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specialist positions described in 5 also are treated for example, student affairs of cers, whose responsibilities resemble those of school counselors 7 transports the reader from the subject of careers in traditional education to that of careers in the nontraditional realm The focus is education that is intended to bene t the individual, be it work or leisure related Some educators in this domain are employed in traditional institutions, and some in new delivery systems, but all are teaching, administering, or counseling in nontraditional ways for example, in independent study and distance learning 8 explores careers in continuing education that are job oriented and pro t motivated Attention here is on training and development in the private sector, including efforts to keep employees abreast of technological advances, to boost their morale, and to increase their productivity Education in this sector has long existed in the form of on-the-job training, but it has mushroomed as the country has been transformed from an industrial society to a postindustrial one grounded in information and service 9 focuses on the agencies, councils, and professional associations that monitor and provide technical assistance to the professionals, institutions, and organizations discussed in s 2 through 7 They in uence, and in some cases mandate, standards for training and, to a lesser extent, standards for practice Many of them also have formulated ethical principles Virtually all are involved in the accreditation of programs that prepare candidates for their eld, in the recognition or approval of programs, or in the credentialing of individual practitioners The data in this book are the most up-to-date available at the time of writing Nevertheless, certain kinds of data, such as those on salaries, are frequently two or three years old by the time they are published Hence we recommend exploring the various Internet resources that are identi ed in the Appendix Most agencies and associations have websites Readers who need the most recent data can nd website addresses in this appendix The Bibliography lists relevant print materials Obviously, this volume does not cover every conceivable career in education For example, it omits discussion of positions in proprietary (pro tmaking) schools at the elementary and secondary levels It does not address short-term teaching and administration, such as overseas assignments in the Peace Corps or Department of Defense schools, or stints in colleges.

Finally, there s always the possibility of returning multiple and/or different rowsets by using a stored procedure with conditional code That s not much of a rowset contract at all One way to ameliorate this problem in SQL Server is to use multi-statement tablevalued functions to return one rowset with known metadata The main problem with this is performance; a multi-statement table-valued function (TVF) is the equivalent of filling a table variable in code and then returning it Almost always there is extra disk I/O involved: the I/O of reading the base tables, plus the I/O of filling the table variable, plus the I/O of reading the table variable at the consumer There are also performance considerations as SQL Server table variables have no statistics.

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Therefore if the table-valued function is used as a row source in a larger query, there is no way to estimate the number of rows returned by the TVF SQL Server 2008 s strongly typed tablevalued parameters would be an analogous concept, but currently these are limited to being input-only in procedures No strongly typed rowset result is currently supported Now that we ve determined that there is no more of a rowset contract for stored procedures than for ad hoc SQL (the difference is in SQL encapsulation), what about T-SQL extensions that Entity SQL doesn t support There are database-specific extensions like SQL Server s PIVOT operator, or ANSI SQL standards, like ranking and windowing functions LINQ aficionados are quick to talk about implementation through extension methods but the long and short of this is that these are a LINQ-ism, unrelated to LINQ to SQL.

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That is, the LINQ construct to SQL dialect statement mapping is fixed and embedded in the LINQ to SQL product Using extensions to the SQL statement mapping can t change which T-SQL statement is produced To control what is produced, you d need to implement equivalent concepts on the client side and leave the generated database code alone..

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EF may have a better story with this because each provider/writer implements the ESQL to query mapping. Conceivably you could write a custom provider to encapsulate the supplied provider including the T-SQL specific extensions. The ESQL language itself does not have the capability of ODBC-like escape clauses; therefore, there d be no way to express this extended SQL-based functionality in ESQL. I d classify the subset of SQL and stored procedure rowset is an anonymous

which is the Newton linear-interpolation formula The notation /r (-r) designatesthat this is a first-order interpolatingpolynomial Notice that besidesrepresenting slope of the the --rr) is a finite-difference line the the term

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type problems as issues that might be worked out in future releases of databases and frameworks. Until LINQ to SQL or EF provides escape clauses in the framework, the easiest way out is the ultimate escape clause, using the stored procedure that returns (anonymous) rowsets. And the more stored procedures are used (not insert, update, and delete procedures, which enhance the model, but rowset-returning procedures), the farther away from the model you get. This interferes with the usefulness of the model in general.

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First of all, note that I use the sys.all_columns catalog view to retrieve the column list (to retrieve the column list in SQL Server 2000, you should use the dbo.syscolumn system table).

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operated by private corporations It makes little mention of religious education Also, there is no attention to work in radio and television instruction, or to the administrative and other positions attendant on those activities The book does not treat private tutoring or lessons, camp work, and athletic coaching, all of which are kinds of teaching, nor does it address preschool teaching and work in daycare centers, which are becoming prominent new areas of education Neglected too are education careers in the government (except in education agencies) and the military Many programs exist Furthermore, both the government and the military invest vast sums in training and development of civil servants and service members, analogous to the business and industry effort described in 8 These omissions may be perceived as mistaken, but they were deliberate Boundaries must be drawn somewhere

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