Focus on discrete rewards and consequences for appropriate and inappropriate behavior:
- Tangible rewards and treats;
- Movie night for a good week at school;
- Removal of privileges; and
Time-out from reinforcing activities: the child is essentially removed from situations that foster inappropriate behavior.

Set a daily routine and stick to it. Bedtime and preparation for school are much easier if there is a structure already in place.

Have tangible reminders:
- A big clock in the bedroom;
- Charts for chores;
- Assignment pad to record homework and a specific folder to put work in upon completion; and
- Gain the child's attention before speaking to him or her. Have the child repeat back directions for things that are really important.
Avoid the following:
- Repeating patterns of inappropriate behavior followed by ineffective punishment;
- Administering consequences without prior warning or without the child understanding why he or she is receiving them; and
- Responding inconsistently to inappropriate behaviors.

Getting Ready For GA4: Saving Your Historical Data
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Ref: https://www.searchenginejournal.com/ga4-historical-data/447519/#close


Migrating your data to GA4 is not currently possible. Here's what you can do instead to prepare before the July 2023 deadline.

As you’re preparing to set up Google Analytics (GA4), you’re probably asking the same thing we were: What’s the best method for migrating our historical data?

There should be a way to do this, right?

In this column, you’ll learn whether we can merge data in GA4 and three DIY ways to save your historical data.

Can You Migrate Your Data To GA4?
The primary concern is whether GA users can transfer or migrate Universal Analytics data into their Google Analytics 4 property.

Unfortunately, you cannot migrate your data to GA4, and it’s not likely to be a feature we’ll see added in the coming months.

Migrating your data to GA4 is not likely to be a feature because the two versions use completely different data models.

I spoke with Charles Farina, Head of Innovation at Adswerve, and he explained that:

“It is the difference in schema and dimension definitions/calculations that make merging the data not possible.”

Schema refers to how the data is organized and the language used to ensure compatibility. Essentially it is the blueprint.


He explains you can see the differences in schema well when comparing the BigQuery integrations for UA and GA4.

“The UA export is sess-ionized, meaning each row in the export is a session, and every interaction is nested in that row. The GA4 export is very different, where each row is the event (interaction) itself,” shared Farina.

Another key reason is how dimensions and metrics are defined and calculated in GA4 compared to UA.

Google has a great support page that goes over many of these.

For example, let’s look at one of the most common KPIs, “Users.”

Universal Analytics reports on Total Users or all users, while GA4 focuses on Active Users or users that have visited the website at least once in the past 28 days.


Even if we could migrate UA data to GA4, it would be like comparing apples to oranges.

If you’re wondering why this change is happening, you’ll find the answer in our article, Google Analytics 4 FAQs: Stay Calm & Keep Tracking.

How To Export Google Analytics Historical Data
Google does empathize and encourages users to export their historical data.

“We know your data is important to you, and we strongly encourage you to export your historical reports during this time.”

Most principal investigators spend many hours laboring over proposals to fund their research programs – and for good reason. While competing for funding is the big business for researchers, some have opted to fund their programs in other ways, like building a research consortium.

Most principal investigators spend many hours laboring over proposals to fund their research programs – and for good reason. While competing for funding is the big business for researchers, some have opted to fund their programs in other ways, like building a research consortium.

Agile Development is team-centric and developers and testers take part in all the project and development activities. The Teamwork maximizes success of testing in Agile projects.

A Tester in Agile team has to participate and contribute to all the project activities and at the same time has to leverage the expertise in testing.

An Agile tester should have traditional testing skills. In addition, Agile tester needs −

Good interpersonal skills.

Ability to act positive and solution-oriented with team members and stakeholders.

Ability to display critical, quality-oriented, skeptical thinking about the product.

Aptitude to be pro-active to actively acquire information from the stakeholders.

Skills to work effectively with customers and stakeholders in defining testable User Stories, the Acceptance Criteria.

Talent to be a good team member working with developers in producing quality code.

Usability of testing skills to have the right test cases at the right time and at the right level and executing them well within the duration of the sprint.

Ability to evaluate and report test results, test progress and the product quality.

Openness to respond to changes quickly, including changing, adding or improving test cases.

Potential to self-organize work.

Enthusiasm to continuous skill growth.

Competency in Test Automation, Test-driven Development (TDD), Acceptance Test-driven Development (ATDD), Behavior Driven Development (BDD) and experience based Testing.

Role of Tester in Agile Team
Tester in Agile Team participates in all the project and development activities to contribute the best of the testing expertise.

Agile Tester Activities include −

Ensuring proper use of testing tools.

Configuring, using and managing the test environments and the test data.

Mentoring other team members in relevant aspects of testing.

Ensuring that appropriate testing tasks are scheduled during the release and sprint planning.

Understanding, implementing and updating test strategy.

Collaborating with developers, customer and stakeholders in clarifying requirements, in terms of testability, consistency and completeness.

Performing the right tests at the right time and at right test levels.

