text:
/* $Id$ */
/*
** Copyright (C) 1998-2002 Martin Roesch <roesch@sourcefire.com>
**
** This program is free software; you can redistribute it and/or modify
** it under the terms of the GNU General Public License Version 2 as
** published by the Free Software Foundation.  You may not use, modify or
** distribute this program under any other version of the GNU General
** Public License.
**
** This program is distributed in the hope that it will be useful,
** but WITHOUT ANY WARRANTY; without even the implied warranty of
** MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE.  See the
** GNU General Public License for more details.
**
** You should have received a copy of the GNU General Public License
** along with this program; if not, write to the Free Software
** Foundation, Inc., 51 Franklin Street, Fifth Floor, Boston, MA  02110-1301, USA.
*/

#ifndef __STRLCPY_H__
#define __STRLCPY_H__

size_t strlcpy(char *, const char *, size_t);

#endif /* __STRLCPY_H__ */

redpajama_set_name: RedPajamaGithub


This week I was lucky enough to meet with the lovely Sharon Silverman. As many of you may already know, Sharon is the assistant director of Hillel at the University of Vermont. Sharon was born in Pittsburgh, but grew up in Northeast Philly. She attended Jewish preschool, Kindergarten and after school programs, and then went on to continuing in public school. She was surrounded by many Jews, and while having most of her family near by, she was mixed in with the Jewish culture very adequately. Once Sharon was seven years old, her parents moved their family to an area outside Philly. Sharon informed me that here, there were not many Jews at all. She found that at this time, religion became less important in her life. Sharon's parents put her in a few different Hebrew schools, so she could find the right fit. Then around Bat Mitzvah time, they found and joined a Synagogue.
Sharon decided to go to college at Penn State University and she graduated with a major in Jewish Studies. She explained to me how in college, she became closer to Judaism and continued finding more values she appreciated. She said, "What I love about Judaism is it is religion of questions, not answers. Choosing Jewish Studies was a blessing in the fact that I had chosen a major where I would never be bored, I would never stop learning new things and I would never have all the answers. There was something so freeing about that for me" Right out of college, Sharon was offered a job in Burlington as the Engagement and Leadership Coordinator at Hillel. Sharon admits that people have tried to deflate how important Judaism is for her, but she doesn't let it get to her. She is a very active and significant person in the Jewish community here in Vermont. When speaking about her role as a Jewish person and also her role as a teacher figure, Sharon says, "I want people to feel like they can come to me about anything." Sharon has always connected strongly to the Jewish religion and proudly identifies herself as a Jewish woman. Her passion for building new jewish leaders shines brightly in her job as the assistant director at UVM Hillel.
Thank you for sharing your story with us Sharon!


Algoma Middle School is one of six schools who competed in the "Build a Gardener a Potting Table Challenge" sponsored by the Brown County Home Builders Association (BCHBA).
To get started, the team of middle school students interviewed the Kewaunee County Master Gardeners and came up with a design idea. Chet Kiedrowski and his team from CTI Hospitality Inc. came in next to help put the students' ideas to blueprints. Nick Holtger Construction sponsored the materials for this project.
The students along with Matt Abel, Algoma School District Technical Education teacher, and Penny Lemberger, Middle School Science teacher, helped with the construction of the table in the weeks leading up to the competition which was held at the BCHBA 2019 Home Expo at KI Convention center January 24-27,2019. Attendees were given the opportunity to vote for their favorite table.
On February 11, 2019, the BCHBA dropped off tool donations as well as an Honorable Mention Award and a $100 cash award for the potting table project.
Lemberger and Abel teamed up on this project which was by no means a cake walk. In the end, it was well worth it. In addition to the awards, the six students learned more on this project than what a single classroom could offer. Talk about real life and real-world projects!
Thank you to all who helped along the journey with a special shoutout to CTI Hospitality Inc. for the drawing assistance and Nick Holtger Construction for the materials. Thanks to all who came out and voted for the table!
See more photos on the Algoma Wolf Tech Facebook page.


