the datagrid for web and worker role configuration settings - Visually Impaired users will be unable to sort the datagrid(s) located under the tab items in the "Diagnostics Configuration" window using the keyboard. Diagnostics - While inspecting a performance report from the profiler, users are not able to use the keyboard to navigate to all of the elements in the report. Screen reader users will have difficulty determining all the contents of the report. - While changing the IntelliTrace settings when publishing an Azure Cloud Service app, users are not able to use the keyboard to navigate to the OK button or the Cancel button. Users with visual impairments will not be able to get to these buttons via keyboard navigation. Users can, alternatively, hit Enter in lieu of the OK button and ESC in lieu of the Cancel button. (Bug 406456) VS IDE Visually impaired users who rely on screen readers will not know when Visual Studio is busy either because Visual Studio is unresponsive or busy because of a long running operation. Additionally, if the long running operation is cancellable, visually impaired users will not be able to cancel the operation. Agile Test: Automated Testing (Client UI) - Some users will not be able to sort detailed results of a load test run based on test name or scenario or any of the result table headers. - Some users will have problems accessing data of the results table in load test result details view. .NET DevEx Combo boxes in the Project Property Pages are not accessible to keyboard users. Architecture Tools (DPT) Users will not be able to sort table columns using keyboard in the table DSL Details window.
Guideline 2.4 Navigable Provide ways to help users navigate, find content, and determine where they are. Criteria Supporting Feature Remarks and Explanations 2.4.1 Bypass Blocks: A mechanism is available to bypass blocks of content that are repeated on multiple Web pages. Not Applicable 2.4.2 Page Titled: Web pages have titles that describe topic or purpose. Not Applicable 2.4.3 Focus Order: If a Web page 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 2.4.4 Link Purpose (In Context): The purpose of each link can be determined from the link text alone or from the link text together with its programmatically determined link context, except where the purpose of the link would be ambiguous to users in general. Supported 2.4.5 Multiple Ways: More than one way is available to locate a Web page within a set of Web pages except where the Web Page is the result of, or a step in, a process. 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 With Exceptions 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 Supported
EN 301 549 Accessibility Declaration of Conformance Date: 17 November 2017 Name of Product: Visual Studio App Center Description of Product: Visual Studio App Center is Microsoft’s Mobile Cloud offering for mobile app developers. Its key goal is to help development teams to iterate on their mobile app projects quickly and easily through Continuous Integration, Continuous Delivery, and Continuous Monitoring, and to provide them cloud backend services that allow them to scale their app while remaining focused on their core business value. Intercom is currently inaccessible and has committed to an accessibility roadmap. During that time, Mobile Center will support another accessible method of accessing support. This enables those with screen readers to get support as well. Follow up to those support tickets will be via email which is also accessible. Features not included in this conformance document at this time: Billing, Device management, Provisioning of builds, Settings -> Services, Settings -> Webhooks and Settings -> Export. Platform: Web Websites: and Accessibility website: Accessibility contact for more information: For assistance with this report, please . Section 1 Scope This Product Accessibility Conformance applicable to Microsoft ICT products and services. Section 2 References Section 3 Definitions and abbreviations Section 4 Functional Statements Functional Accessibility Requirements Section 5 Generic Requirements
Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 3.3.4 Error Prevention (Legal, Financial, Data): For Web pages that cause legal commitments or financial transactions for the user to occur, that modify or delete user-controllable data in data storage systems, or that submit user test responses, at least one of the following is true: Reversible: Submissions are reversible. Checked: Data entered by the user is checked for errors and the user is provided an opportunity to correct them. Confirmed: A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission. 9.2.37 Parsing Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 4.1.1 Parsing: In content implemented markup languages, elements have complete start and end tags, elements are nested according to their specifications, elements do not contain duplicate attributes, and any IDs are unique, except where the specifications allow these features Supported 9.2.38 Name, role, value Where ICT is a web page, it shall satisfy WCAG 2.0 Success Criterion 4.1.2 Name, Role, Value: For all user interface components(including but not limited to: form elements, links and components generated by scripts), the name and role can be programmatically determined; states, properties, and values that can be set by the user can be programmatically set; and notification of changes to these items is available to user agents, including assistive technologies Supported Section 10 Non-web documents This section does not apply to Visual Studio App Center. Section 11 Software This section does not apply to Visual Studio App Center.