Reporting defects and working with the team in resolving them.

Measuring and reporting test coverage across all applicable coverage dimensions.

Participating in sprint retrospectives, proactively suggesting and implementing improvements.

In the Agile Lifecycle, a tester plays a significant Role in −

Teamwork
Test Planning
Sprint Zero
Integration
Agile Testing Practices
Teamwork
In Agile Development, teamwork is fundamental and hence requires the following −

Collaborative Approach − Working with cross-functional team members on Test Strategy, Test Planning, Test Specification, Test Execution, Test Evaluation, and Test Results Reporting. Contributing the testing expertise in conjunction with other team activities.

Self-organizing − Planning and organizing well within the sprints to achieve the targets of testing by amalgamating expertise from other team members as well.

Empowerment − Making appropriate technical decisions in achieving the team’s goals.

Commitment − Committing to understanding and evaluating the product’s behavior and characteristics as required by the customers and stakeholders.

Transparent − Open, Communicating and Accountable.

Credibility − Ensuring the credibility of the test strategy, its implementation, and execution. Keeping the customers and stakeholders informed on the test strategy.

Open to Feedback − Participating in sprint retrospectives to learn from both successes and failures. Seeking customer feedback and acting quickly and appropriately to ensure quality deliverables.

Resilient − Responding to changes.

Test Planning
Test Planning should start during the release planning and update during each sprint. Test planning should cover the following tasks −

Defining test scope, extent of testing, test and sprint goals.

Deciding on the test environment, test tools, test data and configurations.

Assigning testing of features and characteristics.

Scheduling test tasks and defining frequency of tests.

Identifying test methods, techniques, tools and test data.

Ascertaining prerequisites such as predecessor tasks, expertise and training.

Identifying dependencies such as functions, code, system components, vendor, technology, tools, activities, tasks, teams, test types, test levels and constraints.

Setting priorities considering the customer/user importance and dependencies.

Arriving at the time duration and effort required to test.

Identifying tasks at each sprint planning.

Sprint Zero
Sprint Zero involves preparation activities before the first sprint. A tester needs to collaborate with the team on the following activities −

Identifying scope
Dividing user stories into sprints
Creating system architecture
Planning, acquiring and installing tools (including testing tools)
Creating the initial test strategy for all the test levels
Defining test metrics
Specifying the acceptance criteria, also called the definition of “Done”
Defining exit criteria
Creating Scrum board
Setting the direction for testing throughout the sprints

Training interventions have emerged as an alternative to behavior therapy for youth with ADHD. Training interventions begin with brief psychoeducation about a target skill (e.g., materials organization) and the majority of the time after that is spent with extensive practice and performance feedback. It has been recommended that for training to be effective, the skill must be directly applicable to an area of impairment, and practice with performance feedback must occur frequently and over an extended period of time (Evans et al., 2018). Studies with children (Abikoff et al., 2013) and young adolescents (Langberg et al., 2012) with ADHD indicate that training and behavioral interventions have similar short-term benefits, but there is evidence unique to training interventions that their long-term benefits may meaningfully exceed those of other treatments (Evans et al., 2016). It may be that once skills are established through a training intervention, they become routine and persist longer than behaviors shaped by rewards. Increasing our understanding of the mechanisms for training interventions can lead to development of optimally effective approaches. In addition, training interventions have been applied to relatively few areas of impairment (e.g., study and organization skills) and evaluating them across the diverse range of functioning may yield new tools for treatment.

In cryptography, encryption is the process of encoding information. This process converts the original representation of the information, known as plaintext, into an alternative form known as ciphertext. Ideally, only authorized parties can decipher a ciphertext back to plaintext and access the original information.

The idea of ANNs is based on the belief that the working of the human brain by making the right connections, can be imitated using silicon and wires as living neurons and dendrites.

The human brain is composed of 86 billion nerve cells called neurons. They are connected to other thousand cells by Axons. Stimuli from external environment or inputs from sensory organs are accepted by dendrites. These inputs create electric impulses, which quickly travel through the neural network. A neuron can then send the message to another neuron to handle the issue or does not send it forward.

A Network Topology is the arrangement with which computer systems or network devices are connected to each other. Topologies may define both the physical and logical aspects of the network. Both logical and physical topologies could be the same or different in the same network.

samples of many pure elements shows that not all the atoms present have the same atomic weight, even though they all have the same atomic number. Such a situation can occur only if the atoms have different numbers of neutrons in their nuclei. Such groups of atoms—with the same atomic number but with different relative weights—are called isotopes. The number of isotopic forms that a naturally occurring element possesses ranges from one (e.g., fluorine) to as many as ten (e.g., tin); most of the elements have at least two isotopes. The atomic weight of an element is usually determined from large numbers of atoms containing the natural distribution of isotopes, and, therefore, it represents the average isotopic weight of the atoms constituting the sample. More recently, precision mass-spectrometric methods have been used to determine the distribution and weights of isotopes in various naturally occurring samples of elements.