Asterisk dialplan mode ; extensions.conf - the Asterisk dial plan ; [general] ; ; If static is set to no, or omitted, then the pbx_config will rewrite ; this file when extensions are modified. Remember that all comments ; made in the file will be lost when that happens. static=yes #include "/etc/asterisk/additional_general.conf [iaxprovider] switch => IAX2/user:[key]@myserver/mycontext [dynamic] #exec /usr/bin/dynamic-peers.pl [trunkint] ; ; International long distance through trunk ; exten => _9011.,1,Macro(dundi-e164,${EXTEN:4}) exten => _9011.,n,Dial(${GLOBAL(TRUNK)}/${FILTER(0-9,${EXTEN:${GLOBAL(TRUNKMSD)}})}) [local] ; ; Master context for local, toll-free, and iaxtel calls only ; ignorepat => 9 include => default [demo] include => stdexten ; ; We start with what to do when a call first comes in. ; exten => s,1,Wait(1) ; Wait a second, just for fun same => n,Answer ; Answer the line same => n,Set(TIMEOUT(digit)=5) ; Set Digit Timeout to 5 seconds same => n,Set(TIMEOUT(response)=10) ; Set Response Timeout to 10 seconds same => n(restart),BackGround(demo-congrats) ; Play a congratulatory message same => n(instruct),BackGround(demo-instruct) ; Play some instructions same => n,WaitExten ; Wait for an extension to be dialed. exten => 2,1,BackGround(demo-moreinfo) ; Give some more information. exten => 2,n,Goto(s,instruct) exten => 3,1,Set(LANGUAGE()=fr) ; Set language to french exten => 3,n,Goto(s,restart) ; Start with the congratulations exten => 1000,1,Goto(default,s,1) ; ; We also create an example user, 1234, who is on the console and has ; voicemail, etc. ; exten => 1234,1,Playback(transfer,skip) ; "Please hold while..." ; (but skip if channel is not up) exten => 1234,n,Gosub(${EXTEN},stdexten(${GLOBAL(CONSOLE)})) exten => 1234,n,Goto(default,s,1) ; exited Voicemail exten => 1235,1,Voicemail(1234,u) ; Right to voicemail exten => 1236,1,Dial(Console/dsp) ; Ring forever exten => 1236,n,Voicemail(1234,b) ; Unless busy ; ; # for when they're done with the demo ; exten => #,1,Playback(demo-thanks) ; "Thanks for trying the demo" exten => #,n,Hangup ; Hang them up. ; ; A timeout and "invalid extension rule" ; exten => t,1,Goto(#,1) ; If they take too long, give up exten => i,1,Playback(invalid) ; "That's not valid, try again" ; ; Create an extension, 500, for dialing the ; Asterisk demo. ; exten => 500,1,Playback(demo-abouttotry); Let them know what's going on exten => 500,n,Dial(IAX2/guest@pbx.digium.com/s@default) ; Call the Asterisk demo exten => 500,n,Playback(demo-nogo) ; Couldn't connect to the demo site exten => 500,n,Goto(s,6) ; Return to the start over message. ; ; Create an extension, 600, for evaluating echo latency. ; exten => 600,1,Playback(demo-echotest) ; Let them know what's going on exten => 600,n,Echo ; Do the echo test exten => 600,n,Playback(demo-echodone) ; Let them know it's over exten => 600,n,Goto(s,6) ; Start over ; ; You can use the Macro Page to intercom a individual user exten => 76245,1,Macro(page,SIP/Grandstream1) ; or if your peernames are the same as extensions exten => _7XXX,1,Macro(page,SIP/${EXTEN}) ; ; ; System Wide Page at extension 7999 ; exten => 7999,1,Set(TIMEOUT(absolute)=60) exten => 7999,2,Page(Local/Grandstream1@page&Local/Xlite1@page&Local/1234@page/n,d) ; Give voicemail at extension 8500 ; exten => 8500,1,VoicemailMain exten => 8500,n,Goto(s,6) MIME types defined: text/x-asterisk.


