References [1] Bakelman, Ned, John V. Monaco, Sung-Hyuk Cha, and Charles C. Tappert. “Keystroke Biometric Studies on Password and Numeric Keypad Input” August 2013, pp. 1-4., http://www.csis.pace.edu/~ctappert/papers/2013EISIC54.pdf , accessed November 2015. [2] Behaviosec, n.d., http://www.behaviosec.com, accessed October 2015. [3] Betaface API, 2015, http://betaface.com/demo.html, accessed October 2015. [4] Bojinov, H., Sanchez, D., Reber, P. J., Boneh, D., & Lincoln, P. (2012, August). Neuroscience Meets Cryptography: Designing Crypto Primitives Secure Against Rubber Hose Attacks. In USENIX Security Symposium (pp. 129-141). [5] Das, Ravi, Biometric Technology: Authentication, Biocryptography, and Cloud-Based Architecture, CRC Press. Kindle Edition. July 11, 2014, Page iv. Architecture International Standard Book Number-13: 978-1-4665-9246-9 [eBook - PDF], accessed October 2015. [6] El-Abed, Mohamad, Christophe Charrier, and Christophe Rosenberger, “Evaluation of Biometric Systems”, Intech, 2012, http://dx.doi.org/10.5772/52084, accessed October 2015. [7] Jain, Anil K., Arun A. Ross, and Karthik Nandakumar, Introduction to Biometrics, Springer, Kindle Edition, ISBN 978-0-387-77325-4 e-ISBN 978-0-387-77326-1, January 1st, 2011, pp. 12, accessed November 2015. [8] Keyboard Privacy Plugin, 2015, https://chrome.google.com/webstore/detail/keyboardprivacy/aoeboeflhhnobfjkafamelopfeojdohk, accessed September 2015. [9] Keytrac, 2013, www.keytrac.net, accessed October 2015. [10] Microsoft Project Oxford API, 2015, https://www.projectoxford.ai/demo/face#verification, accessed October 2015. [11] Neurotechnology, 2015, http://neurotechnology.com, accessed October 2015. [12] Thirteen papers in session 2. Seidenberg School of CSIS. “Proceedings of the 13th Annual Student-Faculty Research Day”, May 2015, http://csis.pace.edu/~ctappert/srd2015/schedule.htm, Accessed October 2015. [13] Tractica, “Biometrics Market Revenue to Total $67 Billion Worldwide over the Next 10 Years”, May 6, 2015, https://www.tractica.com/newsroom/press-releases/biometrics-market-revenue-to-total-67-billion-worldwideover-the-next-10-years/, accessed November 2015. [14] Wikipedia, https://en.wikipedia.org/wiki/Receiver_operating_characteristic, accessed September 2015. [15] Wikipedia, https://en.wikipedia.org/wiki/Wald%E2%80%93Wolfowitz_runs_test , accessed December 2015.
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A C C R E D I TAT I O N A C T I O N S NGR This action indicates that the program has no Deficiencies or Weaknesses. This action is taken only after a Comprehensive General Review and has a typical duration of six years. RE This action indicates that satisfactory remedial action has been taken by the institution with respect to Weaknesses identified in the prior IR action. This action is taken only after an IR review. This action extends accreditation to the next General Review and has a typical duration of either two or four years. VE This action indicates that satisfactory remedial action has been taken by the institution with respect to Weaknesses identified in the prior IV action. This action is taken only after an IV review. This action extends accreditation to the next General Review and has a typical duration of either two or four years. SE This action indicates that satisfactory remedial action has been taken by the institution with respect to all Deficiencies and Weaknesses identified in the prior SC action. This action is taken only after either a SCR or SCV review. This action typically extends accreditation to the next General Review and has a typical duration of either two or four years.
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Kim has been employed since 2001 in a position with on-going insurance. • She is measured in the first IMP of December 1, 2014 through May 31, 2015. • In the administrative month, June 2015, she is still eligible for insurance and will be in the stability period from July 1, 2015 to June 30, 2016. • Kim resigns her position with the University on August 15, 2015 and her coverage ends on August 31, 2015 per SPD and state statute. • However, Kim decides to return to the University on January 5, 2016 to work a temporary position for 5 hours per week. • She is still within her stability period which ends June 30, 2016 and is covered by insurance during any month that she is actively employed. • She will immediately be covered by insurance again beginning January 5, 2016. • This is NOT a qualifying event so she cannot make any changes to her Choices insurance. 2014 2015 2015 2015 2015 2015 2015 2015 2015 2015 Dec Jan Feb Mar Apr May Jun Jul Aug Sept 173.33 173.33 173.33 173.33 173.33 173.33 AP 173.33 85 0 173.33 173.33 80 0 2015 2015 2015 2016 2016 2016 2016 2016 2016 2016 Oct Nov Dec Jan Feb Mar Apr May June July 0 0 0 10 20 20 20 20 20 20 0 0 0 10 20 20 20 20 AP Kim has coverage through June 2016 for any month during which she is actively employed. During the Administrative month of June 2016 it is found that she is not longer eligible.
