![]() Sep 11, 2012 When I clear all my cookies for webpage, then I can activate my account via activation link from e-mail. Otherwise this link redirect me to main page. I am trying to create an activation page so the when the user clicks on their activation link, it will navigate the user to the activate.php page and display a. Request activation for Online Investing; Go to and click the 'Activate your account' link near the bottom of the page. ![]() If you haven't received your account activation email, the two most likely reasons are that your email client has put the email in your spam folder, or that you gave us the wrong email during account sign up. Here's a little trouble-shooting guide to help find the problem: • Check your spam folder for an email with the subject 'Registration to Kraken.' • If the email isn't in your spam folder, check to see if you entered the wrong email address by trying to create a new account with the email address you think you used before. If you used this address before, the system will let you know there's an account under this email already and won't create the new account for you. If it does let you create the new account, then you entered the wrong email before and you should get an activation email for the new account. If you want to cancel this 'test' account and start over, there's a link to cancel in the activation email. • If trying to create a second account confirms that the first account has the correct email, but you still can't find the activation email for the first account, then try waiting for a while and check your email again. Sometimes it just takes a while for the activation email to arrive. • If the activation email hasn't arrived after two hours, then you can try creating the account again. If an account isn't activated within two hours of creation, the account cancels and the email associated with it is released. • If all the steps above fail, contact customer support. ![]()
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Find answers to your frequently asked questions about debit cards with Bank of. To activate your new debit card. At any Bank of America ATM across the. Jul 21, 2017 I called the activation number on sticker of my bank america visa card activate and use your wells fargo debit today by calling 1 877 294 6933 or at any. Activate your Bank of America credit card online. The quickest way to activate your personal credit card is with your Online Banking ID and Passcode. We'll confirm your identity, verify your card and get you on your way. If you don't use Online Banking yet, simply enroll to activate your credit card. ![]() Investment Products: Are Not FDIC Insured Are Not Bank Guaranteed May Lose Value MLPF&S is a registered broker-dealer, Member SIPC and a wholly owned subsidiary of Bank of America Corporation. Banking products are provided by Bank of America, N.A. And affiliated banks, Members FDIC and wholly owned subsidiaries of Bank of America Corporation. Investing in securities involves risks, and there is always the potential of losing money when you invest in securities. Merrill Edge is available through Merrill Lynch, Pierce, Fenner & Smith Incorporated (MLPF&S), and consists of the Merrill Edge Advisory Center (investment guidance) and self-directed online investing. • • • • • Bank of America, N.A. © 2017 Bank of America Corporation. Important Notice You Are Leaving Bank of America By clicking Continue, you will be taken to a website that is not affiliated with Bank of America and may offer a different privacy policy and level of security. Bank of America is not responsible for and does not endorse, guarantee or monitor content, availability, viewpoints, products or services that are offered or expressed on other websites. Please be advised that some of the Global ATM Alliance partner websites may be in languages other than English. You can click the Return to Bank of America button now to return to the previous page or you can use the Back button on your browser after you leave. ![]() Windows Installer will not work under Safe Mode, this means that programs cannot be installed or uninstalled in safe mode without giving a specific command using. Windows XP Safe Mode - Step 2 of 7. You should now see the screen. If not, you may have missed the small window of opportunity to press F8 from Step #1 and Windows XP is probably now continuing to boot normally if it's able to. If this is the case, just restart your computer and try pressing F8 again. Here you are presented with three variations of Windows XP you may enter: • Safe Mode - This is the default option and is usually the best choice. This mode will load only the absolute minimum processes necessary to start Windows XP. • Safe Mode with Networking - This option loads the same processes as Safe Mode but also includes those that allow the networking functions in Windows XP to work. ![]() ![]() This is valuable if you may need to access the Internet or your local network while troubleshooting in Safe Mode. • - This flavor of Safe Mode also loads a minimum set of processes but will allow access to a command prompt. This is a valuable option if more advanced troubleshooting is necessary. This Windows XP Safe Mode option is a little different so check out the for more information. Using the arrow keys on your keyboard, highlight either the Safe Mode or Safe Mode with Networking option and press Enter. Windows XP Safe Mode - Step 4 of 7. The minimum system files necessary to run Windows XP will now load. Each file being loaded will be displayed on screen. Note: You don't need to do anything here but this screen could provide a good place to start troubleshooting if your computer is experiencing very serious problems and won't completely load. For example, if Safe Mode freezes on this screen, document the last Windows file being loaded and then search my site or the rest of the Internet for troubleshooting advice. You might also want to read through my page for some more ideas. Windows XP Safe Mode - Step 5 of 7. To enter Windows XP, you must log on with an administrator account or an account that has administrator permissions. On the PC displayed above, both my personal account, Tim, and the built-in administrator account, Administrator, have administrator privileges so either one could be used to enter Safe Mode. Note: If you're not sure if any of your personal accounts have administrator privileges, choose the Administrator account by clicking on it and then providing the password. Important: Not sure what the password is to the Administrator account? See for more information. Debug Mode Commands Enable the 'Game.toggleDebugMode' code and enter the following commands to enable the corresponding effect. World Editor: Press Ctrl + W Decrease highlighted unit's strength by 0.2: Press Shift + [ Increase highlighted unit's strength by 0.2: Press Shift + ] Increase Gold by 1,000: Press Ctrl + 4 Display Debug Menu: Press Ctrl + D Insert unit/city: Press Ctrl + (Shift) + Left mouse button Increase highlighted city's population by 1: Press Shift + (Plus) Increase highlighted city's culture by 10: Press Ctrl + (Plus) Instant production completion for highlighted city: Press (Plus) Level up highlighted unit: Press Ctrl + (Plus). The latest patch resolves most of the reported multiplayer bugs. Multiplayer Games Dropping or Disconnecting During Play [ ] Sometimes players will be dropped after a multiplayer match has progressed for several dozen turns or more. After reloading the game, the player will repeatedly disconnect. ![]() This problem can be caused by an insufficient MTU value on the network connection. Changing it before starting the multiplayer game can often fix the problem. To do so, enter the following in the command prompt. Set network MTU value [ citation needed] • Open Windows command prompt ( ⊞ Win+ R and type cmd) • Enter the command set subinterface 'Local Area Connection' mtu=1500 store=persistent. Replace Local Area Connection with the name of your network connection (e.g. Wireless Network Connection if you are on wireless) Windows and OS X version mismatch [ ] The OS X version is not handled by Firaxis or 2K Games, so they only develop patches for Windows. Another company (Aspyr) handles the OS X version of the patches, after they have been released on Windows. As a result, OS X patches are released later than Windows patches. You cannot play multiplayer unless the versions match, so after a Windows update, you cannot play online against OS X until the OS X has also been patched. Windows [ ] Unable to run DirectX 11 [ ] If the DirectX 11 option is unavailable, try the following. Enabling anti-aliasing on DirectX 11 mode may cause the game to turn black. It is recommended that you enabled anti-aliasing through your graphics software, and not the game. If antialiasing is enabled and this issue is present (causing the screen to be black), you can edit GraphicsSettingsDX11.ini to fix this. Issues with resolution (screen cutoff) [ ] Sometimes after installing the game, the game resolution will be larger than the screen and parts of the game will be cut off. Mar 14, 2017 Sid Meier's Civilization V Cheats. EditDebug Mode / World Builder. Set to 1 to activate the debug panel. Did you restart civ5 after you added new files? XML Debugging. Documents/My Games/Sid Meiers' Civilization V and open them in a text. To enable other features. To fix this, go into options and change the game resolution. If you are unable to access the options, manually edit GraphicsSettingsDX9.ini or GraphicsSettingsDX11.ini (depending on which DirectX mode you use) in Documents My Games Sid Meier's Civilization 5 to the correct resolution (1024x768 Minimum). Virtu MVP [ ] If the game does not run, or will not start most of the time, and nothing else seems to fix the problem, Virtu MVP might be causing the issue. Try unchecking Civ 5 DirectX 9 and Civ 5 DirectX 10/11 in the Virtu MVP control panel. Issues with opening movies [ ] If the game crashes to desktop or loads to a black screen, then there may be an incompatibility with the video files. Deleting the WMV video files from the Civilization V folder may allow the game to run, as the expense of losing the opening movies. The video files for Civilization V are located in the installation folder. If you have Gods and Kings, you will also need to delete the videos from Assets DLC Expansion 'N' Versions of Windows may not be compatible with the opening videos. Linux [ ] Audio stuttering [ ] To fix the audio stuttering when using PulseAudio just follow this guide: If the issue persists, close the game, run pulseaudio -k and start the game again. Game crashes on launch [ ] If your game crashes immediately after launching it you can try changing your launch options to: LD_PRELOAD='./libcxxrt.so:/usr/$LIB/libstdc++.so.6'%command% Other information [ ] API [ ]. Sep 25, 2010. Enable debug mode by setting your two INI files as follows: UserSettings.INIDebugMode = 1 Config.INI; Set to 1 to activate the debug panelDebugPanel = 1; Set to 1 to disable OverlayDebug systemOverlayDebug = 0 Files are located in ~DocumentsMy GamesSid Meier's Civilization 5 Once in the game. If you are looking for Civilization IV cheats. You can also activate debug mode and use a list of shortcuts for Civ 4. There are plenty of cheat codes, debug. ![]() ![]() Manages objects for the purpose of proper disposal. Use of objects, such as SPWeb or SPSite, can use large amounts of memory and use of these objects in Windows PowerShell scripts requires proper memory management. Using the SPAssignment object, you can assign objects to a variable and dispose of the objects after they are needed to free up memory. When SPWeb, SPSite, or SPSiteAdministration objects are used, the objects are automatically disposed of if an assignment collection or the Global parameter is not used. When the Global parameter is used, all objects are contained in the global store. If objects are not immediately used, or disposed of by using the Stop-SPAssignment command, an out-of-memory scenario can occur. ![]() Type: SPAssignmentCollection Position: Named Default value: None Accept pipeline input: True (ByValue) Accept wildcard characters: False Applies to: SharePoint Server 2010, SharePoint Server 2013, SharePoint Server 2016. I was looking at the analytics of the site the other day and I noticed that my post,, currently has the most traffic on the site. I had always intended to write a follow up post on this, so here it is. Today I’m going to talk about how to enable and disable features using PowerShell. It’s great that you know how to deploy solutions now with PowerShell, but now you want to activate your features. In SharePoint 2007 to activate a feature from the command line you might have used a statement like the one below. I’ll use the Reporting feature on my server named sp2010 as an example. The value specified in the name parameter refers to the actual folder name of the feature that is in your SharePoint Root folder (14 hive). Stsadm.exe –o activatefeature –name Reporting – url To get started with PowerShell, run the SharePoint 2010 Management Console located in your Microsoft SharePoint 2010 Products folder on your start menu. This automatically loads the Microsoft.SharePoint.PowerShell snapin so that we can execute SharePoint commands. You might have noticed earlier that I said we will talk about enabling and disabling features. The words enable and disable are key here because PowerShell uses those verbs to activate and deactivate features. To issue the same command above but with PowerShell, we use the Enable-SPFeature command. The rest of the syntax is pretty similar as you can see below. Just use – Identity to specify the name of the feature. You can even pass the –Force command like you could with stsadm.exe. Enable-SPFeature –Identity Reporting –url If your command worked successfully, you will see nothing and just get a blank prompt back. If you would like to get some feedback from the command, you can have it return the SPFeature object back to you by specifying the – PassThru parameter. We can confirm that the feature did in fact activate successfully using the SharePoint UI. ![]() Can we confirm that the feature is enabled with PowerShell? Yes, we can by