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Project data onto grid¶
The functions in this section are the core of ship_mapper. They trasform data organized in two column (one of latitudes and another of logitudes), into data organized in a 2-dimessional grid. The functions herein basically count the number of “pings” of a vessel occurring inside each grid-cell.
The main two fucntions are:
gridder
: Counts “pings” inside a grid-cell and computes “Ship minutes per km2”gridder.gridder_pingsPerCell
: Counts “pings” inside a gridcell and computes “No. of vessels within grid-cell”
Example:
import ship_mapper as sm
info = sm.load_info('1_run')
# Filter and grid all input files
for file_in in sm.get_all_files(info.dirs.data_nc):
# Get file name
file_name = sm.get_filename_from_fullpath(file_in)
# Filter data (spatial trimmer)
filtered_data = sm.spatial_filter(file_in, info)
# Project "dots" into a grid
sm.gridder(info, filtered_data, file_name, overwrite=True)


Layer between the tcs3200 class and the rail_switch class.
More...
#include <tcs3200_switch.hpp>
Layer between the tcs3200 class and the rail_switch class.
This class is the funtioning layer between the tcs3200 and the rail_switch.
The tcs3200 reads the color. The code compairs this with the given rgb stuct.
If the color is close enough the switch wil change from going straight to going to the other direction.
If the time has passed and the color is no longer the samen then the switch wil return to going straight.
- See also
- tcs3200, rail_switch
◆ tcs3200_switch()
Constructor of the tcs3200_switch class.
This constructor puts the chip, switch and color into the members.
- Parameters
-
| chip_ | This is a tcs3200 class. |
| s_ | This is the switch that wil be used. |
| color_ | This is the color for the switching. |
◆ start()
| void tcs3200_switch::start |
( |
| ) |
|
|
inline |
Start funtion.
This funtion starts the comparting of the color to the sensor and switch accordingly.
- Note
- This uses a internal while loop, which makes it so you cant do anything else. For using more than 1 switch or ding other things i recomend using start_with_external_loop().
- See also
- start_with_external_loop()
◆ start_with_external_loop()
| void tcs3200_switch::start_with_external_loop |
( |
| ) |
|
|
inline |
2nd Start funtion.
This funtion starts the comparting of the color to the sensor and switch accordingly without an internal loop. ### Example with more than 1 switch:
while(true){
tcs3200_switch1.ststart_with_external_loop();
tcs3200_switch2.ststart_with_external_loop();
tcs3200_switch3.ststart_with_external_loop();
}
- Note
- This class has a variable called wait_time, The default = 4000 (in mili seconds), this can be changed by changing the wait_time variable.
◆ update_color()
| void tcs3200_switch::update_color |
( |
const rgb & |
update | ) |
|
|
inline |
Update color.
This funtion Updates the color variable using a rgb value.
- Parameters
-
| update | This rgb value sets the color to the update value. |
The documentation for this class was generated from the following file:


Chapter 7 Hakai Data Portal API
Often your data source changes over time as new data are added, or as errors are corrected. It can be a pain to go somewhere to re-download a data file, put the data in the right place, and then re-run your code.
It is possible to download data from the Hakai EIMS Data Portal database directly from R Studio. This is accomplished by interacting with an application programming interface (API) that was developed for downloading data from Hakai’s data portal.
Below is a quickstart example of how you can download some chlorophyll data. Run the code below one line at a time. When you run the client <- ...
line a web URL will be displayed in the console. Copy and paste that URL into your browser. This should take to you a webpage that displays another web URL, this is your authentication token that permits you access to the database. Copy and paste the URL into the console in R where it tells you to do so.
# Run this first line only if you haven't installedt the R API before
devtools::install_github("HakaiInstitute/hakai-api-client-r", subdir='hakaiApi')
library('hakaiApi')
# Run this line independently before the rest of the code to get the API authentication
client <- hakaiApi::Client$new() # Follow stdout prompts to get an API token
# Make a data request for chlorophyll data
endpoint <- sprintf("%s/%s", client$api_root, "eims/views/output/chlorophyll?limit=50")
data <- client$get(endpoint)
# Print out the data
print(data)
By running this code you should see chlorophyll data in your environment. The above code can be modified to select different datasets other than chlorophyll and filter based on different logical parameters you set. This is accomplished by editing the text after the ? in "eims/views/output/chlorophyll?limit=50"
.
The formula you set after the question mark is known as query string filtering. To learn how to filter your data read this.
To read generally about the API and how to use it for your first time go here.
If you don’t want to learn how to write a querystring yourself there is an option to just copy and paste the querystring from the EIMS Data Portal. Use the portal to select the sample type, and dates and sites you’d like to download as you normally would. To copy the querystring go to the top right of the window where it says Options and click ‘Display API query’. You can copy that string in to your endpoint definition in R. Just be sure to copy that string starting from eims/views/...
, excluding https://hecate.hakai.org/api/
and then paste that into the definitions of your endpoint and surround that string with single quotes, ie:
endpoint <- sprintf("%s/%s", client$api_root, 'eims/views/output/chlorophyll?date>=2016-11-01&date<2018-11-20&work_area&&{"CALVERT"}&site_id&&{"KC13","MG4"}&survey&&{"KWAK","MACRO_MGEO"}&limit=-1'
Make sure to add &limit=-1 at the end of your query string so that not only the first 20 results are downloaded, but rather everything matching your query string is downloaded.
The page documenting the API usage can be found here


