Input: [Name] PDPK1-006 [Transcript ID] ENST00000474706 [bp] 699 [Protein] 35aa [Translation ID] ENSP00000455025 [Biotype] Transcript is thought to undergo nonsense mediated decay, a process which detects nonsense mutations and prevents the expression of truncated or erroneous proteins. Nonsense mediated decay [CCDS] - [UniProt] H3BNV5 [RefSeq] - [Flags]

Output: Transcript Support Level 5, for transcripts that are not supported at all by either an mRNA or an EST.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:5

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-007 [Transcript ID] ENST00000492021 [bp] 552 [Protein] 55aa [Translation ID] ENSP00000455684 [Biotype] Transcript is thought to undergo nonsense mediated decay, a process which detects nonsense mutations and prevents the expression of truncated or erroneous proteins. Nonsense mediated decay [CCDS] - [UniProt] H3BQA3 [RefSeq] - [Flags]

Output: Transcript Support Level 5, for transcripts that are not supported at all by either an mRNA or an EST.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:5

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-012 [Transcript ID] ENST00000478708 [bp] 445 [Protein] 40aa [Translation ID] ENSP00000455438 [Biotype] Transcript is thought to undergo nonsense mediated decay, a process which detects nonsense mutations and prevents the expression of truncated or erroneous proteins. Nonsense mediated decay [CCDS] - [UniProt] H3BPR5 [RefSeq] - [Flags]

Output: 5' truncation in transcript evidence prevents annotation of the start of the CDS.CDS 5' incompleteTranscript Support Level 5, for transcripts that are not supported at all by either an mRNA or an EST.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:5

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-011 [Transcript ID] ENST00000471311 [bp] 621 [Protein] No protein [Translation ID] - [Biotype] Transcripts that don't contain an open reading frame (ORF) and cannot be placed in one of the other categories.Processed transcript [CCDS] - [UniProt] - [RefSeq] - [Flags]

Output: Transcript Support Level 3, when transcripts are supported by a single EST only.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:3

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-017 [Transcript ID] ENST00000561962 [bp] 570 [Protein] No protein [Translation ID] - [Biotype] Transcripts that don't contain an open reading frame (ORF) and cannot be placed in one of the other categories.Processed transcript [CCDS] - [UniProt] - [RefSeq] - [Flags]

Output: Transcript Support Level 4, for transcripts supported by an EST flagged as suspect.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:4

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-009 [Transcript ID] ENST00000460496 [bp] 569 [Protein] No protein [Translation ID] - [Biotype] Transcripts that don't contain an open reading frame (ORF) and cannot be placed in one of the other categories.Processed transcript [CCDS] - [UniProt] - [RefSeq] - [Flags]

Output: Transcript Support Level 4, for transcripts supported by an EST flagged as suspect.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:4

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-016 [Transcript ID] ENST00000462923 [bp] 550 [Protein] No protein [Translation ID] - [Biotype] Transcripts that don't contain an open reading frame (ORF) and cannot be placed in one of the other categories.Processed transcript [CCDS] - [UniProt] - [RefSeq] - [Flags]

Output: Transcript Support Level 5, for transcripts that are not supported at all by either an mRNA or an EST.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:5

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-010 [Transcript ID] ENST00000464702 [bp] 511 [Protein] No protein [Translation ID] - [Biotype] Transcripts that don't contain an open reading frame (ORF) and cannot be placed in one of the other categories.Processed transcript [CCDS] - [UniProt] - [RefSeq] - [Flags]

Output: Transcript Support Level 2, when transcripts are supported by multiple ESTs or by an mRNA flagged as suspect.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:2

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-018 [Transcript ID] ENST00000569721 [bp] 330 [Protein] No protein [Translation ID] - [Biotype] Transcripts that don't contain an open reading frame (ORF) and cannot be placed in one of the other categories.Processed transcript [CCDS] - [UniProt] - [RefSeq] - [Flags]

Output: Transcript Support Level 5, for transcripts that are not supported at all by either an mRNA or an EST.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:5

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-005 [Transcript ID] ENST00000491073 [bp] 2387 [Protein] No protein [Translation ID] - [Biotype] Alternatively spliced transcript that is believed to contain intronic sequence relative to other coding transcripts in a given locus.Retained intron [CCDS] - [UniProt] - [RefSeq] - [Flags]

Output: Transcript Support Level 1, when transcripts are supported by at least one non-suspect mRNA.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:1

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Name] PDPK1-014 [Transcript ID] ENST00000570136 [bp] 1125 [Protein] No protein [Translation ID] - [Biotype] Alternatively spliced transcript that is believed to contain intronic sequence relative to other coding transcripts in a given locus.Retained intron [CCDS] - [UniProt] - [RefSeq] - [Flags]

Output: Transcript Support Level 2, when transcripts are supported by multiple ESTs or by an mRNA flagged as suspect.The Transcript Support Level (TSL) is a method to highlight the well-supported and poorly-supported transcript models for users. The method relies on the primary data that can support full-length transcript structure: mRNA and EST alignments supplied by UCSC and Ensembl.TSL:2

Ensembl genome browser 81: Homo sapiens - Summary - Gene: PDPK1 (ENSG00000140992)


Input: [Date] 2 weeks 4 days ago [Body] Man, that stuff is prime. How the hell did we fall into that kind of fortune? Best cheese dip I've ever had. [Title]

Output: Man, that stuff is prime.


Input: [Date] 21 weeks 2 days ago [Body] I'm not necessarily disagreeing with that assertion, but if you actually read the case you cited, you can see that the employee was a fuckup. That's why she was fired. Her Facebook post may have been the final straw, but no court would have given her damages or found a wrongful termination in that situation. [Title]

Output: I'm not necessarily


Input: [Date] 30 weeks 2 days ago [Body] All right. Who actually finished the article? Because Kawakami is still making lame excuses: "Second reaction: This is everything… EVERYTHING… the 49ers could’ve wanted from this situation, and it does surprise me that Harbaugh would hand it over to them just like that. Jed York and Trent Baalke wanted no part of Harbaugh after Sunday, and undercut him all season, but now, because he’s leaving on his own to go to college… instead of firing him the 49ers… Don’t have to pay Harbaugh the $5M he has left on his contract or even worry about trying to trade him; Won’t see him in the NFL–and especially the Raiders–for at least a few years; Can even spin it that they wanted to keep him but he left them for a monster deal from his alma mater." Yeah, who wouldn't believe that? [Title]

Output: Eating Crow?


Input: [Date] 30 weeks 6 days ago [Body] Stop giving Owosso folk a bad name [Title]

Output: Stop giving Owosso folk a bad


Input: [Date] 31 weeks 5 days ago [Body] Right now it depends on whose source you listen to. [Title]

Output: Right now it depends on who's


Input: [Date] 31 weeks 5 days ago [Body] Yes it is. [Title]

Output: Yes it is.


Input: [Date] 36 weeks 1 day ago [Body] Must be, I don't get it either. [Title]

Output: Must be, I don't get it


Input: [Date] 36 weeks 1 day ago [Body] I think its a play on mixtape. I guess the knicks are doing a similar thing with knickstape. [Title]

Output: I think its a play on


Input: [Date] 36 weeks 3 days ago [Body] The dragonmead brews are actually beers and not meads. I believe the Final Absolution is a Belgian Trippel, around 8-9% ABV. [Title]

Output: The dragonmead brews are


Input: [Date] 37 weeks 2 hours ago [Body] Man, I think you guys should google Todd Graham. He sounds like a flake and a bit of a scumbag. [Title]

Output: Man, I think you guys should


Input: [Date] 37 weeks 2 hours ago [Body] Why not? It would help the team's "toughness" [Title]

Output: Why not? It would help the


Input: [Date] 37 weeks 3 days ago [Body] He coaches good pass protection, I'll give him that. [Title]

Output: He coaches good pass


Input: [Date] 37 weeks 3 days ago [Body] It's like neither team wants to win. [Title]

Output: It's like neither team wants to


Input: [Date] 37 weeks 3 days ago [Body] On the bright side, Ryan is killing it today. [Title]

Output: On the bright side, Ryan is


Input: [Date] 40 weeks 6 days ago [Body] I for one think it's neat Dr. Seuss has turned his talents to designing football uniforms. [Title]

Output: I for one think it's neat Dr.