using Get-SPFeature. Now this cmdlet behaves differently depending upon the parameters passed through it. For example, if you type the following, it lists every feature on the SharePoint farm along with its Id and Scope. Get-SPFeature However, if you want to know which features are enabled, you can pass it a URL for a given scope (i.e.: –Web, –Site, –WebApplication, and –Farm). So to get a list of all Site Collection scoped features, we would use the – Site parameter. Get-SPFeature –Site You can still specify a specific feature or even use Where-Object to query the list as well. Get-SPFeature –Identity Reporting –Site If you get something like you see in the screenshot above, you know the feature has been activated. When the feature hasn’t been activated, you will get a lovely red error message. The Enable-SPFeature command can also take a Pipe Bind from Get-SPFeature. This means that you could even activate multiple features at once this way. I’ll include an example of this in the future. ![]() At some point, you will want to disable that feature you activated. As you probably guessed, the cmdlet you want is Disable-SPFeature. You use the same parameters that you use with Enable-SPFeature. When you execute the command, it prompts for confirmation as you can see in the screenshot. Disable-SPFeature –Identity Reporting –url If you want to disable confirmation, you can pass the – confirm:$false parameter. I wrote a script to find which features are installed on your farm almost 3 years ago. There is also the Get-SPFeature PowerShell commandlet in SharePoint 2010. The problem is that these only tell you if a feature is installed not where they have been activated. This is especially important to know if you have. Disable-SPFeature –Identity Reporting –url –Confirm:$false Setting the confirm parameter eliminates the confirmation prompt and you can use it with other PowerShell cmdlets as well. That is all that is involved in activating and deactivating features with PowerShell. It’s pretty easy. Hopefully, you can incorporate these commands in your deployment scripts. Hi Cory Thanks for the write up. We have noticed a very strange behaviour when activating the PublishingSite site collection feature via the gui and via powershell and I'm wondering if you have any ideas or thoughts on it. What we notice in all of our sharepoint farms that when we manually or via script activate the Publishing Site feature and waited it takes about 2-3 minutes before it shows that its activated. Thiis is too long for us so we've been trying to understand where the bottleneck is. Lots of perf testing but nothing clear as of yet. Then, I noticed something very strange and confusion! If I activate the Publishing Site feature via the gui, wait 3 seconds, refresh the page and then click the activate button again the feature is activated in less then 10 seconds! I proceed to activate the publishing web feature as well which is done instantly and everything is in place. Can you explain this? Why does it go blazing fast after a refresh? I would be very grateful if you had any thoughts to share. Thank you Amir. Prepaid funds are valid for a specified number of days starting from the time of the day they’re added to your account (“Active Period”). Unused funds will expire at the end of the Active Period. Expired prepaid funds will be restored if you Top Up your account within 7 calendar days of their expiry. If you Top Up your account before your existing prepaid funds expire (or are used up), then your Top Up will be added to your existing Prepaid funds and the Active Period for the Top Up will apply to the combined amount of prepaid funds. ![]() More Activate Pay As You Go Sim Card videos. How can I stop my data from going out so fast? What is a SIM Card? How do I insert the SIM Card into my phone? Activate Number/ Transfer Number. How do I activate a new number with h2o® Wireless? How do I transfer my number to. Monthly Unlimited; Pay As You Go; Feature Card. Pay Monthly and Pay & Go > How Do I Activate My o2 PAYG Sim Card? On the o2 sim card packaging it says 'Must activate by 01 Dec 2011' but how exactly do I. Prepaid funds are non-refundable. Any Prepaid funds which are added to your account on a promotional basis will expire at the end of the Active Period and are not restored by Top Up. Any included but unused minutes, text messages or data in Prepaid Plans or Add-Ons will not carry over beyond the applicable Plan or Add-On period. The higher the amount, the longer the available time you have to use it before it expires. Check out the chart below. Top Up Cards or Cash Top Up Value Credit or Debit Expiry (In Days) $100 $100 - $200 365 $50 $50 - $99 60 $25 $25 - $49 60 $15 $15 - $24 30 •. If your balance is zero for 120 days, your account will be deactivated and you'll lose your phone number. To reactivate your account, click on the link 'Activate now' above. Keeping a balance in your Prepaid account makes sure that you: • Always have the lowest by-the-minute calling rate. • Always have access to your phone when you need it. • Can carry over any unused account balance to your new expiry date. If your balance is zero, you won’t be able to make/receive calls, browse the web or send texts. Dial #999 from your phone to check your balance. ![]() ![]() ![]() ![]() Read Microsoft Word - ACTIVATE in the Classroom 4 12 06.doc text version ACTIVATE in the Classroom 2nd Edition Schemes Age Levels 5, 7, 9 and 11 by VAL SABIN These are inclusive, level-specific, progressive exercise programmes that improve agility, balance, co-ordination, concentration etc. With the individual `ACE' online Test and Assessment Service from the DORE organisation The design aims of Val Sabin when creating `Activate in the Classroom' was to provide easy to use, age-specific, inclusive, progressively staged, repeated movement with music exercise programmes. The activities are designed to help children become more agile, better balanced, better co-ordinated, better controlled and more precise in their movements and improve their listening and concentration capability as their neurological systems also become better, fitter and faster. These age level physical fluency programmes are also specifically aimed at improving the development and efficiency of children's cerebellar-vestibular systems. This is basically because of research findings that link a wide variety of dyslexic, dyspraxic, ADHD and other learning dysfunction symptoms to neurological development delay. All children in primary school Activate classes are improving in most aspects of their physical fluency and many other benefits are being reported. WHAT IS ACTIVATE? Now in use over 1000 schools, these exercises to music programmes take whole classrooms of children through 3-dimensional repetitive movement activities within their personal stand-up space. Each activity is to music which easily enables the tempo and rhythm in the movements of the children to be varied through changes in the music. The children are also having practice in the conscious active listening skills of `filtering', `analysing' and `responding' as they move to the