Profile
Cho Hyung Geun
Education
- Public School Education
Mar. 2012 ~ Mar. 2015 : Songok Middle School
Mar. 2015 ~ Mar. 2018 : Sejong Academy of Science and Arts (SASA)
Mar. 2018 ~ Current : Seoul National University, Dept. of Civil and Environmental Engineering
- Education Institute for the Gifted
Mar. 2011 ~ Feb. 2012 : Seowon Elementary Institute for Science gifted
Mar. 2012 ~ Jul. 2013 : Gachon University Institute for Scientifically able youth
Applied Physics Intermediate Program
Jul. 2013 ~ Feb. 2014 : Gachon University Institute for Scientifically able youth
Physics Advanced Program with Prof. Jeong H.T
Experience
- Internships


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{% extends "synoptico/base.html" %} {% block body %}
{{ project.description }}
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Please answer the following questions, to make sure, that you have understood the principle of the experiment. Understanding the situation will help you get a better payment in the experiment.
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True
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The first four pages represent products, that are on the shopping list. The next four pages show items that are not on the shopping list and could be skipped.
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option
elementsPublished: August 6, 2019
select
with child option
sThe label
attribute should provide user visible text for an option
, specifically if following the first line of the HTML Living Standard's Content Model for the element:
If the element has a label attribute and a value attribute: Nothing
e.g., there is no expected subtree content for the option
element because the value and label are provided by the element's attributes.
However, a visible text label fails to load with:
Testing with IE11, Edge (pre and post chromium), Chrome (mac, Android and PC), Firefox Android, and Safari on macOS, all options render with a visible label.


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--- layout: default ---
Understanding the risks within a business is a critical factor for ensuring the safeguarding of personnel, products, assets and infrastructure. BRS Assured have a number of tailored solutions that can assist any organisation with their risk control by providing effective and consistent risk management tools and services for any industry sector.
Working in a consultative manner, BRS Assured will create risk evaluation criteria that will


We offer the fundamental social media tools of messaging, calls and news feeds. We bring social media to your finances, allowing you to share financial achievements and see how others are tackling their financial goals.
Young people largely organise events and meetups through WhatsApp. We will help you take this one step further and automatically schedule events and split bills, eradicating the awkwardness that often follows.
Join a squad with your favorite influencers, experts or celebrities chatting about the hot topics of the day. Seek personal advice from experts or tell the pundits what you think about the latest football transfer gossip.
Padraic, Rose and Mihir quit their jobs and joined the Zinc startup incubator run by Localglobe.
From a cohort of 54, we found each other through our joint interests in making money fun, social and less taboo. We spent time speaking to young people to identify and understand exactly what the key pain points and problems to solve were.
We are currently in the prototyping & testing phase of our journey, refining the product until our users are happy with the experience it offers.
In March we hope to enter the build phase. At this stage we will be looking to expand our team and take on some preseed funding to help us do so. The Zinc incubator formally ends in March so from then on, we're on our own!
CEO
Padraic is a Data scientist and former insurance executive. He has 10 years of experience, during which he lead largescale tech projects involving hundreds of employees.
CPO
Rose is our user expert. She is a former financial regulator and has worked at the money and mental health institution as a researcher. She looks at things from your perspective to make sure we are delivering a top quality product.
CTO
Mihir studied software engineering at the University of Cambridge. He then worked in investment banking (M&A) focusing primarily on the FinTech space. He is responsible for things like making this landing page.
Get in touch with any of us on the social media channel of your choice.