Input: [Date] 42 weeks 4 hours ago [Body] Will's a good man. Gave me the biggest tip I've ever gotten about a year ago at the bar. [Title]

Output: Will's a good man. Gave me


Input: [Date] 43 weeks 1 day ago [Body] Sensitive or not, name calling is for children. [Title]

Output: Sensitive or not, name


Input: [Date] 44 weeks 3 days ago [Body] Chesson is a special teams stud. [Title]

Output: Chesson is a special teams


Input: [Date] 45 weeks 25 min ago [Body] Upvote for the rarely utilized sex with animals argument [Title]

Output: Upvote for the rarely


Input: [Date] 49 weeks 5 days ago [Body] Of course it did. 162 baseball games vs. 16 football games will do that. It doesn't mean baseball's the more popular sport. [Title]

Output: Of course it did. 162


Input: [Date] 50 weeks 3 days ago [Body] 3 and out on his first possession, and he found out he's not going to be able to run away from NFL guys. [Title]

Output: 3 and out on his first


Input: [Date] 1 year 1 week ago [Body] Good point. After all, Hoke and company have really been awful at the whole recruiting thing ever since they got here . . . [Title]

Output: Good point. After all, Hoke


Input: [Date] 1 year 1 week ago [Body] Hoke coaching Woodson at 8:41 in the video. [Title]

Output: Hoke coaching Woodson at 8:41


Input: [Date] 1 year 6 weeks ago [Body] I don't believe thats how it works. If the kid gets a scholarship, it'll have to count against the football team. This rule prevents teams from giving a bunch of guys "track" scholarships to free up more football scholarships. If the kid wants to play football at Michigan, Les will be paying his way. [Title]

Output: I don't believe thats how it


Input: [Date] 1 year 6 weeks ago [Body] Upon deep investigation, I have concluded Bill McCartney's dead wife Lyndi McCartney and Lloyd Carr's current wife Laurie McCartney are not the same person. Guess we still don't know the whole story. [Title]

Output: Upon deep investigation


Input: [Date] 1 year 11 weeks ago [Body] Don't listen to them. I didn't go to any proms, and I've never regretted it once. I had plenty of friends who went and plenty who didn't, and to be honest, the ones that did really don't think too much of it now (5 years later). I think it may be that proms are just not as big of a deal as they were for the older generations. On the other hand, if you think you can get laid then go for it! [Title]

Output: Don't listen to them. I


Input: [Date] 1 year 14 weeks ago [Body] Remember kids: If you can't afford tickets or don't have rich parents you're not a real fan. [Title]

Output: Remember kids: If you can't


Input: [Date] 1 year 17 weeks ago [Body] Sam Dekker was a 5 star, ranked by rivals as the 13th player in the nation. His offers are because he committed so early. http://sports.yahoo.com/footballrecruiting/basketball/recruiting/player-... [Title]

Output: Sam Dekker was a 5 star,


Input: [Date] 1 year 20 weeks ago [Body] The record for made 3 pointers in a game for a Michigan player is 9 by Garde Thompson vs. Navy in 1987. Glenn Rice is number 2 with 8. [Title]

Output: The record for made 3


Input: [Date] 1 year 23 weeks ago [Title]

Output: I see the resemblance


Input: [0] Complainant [1] Accused [2] Investigating Responsibility [4] Procedural Guidance [3]

Output: Disciplinary Responsibility


Input: [0] Student [1] Student [2] Office of Student Life – Title IX Coordinators [4] Student Handbook [3]

Output: Office of Student Life


Input: [1] Staff or Guest [2] Office of Student Life – Title IX Coordinators Human Resources [4] Employee Guide [3]

Output: Human Resources


Input: [1] Faculty member [2] Office of Student Life – Title IX Coordinators Academic Affairs Human Resources [4] Academic Handbook [3]

Output: Vice President for Academic Affairs and Dean of the Faculty


Input: [0] Staff or Guest [1] Student [2] Human Resources Office of Student Life – Title IX Coordinators [4] Student Handbook [3]

Output: Office of Student Life


Input: [1] Staff or Guest [2] Human Resources [4] Employee Guide [3]

Output: Human Resources


Input: [1] Faculty member [2] Human Resources Academic Affairs [4] Academic Handbook [3]

Output: Vice President for Academic Affairs and Dean of the Faculty


Input: [0] Faculty [1] Student [2] Academic Affairs Office of Student Life – Title IX Coordinators Human Resources [4] Student Handbook [3]

Output: Office of Student Life


Input: [1] Staff or Guest [2] Academic Affairs Human Resources [4] Employee Guide [3]

Output: Human Resources


Input: [1] Faculty member [2] Academic Affairs Human Resources [4] Academic Handbook [3]

Output: Vice President for Academic Affairs and Dean of the Faculty


Input: [Description] Ability to read members's RFID tag [Version] 1 [Complete] Yes [4] Render, Colin [Feature]

Output: Read RFID

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Ability to credit the vending machine to allow the dispencing of caffeene [Version] 1 [Complete] Yes [Feature]

Output: Credit Vending Machine

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Ability to track member's pop account balance [Version] 1 [Complete] Yes [4] Colin [Feature]

Output: Track Member Account

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Ability to deduct a credit from a members's account balance [Version] 1 [Complete] Yes [4] Colin [Feature]

Output: Deduct From Member Account

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Ability to email a balance to a member's account from pop.pi@ents.ca [Version] 2 [Complete] No [4] Render, Colin [Feature]

Output: Email Balance to Member

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Ability to top up a members account. [Version] 2 [Complete] No [4] Colin [Feature]

Output: Member Account Top Up

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Ability to top up a members account from paypal payment [Version] TBD [Complete] No [Feature]

Output: Pay Pal Top Up

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Video display member balance information [Version] 3 [Complete] No [Feature]

Output: Video Display Balance

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Make use of the video monitor for displaying ad's [Version] 4 [Complete] No [Feature]

Output: Video Advertizing

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] 3D Printed Mounting Brackets Modeled to hold the PI and Relay [Version] 2 [Complete] No [Feature]

Output: Mounting Brackets

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] 3D Printed Mounting Brackets Modeled to hold the RFID where the Change was inserted. [Version] 3 [Complete] No [Feature]

Output: RFID Mounting

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Have the ability to take bitcoin payments. [Version] TBD [Complete] No [Feature]

Output: Bitcoin Payments

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Make use of the audio jack on the pi to output auditory feedback on payment. Sounds to be determined. (Lottery Machine noises, Portal Sounds) [Version] TBD [Complete] No [Feature]

Output: Speaker Feedback

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Description] Make use of a motion detector as a type of Occupancy sensor for the display screen as well as feedback on when to enable/disable the rfid reader. [Version] TBD [Complete] No [Feature]

Output: Motion Detector

Difference between revisions of "Projects/RFIDpop" - ENTS


Input: [Field] Activity/Program Name [Description]

Output: Name of the activity.

Housing Assistance: An Inventory of Fiscal Year 2010 Programs, Tax Expenditures, and Other Activities


Input: [Field] Administering Agency/Entity [Description]

Output: Administering or implementing agencies or entities.

Housing Assistance: An Inventory of Fiscal Year 2010 Programs, Tax Expenditures, and Other Activities


Input: [Field] Short Description [Description]

Output: A description of the activity, including its purpose, how it is implemented, and whom it serves.

Housing Assistance: An Inventory of Fiscal Year 2010 Programs, Tax Expenditures, and Other Activities


Input: [Field] Primary Purpose [Description]

Output: To characterize the primary purpose for each activity, we identified categories that illustrate the primary public policy goals associated with each activity, and used the best available information to make a determination.

Housing Assistance: An Inventory of Fiscal Year 2010 Programs, Tax Expenditures, and Other Activities


Input: [Field] Type of Housing Supported [Description]

Output: Activity supports homeownership, rental housing, or both.

Housing Assistance: An Inventory of Fiscal Year 2010 Programs, Tax Expenditures, and Other Activities


Input: [Field] Type of Assistance [Description]

Output: Type of assistance as it relates to the recipient of the federal assistance.

Housing Assistance: An Inventory of Fiscal Year 2010 Programs, Tax Expenditures, and Other Activities


Input: [Field] Fiscal Year 2010 Obligations [Description]

Output: FY2010 obligations for spending programs and other activities.