music. PLANNED SPORTS PREMIUM EXPENDITURE 2016/17 DATE. Of staff to attend Val Sabin Gymnastics. Total cost - £180 1 nominated member Sabin Early Years PE. Their attention spans or concentration stamina also gradually increases. The in-class exercises to music are designed for daily use at 9 am, straight after registration, for approximately 10 minutes and for 5 minutes after lunch at the start of the afternoon. The activities can also be used as energisers at any time during the day. These movement to music programmes are repeated for 2 weeks, then moved up a step through a progressive and developmental 36 week structure. The activity extensions th provided can be introduced at a speed to suit the class. Every 9 week there is provision for the children to create their own programme from their favourite or their own original movement ideas. The activities in the progressive steps utilise the best movement principles that are possible standing up in the restricted space of a classroom. Moving children to an adjacent hall or playground to enable equipment to be used is not necessary and a change of clothing is not required. Each age level scheme covers 2 school years, with the Rabbits programme for the younger year and the Kangaroos programme for the older year. The slower Frogs programme being for special needs groups or for slower groups of children. The Frogs, Rabbits and Kangaroos programmes for each age level are integrated to allow movement between them if necessary. The activities are fun to do and many of the extensions are curriculum-linked, e.g. As the scheme levels progress into combination activities it is possible to include rhythmic recitation of numbers, tables, words, letters, spelling, second languages, poems, historical lists etc. Further combinations and progressions in the later age scheme levels include interaction in pairs and opportunities for individual creativity of movement. Each pack comes with 3 programmes Frogs, Rabbits and Kangaroos a DVD for each programme, a complete quick reference DVD and 3 CDs of the music. There are 118 activities, progressions and extensions in each Activate age level pack for 5, 7, 9 or 11. WHY IS ACTIVATE SO BENEFICIAL? The Activate exercises are particularly designed to improve the elements of physical fluency, stimulate the cerebellar-vestibular, systems and intensively exercise the neural connections between the right and left hemispheres of the brain. The activity, progression and extension exercises provide a very comprehensive upper and lower body gross-motor exercise range. There are fine motor exercises together with balance moves, hand-eye co-ordination moves, eye exercises and speech patterns, all to sound rhythms. THE BENEFITS As children improve their physical fluency, observation assessments show improvements in agility, balance, co-ordination, precision and control of movements, flexibility, fitness, stamina, posture, hand/eye co-ordination, reaction time and rhythmic sense. Increases in concentration stamina and listening skills transfer across the curriculum. Discover Book Depository's huge selection of books online. Free delivery worldwide on over 17 million titles. Aug 17, 2000. The mean age and level of education were similar in the two groups. Patterns of brain activation during functional MRI scanning were determined while subjects memorized and recalled unrelated pairs of words and while subjects rested between such periods. Memory was reassessed in 14 subjects two. Sport Premium 2015-2016. Sport Premium funding, also known as Olympic Legacy funding, for Physical. Education and School Sport was announced by the government in March 2013. This substantial sum of £150m per year is going directly to schools, running from September 2013 to August 2020. The 'ring-fenced'. Subsequently, increases in confidence and self-esteem are almost always reported. A wide range of other and various competence and capability improvements are regularly reported. The extra 15 minutes a day for 5 days a week add up to an extra 75 minutes a week of quality physical activity. INFLUENCES The influences inspiring the development and direction of the Activate schemes: The pioneering research work of Harold Levinson who since 1973 has been continually reporting on the significance of deficiencies in the cerebellar-vestibular systems found in a majority of people with dyslexia and various other learning dysfunctions. The effectiveness of sound therapies arranged by Alfred Thomatis has been kept in mind during the design and selection of our activities to music. The pioneering research and therapeutic work carried out by Peter Blythe and Sally Goddard-Blythe of the Institute for Neuro-Physiological Psychology on the primitive and postural reflexes, neurological developmental delay and its remediation by movement. Wynford Dore and Dr Roy Rutherford of the Dore Achievement Centres for widely publicising the benefits of their individually designed repetitive physical movement therapies, particularly in `helping the systems of Dyslexia, Dyspraxia, Attention Deficit Disorder, ADHD, learning and behavioural difficulties and under achieving at school'. Elements in the Dennison's `Brain Gym' approach, various martial arts training movements and other age-old body improvement approaches have also been found to be useful. The extensive experience and talent of Val Sabin revealed in over 30 of her comprehensive teaching and training manuals containing over 5,000 gym, games, dance, patterns of movement and play activities for all ages. In the Activate second addition there are extra balance and eye exercise activities which have been added as a result of the neuroscience of movement tutorials from Dr Roy Rutherford, the Research Director of the Dore Achievement Centres. This generous co-operation, arranged by Wynford Dore, has inspired Val Sabin to increase the extensions provision. Second edition programmes now contain a total of 118 core activities, progressions and extensions in each Activate 5, 7, 9 and 11 age level scheme. ![]() THE ACTIVATE TEACHING MANUALS Each activate manual describes in words and shows in figure-diagram forms precisely how each activity needs to be executed for the children to fully benefit. This allows the teacher to be able to stand in front of the class and lead the exercises. Alternatively, some teachers allow various children to lead the class in the Activate movements. A simple ten-point physical fluency checklist for visual assessment is now included. Also available from the Dore Achievement Organisation, is the on-line individual test assessment `ACE' system. COMMENTS One Partnership Development Manager describes Activate as 'the best thing I arranged for my schools during my 3 year Partnership Development Plan'. A head comments 'We could not consider not using Activate. The benefits have been so great'. Activate 5, 7, 9 and 11 manuals and training available from: Val Sabin Publications and Training, 125 Harlestone Road, Northampton NN5 6AA Tel: 74 Fax: 34 www.valsabinpublications.com. Methods This cluster randomised controlled trial is set in 54 primary schools within the West