known, then the suggestions are provided to the user, unless it would jeopardize the security or purpose of the content. 3.3.4 Error Prevention (Legal, Financial, Data): For Web pages that cause legal commitments or financial transactions for the user to occur, that modify or delete data in data storage systems, or that submit user test responses, at least one of the following is true: 1. Reversible: Submissions are reversible. 2. Checked: Data entered by the user is checked for errors and the user is provided an opportunity to correct them. 3. Confirmed: A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission. Not Applicable Principle 4: Robust Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies. Guideline 4.1 Compatible Maximize compatibility with current and future user agents, including assistive technologies. Criteria Supporting Feature Remarks and Explanations 4.1.1 Parsing: In content implemented using markup languages, elements have complete start and end tags, elements are nested according to their specifications, elements do not contain duplicate attributes, and any IDs are unique, except where the specifications allow these features. Not Applicable 4.1.2 Name, Role, Value: For all user interface components (including but not limited to: form elements, links and components generated by scripts), the name and Supported With Exceptions During setup, the destination and folder name text boxes do not properly announce their meaning, although the content is read correctly.
suggestions for correction are known, then the suggestions are provided to the user, unless it would jeopardize the security or purpose of the content. 3.3.4 Error Prevention (Legal, Financial, Data): For Web pages that cause legal commitments or financial transactions for the user to occur, that modify or delete data in data storage systems, or that submit user test responses, at least one of the following is true: 1. Reversible: Submissions are reversible. 2. Checked: Data entered by the user is checked for errors and the user is provided an opportunity to correct them. 3. Confirmed: A mechanism is available for reviewing, confirming, and correcting information before finalizing the submission. Not Applicable Principle 4: Robust Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies. Guideline 4.1 Compatible Maximize compatibility with current and future user agents, including assistive technologies. Criteria Supporting Feature Remarks and Explanations 4.1.1 Parsing: In content implemented markup languages, elements have complete start and end tags, elements are nested according to their specifications, elements do not contain duplicate attributes, and any IDs are unique, except where the specifications allow these features. Supported With Exceptions Property are not accessible 4.1.2 Name, Role, Value: For all user interface components (including but not limited to: form elements, links and components Supported With Exceptions The preferences dialogs are missing name, role and values. Spinners have the wrong role Comboboxes have the wrong role.
Visual Studio GUI Lab 2 Craig Duckett – May 28, 2015 An Article About Partial Classes and Partial Methods: Open Visual Studio New Project Select Visual C# > Windows Forms Application Name your Project and Solution MenuApp, and set the path to a folder on your desktop or thumb drive, etc. From the Toolbox, under the Menus & Toolbars tab, drag-drop the MenuStrip to the form. Click in the Type Here box, and type File Click in the Type Here box just below where you typed File and type About; click in the Type Here box below About and type Exit. Click in the Type Here box just to the right of File and type Format. In the two Type Here boxes below Format, add Color and Font Click on Color again, and add the following submenu items: Black, Blue, Red, Green Click on Font again, and add the following submenu items: Times New Roman, Courier, Comic Sans, a dash – (to make a separator bar), Bold, Italic If you want, you can test your menu bar by invoking Ctrl + F5 From the Toolbox, under the Common Controls tab, drag-drop a Label on the form, and in the Properties window change the Text to “Use the Format menu to change the appearance of this text.” Click back into the File menu, and double-click on About to bring up the MenuApp.Form1 code window. In the aboutToolStripMenuItem_Click method, add the following code: MessageBox.Show("This is an example of using menus.", "About", MessageBoxButtons.OK, MessageBoxIcon.Information);
Visual Analysis for Authors: Pat Hanrahan Stolte Jock Mackinlay January, 2007 UNDERSTANDING DATA EXPLORATION AND VISUALIZATION Although visual interfaces and databases are two of the success stories of the computer revolution, their synergy to date has been modest, probably because visual interfaces have focused on human capabilities while databases have focused on efficient query processing. Unlocking this synergy will shift us from data workers to data thinkers, people who can use data at the speed-of-thought. Three problems must be addressed: ineffective information presentations, poor exploratory capabilities, and difficult user interfaces. This whitepaper describes how Tableau Software solves these problems with a declarative visual query language (VizQL) that simultaneously describes how to query data and how to present it visually. The result is a fundamentally new way of interacting with databases and spreadsheets. Software products based on VizQL can be used for tasks that range from
Manage projects within sketchbook/journal. VISUAL ART Artistic Process Creating Anchor Standard 3: Reflect, Refine, Continue Refine and complete artistic work. Enduring Understanding Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time to strive for mastery. Essential Question What role does persistence play in revising, refining and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely? PK K 1 2 3 4 5 6 7 8 HS Proficient HS HS Advanced Exposure Exploration Enrichment Excellence Indicators INDICATOR: Act on creative ideas to create images and forms from observation, memory, imagination and feelings. INDICATOR: Think creatively to investigate a variety of ways that artists and designers develop ideas on revising, reflecting, and refining and developing work. Use a variety of strategies to modify and refine artworks in process. INDICATOR: Think creatively and collaboratively to form a set of criteria, using reflection and critique to describe, analyze and interpret the artwork of self and others. INDICATOR: Present an artwork and/or a series on a study of form, theme, context, style and purpose. Persistently collaborate to revise and refine work through self-critique and reflection. Expectations K-2A: Use art vocabulary to your personal work describing and summarizing process and artistic choices. 3-5A: Independently, collaboratively and persistently critique and refine artwork in search of progress for emerging meaning. 6-8A: Determine whether personal artwork meets established criteria and communicates intended meaning. HSA: Engage in constructive critique to refine works of art and design while considering relevant, traditional or contemporary criteria and personal artistic vision. 3-5B: Use art vocabulary to create an artist statement that supports artistic decisions and meaning. 6-8B: Reflect and summarize important information about personal artwork in an artist statement or another format.