Housing Assistance: An Inventory of Fiscal Year 2010 Programs, Tax Expenditures, and Other Activities


Input: [Field] Fiscal Year 2010 Estimated Revenue Losses [Description]

Output: FY2010 estimated revenue losses for tax expenditures.

Housing Assistance: An Inventory of Fiscal Year 2010 Programs, Tax Expenditures, and Other Activities


Input: [Material] PVC (Poly Vinyl Chloride)/vinyl/pleather/artificial leather/Moleskine notebooks [DANGER!] Emits pure chlorine gas when cut! [Cause/Consequence]

Output: Don't ever cut this material as it will ruin the optics, cause the metal of the machine to corrode, and ruin the motion control system.


Input: [Material] Thick ( >1mm ) Polycarbonate/Lexan [DANGER!] Cut very poorly, discolor, catch fire [Cause/Consequence]

Output: Polycarbonate is often found as flat, sheet material. The window of the laser cutter is made of Polycarbonate because polycarbonate strongly absorbs infrared radiation! This is the frequency of light the laser cutter uses to cut materials, so it is very ineffective at cutting polycarbonate. Polycarbonate is a poor choice for laser cutting.


Input: [Material] ABS [DANGER!] Emits cyanide gas and tends to melt [Cause/Consequence]

Output: ABS does not cut well in a laser cutter. It tends to melt rather than vaporize, and has a higher chance of catching on fire and leaving behind melted gooey deposits on the vector cutting grid. It also does not engrave well (again, tends to melt).


Input: [Material] HDPE/milk bottle plastic [DANGER!] Catches fire and melts [Cause/Consequence]

Output: It melts. It gets gooey. Don't use it.


Input: [Material] PolyStyrene Foam [DANGER!] Catches fire [Cause/Consequence]

Output: It catches fire, it melts, and only thin pieces cut. This is the #1 material that causes laser fires!!!


Input: [Material] PolyPropylene Foam [DANGER!] Catches fire [Cause/Consequence]

Output: Like PolyStyrene, it melts, catches fire, and the melted drops continue to burn and turn into rock-hard drips and pebbles.


Input: [Material] Fiberglass [DANGER!] Emits fumes [Cause/Consequence]

Output: It's a mix of two materials that cant' be cut. Glass (etch, no cut) and epoxy resin (fumes)


Input: [Material] Coated Carbon Fiber [DANGER!] Emits noxious fumes [Cause/Consequence]

Output: A mix of two materials. Thin carbon fiber mat can be cut, with some fraying - but not when coated.


Input: [Material] Any powder [Cause/Consequence]

Output: the compressed air will blow it away


Input: [Name] Allegro CL [Slime] Yes [McCLIM] Yes [Bordeaux] Yes [Hunchentoot] Yes [UnCommon Web] Yes [clocc] Yes [GBBopen] Yes [LTK] Yes [FSet] Yes [Araneida]

Output: Yes


Input: [Name] Armed Bear CL [Slime] Yes [McCLIM] No [Bordeaux] Yes [Hunchentoot] No [UnCommon Web] No [clocc] No [GBBopen] No [LTK] No [FSet] No [Araneida]

Output: Yes


Input: [Name] CMU CL [Slime] Yes [McCLIM] Yes [Bordeaux] Yes [Hunchentoot] Yes [UnCommon Web] Yes [clocc] Yes [GBBopen] Yes [LTK] Yes [FSet] Yes [Araneida]

Output: Yes


Input: [Name] Clozure CL [Slime] Yes [McCLIM] Yes [Bordeaux] Yes [Hunchentoot] Yes [UnCommon Web] Yes [clocc] Some [GBBopen] Yes [LTK] Yes [FSet] Yes [Araneida]

Output: Yes


Input: [Name] Corman CL [Slime] Yes [McCLIM] No [Bordeaux] Yes [Hunchentoot] No [UnCommon Web] No [clocc] Some [GBBopen] No [LTK] No [FSet] No [Araneida]

Output: No


Input: [Name] Embedded CL [Slime] Yes [McCLIM] No [Bordeaux] Yes [Hunchentoot] No [UnCommon Web] No [clocc] No [GBBopen] Yes [LTK] Yes [FSet] No [Araneida]

Output: No


Input: [Name] GNU CL (GCL) [Slime] No [McCLIM] No [Bordeaux] No [Hunchentoot] No [UnCommon Web] No [clocc] No [GBBopen] No [LTK] No [FSet] No [Araneida]

Output: No


Input: [Name] GNU clisp [Slime] Yes [McCLIM] Yes [Bordeaux] No [Hunchentoot] No [UnCommon Web] Yes [clocc] Yes [GBBopen] Yes [LTK] Yes [FSet] Yes [Araneida]

Output: Yes


Input: [Name] LispWorks [Slime] Yes [McCLIM] Yes [Bordeaux] Yes [Hunchentoot] Yes [UnCommon Web] No [clocc] Yes [GBBopen] Yes [LTK] Yes [FSet] Yes [Araneida]

Output: Yes


Input: [Name] Scieneer CL [Slime] Yes [McCLIM] No [Bordeaux] No [Hunchentoot] No [UnCommon Web] No [clocc] No [GBBopen] Yes [LTK] Yes [FSet] Yes [Araneida]

Output: No


Input: [Name] Steel Bank CL [Slime] Yes [McCLIM] Yes [Bordeaux] Yes [Hunchentoot] Yes [UnCommon Web] Yes [clocc] Yes [GBBopen] Yes [LTK] Yes [FSet] Yes [Araneida]

Output: Yes


Input: [0] The Product [2] Why it’s Worth Talking About… [3] General Takeaway for Clean Cookstoves [1]

Output: Its Story

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Latrines and Modern Sanitation Devices & Bangladesh’s Total Sanitation Campaign [2] Demonstrated Results!Creative marketing that spoke directly to local consumer choice and leveraged cultural pressures. [3] • It Pays to Go Local:A locally driven approach (municipal government ownership) enabled leaders to utilize effective messaging channels to reach the target population. Government Involvement• Ain’t All Bad: Leveraged the government’s specific ability to sponsor mass social mobilization and marketing. [1]

Output: Total Sanitation Campaign disseminated modern toilets and latrines into rural communities to address serious public health risks. Implemented through municipalities, the Campaign increased willingness to invest by over 200%, and increased sanitation coverage to almost 90%.24

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Treadle Pumps & International Development Enterprises (IDE) [2] Demonstrated Results!Invested almost one third of the final price of its marketing and sales outreach strategy, which centered around product demonstrations. [3] • Convince the Consumer: Dedicated marketing efforts to product demonstrations, including video vans, live shows at farmer meetings, and promotional materials. Use Donor Funds• Creatively: Utilized donor funding exclusively for marketing outreach, illustrating that the public sector can play a role where it has a comparative advantage. [1]

Output: IDE India, a non-profit that manufacturers and distributes irrigation pumps, created a treadle pump that significantly improves yields for small share farmers, but costs more than lower quality substitutes readily available on the market.25

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Efficient Kerosene Burners & Servals Automation Pvt. Ltd [2] Demonstrated Results!Provided healthy margins for its distributors by driving sales and increased adoption through customer demonstration to confirm to the buyer that the product was low maintenance and long lasting. [3] • The Price is Right: To gain greater market penetration, margins to both the wholesaler and the retailers were improved by decreasing wholesale price.• Customer is King: Understood what customer preferences and needs were in order to design a low-maintenance and efficient product. [1]

Output: Servals changed its pricing strategy to redistribute production costs, bringing higher margins to the retail dealers and allowing the product to match consumer preferences.26

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Water Sachets & Cool Pacs Voltic [2] Demonstrated Results!Tapping customers’ preference for quality and the finer things (and willingness to pay for it), Voltic overcame products of equal value. [3] • Quality Matters: Launched a marketing campaign that emphasized the product’s quality, and thus commanded a higher price than rival products. Use What You Got & Build• On It: Utilized the roughly 10,000 street hawkers to enable product sales [1]

Output: Voltic launched Cool Pacs as a premium product, highlighting the water’s quality, targeting low-income consumers. With a slightly higher price, Cool Pacs beat informal rivals, by making itself an aspirational product.27

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Solar Home Systems & IDCOL: Rural Electrificationand Renewable Energy Development Program, Government of Bangladesh [2] Demonstrated Results!Matched its product offering to its consumer lending preferences, offering inventive financing schemes that can be tailored to households. [3] • Everyone Likes Choices: Introduced a financing mechanism that offers customers options and fits their budgeting needs and cash flow constraints.• Let the Private Sector In: Integrated creative financing technique that decreases the subsidy amount as more solar home systems are sold, allowing the commercial sector to transition in as demand grows. [1]