Midlands, UK, including a multi-ethnic, socioeconomically diverse population of children aged 6–7 years. The 12-month intervention consists of healthy diet and physical activity promotion. These include: activities to increase time spent doing physical activity within the school day, participation in the ‘Villa Vitality’ programme (a programme that is delivered by an iconic sporting institution (Aston Villa Football Club), which provides interactive learning opportunities for physical activity and healthy eating), healthy cooking skills workshops in school time for parents and children, and provision of information to families signposting local leisure opportunities. The primary (clinical) outcome is the difference in body mass index (BMI) z-scores between arms at 3 and 18 months post-intervention completion. Cost per Quality Adjusted Life Year (QALY) will also be assessed. The sample size estimate (1000 children split across 50 schools at follow-up) is based on 90% power to detect differences in BMI z-score of 0.25 (estimated ICC ≤ 0.04), assuming a correlation between baseline and follow-up BMI z-score of 0.9. Treatment effects will be examined using mixed model ANCOVA. Primary analysis will adjust for baseline BMI z-score, and secondary analysis will adjust for pre-specified baseline school and child level covariates. Discussion The West Midlands ActiVe lifestyle and healthy Eating in School children (WAVES) study is the first trial that will examine the cost-effectiveness and long term outcomes of a childhood obesity prevention programme in a multi-ethnic population, with a sufficient sample size to detect clinically important differences in adiposity. The intervention was developed using the Medical Research Council framework for complex interventions, and outcomes are measured objectively, together with a comprehensive process evaluation. ANGELO Analysis Grid for Environments Linked to Obesity BEACHeS Birmingham healthy Eating and Active lifestyle for CHildren Study BMI Body Mass Index CADET Child and Diet Evaluation Tool FSM Free school meals ICC Intraclass correlation coefficient MRC Medical Research Council MVPA Moderate to vigorous physical activity NIHR National Institute for Health Research PedsQL Pediatric Quality of Life Inventory WAVES West Midlands ActiVe lifestyles and healthy Eating in School children study VV Villa Vitality. Childhood overweight and obesity is an ever increasing public health concern [ ] which has serious health consequences in both child [ ] and adult life [ ]. Children as young as 7 years old, who are obese, are at higher risk of premature mortality in adulthood, compared to their normal weight counterparts [ ] and from the age of 11 years, there is tracking of behaviours [ ], such that over 50% of obese children become obese adults [ ]. In England childhood obesity rates have increased over the last 20 years. A doubling of prevalence of obesity can be observed between the ages of 4 and 11 years (the primary school years) [ ]. This is the time period of adiposity rebound, which occurs following a nadir in Body Mass Index (BMI) around the age of 5–6 years [ ]. Thus the primary school years are a key time period for targeting interventions for the prevention of childhood obesity. In terms of settings, schools are an environment in which the majority of children spend a sustained period of time. They provide an infrastructure through which children and their parents can be identified and receive, both within and outside the curriculum, opportunities to learn about, practice and reinforce healthy lifestyle behaviours. Several systematic reviews [ - ] have summarised the outcomes of previous childhood obesity prevention studies, undertaken in a variety of settings including school, community and family. The most up-to-date Cochrane review of trials, published in 2011, showed that school based interventions, particularly those targeting 6–12 year olds, are effective in reducing adiposity (mean effect size −0.15 for BMI z-score). However, there was much heterogeneity in intervention components and design and generally small sample sizes. Furthermore previous trials were poor at reporting process and implementation measures, rarely considered equity of effects in relation to sex, ethnicity or other subgroups, tended not to report longer term outcomes and seldom reported on adverse effects or costs. Development of a childhood obesity prevention programme The Birmingham healthy Eating and Active lifestyle for CHildren Study (BEACHeS) was funded by the UK National Prevention Research Initiative and took place from 2006 to 2009. The study used the early phases of the UK Medical Council Research framework for complex intervention development and evaluation [ ] to develop a childhood obesity prevention programme aimed at children aged 6–8 years, and tested its feasibility and acceptability in an exploratory trial. A number of different methodologies were employed and iteratively combined in the theoretical and modelling phases of intervention development [ ]. These included a review of childhood obesity prevention evidence, focus groups with key stakeholders to explore their views of the causes of childhood obesity [ ] and their perceptions of preventive approaches, consultation with a group of professionals, and a review of existing local resources and national policy. The Analysis Grid for Environments Linked to Obesity (ANGELO framework) [ ] was applied during the development process to ensure the intervention addressed all relevant environmental dimensions. The initial programme consisted of two broad strands: increasing children’s physical activity levels through school, and family healthy behaviour skills (food preparation and physical activity) through activity based learning. The programme was tested and further refined through a feasibility study involving eight primary schools in Birmingham, UK [ ], which provided justification for a more definitive evaluation of the intervention. In this paper we describe the study protocol for the definitive evaluation (a cluster randomised controlled trial); the West Midlands ActiVe lifestyle and healthy Eating in School children (WAVES) study, funded by the UK National Institute for Health Research (NIHR) Health Technology Assessment programme. Trial aims and objectives The main aim is to assess the clinical and cost-effectiveness of the 12-month childhood obesity prevention intervention programme, developed and refined in the BEACHeS study, using usual practice in primary schools as the comparator. Intervention effects will be examined at 3 and 18 months post-intervention completion. Cost-effectiveness of the intervention will be assessed from a societal perspective. In addition, differences in intermediate and final outcomes will be explored by sex, ethnicity, socioeconomic status and weight status. We will also use a variety of methods to describe the implementation of, and adherence to, intervention components [ ]. Trial design and overview. The WAVES study is a cluster-randomised controlled trial. Primary schools (n = 54) are recruited from a multi-ethnic population