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35 ESETT ESETT 2 Year Timeline Drug testing IND review EFIC activities IRB review App Development Site prep incl investigator mtg Subcontracts executed 11/15/2014 - 2/15/2015 3/1/2015 - 4/1/2015 4/1/2015 - 8/1/2016 4/1/2015 - 8/12/2016 4/1/2015 - 8/1/2015 9/1/2015 - 2/15/2016 10/1/2014 - 12/31/2015 Operationalize phenomenology core 4/1/2015 - 9/1/2015 IRB review complete 2 sites & Enrollment commences 9/1/2015 Drug testing complete EFIC activities complete at 2 sites 9/1/2015 2/15/2015 IND review complete and study cleared 4/30/2015 2014 Oct 100 patients enrolled 2 patients enrolled 2015 Dec Feb 9/30/2016 9/30/2015 2016 Apr Jun Aug Oct Dec Feb Apr Jun Aug 2016
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Colored Petri Net Model [x=Failed, y=Active] output (z); action (Standby); SDEP_R1_C1 output (z); action (Standby); Syn_1 x [x=Active] UNIT 1 y Fail_R1 output (y); action (Failed); x x x T1 Spare output (z); action (Active); y [x=Active] z y output (y); action (Failed); y x x x C2 [x=Failed, y=Active] x z y y z SDEP_R1_C2 u Syn_2 UNIT output (z); action (Standby); CIS Dept., UMass Dartmouth output (b); action (true); T7 y b output (z); action (Standby); BOOL [x=Active] Stop [b=true] b T6 output (y); action (Failed); colset UNIT colset BOOL colset STATE var x, y, z var u var b b System_down Fail_C2 STATE [x=Failed, y=Active] y output (z); action (Standby); x 1`Active STATE x [x=Failed, y=Active] z 1`Standby SDEP_R2_C2 11/19/2007 y output (z); action (Standby); R2 [b=true] [x=Failed orelse y=Failed] output (y); action (Failed); LSH_2 z 1 BOOL b Run Fail_C1 LSH_1 STATE T2 1 Fail_R2 [x=Active] x STATE x [x=Failed, y=Active] R1_or_R2 x [x=Active] 1`Active y [x=Active] [x=Failed, y=Standby] u u 1 b System_up z 1`Active x [x=Active, y=Active, z=Active] y C1 STATE T5 y z R1 x output (b); action (true); SDEP_R2_C1 x y u x [x=Failed, y=Active] z [x=Failed] output (b); action (true); x = unit with e; = bool; = with Active | Standby | Failed; : STATE; : UNIT; : BOOL; 16
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Deadlock in CPN [x=Failed, y=Active] output (z); action (Standby); SDEP_R1_C1 output (z); action (Standby); Syn_1 x [x=Active] UNIT 1 y Fail_R1 output (y); action (Failed); x x x T1 Spare output (z); action (Active); y [x=Active] z y output (y); action (Failed); y x x x C2 [x=Failed, y=Active] x z y y z SDEP_R1_C2 u Syn_2 UNIT output (z); action (Standby); CIS Dept., UMass Dartmouth output (b); action (true); T7 y b output (z); action (Standby); BOOL [x=Active] Stop [b=true] b T6 output (y); action (Failed); colset UNIT colset BOOL colset STATE var x, y, z var u var b b System_down Fail_C2 STATE [x=Failed, y=Active] y output (z); action (Standby); x 1`Active STATE x [x=Failed, y=Active] z 1`Standby SDEP_R2_C2 11/19/2007 y output (z); action (Standby); R2 [b=true] [x=Failed orelse y=Failed] output (y); action (Failed); LSH_2 z 1 BOOL b Run Fail_C1 LSH_1 STATE T2 1 Fail_R2 [x=Active] x STATE x [x=Failed, y=Active] R1_or_R2 x [x=Active] 1`Active y [x=Active] [x=Failed, y=Standby] u u 1 b System_up z 1`Active x [x=Active, y=Active, z=Active] y C1 STATE T5 y z R1 x output (b); action (true); SDEP_R2_C1 x y u x [x=Failed, y=Active] z [x=Failed] output (b); action (true); x = unit with e; = bool; = with Active | Standby | Failed; : STATE; : UNIT; : BOOL; 18
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the competitors the competitors brown Add to table purple cork & shake like mad! color in oil loser the competitors less reactive brown purple = I2 winner yes Br2 Procedures; 1) Prepare six test tubes in a rack. 2) Add 1-cm of mineral oil to each test-tube. 3) Add 10-drops bromine water into two test tubes, cork shake vigorously. 4) Add 10-drops chlorine water into two test tubes, cork shake vigorously. 5) Add 10-drops iodine water into two tests tubes, cork shake vigorously. 6) Record the initial color of all six test tubes in the table above. 7) Then combine 1-cm of the corresponding solutions (NaCl, NaBr, NaI) to each test tube as indicated above. 8) Cork tightly and shake each vigorously for 5 minutes. 9) Record your “final” color observations in the table above. The halogen color that remains in the oil layer is LESS reactive Add te o n to s