Output: IDCOL supports the Government of Bangladesh in providing electricity to rural populations through solar home systems. The financing aspect of the program enables poor households along the size spectrum to choose the appropriate system that fits their budgets and household preferences.28

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Pesa Pap! & Safaricom’s M-Pesa Mobile Banking [2] Demonstrated Results!Pesa Pap! tailored its offering to the needs of the low-income segment in Kenya, providing loans instantaneously, without requiring a trip to the bank or paperwork, and accommodating irregular cash flows. [3] • Bring the Bank to the Customer: Provided rural populations with access to finance when they needed it through a service provider that almost everyone in the country has access to and that most vendors accept.• Show Me the $$$$: Pesa Pap! provides credit to the buyer at the time of purchase, allowing consumers to finance the purchases they need to make when they need to make them; it acts much like a credit card in developed markets, but at the scale needed. [1]

Output: M-Pesa is a mobile banking program started by Safaricom and catering to low-income customers. Linked through a commercial bank, M- Pesa accounts allow customers to undertake banking functions through their mobile phone, including sending and receiving money. Pesa Pap! is a program that allows customers to apply for and receive microloans through their phones on the spot.29

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Solar Battery ReadySet & Fenix International [2] Demonstrated Results!Fenix joined forces with MTN, a mobile service provider ranked as Africa’s most valuable brand at $9.3 billion; MTN has co-branded the ReadySet with their logo and is leveraging their sales, marketing, distribution and after-sales service network to extend the reach of the product. [3] • People Believe it When They See It: Fenix’s business relationship with a big, well-known commercial brand, MTN, enabled the product to not only access the company’s distribution network but also become a well known product for consumers. [1]

Output: The Fenix ReadySet is an intelligent plug-and-play energy system that can power mobile phones, lights, water purifiers and even medical applications. More than 2,000 ReadySet energy systems have been sold across East Africa, each empowering an entrepreneur to become a micro-utility to their communities.30

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] “Shoktidoi” Strength Yogurt; Grameen Danone Food Ltd. [2] Missed the goal…The Shokti ladies were not able to generate enough revenue to treat the position as a full time endeavor, instead using it as supplemental income. As a result of this and several other mismatches to consumer preferences, Shokidoi yogurt didn’t take off under that business structure. [3] • All-In Approach Can Make or Break: Employees were not full time and could not be fully engaged with the company and the customer. For a small business to thrive and really understand its customer, it should take an all-in approach.• Mismatching Results in Failure: Executives believed that urban sales were integral to offsetting rural sales without fully addressing the rural sales issue. [1]

Output: Grameen Bank created Grameen Danone Food Ltd. (GDFL) and worked with Danone, a French food & beverage company, to sell healthy yogurt specifically designed to alleviate child malnutrition in rural areas of Bangladesh. Originally, GDFL distributed the yogurt packets, selling at 6 takas a serving, through a trained force of female sales representatives, “Shokti ladies,” who were to sell the product door to door in rural communities.31

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Eyeglasses & Essilor International [2] Missed the goal…In scaling up operations, Essilor initially attempted to franchise the vans, but ultimately decided to operate them on their own and to limit spending on upgrades for existing vans. [3] • Franchising Doesn’t Kick It: The goal of franchising van ownership and salesmanship did not work. It’s important to retain oversight over direct employees until significant penetration is reached within the rural poor.• Don’t Go Big Too Quickly: While Essilor has had demonstrated impacts around the world, they needed to be more prescriptive in BOP markets. Focus on their immediate small business and relationship with non-profits would have slowly built a scalable model for India. [1]

Output: Essilor International, known for manufacturing and selling optical lenses around the world, teamed up with Indian non-profit eye hospitals Aravind and Sankara Nethralaya. They targeted Indian rural poor by running mobile optician shops that traveled around the country prescribing and selling spectacles (priced between $3-4). Essilor only operated a total of 8 vans, yet had aspirations to operate 1000.32

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [0] Water Filters; Fortune 500 Company Water Filtration Packets [2] Missed the goal…Failure to commercialize underscores the importance of carefully crafting market assessments and picking the appropriate metrics for customer segmentations. [3] • Give the People What They Want: Executed market studies around willingness to pay but neglected to test around taste, repeat usage, and other preference metrics—important indicators when most purchases have real opportunity costs. [1]

Output: The company invested $10 million in Water Filtration Packets in preparation to bring to market; however, repeat purchase rates did not exceed more than 5%; the company was forced to make the product a philanthropic endeavor rather than a profit-driven one.33

Generating demand for clean cookstoves in developing countries | Deloitte University Press


Input: [Column 18] farm laborer [Column 19] working out [Column 19_3] dry goods [Column 18_2]

Output: commercial traveler

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] farm laborer [Column 19] home farm [Column 19_3] department store [Column 18_2]

Output: salesman

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] laborer [Column 19] odd jobs [Column 19_3] department store [Column 18_2]

Output: bookkeeper

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] laborer [Column 19] street work [Column 19_3] department store [Column 18_2]

Output: cash girl

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] laborer [Column 19] garden [Column 19_3] department store [Column 18_2]

Output: cashier

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] laborer [Column 19] nursery [Column 19_3] bank [Column 18_2]

Output: cashier

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] laborer [Column 19] railroad [Column 19_3] steam railroad [Column 18_2]

Output: conductor

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] brakeman [Column 19] railroad [Column 19_3] street car [Column 18_2]

Output: conductor

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] weaver [Column 19] cotton mill [Column 19_3] general farm [Column 18_2]

Output: farmer

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] laborer [Column 19] cotton mill [Column 19_3] truck farm [Column 18_2]

Output: farmer

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] doffer [Column 19] cotton mill [Column 19_3] private estates [Column 18_2]

Output: gardener

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] engineer [Column 19] locomotive [Column 19_3] general practice [Column 18_2]

Output: lawyer

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] engineer [Column 19] lumber mill [Column 19_3] general farm [Column 18_2]

Output: manager

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] fireman [Column 19] lumber mill [Column 19_3] truck farm [Column 18_2]

Output: overseer

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] fireman [Column 19] fire department [Column 19_3] life insurance co. [Column 18_2]

Output: president

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] civil engineer [Column 19] general practice [Column 19_3] bank [Column 18_2]

Output: president

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] electrical engineer [Column 19] street railway [Column 19_3] cotton mill [Column 18_2]

Output: superintendent steel works

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] carpenter [Column 19] car factory [Column 19_3] street [Column 18_2]

Output: foreman

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] carpenter [Column 19] ship yard [Column 19_3] store [Column 18_2]

Output: newsboy

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] carpenter [Column 19] house [Column 19_3] groceries [Column 18_2]

Output: newsdealer

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] blacksmith [Column 19] carriage factory [Column 19_3] express [Column 18_2]

Output: wagon driver

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] blacksmith [Column 19] own shop [Column 19_3] express wagon [Column 18_2]

Output: wagon driver

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] agent [Column 19] real estate [Column 19_3] private family [Column 18_2]

Output: chauffeur

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] agent [Column 19] insurance [Column 19_3] coal miner [Column 18_2]

Output: chauffeur

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] cook [Column 19] hotel [Column 19_3] coal mine [Column 18_2]

Output: miner

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] servant [Column 19] private family [Column 19_3] marble [Column 18_2]

Output: laborer

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] retail merchant [Column 19] groceries [Column 19_3] house [Column 18_2]

Output: quarryman

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Column 18] wholesale merchant [Column 19] leather [Column 18_2]

Output: janitor

Census Questionnaires and Instructions: 1790 to 2000 - Measuring America: The Decennial Censuses From 1790 to 2000 - Survey Census 1930 - Social Explorer


Input: [Interfaces] IClone (esriSystem) [Description]

Output: Provides access to members that control cloning of objects.


Input: [Interfaces] IConnectivityRule [Description]

Output: Indicator interface that identifies connectivity rules.


Input: [Interfaces] IJunctionConnectivityRule [Description]

Output: Provides access to members that supply information about, modify and manage junction-edge connectivity rules.