text:
NASA Wants to Send Astronauts Beyond the Moon
By the Editor on September 26, 2012 in Around_the_Web
Top NASA officials have picked a leading candidate for the agency's next major mission: construction of a new outpost that would send astronauts farther from Earth than at any time in history. The so-called "gateway spacecraft" would hover in orbit on the far side of the moon, support a small astronaut crew and function as a staging area for future missions to the moon and Mars. At 277,000 miles from Earth, the outpost would be far more remote than the current space station, which orbits a little more than 200 miles above Earth. The distance raises complex questions of how to protect astronauts from the radiation of deep space — and rescue them if something goes wrong.
Tags:BIG Problems, BIG Questions, Cosmology, Technoscience

redpajama_set_name: RedPajamaCommonCrawl


text:
package io.lettuce.core;

/**
 * Exception thrown when the thread executing a redis command is interrupted.
 *
 * @author Will Glozer
 * @author Mark Paluch
 */
@SuppressWarnings("serial")
public class RedisCommandInterruptedException extends RedisException {

    /**
     * Create a {@code RedisCommandInterruptedException} with the specified nested exception.
     *
     * @param cause the nested exception.
     */
    public RedisCommandInterruptedException(Throwable cause) {
        super("Command interrupted", cause);
    }

}


text:
The Irregular at Magic High School anime begins the reminiscence arc in winter
FDA urges food industry to reduce salt intake
Anthony B. Hicks December 16, 2021
Typhoon Mindulle on track to bring bad weather to Japanese islands
Debt Consolidation Market to Experience Robust Expansion by 2028 – Major Key Players
Loss of tough fish threatens coral reef food webs – sciencedaily
Cult sushi chef Pensacola launches SUT-SHI food truck
The Irregular at Magic High School: Reminiscence Arc introduces a new supporting character, Honami Sakurai, who is the emotional core of the story.
WARNING: The following contains spoilers for The Irregular at Magic High School, "Reminiscence Arc," now airing on Funimation and Crunchyroll.
Magic is a force that exists in the world of The Irregular at Magic High School, but only a small handful of people are able to use it to manipulate matter as magicians. Although magic is something a person must be born with, people can also become augmented magicians through genetic manipulation and a magical equation. One of those characters is Minami Sakurai, who is a second generation augmented magician from the Sakura series. She is also linked to a first generation augmented magician named Honami Sakurai.
While Honami only appears in "The Arc of Reminiscence" by The Irregular at Magic High School, she is still an important character whose actions during the events of this story have helped shape the current timeline of the series. As well as having an important role in a major battle, he is also the character who raises important questions about the status quo of augmented magicians which almost parallels that of the replicants of the Blade Runner franchise. Although she is a secondary character, she is the emotional core of the story.
RELATED: What To Expect From The Irregular At Magic High School's Reminiscence Arc
Honami is featured in "Reminiscence Arc" as the bodyguard of Miya Yotsuba, who at the time was the leader of the Yotsuba clan. While Miya is on vacation in Okinawa with her daughter Miyuki and son Tatsuya (who is also treated as a bodyguard), Honami performs similar functions to her niece in the present and uses many of the same powers. Like Minami, Honami also takes care of the housework, escorting Miya and her children to various places and keeping them safe from harm. While Honami is loyal to her owner and Miya actually treats her kindly, Honami is also aware that she is no different from a slave.
After escorting Miyuki and Tatsuya to a car on their way to dinner, Honami takes a moment for herself not only to think about her place in the world, but also Tatsuya, who she can relate to. . Although Tatsuya is a member of the Yotsuba clan by blood, the fact that he was born "a deficient magician" – in his mother's words – caused him to be demoted to a status similar to Honami herself, which she thinks she is wrong. Although Honami is completely unaware at this point that Tatsuya also saw his powers augmented by his mother and aunt when he was younger, Honami is still right to be horrified by his dehumanization.
RELATED: The Irregular at Magic High School: Everything to Remember Before Season 3
When Honami learns the truth about Tatsuya's powers, she decides to come to his aid during an attack on Okinawa by the Great Asian Union. Not only does she risk further shortening her lifespan to secure victory for Tatsuya and the Okinawa Naval Base, but she even hints that she wants to bring about her own demise. She ends up confirming this when Tatsuya tries to save her life a second time (having resuscitated her in a previous attack) and she stops him. Explaining his decision, Honami confides the truth of his existence to Tatsuya.
Starting with the fact that she was purchased by the Yotsuba clan even before she was born, Honami was always aware that she would never be in control of her own life. As an augmented magician who was a bioengineer with a very short lifespan to serve Miya Yotsuba, she was deprived of many life experiences that others can enjoy, and something about it made her deeply unhappy. Rather than continue to exist as an instrument for someone else's use, Honami rationalized that if she couldn't control her own life, then she wanted to at least control her own death.
Specifically, Honami wanted to die as a human who made a heroic decision that was not informed by his sense of duty to someone else. She wanted to fight for what she believed in and have her wishes honored like any other human. In addition to being commemorated, Honami requested that his cremated remains be scattered in the ocean as a final symbol of freedom.
KEEP READING: The Irregular at Magic High School Releases Trailer For Upcoming Anime Season
One-Punch Man: Terrible Tornado could have the same devastating problem as Garo
Diane darcy
(223 published articles)
Diane Darcy is a news writer for CBR with a background in psychology. She is also a graphic designer and podcaster. As a big fan of anime, manga, comics, film and television, Diane has created several blogs and fan websites over the years. His most popular blog is the Helena Wayne the Huntress Blog. Diane has also contributed to publications for WWAC, Comics Bookcase and Shelfdust. Diane is also a regular podcaster on DC Comics and Doctor Who for the Wright On Network. Diane can be followed on Twitter at @HelenaWayneBlog and Instagram at @dianedarcywriter
More from Diane Darcy
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Reminiscence Arc Trailer Confirms Release Date
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Previous What Is Debt Consolidation And Is It A Good Idea?
Next Struggling With Debt? Four Ways a Debt Consolidation Loan Can Help You
The Irregular at Magic High School announces new anime
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'The Irregular At Magic High School' Season 3, Episode 1 Live Stream Details, Spoilers
Almost 100% of public buildings in primary and secondary schools in Japan meet earthquake resistance standards
Minister Suematsu wants school class sizes reduced to 30 children
Here's why the Okinawa government is building shelters to protect schoolchildren from the Marines
Anthony B. Hicks December 4, 2021