Marking key for sample assessment task 1(a) – Unit 1 Inquiry /6 Thorough exploration of ideas using a variety of drawings and investigative approaches 5–6 Satisfactory exploration of ideas showing some drawing and investigative approaches 3–4 Basic exploration of ideas showing limited drawing and investigative approaches 1–2 Comments: Visual language /3 Highly competent exploration and manipulation of visual language 3 Sound exploration and manipulation of visual language 2 Limited exploration and manipulation of visual language 1 Comments: Visual influence /3 Highly considered influences demonstrated in work 3 Sound consideration given to the use of influences in work 2 Limited consideration given to the use of influences in work 1 Comments: Art forms, media and techniques /6 Excellent application of media and techniques used to communicate intended meaning and purpose 5–6 Competent application of media and technique demonstrated in work 3–4 Limited application of and techniques demonstrated in work 1–2 Comments: Art practice /3 Refined use of skills and processes showing a high level of discernment 3 Satisfactory use of skills and processes demonstrated in work 2 Basic use of skills and processes demonstrated in work 1 Comments: Presentation /3 Work well documented and presented to a very high standard 3 Work completed, soundly organised and presented 2 Work incomplete, insufficiently organised and presented 1 Comments: Reflection /6 Highly considered influences demonstrated in work 5–6 Sound consideration given to the use of influences in work 3–4 Limited consideration given to the use of influences in work 1–2 Comments:
Sample assessment outline Visual Arts – ATAR Year 12 Unit 3 and Unit 4 Practical Assessment type type weighting task weighting Submission date Assessment task Content Examinable task 100% 100% 50% Semester 1 Week 8 (Body of work) 10% Task 1 Part 1: Body of work feedback This typically involves the development of ideas; investigative approaches which include drawing, visual language, research and evidence of exploring ways to produce, present and reflect upon a body of work based on the theme Commentaries for Unit 3. Part 2: Resolved artwork, artist statement and visual evidence of work in progress A body of work for Unit 3 that incorporates documentation and thinking processes and the resolved artwork; development of creative and critical thinking, discerning use of materials and techniques to produce art forms which express a unique response to the theme of Commentaries. Art making Inquiry Visual language Visual influence Art forms, media and techniques Presentation Reflection Semester 1 Week 14 (Resolved artwork) 40% 50% Semester 2 Week 8 (Body of work) 10% Task 5 Part 1: Body of work feedback This typically involves the development of ideas; investigative approaches which include drawing, visual language, research and evidence of exploring ways to produce, present and reflect upon a body of work based on the theme Points of view for Unit 4. Part 2: Resolved artwork, artist statement and visual evidence of work in progress A body of work for Unit 4 that incorporates documentation and thinking processes and the resolved artwork; development of creative and critical thinking, discerning use of materials and techniques to produce art forms which express a unique response to the theme of Points of View. Art making Inquiry Visual language Visual influence Art forms, media and techniques Presentation Reflection Semester 2 Week 14 (Resolved artwork) 40% 100% 100% 100% Written
TABLE 1 – Analysis of Source 1 and Source 2 Frames Artist Artwork World Viewer SUBJECTIVE What do I see? Feel? What does it remind me of? What connections can I make to my own experiences? What do others (critic/historians) see and feel about the artwork, considering its historical time? The artists’ subject matter is constructed … The use of media contributes to … The artists’ use of … in the artwork evokes a sense of … The artwork depicts a world in which … The viewer regards the work as … STRUCTURAL What materials and techniques have been used? What visual language is employed in the construction of the artwork? How does the title of the artwork enhance its meaning? Discuss the formal organisation. What traditions/conventions are referenced in the work? The artists use to create the artwork … The artwork conveys meaning through … The artwork uses … to create … The subject matter and the materials used … The world of the traditional/contemporary artists is represented in the use of … The materials used could be described as … The viewer recognises artisanship in the construction of the artwork and appreciates the … CULTURAL What country and time does the artwork belong to? What does the artwork tells us about culture/society? Does the artwork belong to an art movement or style? How does it represent a culture – gender, race, class, politics, economics, technology? The artists are motivated by a desire to bring to our attention … The artwork is about the impact of the … The world represented is dominated by … The viewer understands the many references that the artists makes to … The viewer recognises that the work is a layered comment about … POSTMODERN What meanings, values or messages does this artwork convey today? Have past artworks been appropriated? Is it a new form of art? What post-modern techniques are used in the artwork? How does the title contribute to the interpretation of the work? The artists reveal and question our perception of … The artists’ use of juxtaposition/parody and/or in the image … The world represented in the messages generated is … The viewer sense of the references the artists makes in the …