within the West Midlands, UK. Randomization is at the level of the cluster (school). Data are collected at both the cluster (school) and within cluster (individual pupils and their parents) level. To test the effect of the intervention, a range of anthropometric and psychological data are collected (described in detail later) on children within participating schools. Baseline measures are undertaken when the participating children are in Year 1 (April to July; aged 5 to 6 years). Schools are then randomly allocated to either the usual practice or intervention arm. Schools in the intervention arm are asked to implement a 12 month, multifaceted intervention programme (details below) when children are in Year 2 (aged 6 to 7 years). The programme includes physical activity and dietary components, targeting the school and family environments and aims to help children maintain a healthy weight, thereby preventing overweight/obesity. Due to practical considerations, half the schools (Group 1) are recruited to commence the study in the 2011/12 school year and the remainder (Group 2) in the 2012/13 school year. First follow-up measures are undertaken immediately after the intervention year (September to December, when the children are in Year 3; aged 7 to 8 years) and second follow-up measures are undertaken 18 months post intervention (January to March, when the children are in Year 4; aged 8 to 9 years). Group 1 schools receive a third set of follow-up measures 27 months post intervention completion (September to December when in Year 5; aged 9 to 10 years). A summary of the study design and timelines is shown in Figure. Study setting and participant eligibility All state primary schools in the West Midlands (UK) which included school years 1 to 5 (children aged 5 to 10 years) and that were within a 35 mile radius of the University of Birmingham were eligible for inclusion (n = 980). To ensure sufficient representation in the sample to enable sub-group analysis by minority ethnic group, school populations were stratified by ethnic mix including White, South Asian (comprising Indian, Bangladeshi and Pakistani) and Black (including African and Caribbean), with the remainder being classified as “Other” ethnicity. School populations were dichotomised as being in the top 80th percentile in terms of South Asian or Black pupil representation, or not. The sampling strategy used a weighted random sample so that schools with a higher minority ethnic population (in top 80th percentile for South Asian or Black) had an increased chance of being sampled with a ratio of 3:1. Given the relatively large number of clusters (>50) the sampling strategy was also balanced to take account of three other important factors to ensure a range of characteristics are represented. These were: proportion of children eligible for free school meals (FSM) as an indicator of socio-economic make-up of the pupils, school size and urban/rural location of the school. Using this method, 200 schools were selected and ordered using a random number generator. Of these, 7 were excluded as they did not fit the eligibility criteria. The remaining schools were sequentially invited to participate, and 148 were approached until the required sample size (54 schools) was achieved. Of the 148 schools approached, 4 did not respond and 90 declined to participate. Exclusion criteria Schools with fewer than 17 pupils in the relevant year group (minimum cluster size), or those that were in special measures (status applied by the Office for Standards in Education when it considers that a school fails to supply an acceptable level of education and appears to lack the leadership capacity necessary to secure improvements) were excluded. School recruitment process Schools were approached by letter, followed by a phone call and a visit to interested schools. All participating schools (control and intervention) receive a financial reimbursement (£190) following each period of pupil measurement to compensate for staff time spent on the study. Regular newsletters are sent to participating schools to maintain engagement. Recruitment of study participants All Year 1 pupils (aged 5 to 6 years) in participating schools were eligible to take part. An invitation letter, information leaflet and consent form were distributed through schools to parents/carers of eligible pupils. Trial intervention The WAVES study intervention programme has four components (outlined below) delivered over 12 months. There is also a termly family newsletter to reinforce the messages delivered through the various components. The schools are used as the platform for disseminating information, targeting intervention children and their families, and as the venue for some of the intervention components. Each component has fixed parameters as well as elements that allow tailoring to specific populations, enabling schools to adapt the delivery by taking account of local circumstances. Relevant school staff members are provided with a manual and a short training session on delivering the intervention. Follow-up support for intervention delivery is provided by research staff in the first few weeks. No further support is provided for the remaining intervention period. Schools in the intervention arm receive reimbursement (£380) to cover costs incurred through their involvement with the intervention (such as staff cover for teacher training). Component 1: Structured physical activity opportunities during the school day The overall aim of this component is to increase physical activity opportunities within the school day, with a target for children to achieve an additional 30 minutes of moderate to vigorous physical activity (MVPA) per day. Teachers can select two from a choice of four activity programmes which are available in the UK market; ‘Activate’ [ ], ‘Positive Play’ [ ], ‘Take 10’ [ ] or ‘Wake Up Shake Up’ [ ]. These programmes were selected as they could be tailored to each school setting and incorporate a range of classroom and playground based routines to help children be active in a school environment with minimal disruption to the regular school day. Component 2: Cooking skills workshops for children and parents The aim of this component is to increase healthy eating knowledge and improve food preparation skills of parents and children. A series of three workshops, designed by research nutritionists for children and their parents or carers, is delivered by school staff. Each workshop was piloted (with 6 to 8 children aged 6–7 years and their parents) and the content and format modified as necessary prior to completion. Relevant school staff members are invited to attend interactive training on the content and delivery of the workshops, where they are provided with all relevant materials (including lesson plans and presentation slides) and participate in a practical session. The workshops, which are intended to be delivered once per term through the school year, focus on ‘breakfast’, ‘lunch and snacks’ and ‘evening meal’. Key messages are consistently included across all sessions to increase fruit, vegetable and fibre intakes, and decrease