427 resultados para Checks


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Shipping list no.: 2000-0333-P.

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Kept up to date by supplements.

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In this factsheet •What pre-employment checks employers need to consider •Specific checks required when working with children and adults •Recruiting ex-offenders •Eligibility to work in the UK •The role of references •Inappropriate and unlawful practices •CIPD viewpoint •Useful contacts •References •Further reading

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Every Argo data file submitted by a DAC for distribution on the GDAC has its format and data consistency checked by the Argo FileChecker. Two types of checks are applied: 1. Format checks. Ensures the file formats match the Argo standards precisely. 2. Data consistency checks. Additional data consistency checks are performed on a file after it passes the format checks. These checks do not duplicate any of the quality control checks performed elsewhere. These checks can be thought of as “sanity checks” to ensure that the data are consistent with each other. The data consistency checks enforce data standards and ensure that certain data values are reasonable and/or consistent with other information in the files. Examples of the “data standard” checks are the “mandatory parameters” defined for meta-data files and the technical parameter names in technical data files. Files with format or consistency errors are rejected by the GDAC and are not distributed. Less serious problems will generate warnings and the file will still be distributed on the GDAC. Reference Tables and Data Standards: Many of the consistency checks involve comparing the data to the published reference tables and data standards. These tables are documented in the User’s Manual. (The FileChecker implements “text versions” of these tables.)

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The issue of ‘rigour vs. relevance’ in IS research has generated an intense, heated debate for over a decade. It is possible to identify, however, only a limited number of contributions on how to increase the relevance of IS research without compromising its rigour. Based on a lifecycle view of IS research, we propose the notion of ‘reality checks’ in order to review IS research outcomes in the light of actual industry demands. We assume that five barriers impact the efficient transfer of IS research outcomes; they are lack of awareness, lack of understandability, lack of relevance, lack of timeliness, and lack of applicability. In seeking to understand the effect of these barriers on the transfer of mature IS research into practice, we used focus groups. We chose DeLone and McLean’s IS success model as our stimulus because it is one of the more widely researched areas of IS.

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The role of sustainability in urban design is becoming increasingly important as Australia’s cities continue to grow, putting pressure on existing infrastructure such as water, energy and transport. To optimise an urban design many different aspects such as water, energy, transport, costs need to be taken into account integrally. Integrated software applications assessing urban designs on a large variety of aspects are hardly available. With the upcoming next generation of the Internet often referred to as the Semantic Web, data can become more machine-interpretable by developing ontologies that can support the development of integrated software systems. Software systems can use these ontologies to perform an intelligent task such as assessing an urban design on a particular aspect. When ontologies of different applications are aligned, they can share information resulting in interoperability. Inference such as compliancy checks and classifications can support aligning the ontologies. A proof of concept implementation has been made to demonstrate and validate the usefulness of machine interpretable ontologies for urban designs.

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Major global changes are placing new demands on the Australian education system. Recent statements by the Prime Minister, together with current education policy and national curriculum documents available in the public domain, look to education’s role in promoting economic prosperity and social cohesion. Collectively, they emphasise the need to equip young Australians with the knowledge, understandings and skills required to compete in the global economy and participate as engaged citizens in a culturally diverse world. However, the decision to prioritise discipline-based learning in the forthcoming Australian history curriculum without specifically encompassing culture as a referent, raises the following question. How will students acquire the cultural knowledge, understandings and skills necessary for this process? This paper addresses this question by situating the current push for a national history curriculum, with specific reference to the study of Indigenous history and the study of Asia in Australia.