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The additional content remains visible until the hover or focus trigger is removed, the user dismiss

Additional content that appears and disappears in coordination with keyboard focus or pointer hover often leads to accessibility issues. Reasons for such issues include: the user may not have intended to trigger the interaction the user may not know new content has appeared the new content may intefere with a user's ability to do a task Examples of such interactions can include custom tooltips, sub-menus and other nonmodal popups which display on hover and focus. The intent of this success criterion is to ensure that authors who cause additional content to appear and disappear in this manner must design the interaction in such a way that users can: perceive the additional content AND dismiss it without disrupting their page experience. There are usually more predictable and accessible means of adding content to the page, which authors are recommended to employ. If an author does choose to make additional content appear and disappear in coordination with hover and keyboard focus, this success criterion specifies three conditions that must be met: dismissable hoverable persistent Each of these is discussed in a separate section.

By: Vijayalaxmi Santosh Mhetre

Tuesday, Nov 12, 2024

CULTURE AND SOCIETY

Students with ADHD

In order for a student to be diagnosed with ADHD, symptoms must appear before age 12

By: Edwin Castel

Thursday, Sep 5, 2024

WATER, ENERGY, AND THE ENVIRONMENT

Para spacing

School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. Para 1 - without space Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. Para 3 - One space Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010).

By: Anne miller New vijayalaxmi santosh mhetre mali

Tuesday, Mar 14, 2023

WATER, ENERGY, AND THE ENVIRONMENT

Cloud Computing

Cloud Computing provides us means by which we can access the applications as utilities over the internet. It allows us to create, configure, and customize the business applications online. This tutorial will take you through a step-by-step approach while learning Cloud Computing concepts.

By: Anne miller New vijayalaxmi santosh mhetre mali

Tuesday, May 3, 2022

CULTURE AND SOCIETY

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QlikView - Architecture

As a leading Business Discovery Platform, QlikView is built with a very different approach to data discovery than other traditional platforms. QlikView does not first build a query and then fetch the result based on the query. Rather, it forms associations between different data objects as soon as it is loaded and prompts the user to explore the data in any way. There is no predefined data drill down paths. The data drill down paths can happen in any direction as long as the data is available and associated. Of course, a user can also play a role in creating the associations between data elements using data modeling approach available in QlikView. Architectural Overview QlikView's architecture consists of a front end to visualize the processed data and a back end to provide the security and publication mechanism for QlikView user documents. The diagram given below depicts the internal working of QlikView. The architecture is discussed in detail below the picture. Front End The Front end in QlikView is a browser-based access point for viewing the QlikView documents. It contains the QlikView Server, which is mainly used by the Business users to access the already created BI reports through an internet or intranet URL. Business users explore and interact with data using this front end and derive conclusions about the data. They also collaborate with other users on a given set of reports by sharing insights and exploring data together, in real time or off-line. These user documents are in the format .qvw, which can also be stored in the windows OS as a standalone document The QlikView server in the front end manages the client server communication between the user and QlikView backend system. Back End The QlikView backend consists of QlikView desktop and QlikView publisher. The QlikView desktop is a wizard-driven Windows environment, which has the features to load and transform data from its source. Its drag and drop feature is used to create the GUI layout of the reports that becomes visible in the frontend. The file types, which are created by QlikView desktop are stored with an extension of .qvw. These are the files that are passed on to the QlikView server in the front end, which serves the users with these files. Also .qvw files can be modified to store the data-inly files, which are known as .qvd files. They are binary files, which contain only the data and not the GUI components. The QlikView publisher is used as distribution service to distribute the .qvw documents among various QlikView servers and users. It handles the authorization and access privileges. It also does the direct loading of data from data sources by using the connection strings defined in the .qvw files.

By: Edwin Castel

Thursday, Jan 6, 2022

WATER, ENERGY, AND THE ENVIRONMENT

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individual scholars

While individual scholars naturally have different research emphases or application contexts, common to all systemic linguists is an interest in language as social semiotic (Halliday 1978)--how people use language with each other in accomplishing everyday social life. This interest leads systemic linguists to advance four main theoretical claims about language:These four points, that language use is functional, semantic, contextual and semiotic, can be summarized by describing the systemic approach as a functional-semantic approach to language."

By: rupali

Thursday, Jun 10, 2021

HEALTH AND NUTRITION

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natural language

The apparent fact that the number of utterances in a nThe apparent fact that the number of utterances in a natural language is unbounded is one of its more widely remarked upon properties and a core tenet of modern linguistic theory. The classic argument for creativity uses the idea that one can continually add further adjuncts to sentences to establish that there can be no longest sentence and therefore no finite number of sentences (see Chomsky, 1957). . . ."This conventional argument for the creativity of natural language is overly strained: who has actually heard a 500-word sentence? In contrast, anyone who studies [natural language] generation has available a far more reasonable and commonsense account of creativity, namely that one continually uses new utterances because one is continually faced with new situations. is unbounded is one of its more widely remarked upon properties and a core tenet of modern linguistic theory. The classic argument for creativity uses the idea that one can continually add further adjuncts to sentences to establish that there can be no longest sentence and therefore no finite number of sentences

By: rupali

Thursday, Jun 10, 2021

AGRI-FOOD SYSTEMS

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Greenhouse effect: Warming

The "greenhouse effect" is the warming that happens when certain gases in Earth's atmosphere trap heat. These gases let in light but keep heat from escaping, like the glass walls of a greenhouse, hence the name. Sunlight shines onto the Earth's surface, where the energy is absorbed and then radiate back into the atmosphere as heat. In the atmosphere, greenhouse gas molecules trap some of the heat, and the rest escapes into space. The more greenhouse gases concentrate in the atmosphere, the more heat gets locked up in the molecules.

By: rupali

Wednesday, May 12, 2021

WATER, ENERGY, AND THE ENVIRONMENT

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ADHD and School interventions

School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010). The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families. If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA). No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended. Here are several of these practices:

By: Jen Martins Henzansanath

Wednesday, May 12, 2021

AGRI-FOOD SYSTEMS

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School interventions

School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010). The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families. If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA). No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended. Here are several of these practices: Giving DirectionsMany students with ADHD have trouble following directions. Here are some guidelines that might help address this problem. Number of Directions: Give a minimal number of directions

By: Jen Martins Henzansanath

Wednesday, May 12, 2021

CULTURE AND SOCIETY

ADHD and School interventions

School interventions should include a team approach across multiple settings, consisting of bothpreventive and intervention strategies. Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur. Progress monitoring and strategy adjustments are critical to the success of any intervention plan (Wolraich & DuPaul, 2010). The first step in creating classroom supports for students with ADHD is understanding thestudents’ strengths and needs. This involves formal and informal assessment, as well ascollaboration among educational professionals and the students’ families. If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA). No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended. Here are several of these practices:

By: Harshana Zoysa

Wednesday, May 12, 2021

CULTURE AND SOCIETY

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