Aug 27, 2015 5:30 PM
Seth Indigo Carnes, an artist based in NYC will talk about Poetics, his visual poetry app that has been picked up organically in schools to teach a variety of subjects and curriculum, including special needs. Poetics is now used in over 150 countries, across languages and age groups. Recent work with the app includes a partnership with the NY Department of Education, with a STEAM workshop featuring Poetics and other arts-centered ed tech, along with presenting the app at NY Tech Meetup. The EdLab presentation of Poetics will introduce and demo the app, including an outline of its arts-centered development through early physical artworks, and a brief review of connections between 20th century art and contemporary innovations in art and poetry. The story of the app's adoption and growing usage in education will be shared, with an opportunity for discussion, feedback and suggestions moving forward. The presentation will be open, conversational and frank, including an outline of the challenges funding and creating Poetics as an indie artwork, and fostering interdisciplinary support, crossover and integration of the arts in education and curriculum. Born in California and made in NYC, Seth is a media artist whose work explores the boundaries of contemporary culture: high/low, private/public, self/group, nature/machine. His work has been shown at P.S. 1 MOMA, Garis and Hahn (NY) White Box (NY), Emily Harvey Foundation (NY), and the Witzenhausen Gallery (NY). In the past, he has collaborated with Paul Miller (DJ Spooky), Shepard Fairey and The Roots. Seth holds a BA in History from Pomona College and an MS in Integrated Digital Media from NYU Polytechnic.


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Feedback
You're encouraged to help in keeping the quality of this guide.
If you see any typos or factual errors you are confident to patch please clone <%= link_to 'docrails', 'https://github.com/lifo/docrails' %> and push the change yourself. That branch of Rails has public write access. Commits are still reviewed, but that happens after you've submitted your contribution. <%= link_to 'docrails', 'https://github.com/lifo/docrails' %> is cross-merged with master periodically.
You may also find incomplete content, or stuff that is not up to date. Please do add any missing documentation for master. Check the <%= link_to 'Ruby on Rails Guides Guidelines', 'ruby_on_rails_guides_guidelines.html' %> guide for style and conventions.
Issues may also be reported <%= link_to 'in Github', 'https://github.com/lifo/docrails/issues' %>.
And last but not least, any kind of discussion regarding Ruby on Rails documentation is very welcome in the <%= link_to 'rubyonrails-docs mailing list', 'http://groups.google.com/group/rubyonrails-docs' %>.