Input: [Interfaces] IJunctionConnectivityRule2 [Description]

Output: Provides access to members that supply information about, modify and manage junction-edge connectivity rules.


Input: [Interfaces] IRule [Description]

Output: Provides access to members that return information about rules.


Input: [Interfaces] IXMLSerialize (esriSystem) [Description]

Output: Provides access to members that XML serialize and deserialize an object to/from XML.


Input: [Course] ISCM 7100 International Supply Chain Management [Format] online [Fall 2015] YES [Spr. 2016] YES [Sum. 2016] NO [Fall 2016] YES [Spr. 2017] YES [Sum. 2015]

Output: NO

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7500 Supply Chain Logistics [Format] online [Fall 2015] YES [Spr. 2016] NO [Sum. 2016] NO [Fall 2016] YES [Spr. 2017] NO [Sum. 2015]

Output: NO

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7510 Import/Export [Format] online [Fall 2015] YES [Spr. 2016] NO [Sum. 2016] NO [Fall 2016] YES [Spr. 2017] NO [Sum. 2015]

Output: NO

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7520 Warehousing and Distribution Management [Format] online [Fall 2015] NO [Spr. 2016] YES [Sum. 2016] NO [Fall 2016] NO [Spr. 2017] YES [Sum. 2015]

Output: NO

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7610 Outsourcing [Format] online [Fall 2015] NO [Spr. 2016] YES [Sum. 2016] NO [Fall 2016] NO [Spr. 2017] YES [Sum. 2015]

Output: NO

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7700 Customer Relationship Management [Format] online [Fall 2015] NO [Spr. 2016] YES [Sum. 2016] NO [Fall 2016] NO [Spr. 2017] YES [Sum. 2015]

Output: NO

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7710 Supply Chain Customer Synchronization [Format] online [Fall 2015] YES [Spr. 2016] NO [Sum. 2016] NO [Fall 2016] YES [Spr. 2017] NO [Sum. 2015]

Output: NO

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7840 Integrated Supply Chain Management Capstone** [Format] online [Fall 2015] YES [Spr. 2016] YES [Sum. 2016] YES [Fall 2016] YES [Spr. 2017] YES [Sum. 2015]

Output: YES

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7920 Seminar Paper Research** [Format] online [Fall 2015] YES [Spr. 2016] YES [Sum. 2016] YES [Fall 2016] YES [Spr. 2017] YES [Sum. 2015]

Output: YES

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7980 Independent Study in Integrated Supply Chain Management** [Format] online [Fall 2015] YES [Spr. 2016] YES [Sum. 2016] YES [Fall 2016] YES [Spr. 2017] YES [Sum. 2015]

Output: YES

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [Course] ISCM 7990 Thesis Research** [Format] online [Fall 2015] YES [Spr. 2016] YES [Sum. 2016] NO [Fall 2016] YES [Spr. 2017] YES [Sum. 2015]

Output: NO

Course Offerings - Integrated Supply Chain Management Graduate | University of Wisconsin-Platteville


Input: [US$ Millions] 313 [Commentary] The ecosystem of rice farms along the coast has the capacity to produce fertilizer for all of Ecuadorian agriculture. [Product/Service]

Output: Fertilizer for agriculture

Azolla: A New Paradigm of the Future of Rice | Development Marketplace

In this table, I have also estimated the potential annual economic savings of using Azolla in agriculture, and related goods and services in Ecuador.


Input: [US$ Millions] 200 [Commentary] The high protein content of Azolla makes it ideal as animal feed. [Product/Service]

Output: Food for livestock

Azolla: A New Paradigm of the Future of Rice | Development Marketplace


Input: [US$ Millions] 120 [Commentary] The use of Azolla in rice cultivation will serve as an immense and extraordinary natural water filter for the Daule, Babahoyo and Guayas Rivers. [Product/Service]

Output: Water treatment

Azolla: A New Paradigm of the Future of Rice | Development Marketplace


Input: [US$ Millions] 150 [Commentary] The purified water will play a substantial role in increasing the value of shrimp mariculture. [Product/Service]

Output: Aquaculture improvement

Azolla: A New Paradigm of the Future of Rice | Development Marketplace


Input: [US$ Millions] 60 [Commentary] Fish stocks and catch will increase in the Gulf of Guayaquil due to improving water quality. [Product/Service]

Output: Fisheries

Azolla: A New Paradigm of the Future of Rice | Development Marketplace


Input: [US$ Millions] 20 [Commentary] Soil texture, porosity and organic material content will increase, thus raising its economic value. [Product/Service]

Output: Soil enrichment

Azolla: A New Paradigm of the Future of Rice | Development Marketplace


Input: [US$ Millions] 100 [Commentary] Decreasing use of agrochemicals will improve natural ecosystems, water quality and flourishing of natural biota. [Product/Service]

Output: Biota recovery

Azolla: A New Paradigm of the Future of Rice | Development Marketplace


Input: [US$ Millions] 88 [Commentary] The application of Azolla in rice cultivation can be incorporated into carbon credit markets decreasing contributions to global warming. [Product/Service]

Output: Carbon credits

Azolla: A New Paradigm of the Future of Rice | Development Marketplace


Input: [Description] Underscore [You type] <u>underscore</u> [You get]

Output: underscore

All about genealogy and family history - Help:Formatting - Ancestry.com Wiki


Input: [Description] Strikethrough [You type] Strikethrough or Strikethrough [You get]

Output: Strikethrough

All about genealogy and family history - Help:Formatting - Ancestry.com Wiki


Input: [Description] Fixed width text [You type] Fixed width text or source code [You get]

Output: Fixed width text or source code

All about genealogy and family history - Help:Formatting - Ancestry.com Wiki


Input: [Description] Blockquotes [You type] text text text text text text text text text text text text text text text text text text text text text text text text quote quote quote quote quote quote text text text text text text text text text text text text [You get]

Output: text text text text text text text text text text text text text text text text text text text text text text text text quote quote quote quote quote quote text text text text text text text text text text text text

All about genealogy and family history - Help:Formatting - Ancestry.com Wiki


Input: [Description] Completely preformatted text [You type] this way, all markups are '''ignored''' [You get]

Output: this way, all markups are '''ignored'''.

All about genealogy and family history - Help:Formatting - Ancestry.com Wiki


Input: [Description] Customized preformatted text [You type] this way, all markups are '''ignored''' and formatted with a CSS text [You get]

Output: this way for instance, all '''ignored''' markups take into account the navigator size, by automatically adding some carriage returns dynamically to it.

All about genealogy and family history - Help:Formatting - Ancestry.com Wiki


Input: [Business] M G L Northend [Location] Oamaru [Type]

Output: Warrant of Fitness

BMW on top form with 328i - Review | Drivesouth New & Used Cars , Motoring News , Reviews


Input: [Business] Colour Connection [Location] Dunedin [Type]

Output: Paint and Panel

BMW on top form with 328i - Review | Drivesouth New & Used Cars , Motoring News , Reviews


Input: [Business] McKay & Whelan Panelbeaters [Location] Dunedin [Type]

Output: Paint and Panel

BMW on top form with 328i - Review | Drivesouth New & Used Cars , Motoring News , Reviews


Input: [Business] Waikouaiti Auto & Engineering [Location] Otago [Type]

Output: Servicing and Mechanics

BMW on top form with 328i - Review | Drivesouth New & Used Cars , Motoring News , Reviews


Input: [Business] BMW - Cooke Howlison [Location] Dunedin [Type]

Output: Servicing and Mechanics

BMW on top form with 328i - Review | Drivesouth New & Used Cars , Motoring News , Reviews


Input: [Business] Graeme Page Engine Reconditioning [Location] Dunedin [Type]

Output: Servicing and Mechanics

BMW on top form with 328i - Review | Drivesouth New & Used Cars , Motoring News , Reviews


Input: [Business] Beaurepaires [Location] Dunedin [Type]

Output: Wheels and Tyres

BMW on top form with 328i - Review | Drivesouth New & Used Cars , Motoring News , Reviews


Input: [Business] Rod's Engine Services [Location] Dunedin [Type]

Output: Engine Reconditioners

BMW on top form with 328i - Review | Drivesouth New & Used Cars , Motoring News , Reviews


Input: [Description] Displays all the PARs that are currently installed in Virgo Kernel. The list option displays the full name of each installed PAR, its version, and its current state. PARs have similar lifecycles to other artifacts, such as bundles, and so the list of states in which a PAR can be in is the same as those of bundles; see the bundle command for the list of possible states. [Option]