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• • • • Convection in a Rotating System Near the mass-loading source, the plasma density builds until the radial stresses are sufficient to overcome the line-tying in the highly electrically conducting ionosphere. Then laden flux tubes slowly drift outward. Perhaps diffusion plays a role and perhaps interchange plays a role, but they are not essential to the convection system. The unsigned radial magnetic flux out of the planet is fixed by the dynamo, thus any magnetic flux transported from the inner magnetosphere must ultimately return, but it has to dump its plasma load before it does so. Reconnection allows the plasma (concentrated at the equator) to be released down the tail and emptied magnetic flux tubes to float against the outgoing tide of mass-loaded flux tubes. In the outer magnetodisk, large regions of emptied flux tubes may move inward, but ultimately to return to the mass-loading region, flux tubes must like cylindrical bubbles become very narrow to buoyantly float inward. 11
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Fall 2015 – RNBS NRS 410B in Nicaragua Travelers’ Q & A mtg 9/28/2015 Orientation to Nicaragua 10/12/2015 Students depart for 4 week option Applications due 6/15/2015 General Info Session 2/3/2015 2015 Feb Mar Apr May Jun 10/24/2015 Selected Applicants Notified Student and Faculty return to US 6/25/2015 11/21/2015 Jul Aug Sep Oct 2015 Nov 6/16/2015 11/23/2015 Applicant Interviews (June 1618) Nicaragua Debrief Students, Faculty, Staff 10/31/2015 Students depart for 3 week option 10/20/2015 Faculty depart for Nicaragua
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P4 in one slide Parser Header Fields Eth IPv4 TCP Ingress Stages Queues Egress Stages Match Action Match Action Match Action Match Action Match Action Match Action Match Action Match Action Match Action Match Action Match Action Match Action IPv6 Match: On Arbitrary Header fields Actions: Primitives: Arithmetic ops on fields Read/Write fields Add/remove fields Combine primitives into larger actions 5
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PA7 Rollout Phase Date Activity Time/Location 1 May 7, 2015 Kick-off/Training 1:30 – 3:30pm/McDermott 2.524 1 May 14, 2015 User list due from departments 1 May 28, 2015 Go Live/Working Lab 1:30 – 3:30pm/McDermott 2.524 2 June 9, 2015 Kick-off/Training 1:30 – 3:30pm/McDermott 2.524 2 June 16, 2015 User list due from departments 2 June 23, 2015 Go Live/Working Lab 9:30 – 11:30am/McDermott 2.524 3 July 9, 2015 Kick-off/Training 1:30 – 3:30pm/McDermott 2.524 3 July 16, 2015 User list due from departments 3 July 23, 2015 Go Live/Working Lab 1:30 – 3:30pm/McDermott 2.524 4 August 4, 2015 Kick-off/Training 1:30 – 3:30pm/McDermott 2.524 4 August 11, 2015 User list due from departments 4 August 20, 2015 Go Live/Working Lab 9:30 – 11:30am/McDermott 2.524 August 27, 2015 Open Working Lab 9:30 – 11:30am/McDermott 2.524
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A C C R E D I TAT I O N AC T I O N S IR This action indicates that the program has no Deficiencies but has one or more Weaknesses. The Weaknesses are such that a progress report will be required to evaluate the remedial actions taken by the institution. This action has a typical duration of two years. IV This action indicates that the program has no Deficiencies but has one or more Weaknesses. The Weaknesses are such that an on-site review will be required to evaluate the remedial actions taken by the institution. This action has a typical duration of two years. SCR This action indicates that a currently accredited program has one or more Deficiencies. The Deficiencies are such that a progress report will be required to evaluate the remedial actions taken by the institution. This action has a typical duration of two years. SCV This action indicates that a currently accredited program has one or more Deficiencies. The Deficiencies are such that an on-site review will be required to evaluate the remedial actions taken by the institution. This action has a typical duration of two years. NA This action indicates that the program has Deficiencies such that the program is not in compliance with the applicable criteria. This action is usually taken only after a SCR or SCV review, or the review of a previously unaccredited program. Accreditation is not extended as a result of this action.