fat and sugar intakes. Each workshop is preceded by three 10 minute lessons for the children in class time to prepare them for the topics to be covered. During the workshop an interactive educational session is followed by practical food preparation, where children work with their parents to prepare healthy food that they can eat together. Written information emphasising key messages is given to parents and carers to take home after the workshops. Component 3: Signposting The aim of this component is to increase participation in physical activity out of school hours. Children are given two information sheets to take home, signposting opportunities and facilities for them and their family to be physically active. Following baseline measures, children in intervention schools are given a brightly coloured information sheet which highlights the UK government recommendation of at least 60 minutes of moderate to vigorous physical activity a day [ ], and uses motivational statements (such as encouraging goal setting) as well as information and ideas for how children and their families could be active over the summer holidays. The focus is on everyday opportunities such as walking and physical activities that could be done in the home. At the beginning of the following term, they are given more specific information, which again highlights the 60 minutes of activity message, and gives details of clubs, leisure centres, parks and other opportunities suitable for families with young children to undertake physical activity within close proximity of their school. Component 4: Villa Vitality The aim of this component is to promote healthy lifestyle messages through an iconic sports institution and its staff. Villa Vitality (VV) is a programme run at Aston Villa Football Club (AVFC; a premier league English football club), focusing on promoting healthy eating and physical activity through interactive sessions delivered at AVFC. The programme, originally designed for older children, has been adapted for the WAVES study by collaboration between VV staff and the research team. All the messages delivered as part of the programme are consistent with the other components of the WAVES study intervention. The revised programme was piloted with a sample of Year 2 children (n = 60) before implementation in the study intervention arm. The VV programme involves two day trips to AVFC, six weeks apart. The children participate in a range of activities during these days. These include: physical activity games and ball skills, two nutrition education sessions, dance mats, preparing a meal in the VV kitchen, a tour of the stadium and a session in the VV radio studio. During the intervening 6 weeks, the children are encouraged to participate in weekly health challenges (achieve 60 minutes of activity every day, swap a snack, drink more water, eat a healthy breakfast every day, eat 5 portions of fruit and veg every day and cook a healthy family meal), and undertake a class project (to produce a song, story or poem about healthy living for recording during their session in the VV radio studio). The children also receive a 60 minute physical activity session run at school by an Aston Villa Football Academy coach. During this visit the coach also reviews progress in relation to both the class project and the weekly challenges. Comparator Schools in the usual practice (control) arm are sent citizenship education resources [ ] to use as they wish (the topics of healthy eating and physical activity are intentionally avoided). No other active intervention is offered. These schools continue with any ongoing health related activities. Method of random allocation and blinding A blocked balancing algorithm is used to randomise schools to either the intervention or control arm [, ]. This algorithm randomly selects one of a number of allocation designs which minimise the imbalance between covariate means. The covariates included are percentage of pupils within the school eligible for free school meals; percentage of South Asian pupils within the school; percentage of Black pupils within the school; percentage of White pupils within the school; and number of pupils within the school. Randomisation is undertaken after baseline measurements, and participating schools are then informed of allocation. Outcome measures For clinical effectiveness, the primary outcome is the difference in body mass index (BMI) z-scores (using the UK 1990 BMI reference curves for children [ ]) between arms at 3- and 18-month follow-up post-intervention completion. To our knowledge, the WAVES study is the first trial of a childhood obesity prevention intervention that: has been developed using the MRC framework for complex interventions, tests both the clinical and cost-effectiveness of a school-based intervention and will have sufficient length of follow-up to examine longer term effects. The trial setting includes a diverse socioeconomic and multi-ethnic population to allow exploration of sub-group effects. There is also consideration of a wide range of outcomes, including psychosocial effects to monitor potential harm. The trial will address some of the limitations identified in previous research [ ], particularly including a sample size large enough to detect clinically significant differences in adiposity, use of an objective measure of physical activity, inclusion of cost effectiveness evaluation, a comprehensive process evaluation and assessment of longer term outcomes (all schools at 18 months and half the schools at 27 months post intervention completion). Given the pragmatic and complex nature of the trial, it will not be possible to assess intervention efficacy directly or to disentangle the relative contribution of different intervention components to any observed outcomes. On the other hand, assessment of effectiveness in real settings facilitates future intervention roll-out and dissemination, should the intervention prove to be clinically cost-effective. Thus, the study has the potential to influence health and education policy in the UK and further afield. The comprehensive process evaluation and detailed assessment of implementation alongside the trial will allow us to contextualise and explain the findings of the trial and inform future implementation. It will also allow us to perform analyses to explore the relationship between intervention implementation and outcomes, which has not been undertaken in previous childhood obesity prevention trials. In addition to the findings of the trial, the study will also provide a large dataset on the weight status and other health indicators of a sub sample of multi-ethnic children in the West Midlands, which can be used to address other relevant research questions. ![]() Volume Activation is a product activation technology used to activate Windows Vista, Windows Server 2008, Windows Server 2008 R2, Windows 7, Office 2010, Windows 8.1, Windows Server 2012 R2, Windows Server 2012 R2 for Embedded Systems, and Office 2013. It enables Volume Licensing customers to automate the activation process in a way that is transparent to end users. Volume Activation