Output: list


Input: [Description] Displays information about the specified PAR; you are required to identify the PAR with both its name and its version. Use the par list command to view all installed PAR files and their versions. The command displays the following information: The current state of the PAR (see the bundle command for the full list of possible states). Whether the PAR is scoped. Scoping specifies whether Virgo Kernel should deploy the members of the PAR in their own scope; when scoping is disabled, Virgo Kernel deploys the artifacts into the global scope and they are accessible for access by all other artifacts. Whether the PAR is atomic. When a PAR is atomic, Virgo Kernel manages the lifecycle of all its member artifacts as a single entity, which means if one artifact member is started, then Virgo Kernel starts all the PAR artifacts. If one artifact fails to start, then Virgo Kernel stops all other artifacts in the PAR. The individual members, or children, of the PAR. These could be plans, bundles, configuration artifacts, and so on. [Option]

Output: examine name version


Input: [Description] Starts the specified PAR. You must specify both the full name of the PAR as well as the version you want to start. Use the par list command to get the list of PARs currently installed in Virgo Kernel. To start a PAR, it must have already been resolved by Virgo Kernel, or in other words, be in the Resolved state. After Virgo Kernel successfully starts the PAR, it is listed in the Active state. [Option]

Output: start name version


Input: [Description] Stops the specified PAR. You must specify both the full name of the PAR as well as the version you want to stop. Use the par list command to get the list of PARs currently installed in Virgo Kernel. When you stop a PAR, it goes from the Active state to the Resolved state, and you must re-start it if you want to use the application that the PAR contains. [Option]

Output: stop name version


Input: [Description] Updates the contents of the specified PAR. You must specify both the name and version of the PAR you want to refresh. Use the par list command to this information. Use this command if you have changed the contents of the PAR file and you want to refresh the artifact as installed in the OSGi framework. [Option]

Output: refresh name version


Input: [Description] Uninstalls the specified PAR. You must specify both the name and version of the PAR you want to refresh. Use the par list command to this information. When the uninstall process is complete, the PAR will not show up in the list of PARs displayed by the par list command. If you want to use the application in the PAR, you must re-install it using the install command. [Option]

Output: uninstall name version


Input: [Artist] The Brew [Album] A Garden In The Snow [Title] a garden in the snow [Label] Riverwood [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Faded Paper Figures [Album] The Matter [Title] Better [Label] Shorthand [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Freelance Whales [Album] Diluvia [Title] Spitting Image [Label] Frenchkiss [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Band of Horses [Album] Mirage Rock [Title] A Little Biblical [Label] Columbia [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Cloud Nothings [Album] S/T [Title] Understand It All [Label] Car Park [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Ra Ra Riot [Album] Beta Love [Title] Binary Mind [Label] Barsuk [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Passion Pit [Album] Gossamer [Title] Love Is Greed [Label] Frenchkiss [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Field Report [Album] S/T [Title] Fergus Falls [Label] Partisan [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Get Up Kids [Album] Red Letter Day [Title] Mass Pike [Label] Doghouse [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Bombay Bicycle Club [Album] A Different Kind of Fix [Title] Your Eyes [Label] Universal [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Yo La Tengo [Album] Fade [Title] I'll Be Around [Label] Matador Record [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Sonic Youth [Album] Smart Bar Chicago 1985 [Title] Kat 'n' Hat [Label] Goofin' [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] The Maldives [Album] Muscle For The WIng [Title] Salli May [Label] S/R [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Jawbreaker [Album] Dear You [Title] Chemistry [Label] Geffen [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Matt and Kim [Album] Lightning [Title] I Said [Label] Fader [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Hundred Waters [Album] Hundred Waters [Title] Thistle [Label] OWSLA [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] The Lonely Wild [Album] Dead End EP [Title] Right Side of the Road [Label] Thirty Tigers [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Klaxons [Album] Yam Valley EP [Title] Atlantis To Interzone [Label] Modular [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Free Energy [Album] Love Sign [Title] True Love [Label] Free Energy [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Benjamin Gibbard [Album] Former Lives [Title] Lily [Label] Barsuk [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Why? [Album] Mumps, etc. [Title] Waterlines [Label] Anticon [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] The Owls [Album] Daughters and Suns [Title] All Those In Favor [Label] Magic Marker [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] The Hounds Below [Album] You Light Me Up In The Dark [Title] Swimming With Swimmers [Label] Intheact [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Dirty Projectors [Album] About To Die EP [Title] About To Die [Label] Domino [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Azure Ray [Album] As Above So Below [Title] We Could Wake [Label] Saddle Creek [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Skinny Lister [Album] Forge & Flagon [Title] Kite Song [Label] Side One Dummy [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Grape Soda [Album] Form A Sign [Title] Obvious Signs [Label] Kindercore [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Cocunut Coolouts [Album] Party Time MAchine [Title] (Please Don't Break Me Out Of)Part Jail [Label] Haunted Horse [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] of Montreal [Album] Daughter of Cloud [Title] Feminine Effects [Label] Polyvinyl [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] The Crossing [Album] The Crossing [Title] Sleight of Hand [Label] Daptone [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] The Hood Internet [Album] Feat [Title] Uzi Water Gun [Label] Decon [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Shout Out Louds [Album] Howl Howl Gaff Gaff [Title] Go Sadness [Label] Capitol [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Bright Eyes [Album] 10 Song Sampler CD [Title] Poison Oak [Label] Saddle Creek [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Django Django [Album] S/T [Title] Waveforms [Label] Ribbon [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Circa Survive [Album] Violent Waves [Title] Suitcase [Label] S/R [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Midnight Spin [Album] Don't Let Me Sleep [Title] Perfect Floating Man [Label] S/R [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Go Radio Go [Album] Convertible [Title] See You On The Radio [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] The Vaccines [Album] Come of Age [Title] All In Vain [Label] Columbia [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Two Door Cinema Club [Album] Tourist History [Title] UNdercover Martyn [Label] Glassnote [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Slightly Stoopid [Album] Top of the World [Title] Ur Love [Label] Stoopid [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Cocteau Twins [Album] Four-Calendar Cafe [Title] Know Who You Are At Every Age [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Big Bad Vooddo Daddy [Album] Rattle Them Bones [Title] Gimme That Wine [Label] Savoy! [New]

Output: Yes

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Artist] Dirty On Purpose [Album] Sleep Late For A Letter Tomorrow [Title] All New Friends [Label] Blow Dryer [New]

Output: No

Alan playlist for 02/01/2013 | WUNH 91.3 fm


Input: [Option] namespace [Meaning] put globals into module [Argument]

Output: VAR

spock (historical revision 22994) - The Chicken Scheme wiki


Input: [Option] usage [Meaning] invoke PROC on usage-errors [Argument]

Output: PROC

spock (historical revision 22994) - The Chicken Scheme wiki


Input: [Option] fail [Meaning] invoke PROC on compiler-errors [Argument]

Output: PROC

spock (historical revision 22994) - The Chicken Scheme wiki


Input: [Option] import [Meaning] expand FILENAME [Argument]

Output: FILENAME

spock (historical revision 22994) - The Chicken Scheme wiki


Input: [Option] environment [Meaning] provide syntactic environment [Argument]

Output: STORE

spock (historical revision 22994) - The Chicken Scheme wiki


Input: [Option] code [Meaning] code to be compiled instead of file [Argument]

Output: EXP

spock (historical revision 22994) - The Chicken Scheme wiki


Input: [Option] output-file [Meaning] specify output-file [Argument]

Output: FILENAME

spock (historical revision 22994) - The Chicken Scheme wiki


Input: [Option] Show User Agent CSS [Preference] extensions.firebug.showUserAgentCSS [Description]

Output: Toggles display of CSS styles specified by the user agent and are not changed by any user-defined stylesheet


Input: [Option] Sort alphabetically [Preference] extensions.firebug.computedStylesDisplay [Description]

Output: Toggles between grouped and alphabetical display


Input: [Option] Show Mozilla Specific Styles [Preference] extensions.firebug.showMozillaSpecificStyles [Description]

Output: Toggles display of Mozilla specific styles (styles prefixed by -moz-)


Input: [Option] Colors As Hex [Preference] extensions.firebug.colorDisplay [Description]