|
AceRoutine
1.0
A low-memory, fast-switching, cooperative multitasking library using stackless coroutines on Arduino platforms.
|
A union of (const char*) and (const __FlashStringHelper*) with a discriminator. More...
#include <FCString.h>
Public Member Functions | |
| FCString () | |
| Default constructor initializes to a nullptr of kCStringType. More... | |
| FCString (const char *s) | |
| Construct with a c-string. More... | |
| FCString (const __FlashStringHelper *s) | |
| Construct with a flash string. More... | |
| bool | isNull () const |
| Return if this is a null string. More... | |
| uint8_t | getType () const |
| Get the internal type of string. More... | |
| const char * | getCString () const |
| Get the c-string pointer. More... | |
| const __FlashStringHelper * | getFString () const |
| Get the flash string pointer. More... | |
| size_t | printTo (Print &printer) const |
| Convenience method for printing an FCString to printer. More... | |
| int | compareTo (const FCString &that) const |
| Compare to another FCString. More... | |
Static Public Attributes | |
| static const uint8_t | kCStringType = 0 |
| static const uint8_t | kFStringType = 1 |
A union of (const char*) and (const __FlashStringHelper*) with a discriminator.
This allows us to treat these 2 strings like a single object.
I deliberately decided not to inherit from Printable. While it is convenient to be able to call Print::print() with an instance of this class, the cost is 2 (AVR) or 4 (Teensy-ARM or ESP8266) extra bytes of static memory for the v-table pointer for each instance.
Definition at line 46 of file FCString.h.
|
inline |
Default constructor initializes to a nullptr of kCStringType.
Definition at line 52 of file FCString.h.
|
inlineexplicit |
Construct with a c-string.
Definition at line 55 of file FCString.h.
|
inlineexplicit |
Construct with a flash string.
Definition at line 61 of file FCString.h.
| int ace_routine::FCString::compareTo | ( | const FCString & | that | ) | const |
Compare to another FCString.
Definition at line 86 of file FCString.cpp.
|
inline |
Get the c-string pointer.
Definition at line 73 of file FCString.h.
|
inline |
Get the flash string pointer.
Definition at line 76 of file FCString.h.
|
inline |
Get the internal type of string.
Definition at line 70 of file FCString.h.
|
inline |
Return if this is a null string.
Definition at line 67 of file FCString.h.
| size_t ace_routine::FCString::printTo | ( | Print & | printer | ) | const |
Convenience method for printing an FCString to printer.
This is identical to the method in Printable but we don't derive from Printable because we don't want to want to pay the memory cost of the vtable pointer for such a small class.
Definition at line 35 of file FCString.cpp.


Version 1.3.3
To win in the cognitive era, we must first become experts ourselves.
Our enablement efforts will inspire and activate sellers with insight, experiences and tools only possible through cognition.
From sparking inspiration to crafting a final proposal, team collaboration, experiential learning and design thinking fuel the process from start to finish.
A proven approach to creating high-value opportunities for clients. Capitalizing on IBM's strategic solutions and offerings, SellForward methodology accelerates buyer engagement and opportunity progression through powerful narratives and compelling experiences.
Deepen Expertise
Expand insight of markets, clients, buyers and IBM offerings.
Envision Opportunities
Discover inspiration for new ideas and client growth opportunities.
Create Value Proposition
Create value-driven, evidence-based opportunities.
Engage the Client
Engage clients in a collaborative, insightful and actionable way.
Sales Leaders
Sales Leaders are the drivers of the experience, coaching, advising and leading their teams.
Sellers
Cross-IBM teams come together to discover inspiration, envision opportunities and spark new ideas that create differentiated value for clients.
Experts
Worldwide and local Experts will be the cornerstone of the experience through coaching, advising, and expertise sharing.
IBM
With new digital tools and methods, the ideaGarage will enable sellers to apply AI and Watson to every proposal.
 Imagine you are a seller who has been invited to participate in an ideaGarage, the following is an example of your experience journey.
ideaGarage is a journey of ideation. It begins with deep insight into clients and understanding their evolving needs. In partnership with Client Expansion, First Rain, and Buyer Network information will be surfaced through APIs that help the team determine the most pressing client challenges and goals. This prioritized view of the client's most pressing need becomes the basis for igniting new ideas and thinking.
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Create Ideas by customizing Sparks with specific client needs and insights relevant to your client. You can then submit Ideas individually to the Team Workplace, where they'll be considered and ranked in the Prioritize Phase.
A highly-rated Idea becomes an Opportunity Brief - a suggested plan of action. With your team, define key elements of the Brief by clearly articulating a compelling reason to act. These Briefs detail the required resources and capabilities, including how IBM products are a critical piece of your proposed solution.


{% extends 'layout.html' %} {% set active_page = "index" %} {% block content %}
My career has been dedicated to improving the well-being of all children by advocating and promoting wise public policy focused on strategic investment in America's youth and their families. The foundation of my career combines a strong academic preparation with a record of excellence in diverse and challenging roles.
I am a proud three time alumna from The University of Connecticut, receiving my Bachelors of Arts (2005), Juris Doctor (2009) and Masters of Public Administration (2011) from the prestigious public university.