text:
2012-13Last 16Round 1
Crvena Zvezda Telekom Belgrade 100
Local time: 19:30 RATIOPHARM ARENA
In arguably one of the best games so far in this 2012-13 Eurocup season, Crvena Zvezda Telekom Belgrade grabbed a key road win in difficult Group L by edging Ratiopharm Ulm 95-100. Igor Rakocevic paced the winners with 32 points. Boris Savovic added 17, Elton Brown had 16 and 10 rebounds while Vuk Radivojevic got 13 points for Zvezda. John Bryant led Ulm with 20 points and 12 rebounds. Allan Ray added 19 points, Steven Esterkamp had 16 and Per Guenther got 15 for the hosts. Ray shined early in the game but Rakocevic stepped up late in the first quarter to give Zvezda a 17-19 lead after 10 minutes. Radivojevic struck three times from downtown and Brown led a 0-9 run which made the guests boost their margin to 27-36, enough to keep a 39-48 lead at halftime. Rakocevic and Brown paced Zvezda after the break and Savovic soon gave the guests a 58-69 edge after 30 minutes. Ulm managed to get within 68-71 but Rakocevic and Savovic stepped up to gave Zvezda a 84-93 margin with less than 2 minutes to go. Ulm managed to get within 93-96 and but Radivojevic and Rakocevic combined for 4-of-6 free throws in the final 19 seconds to seal the outcome down the stretch, leading Zvezda to a good-as-gold road win.
Ray got Ulm going with 7 unanswered points, as Ulm held Zvezda scoreless for more than 3 minutes. Rakocevic tried to change things with a layup, igniting a 0-6 run in which Bojan Subotic had 4 points to bring Zvezda within 7-6. Daniel Theis and Rakocevic traded free throws and Savovic tied the game at 9-9. Guenther hit foul shots but Rasko Katic matched it with a jump hook and Rakocevic struck from downtown to give Zvezda its first lead, 11-14. Esterkamp sank back-to-back triples but Rakocevic shined with a layup-plus-foul and Branko Lazic put the guests back ahead, 17-19. Lance Jeter joined the three-point shootout, Savovic scored in the paint and free throws by Brown gave the guests a 20-23 edge. A layup by Dane Watts fixed the score at 22-23 after 10 minutes. Jeter took over with a three-point play early in the second quarter that Radivojevic erased with consecutive corner triples. Bryant dunked it but a red hot Radivojevic swished another three-pointer and a dunk by Brown made Ulm call timeout at 27-34. Brown scored again and Mike Scott capped a 0-9 run with a backdoor layup. Ray struck from downtown and a coast-to-coast layup by Guenther made Zvezda call timeout at 32-38. Rakocevic and Ray exchanged three-pointers and a layup by Esterkamp brought Ulm within 37-42. Marko Simonovic took over with a three-point play, Thais ignited the crowd with a tip-in and a slam by Katic kept Zvezda way ahead, 39-48, at halftime.
Philipp Schwethelm made free throws right after the break and even when Katic scored in the paint, Bryant and Watts brought Ulm a bit closer, 44-50. Rakocevic shined with a power layup but Bryant matched it with an acrobatic basket and Jeter scored in transition to makre Zvezda call timeout at 48-52. Brown shined with a big basket in the paint and a backdoor layup by Rakocevic boosted the guests' lead to 48-56. Ray and Bryant made foul shots but Savovic and Radivojevic kept Zvezda way ahead, 52-60. Thais hit a jump hook but Rakocevic erased it with a five-meter jumper and a layup by Brown made it a double-digit game, 54-64. Rakocevic, Theis, Guenther and Scott made free throws and a layup by Savovic fixed the score at 58-69 after 30 minutes. Esterkamp struck from downtown early in the second quarter and matched DeMarcus Nelson's off-balance jumper with an acrobatic shot. Keaton Nankivil dunked it and a three-point play for a 68-71 