TO BE COMPLETED BY THE APPLICANT Name Date of birth Nationality Mobile number Email Postal Address University Course of Study & Year Artwork title Artwork Medium Please select one of the following fields: Film/Video/Animation Photography Visual Arts (painting, sculpture, installation, etc.) Other (please specify): PROJECT TECHNICAL SPECIFICATIONS Please give details of your work including (if applicable): 1) media / materials 2) scale / dimensions 3) techniques used & process 4) length / duration
Sample assessment outline Visual Arts – General Year 11 Units 1 and 2 Practical Assessment type Assessment task weighting Due date Assessment task Content Production 70% 10% Term 1 Week 8 Task 1 Part A: Experiences Review of body of work and documentation of inquiry/thinking and working practices for production Art making Inquiry Visual language Visual influence Art forms, media and techniques 25% Term 2 Week 15 Task 1 Part B: Experiences Production/Resolved artwork and reflection Art making Visual language Visual influence Art forms, media and techniques Art practice Presentation Reflection 10% Term 3 Week 8 Task 4 Part A: Exploration Review of body of work and documentation of inquiry/thinking and working practices for production Art making Inquiry Visual language Visual influence Art forms, media and techniques 25% Term 4 Week 15 Task 4 Part B: Exploration Production/Resolved artwork and reflection Art making Visual language Visual influence Art forms, media and techniques Art practice Presentation Reflection Total 70% Written
identify and discuss key features of artwork recognise how artwork has been constructed discuss materials, techniques and processes used in artwork interpret and make judgements about artwork Provides a thorough, objective response to artwork, identifying and describing the artwork clearly using a wide range of technical art language. 5 Provides an objective response to artwork, discussing the artwork in detail using appropriate art language. 4 Identifies and describes the main features of the artwork and its construction using some art language. 3 Uses personal feelings to provide literal and/or subjective response to the artwork using limited art language. 2 Expresses an inadequate response and description of the artwork with minimal use of art language. 1 Total /5 Criteria 2: Personal response express personal opinions about artwork support opinions with evidence from artwork Provides informed opinions and relevant interpretations that are clearly justified with evidence. 5 Provides considered opinions and interpretations that are supported with reasons. 4 Provides personal opinions and interprets specific features of artwork. 3 Provides some opinions and limited interpretation of artwork. 2 Expresses little or no opinions or interpretation of artwork given. 1 Total /5 Criteria 3: Meaning and purpose offer reasons why artwork is produced interpret the meaning communicated by artwork discuss alternative readings of artwork Provides a detailed response that interprets the meaning, message, and attitudes communicated in artwork. 5 Provides a clear response that connects form, style, purpose and meaning communicated in artwork. 4 Provides a satisfactory response that identifies the key ideas and meaning communicated in artwork. 3 Provides a limited response with literal interpretation of meaning communicated in artwork. 2 Provides an inadequate response with little attempt to discuss meaning of artwork. 1 Total /5 Criteria 4: Social, cultural and historical contexts discuss the context of artists’ practice and give examples of their work discuss the social, cultural and historical influences on the work of selected artists identify the impact of artists socially, culturally and historically Provides a comprehensive explanation of the context surrounding artist/s and their work. 5 Provides a detailed explanation of the context surrounding artist/s and their work. 4 Provides a satisfactory explanation of the context surrounding artist/s and their work. 3 Provides a limited explanation of the context surrounding artist/s and their work. 2 Provides an insufficient explanation of the context surrounding artist/s and their work. 1 Total /5 Final total /20 Sample assessment task Visual Arts – General Year 11 Task 3 – Unit 1 – Experiences