Output: Display color values in hexadecimal format


Input: [Option] Colors As RGB [Preference] extensions.firebug.colorDisplay [Description]

Output: Display color values in RGB(A) format


Input: [Option] Colors As HSL [Preference] extensions.firebug.colorDisplay [Description]

Output: Display color values in HSL(A) format


Input: [Resource] InterPro [ID] IPR002110 [Description]

Output: Ankyrin repeat

Trpc4 MGI Mouse Gene Detail - MGI:109525 - transient receptor potential cation channel, subfamily C, member 4


Input: [Resource] InterPro [ID] IPR020683 [Description]

Output: Ankyrin repeat-containing domain

Trpc4 MGI Mouse Gene Detail - MGI:109525 - transient receptor potential cation channel, subfamily C, member 4


Input: [Resource] InterPro [ID] IPR005821 [Description]

Output: Ion transport domain

Trpc4 MGI Mouse Gene Detail - MGI:109525 - transient receptor potential cation channel, subfamily C, member 4


Input: [Resource] InterPro [ID] IPR013555 [Description]

Output: Transient receptor ion channel domain

Trpc4 MGI Mouse Gene Detail - MGI:109525 - transient receptor potential cation channel, subfamily C, member 4


Input: [Resource] InterPro [ID] IPR004729 [Description]

Output: Transient receptor potential channel

Trpc4 MGI Mouse Gene Detail - MGI:109525 - transient receptor potential cation channel, subfamily C, member 4


Input: [Resource] InterPro [ID] IPR002153 [Description]

Output: Transient receptor potential channel, canonical

Trpc4 MGI Mouse Gene Detail - MGI:109525 - transient receptor potential cation channel, subfamily C, member 4


Input: [Resource] InterPro [ID] IPR005460 [Description]

Output: Transient receptor potential channel, canonical 4

Trpc4 MGI Mouse Gene Detail - MGI:109525 - transient receptor potential cation channel, subfamily C, member 4


Input: [Resource] Protein Ontology [ID] PR:000001075 [Description]

Output: transient receptor potential cation channel TRPC4

Trpc4 MGI Mouse Gene Detail - MGI:109525 - transient receptor potential cation channel, subfamily C, member 4


Input: [Value] No [Item]

Output: Approval req'd?

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Yes [Item]

Output: Available Stat?

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] BHCT [Item]

Output: Test code

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Hct [Item]

Output: Test group

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Parnassus & Mission Bay Hematology [Item]

Output: Performed by

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Test available 24 hours per day 7 days per week [Item]

Output: In House Availability

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Calculated (from MCV & RBC count) [Item]

Output: Method

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Specimen label must contain the date the sample was collected and the legible name of the person who collected the sample. [Item]

Output: Collection Instructions

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Lavender top [Item]

Output: Container type

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] 1 mL [Item]

Output: Amount to Collect

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] EDTA anticoagulated body fluid [Item]

Output: Sample type

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] 1 mL fluid [Item]

Output: Preferred volume

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Non-bloody sample. Testing is only performed on visibly bloody samples. [Item]

Output: UCSF Rejection Criteria

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] % [Item]

Output: Units

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] RBCs are not normally present [Item]

Output: Normal range

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] Hct; PCV; Packed cell volume [Item]

Output: Synonyms

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] STAT 1 hour, Routine 4 hours [Item]

Output: Turn around times

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] A manual assay will be performed whenever accurate results cannot be obtained on an automated instrument because of some intrinsic abnormality of the specimen, such as the presence of small clots. Testing is only performed on visibly bloody samples. [Item]

Output: Additional information

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] 4544-3 [Item]

Output: LOINC code

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] 2/26/2015 11:11:58 AM [Item]

Output: Last Updated

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Value] 438 [Item]

Output: Entry Number

UCSF Departments of Pathology and Laboratory Medicine | Lab Manual | Laboratory Test Database | Hematocrit, Body Fluid-Automated


Input: [Definition] Refers to a complex cognitive construct, such as reading comprehension, writing, or mathematical problem-solving. [Source] Messick, S. (1989). Validity. In R. Linn (Ed.). Educational measurement. Mahwah, NJ: Lawrence Erlbaum Associates. [Term]

Output: Ability (cognitive, developing, learned)

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Changes in the administration of an assessment (such as setting, scheduling, timing, presentation format, response mode, or others), including any combination of these that does not change the construct intended to be measured by the assessment or the meaning of the resulting scores. Accommodations are used for equity, not advantage, and serve to level the playing field. To be appropriate, assessment accommodations must be identified in the student’s Individualized Education Program (IEP) or Section 504 plan and used regularly during instruction and classroom assessment. [Source] Assessing Special Education Students SCASS, Council of Chief State School Officers. (2003). [Term]

Output: Accommodation

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Descriptions of a test taker's competence in a particular area of knowledge or skill, usually defined as ordered categories on a continuum, often labeled from "basic" to "advanced," or "novice" to "expert," that constitute broad ranges for classifying performance. See Cut score. [Source] Ibid., p. 171. [Term]

Output: Achievement levels/proficiency levels

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A test to evaluate the extent of knowledge and skills attained by a test taker in a content domain in which he or she has received instruction. [Source] Ibid. [Term]

Output: Achievement test

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] An assessment designed for the small number of students with disabilities who are unable to participate in the regular state assessment, even with appropriate accommodations. An alternate assessment is not one particular format of assessment. Rather, an alternate assessment might include materials collected under several circumstances, including, but not limited to, (a) teacher observation of the student, (b) samples of student work produced during regular classroom instruction that demonstrate mastery of specific instructional strategies in place of performance on a computer-scored multiple choice test covering the same content and skills, or (c) standardized performance tasks produced in an "on demand" setting, such as completion of an assigned task on the test day. [Source] U. S. Department of Education. (2003, Dec. 9). Title I—Improving the academic achievement of the disadvantaged; Final rule, 68 Fed. Reg. 236. [Term]

Output: Alternate assessment

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] In the process of validation, the test developer formulates a rationale for why a test score might be validly used for a specific kind of interpretation or use. [Source] Kane, M. T. (2002). Validating high-stakes testing programs. Educational Measurement: Issues and Practice, 21(1), 31–41. [Term]

Output: Argument for validation

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Any systematic method of obtaining information from tests and other sources; used to draw inferences about characteristics of people, objects, or programs. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 172. [Term]

Output: Assessment

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A system for assessing students that uses some combination of selected or constructed responses and includes one of four dominant methods: (a) ratings based on teacher reflections or observations; (b) portfolios that include collections of evidence; (c) performance tasks comprising constructed responses; or (d) performance events that provide more extended complex constructed responses. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005). * [Term]

Output: Assessment approach system

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A device or service that is used to increase, maintain, or improve the functional capabilities of a student with a disability (see 34 C.F.R. 300.5 and 300.6). [Source] Assessing Special Education Students SCASS, Council of Chief State School Officers. (2003). [Term]

Output: Assistive technology

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] In a statistical context, a systematic error in a test score. In discussing test fairness, bias may refer to construct underrepresentation or construct-irrelevant components of test scores that differentially affect the performance of different groups of test takers. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 172. [Term]

Output: Bias

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The comprehensiveness of the content and skills embodied in the standards, curriculum, or assessments. [Source] Assessing Special Education Students SCASS, Council of Chief State School Officers. (2003). [Term]

Output: Breadth

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The confluence of breadth and depth with requisite skills implied in either the standards or the assessments (e.g., more complex standards and assessments require more requisite skills that are more advanced). [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Complexity

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Concepts comprise three components: (a) a label, (b) attributes that define essential features specifying examples versus nonexamples, and (c) illustrative examples. Various categories exist for organizing concepts (e.g., concrete or abstract). [Source] Tennyson, R. D. & Park, O. (1980). The teaching of concepts: A review of instructional design research literature. Review of Educational Research, 50(1), 55–70; and Martorella, P. H. (1972). Concept learning: Designs for instruction. San Francisco: Intext Educational Publishers. [Term]

Output: Concept

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The inferences about achievement on grade-level content standards is limited in some aspect due to the changes that have been made in the supports used to give or take the large-scale assessment or due to changes in breadth, depth, or complexity. Nevertheless, meaningful inferences can be made about student achievement and are important for tracking student’s progress toward grade-level content standards. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Constrained inferences

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The concept or the characteristic that a test is designed to measure. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 173. [Term]