Ulm deficit with over 7 minutes left. Rakocevic stepped up with a jumper and free throws but Esterkamp and Guenther kept Ulm as close as 73-76. Brown hit free throws, Bryant shined with back-to-back baskets but Savovic and Rakocevic answered from downtown to give Zvezda fresh air at 77-84. An outstanding Rakocevic and a three-pointer by Savovic seemed to seal the outcome, 84-93, in the next-to-last minute but a three-point play by Watts, free throws by Bryant and back-to-back layups by Jeter and Guenther brought Ulm within 93-96 with 20 seconds left. Radivojevic and Rakocevic split free throws, Bryant scored down low and Rakocevic drew a foul with 4 seconds to go, hitting both attemps to seal Zvezda's win.
Referees: GARCIA, JOSE RAMON; PEREA, OSCAR; KARTAL, ERSAN
Ratiopharm Ulm 22 17 19 37
Crvena Zvezda Telekom Belgrade 23 48 69 100
Ratiopharm Ulm
6 GUENTHER, PER 27:11 15 5/6 0/2 5/5 4 1 4 1 5 17
7 BETZ, SEBASTIAN 15:45 0/2 1 1 2 1 3 1 -1
9 JOENKE, TILL 2:43 1 -1
10 THEIS, DANIEL 17:38 8 2/5 0/1 4/6 2 2 4 1 2 3 3 5 10
14 RAY, ALLAN 19:32 19 3/6 3/4 4/4 1 1 2 4 2 13
20 HEBERLEIN, MARCEL DNP - - - - - - - - - - - - - - -
25 ESTERKAMP, STEVEN 27:45 16 2/2 4/9 1 1 3 1 5 2 13
32 WATTS, DANE 16:17 2 1/1 1 1 1 1 2 5 -2
33 SCHWETHELM, PHILIPP 14:15 2 0/1 0/1 2/2 2 1 3 1 1 2 3 4
34 JETER, LANCE 12:49 8 2/2 1/2 1/1 2 2 2 9
52 NANKIVIL, KEATON 20:27 5 2/4 0/2 1/1 1 1 2 1 2 4
54 BRYANT, JOHN 25:38 20 6/10 1/3 5/6 2 10 12 2 1 1 4 4 27
Team 1 -1
Head coach: LEIBENATH, THORSTEN
5 CVETKOVIC, ALEKSANDAR 2:11 2 -2
6 BROWN, ELTON 18:00 18 6/6 6/6 4 6 10 1 3 4 3 25
7 SUBOTIC, BOJAN 9:59 4 1/3 0/1 2/2 1 1 1 1 1 3 4
8 RAKOCEVIC, IGOR 30:12 32 6/11 3/4 11/14 1 1 2 2 3 2 7 29
10 LAZIC, BRANKO 6:36 2 2/2 2 2 2
13 MILOVANOVIC, MILAN DNP - - - - - - - - - - - - - - -
14 SAVOVIC, BORIS 30:09 15 3/6 2/5 3/4 1 4 5 2 2 1 1 2 13
15 KATIC, RASKO 21:40 6 3/8 1 4 5 1 1 3 1 2 4 6
18 RADIVOJEVIC, VUK 30:15 13 1/2 3/4 2/4 2 1 3 7 1 1 2 3 20
20 NELSON, DEMARCUS 14:19 2 1/2 2 1 3 5 1 4 2 6
21 SCOTT, MIKE 28:28 5 1/3 0/2 3/4 2 2 1 2 1 1 3 3 1
Team 2 3 5 1 4
Totals 200:00 100 23/42 8/16 30/37 13 23 36 19 3 16 1 4 26 30 109
Head coach: VUKOICIC, VLADA
LEIBENATH, THORSTEN
"We showed in this game that we can compete on this high European level and we can even come close to a victory. However, our weakness was our poor rebounding. It was a very emotional game and usually 95 points should be enough to win at home. But I think that we showed a good overall performance despite the loss."
VUKOICIC, VLADA
"It was a nice atmosphere here in Ulm and a real pleasure to play here. We were well prepared because we expected a very physical game from ratiopharm Ulm. But in some situations we did not stop them enough and Ulm took advantage. So the victory itself was not that certain at all. There were actually many crucial moments to the game. For example, we were successful in controlling ratiopharm Ulm's defensive rebounding and we also scored some big points from long distance."
GUENTHER, PER
"It was a good game and I'm happy that we did not lose by too much in front of our home crowd. Throughout the game we were close to them, but at the end we did not succeed in scoring the big points. Every mistake had its consequences. For sure it was a close defeat. Unfortunately we were never really able to take the lead."
RAKOCEVIC, IGOR
"It was a tough game because Ulm is a team with a very good offense. We had to stop their fast breaks, their shooting and inside play. We played very good defense in the second and during the last quarter. That's why we won at the end. The atmosphere here at ratiopharm arena was just unbelievable."
Banvit Bandirma 69
January 9 18:00 CET LIVE FINAL
Group L