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Speech
Sue Husband, Director of the National Apprenticeship Service addressed the 2016 FE Week annual apprenticeship conference at the ICC in Birmingham.
I am delighted to be here on Day Four of National Apprenticeship Week . I want to thank you all for the work your organisations have done this week – to celebrate the amazing achievements of apprentices across the country.
On Day One, both #National Apprenticeship Week – and #NAW2016 were trending on Twitter. The many pictures and film clips shared on social media by apprentices have been superb. They have visibly captured the energy and excitement of the apprentices involved.
At events this week, employers have been asked to make apprenticeship pledges . To commit to expanding their apprenticeship operations – or to get involved with apprenticeships for the very first time. Last year, we received 23,000 pledges across the week – a record breaking number.
This year, we have smashed that figure. There are more events tomorrow and more pledges are coming in. The final total – our highest ever total - will be announced shortly. It’s a remarkable effort across the entire sector.
You will all be aware of the government’s vision for 3 million high quality apprenticeship starts. And quality is intrinsically linked to the 3 million starts. Let me be absolutely crystal clear on this point. The focus of Government in the last few years has been on quality. High quality apprenticeships. That’s what we all want.
I read the survey results from FE Week on quality… With the question asked: Are you concerned quality will suffer in the effort to increase quantity?
The findings showed a high proportion of you were concerned… Now I can’t speak for you… But if something is a concern for me, It’s a matter of interest - of importance to me… And in life, I find we give the most attention to those things that concern us most. It’s absolutely crucial that there are so many of us, collectively, focused on raising the quality of apprenticeships and we are all well placed to do so.
I hope that everyone at this conference shares the same goal on apprenticeships. Everyone agrees on the pivotal role of quality in apprenticeships. And everyone here has the ability to positively influence the quality of apprenticeships. So that, outside of this conference hall, young people, head teachers, parents and employers can be totally confident that apprenticeships will deliver for individuals and for the economy. That the time invested by young people is absolutely worth it. That the money invested by government and employers is paying for the best training available. That the effort made by employers improves their business competitiveness. That the backing of parents to the choice of an apprenticeship by their child is justified.
Because to achieve 3 million quality apprenticeship starts we need to increase the number of starts by 20% from current levels. Improving quality is therefore essential to boosting the trajectory of starts and engaging the commitment from businesses to do more. That means SMEs as much as large employers out there.
And with employers now at the heart of apprenticeship reform, I believe employers will drive forward continuous improvement. In the same way employers have defined the knowledge and skills required to make apprenticeships the best choice for UKplc and young people.
Because the impact on young people is genuinely life-changing. One of the best parts of my job is getting to meet apprentices at their places of work. It means I get a clear sense of the desire, the enthusiasm, and the dedication that apprentices exude.Today’s apprentices – tomorrow’s leaders, pioneers, innovators and even CEOs.
And this is all linked to the overarching theme of National Apprenticeship Week. This entire week is about telling everyone the simple message – an apprenticeship can take you anywhere. And young people are increasingly drawn towards the magnet of apprenticeships.We all have a role to play championing the apprenticeship story.
Apprenticeships can be summed up in two phrases – ‘opportunity’ and ‘unlimited ambition’. Apprenticeships unlock career opportunities. They provide experience, qualifications and vital business knowledge. Giving individuals the chance to acquire skills that can be used in any industry. Gaining these skills enables people to progress in their career choices at any stage of their lives. And I want to stress the importance of transferable skills. The skills acquired in apprenticeships will enable young people to compete against the best. In any business sector.
And we already know that, with existing standards, a Level 2 apprenticeship, on average, increases earning income by 11%, for a Level 3 apprenticeship, that figure on income rises to a 16% increase.
And for employers, apprenticeships make strong commercial sense. Helping businesses improve the quality of their products and services. Allowing employers to immerse the future talent of their staff, in the culture and values of each individual business. Apprenticeships work for individuals and employers.