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Action  Two kinds of actions : Domain Actions and Speech Acts  Domain Actions  Properties : Actor, Target, Effects, PreConditions  Action(Actor, Target, PreConditions, Effects)  Action can be performed on Target only when the PreConditions are true and oncce performed the Effects are true.  Example : Based on Rei 27 of 16
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Interferences with Ventilation Otitis Media  Surgical Treatment: - outpatient procedures   Myringotomy – surgical incision of the tympanic membrane Tympanostomy tubes – pressure-equalizing tubes (PE tubes)  Used in children with bilateral middle ear effusion & hearing deficiency >20 decibels for over three months  Nursing Management:    Assess: Airway assessment as child recovers from anesthesia, ear drainage, ability to drink fluids & take diet, VS & pulse ox; Nursing Action: Fluids, acetaminophen for pain/discomfort & fever Family Education: Postop instructions; ear plugs—prevent water from getting into the ears; report purulent drainage; be alert for tubes becoming dislodged & falling out
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CCCCCO EXAMPLE GOALS and ACTION PLAN ACTIVITIES [4a] Long-Term Goals (5 yrs.) for ESL/Basic Skills Goal ID A B   2014-2015 Funds Allocated to this Goal Long-Term Goal The percentage of students who begin at two levels below Freshman composition and successfully complete Freshman composition within four years will increase by 2% annually in 2014-2015, 2015-2016, and 20162017 over 2009-2010. The successful progression rate of students from beginning algebra to intermediate algebra will increase 5% by 2016-2017. TOTAL ALLOCATION: [4b] 2014-2015 ESL/Basic Skills Action Plan Associa Activity ted Target Date Longfor Term Completion Goal ID Responsible Person(s)/ Department(s) Measurable Outcome(s) Continue support for the third year of the college’s Puente program and related activities. Explore combining the two-semesters before Freshman composition into a single-semester course. Implement Supplemental Instruction for Beginning and Intermediate Algebra (developed in 20112012) using contextualized curriculum. A May 2015 Puente Coordinator Percentage of Chicano students in Puente cohort who successfully complete Freshman composition will be 5% higher than the successful completion rate for Chicano students in 2010-2011. A March 2015 English Department Chair English department will make a decision regarding whether or not to develop new course combining the two levels of English prior to English 100 B May 2015     May 2015   Dean of College Learning & Instruction Supplemental Instruction will be provided for two sections each of Elementary Algebra and         Intermediate Algebra in Fall 2014., also Spring 2015. Successful completion rate for algebra classes with SI support will be 10% higher than the average for the same algebra classes taught by the same instructors over the previous four semesters.   TOTAL ALLOCATION: $40,000 $50,000 $90,000 2014-2015 Funds Allocated to this Activity $40,000 $0 $50,000       $90,000
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Student Performance – Scorecard Indicators Remedial Rates – Math, English, English Second Language Remedial Rate (Scorecard) - Math  Historical Goals 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 29 30.4 29.2 32.9 37.1 Remedial Rate (Scorecard) - English  2015-2016 Short-term (1 Year) Goal (goal for 20162017) 32 2015-2016 Long-term (6 Years) Goal 33 Historical Goals 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 35.4 36.2 40.3 38.5 44.7 Remedial Rate (Scorecard) - ESL  2015-2016 Short-term (1 Year) Goal (goal for 20162017) 39 2015-2016 Long-term (6 Years) Goal 40 Historical Goals 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 4.4 6.6 10.1 24 27.4 2015-2016 Short-term (1 Year) Goal (goal for 2016-2017) 10 2015-2016 Long-term (6 Years) Goal 12 Goals Short-term (1 Year) Goal (goal for 2017-2018) 32.2 Long-term (6 Years) Goal 34.7 Goals Short-term (1 Year) Goal (goal for 20172018) 39.5 Long-term (6 Years) Goal 42.2     Goals Short-term (1 Year) Goal (goal for 20172018) 15.0 Long-term (6 Years) Goal 17.5 Strategic target – average of the historical years + .5% for short term, +2.5% for long term
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