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text:
All Saints Academy Dunstable
Academy Email
Academy Twitter
Governance & Sponsors
Living Well Together
Employability Website
Curriculum Area
Curriculum Homework
Welcome to our Parents & Carers
Educational Trips and Visits
Year 8 into 9 Options
Welcome to Students
Coronavirus – Home Education
Exams & Revision
Welcome to Sixth Form
Sixth Form Leadership Team
Transition Booklet
Coronavirus - Support and Advice
School Re-Opening Letters
Assessment at All Saints Academy
At All Saints Academy we want each and every student to achieve or exceed their potential to support them in succeeding in their life goals and our Assessment process helps them on this journey.
Year 7 to Year 11
Our target setting method allows us to set achievable, but aspirational, targets that are tailored to each individual student where KS2 levels have been decimalised and the grouping of students into one level has been removed, eg a student with a fine level of 4.1 will be targeted in line with other 4.1 students rather than any students in the range 4.0 to 4.9 as in previous years.
Different targets will be set for the four subject groupings below as it has been shown that achievement in these areas can differ, eg a student may be targeted higher in an EBacc subject compared to English if national achievement shows this.
Group Subjects
English GCSEs in English Language and English Literature
Maths GCSEs in Maths
EBacc GCSEs in all Sciences, Computer Science, Geography, History, French and Spanish
Other GCSEs in any subject not listed above and all vocational/BTEC subjects
Our targets are based on the results achieved nationally of students with the same KS2 fine level and while we understand that not all students progress in the same way or at the same pace we encourage an 'I can' attitude where students understand that they have the same chance of achieving these grades as any other student across the country.
Every student will be set targets for the end of Year 11 and for interim points at the end of each year from Year 7 through to Year 10. This enables the students themselves, parents/carers and the Academy to track whether they are below, on or above track. The Academy has created target bands to empower students to strive for higher grades.
Target Band Explanation
Bronze Below expected progress
Silver On track to make expected progress
Gold Above expected progress
Platinum Exceptional progress
Students' targets and the Academy's target setting methods are regularly reviewed to ensure students' targets not only help them realise their potential, but stretch and challenge them too.
Reporting to parents/carers
Communication with parents/carers is paramount and our reporting cycle reflects this. Students receive a Flight Plan after each Assessment Point as well as one Annual Report per academic year.
Flight Plans show Working At Grades for each subject as well as end of Year 11 and interim targets. As students move through the year their Flight Plan builds into a picture of progress as Working At Grades from each Assessment Point are added. Working At Grades can be compared to interim targets to see which target band is currently being achieved, eg Silver. In turn, the interim target band can then be matched to the equivalent end of Year 11 target band, eg Silver, to estimate the student's possible GCSE outcomes.
Annual Reports contain Working At Grades for each subject along with a brief comment from the class teacher and a score for the student's Attitude To Learning; Target Grades for each subject group and band are provided for comparison. The student's attendance percentage and both behaviour and achievement points are also included. Where possible, Annual Reports are sent home prior to Parents' Evening to give parents/carers the opportunity to read them thoroughly and discuss them with the student before speaking to teaching staff. If an Annual Report is not available before a Parents' Evening, a copy of the latest Flight Plan will be available to inform discussions with staff.
What grades will students receive?