applies to systems that are covered under a Volume Licensing program and is used strictly as a tool for activation; it is in no way tied to license invoicing or billing. Not%windir% System32 (see here for an explanation). Open an elevated/admin command prompt (search for cmd in the Start Menu search box, right-click, Run as administrator) and try to register the OCX using regsvr32. If none of this works you might need to add the VB6 licensing keys to the registry. OCX files are program file extensions that allow Microsoft Windows operating system users to perform common tasks such as re-sizing open windows. Locate the OCX file you want to register. Restart your computer and retry the registration process if you see an error message appear after registering the OCX file. Aug 17, 2012. In this case you need to check your serial key and the build number showing in the license screen, it indicates that the build registered on your machine is not appropriate with the license key used for activation. A license say for e.g. VSFlexgrid (1240200-A8-xxxxxx) is valid for releases between 2002. Find answers to common questions about Microsoft product activation, Volume License Keys, Multiple Activation Keys, and Key Management Service keys. ![]() Volume Activation provides two different models for completing volume activations: Key Management Service (KMS) and Multiple Activation Key (MAK). KMS allows organizations to activate systems within their own network. MAK activates systems on a one-time basis, using Microsoft's hosted activation services. Customers can use either or both activation methods in their environment. The type of key entered in the product determines the activation method. There is a third model for completing volume activation called Active Directory-Based activation. For more information, see. If you are planning a Windows deployment of Windows 7, Windows Server 2008 R2, Windows 8.1, Windows Server 2012 R2, or Windows Server 2012 R2 for Embedded Systems, you probably have the same considerations for Windows as for Office 2013. To help determine which activation method to use for Windows, see the. Most likely, Office 2013 will use the same method. KMS and MAK activation The KMS and MAK activation processes for Office 2013 are basically the same as they were for Office 2010, except that the Office 2013 KMS host is not supported on Windows Server 2003. The Office 2013 KMS host is supported on Windows Server 2008 R2, Windows 7 VL edition, Windows 8.1 VL edition, Windows Server 2012 R2, and Windows Server 2012 R2 for Embedded Systems. If you plan to deploy Windows 7 and/or Office 2010 by using Key Management Service (KMS) as the activation method, please note: • Windows Server 2008 is not supported as a KMS host to activate Windows 7 and Office 2010. • A patch is available to allow activation of Windows 7 client machines. (A Windows Server 2008 R2 KMS key is required.) • A patch is not available to allow activation of Office 2010 clients. ![]() • If you are using Windows Server 2008 as a KMS host, here are your alternatives: • Upgrade the KMS host machine to Windows Server 2008 R2. • Downgrade the machine to Windows Server 2003. • Run the KMS host on a Windows 7 volume edition machine. • Run a Windows Server 2003 virtual machine on the Windows Server 2008 machine. If your organization has fewer than 50 PCs, the best option is to use Multiple Activation Keys (MAK) with Volume Activation Management Tool (VAMT). Microsoft makes every effort to cover all of its previous platforms for compatibility; however, new technologies may make it necessary to decide which previous versions will continue to be supported. Therefore, Windows Server 2008 is not covered as a platform as an Office 2010 KMS host. Volume License Keys (VLK), including MAK and KMS, are issued to you under a specific license agreement and enable your organization to use the software that you have licensed. VLKs can be used only with Volume Licensing products; they cannot be used with retail software or software that is preinstalled on a new computer (original equipment manufacturer, or OEM, products). For most products, there are two ways to obtain your VLKs: • • Some products licensed under Volume Licensing agreements use keys that cannot be obtained through the VLSC or the Microsoft Activation Center. Keys are assigned to and intended for the sole use of your organization. You may be held responsible for unauthorized use of VLKs issued under your agreement, so be sure to keep your keys secure and do not disclose them to unauthorized parties. If you use the VLSC, you should regularly review and update the user permissions. I have installed Office 2010 on about 20 PCs after downloaded the product from the volume license website from Microsoft. I then burned it to a CD and installed the software on each PC. They are now getting a message that they need to activate their software within 1 day. After doing some research on this I seen that apparently the volume license keys need to be activated via a MAK proxy. I downloaded the VAMT 2.0 tool and installed it on my active directory server. I then added my product key into VAMT. I am now trying to add the MAK key to the 'Status Unknown' computers that are on my network with Office installed but I cannot click on 'Install Product Key' when I right click on them. If I click on update status I get a message that says 'Unable to connect to the WMI Service'. I then checked my WMI service on that machine and they were already started. I also disabled my antivirus protection on that PC as well. Have I missed a step or should I have done something different on the installation of this software? Your Security. Our Priority. ![]() BMO Bank of Montreal will never ask you to divulge personal information such as passwords, account numbers or challenge questions and answers by email, telephone or fax. We encourage you to take a moment to learn how to against email fraud, how to and read our. ![]() We also recommend that you do not allow your browser or other password management services to remember your password, especially on shared and/or public devices. Refer to your browser's Help section for instructions on how to disable this feature. ![]() To activate the card online, the card user needs to go to bmo.com/activate, and then enter their card number when prompted. After entering the card number and hitting submit button, the card is ready to be activated after answering a few security questions to. N How to activate your bmo mastercard. Can i activate a bmo pin number for credit card online? Bmo activate credit card online. How to register my bmo prepaid travel. ![]() You’re probably excited about receiving your new MasterCard from the Bank of Montreal (BMO), and we’re here to help you get it activated right away! BMO is one of the largest financial institutions and most notable lenders in Canada, so you can expect top-notch service. Depending on your credit score, you may even qualify for outstanding rewards with your new BMO MasterCard. First things first... Let’s get that card activated! 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