Output: Construct

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The set of interrelated attributes (e.g., behaviors, attitudes, and values) that are included under a construct's label. A test typically samples from this construct domain. [Source] Ibid. [Term]

Output: Construct domain

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] (a) The extent to which the construct measured by one test is essentially the same as that measured by another test. (b)The degree to which a construct measured by a test in one cultural or linguistic group is comparable to the construct measured by the same test in a different cultural or linguistic group. [Source] Ibid. [Term]

Output: Construct equivalence

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The extent to which test scores are influenced by factors that are irrelevant to the construct that the test is intended to measure. Such extraneous factors distort the meaning of test scores from what is implied in the proposed interpretation. [Source] Ibid., pp. 173–174. [Term]

Output: Construct irrelevance

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The extent to which a test fails to capture important aspects of the construct that the test is intended to measure. In this situation, the meaning of test scores is narrower than the proposed interpretation implies. [Source] Ibid., p. 174. [Term]

Output: Construct under-representation

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A term used to indicate that the test scores are to be interpreted as indicating the test taker's standing on the psychological construct measured by the test. A construct is a theoretical variable inferred from multiple types of evidence, which may include the interrelations of the test scores with other variables, internal test structure, or observations of response processes, as well as the content of the test. In the current standards, all test scores are viewed as measures of some construct; construct validity is synonymous with validity. The validity argument establishes the claim for the construct validity of a test score interpretation or use. [Source] Ibid. [Term]

Output: Construct validity

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] An exercise for which test takers must create their own responses or products rather than choose a response from an enumerated set. Short-answer items require a few words or a number as an answer whereas extended-response items require a few sentences or more. [Source] Ibid. [Term]

Output: Constructed-response item format

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The set of behaviors, knowledge, skills, abilities, attitudes, or other characteristics to be measured by a test, represented in a detailed specification, and often organized into categories by which items are classified. [Source] Ibid. [Term]

Output: Content domain

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A statement of a broad goal describing expectations for students in a subject matter at a particular grade or at the completion of schooling. [Source] Ibid. [Term]

Output: Content standard

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] In the current standards, this type of evidence is characterized as evidence based on test content. [Source] Ibid. [Term]

Output: Content validity

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The setting in which students receive their primary instructional program. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Context

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Assistance given to a student to increase the likelihood that he or she will give the desired response. See Prompt. [Source] Assessing Special Education Students SCASS, Council of Chief State School Officers. (2003). [Term]

Output: Cue

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A specified point on a score scale such that scores at or above that point are interpreted or acted upon differently from scores below that point. See Performance standard. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 175. [Term]

Output: Cut score

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The level of cognitive processing, i.e., recognition, recall, problem solving, analysis, synthesis, and evaluation, required for success relative to the performance standards. [Source] Assessing Special Education Students SCASS, Council of Chief State School Officers. (2003). [Term]

Output: Depth

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A physical, mental, or developmental impairment that substantially limits one or more of a student’s major life activities. Alternative definition: A deviation in cognitive, motor, or sensory functioning that results in difficulty responding to environmental demands. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 101. Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Disability

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Evidence based on the relationship between test scores and measures of different constructs. [Source] Ibid., p. 175. [Term]

Output: Discriminant evidence

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The body of literature (e.g., test manuals, manual supplements, research reports, publications, technical reports, users’ guides, etc.) made available by publishers and test authors to support test use. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Documentation

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The process of selecting test items to represent a specified universe of performance. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 175. [Term]

Output: Domain sampling

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Where evidence about the validity of a test accommodation or modification is lacking, a flag notes this fact to help others interpret the test result. [Source] Ibid., standards 9.5 and 10.11. [Term]

Output: Flag

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] In evaluating test translations, the degree to which similar activities or behaviors have the same functions in different cultural or linguistic groups. [Source] Ibid., p. 176. [Term]

Output: Functional equivalence

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The school grade level for a given population for which a given score is the median in that population. Can also be applied to age equivalent. [Source] Ibid. [Term]

Output: Grade equivalent

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A test used to provide results that have important, direct consequences for examinees, programs, or institutions involved in the testing. [Source] Ibid., p. 177. [Term]

Output: High-stakes test

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A statement, question, exercise, or task on a test for which the test taker is to select or construct a response or perform a task. See Item prompt. [Source] Ibid. [Term]

Output: Item

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The question, stimulus, or instructions that direct the efforts of examinees in formulating their responses to a constructed-response exercise. [Source] Ibid. [Term]

Output: Item prompt

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Classification of information types consisting of facts, concepts, principles, skills, or procedures. [Source] Tindal, G. A., & Marston, D. B. (1990). Classroom-based assessment: Evaluating instructional outcomes. Columbus, OH: Charles Merrill Publishing. [Term]

Output: Knowledge form

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Product and behavior measurements based on settings designed to emulate real-life contexts or conditions in which specific knowledge or skills are actually applied. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 179. [Term]

Output: Performance assessments

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] (a) An objective definition of a certain level of performance in some domain in terms of a cut score or a range of scores on the score scale of a test measuring proficiency in that domain. (b) A statement or description of a set of operational tasks exemplifying a level of performance associated with a more general content standard. The statement may be used to guide judgments about the location of a cut score on a score scale. The term often implies a desired level of performance. [Source] Ibid. [Term]

Output: Performance standard

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] In assessment, a systematic collection of educational or work products that have been compiled or accumulated over time according to a specific set of principles. [Source] Ibid. [Term]

Output: Portfolio

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Status of being at a satisfactory level of performance on an achievement standard. [Source] Cizak, G. J. (2004). Standard setting. Mahwah, NJ: Lawrence Erlbaum Associates. [Term]

Output: Proficient

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Any form of verbal, nonverbal, or physical cue to structure, pace, or signal a response to be made by the student. Examples include verbalisms like "continue," "next," "now what," or reminders of each step. Physical guidance is another example of a prompt. See Cue. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Prompt

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] An unsystematic error; a quantity (often indirectly observed) that appears to have no relationship with any other variable. Related to reliability and the standard error of measurement. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 180. [Term]

Output: Random error

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The degree to which test scores for a group of test takers are consistent over repeated applications of a measurement procedure and hence are inferred to be dependable and repeatable for an individual test taker; the degree to which scores are free of errors of measurement for a given group. See Generalizability theory. [Source] Ibid. [Term]

Output: Reliability

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Any type of structural assistance (from peers or teachers and consisting of either verbal or physical prompts) introduced to organize information or guide responses embedded in the presentation of the item or task. Examples include the addition of highlights, underlines, outlines, crib sheets, or other information to "essentialize" the task or response. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Scaffold

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Any specific number resulting from the assessment of an individual; a generic term applied for convenience to such diverse measures as test scores, estimates of latent variables, production counts, absence records, course grades, ratings, and so forth. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 181. [Term]

Output: Score

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A test exercise where a test taker chooses an answer from an enumerated list of choices. [Source] Haladyna, T. (2004). Constructing multiple-choice tests. Mahwah, NJ: Lawrence Erlbaum Associates. [Term]

Output: Selected-response item (multiple choice)

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Assessments intended to represent systematically described content and achievement standards [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 183. [Term]

Output: Standards-based assessment

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] Limited in making any inferences to only the assessment approach and breadth, depth, and complexity reflected in the assessment. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Stipulated

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A consistent score component (often observed indirectly) not related to the test performance. Related to construct-irrelevance and construct underrepresentation. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 183. [Term]

Output: Systematic error

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A document that summarizes validity evidence over a time period (usually a year) for a specific test score interpretation or use. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Technical report

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A publication prepared by test developers and publishers to provide information on test administration, scoring, and interpretation and to provide technical data on test characteristics. [Source] Technical Working Group on Large-Scale Assessments for Special Education. (2005).* [Term]

Output: Test manual

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] A detailed description for a test (often called a test blueprint) that specifies the number or proportion of items that assess each content and process or skill area; the format of items, responses, and scoring rubrics and procedures; and the desired psychometric properties of the items and test, such as the distribution of item difficulty and discrimination indices. [Source] American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association, p. 183. [Term]

Output: Test specifications

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities


Input: [Definition] The process through which the validity of the proposed interpretation of test scores is investigated. [Source] Ibid., p. 184. [Term]

Output: Validation

Tool Kit on Teaching and Assessing Students With Disabilities: Models for Large-Scale Assessment for Students with Disabilities