This week, I read a fascinating article online about a list of people who have made the journey from being an apprentice to being the boss. Jamie Oliver was on there – before becoming a household name, he began his career with an apprenticeship in home economics. Since then, Jamie has become a passionate champion of apprenticeships with his ‘Fifteen’ restaurant chain. Stella McCartney was an apprentice tailor. Lord Bamford, the head of JCB, started with an engineering apprenticeship at Massey Ferguson in France. Andy Palmer was a 16 year old apprentice at Automotive Products in the West Midlands before he joined Austin Rover. He then served a 23 year stint at Nissan. Now, he is the Chief Executive of Aston Martin.There’s no reason why the names of your apprentices cannot be in a future article about business leaders.
This year, the overarching theme of National Apprenticeship Week, is ‘Rise to the top’.  Progression is the golden thread of apprenticeships. It’s why there has been a particular focus this week on both higher and Degree apprenticeships, not surprisingly, the fastest growing parts of the apprenticeship programme.
Improving skills at higher levels is an economic imperative. The UK stands at around 20% below the rest of the G7 countries. But more employers have now grasped the compelling story of apprenticeships and how both new staff and existing employees can climb to the top.
On Degree apprenticeships, we now have over 20 universities working with FE providers to deliver qualifications up to Level 7. Higher Education and Further Education connecting well together on higher level skills. There are now over 140 Trailblazers involving more than 1,300 employers, designing new apprenticeship standards. Over 200 new standards have been published, over 60 of these are higher and Degree apprenticeships. A further 150 new standards are in development.
I talk to large numbers of young people about their career choices, for some people, it’s often a choice between university or an apprenticeship. One great element of Degree apprenticeships is the chance to do both. The opportunity to combine the academic knowledge of a traditional university degree with the practical experience demanded by employers and crucial for success in the jobs market, with a salary and chance to progress.
It’s a straightforward decision. Why wouldn’t a young person want to consider an apprenticeship as their plan A? The attraction for employers is that they are suitable for both small and large businesses. Designed by employers – for employers.
We stand at a crucial moment in time for apprenticeships. Large employers are gearing up for the apprenticeship Levy. I know that David Hill and Keith Smith spoke about the Levy yesterday. This is a vital tool in funding the increase in high quality apprenticeship training. The Levy will be set at 0.5% of an employer pay bill, it will be introduced next year for employers with a pay bill of over £3 million. In effect, less than 2% of employers will pay the Levy. Both employers in the public and private sector will be in scope.
In the private sector, about 2.3% of the workforce is apprentices. In the public sector, that figure falls to 1.7% of its workforce. And we need to fix this.
And that’s why the Government is legislating to set targets for public sector bodies. Through the Levy, in England, control of apprenticeship funding will be put in the hands of employers via the Digital Apprenticeship Service, to ensure that it delivers the training required. Employers will choose and pay for the apprenticeship training and assessment they want - through the Digital Apprenticeship Service.
The service will also support employers to:
The Levy was announced at the same time as the Institute for Apprenticeships. The Institute will be independent – and operational by April 2017. This new body will support the development and delivery of high quality apprenticeship standards and assessment plans.
So, again, quality – the DNA of apprenticeships.
To conclude, let me say this: We need apprenticeships to be relevant, resilient and respected. Relevant to the priorities businesses shout about and to the apprentices undertaking them. Resilient apprenticeships, that are both challenging and fit for purpose and apprenticeships that are respected, valued, and held in esteem by employers, individuals and wider society. Apprenticeships that we are all proud of.
Published: 18 March 2016
From: Skills Funding Agency Sue Husband
Part of: National Apprenticeship Week 2016


  You turn and see the librarian you saw locking up the wall.

You stay there for what seems like weeks. All they give you for sustenance is moldy bread and dirty water.


Definition and Others
List of all the HTTP Message Headers
List and Definition of HTTP Methods
List of HTTP Status Codes
Abbreviations:
Packet Switched vs Circuit Switched:
Servers:
HTTP Version History:
Message Headers:
HTTP Message Header Fields:
HTTP Resource Addressing
HTTP Response Message:
HTTP Request Methods:
Informational (1xx):
Success (2xx):
Redirection (3xx):
Client Error (4xx):
Server Error (5xx)