The Government has introduced a change in the way that GCSE results are graded with a gradual move from letters to numbers over the next three years. Any grades that students bring home will mirror the way in which they will receive the results in their GCSEs. The grid below shows which subjects have moved to the new grading in years 9 to 11. All GCSE subjects not shown are still reported using the letters A*-G. Vocational (BTEC) subjects will remain on their current grading system of Distinction*, Distinction, Merit, Pass and Level 1 Pass.
Year Group Subjects using number grading of 9-1
Year 11 English Language, English Literature, Maths
Year 10 English Language, English Literature, Maths, Sciences, Languages, Geography, History, Religious Studies, Art, Dance, Drama, Computing, Photography
Year 9 All GCSE subjects use the new grading
The Government have also removed the use of levels for Year 7 and Year 8 and allowed schools to set up their own methods. We have adopted a system that uses the new 9-1 GCSE grades across years 7 to 11. Students will be able to see their progress through the grades from the time they join the Academy to the time they leave. For Year 7 and Year 8 we have added an extra grade of 'W' to represent areas where students are working towards a GCSE Grade 1.
Use this link if you would like to see how the new number grading aligns with the letter grading. New GCSE Grading
How we are judged by the Government?
The Government has changed the way in which it judges a school's results with a new measure called Progress 8 which has replaced the 5+ A*-C including English and Maths measure of previous years. Progress 8 takes into account the performance of all students in their best 8 subjects rather than focussing only on students who have reached a minimum of a C grade. It measures how much progress students have made from their KS2 starting point compared to students nationally within their year group. Schools receive a Progress 8 score which is a decimalised number that can be positive or negative.
How is Progress 8 calculated?
Subjects have been grouped and these are the groups we have used in our target setting method above. The highest results for each these groups as shown below are then used as the student's best 8 subjects.
1 for English
1 for Maths
3 for EBacc
3 for Other
The points for each grade are added together and compared to the average national achievement to calculate whether the student has made more or less progress than students with the same KS2 decimal point score nationally. The difference between the student's score and the national score gives us the Progress 8 score for each student. A school's Progress 8 score is the average of all the students' Progress 8 scores.
A school which achieves the national average Progress 8 score of zero has helped its students to achieve the same progress as students nationally. The Government has a minimum expectation of -0.5 which is known as the floor target.
Progress 8 scores for all schools along with other headline measures are published on the Performance Tables.
Assessment and communication within 6th Form is similar to that used in years 7 to 11 but adjustments need to be made as 6th Form qualifications have their own grading.
The target setting method used for our 6th Form students also allows us to set achievable, but aspirational, targets that are tailored to each individual student. Targets are set in a similar way to the lower year groups but a student's GCSE results are used instead of their KS2 results. A comparison can then be made to the national achievement of students with the same level of GCSE scores to set targets. There is no banding within targets at 6th Form but if there is a higher level of qualification available for a subject, students will receive targets for both levels, eg a student studying AS Level will also receive an A2 Level target or a student studying a Subsidiary Diploma vocational subject would also receive a target for the Diploma.
6th Form students also receive a Flight Plan after each Assessment Point as well as one Annual Report per academic year.
Flight Plans show Working At Grades for each subject as well as their targets. As students move through the year their Flight Plan also builds into a picture of progress as Working At Grades from each Assessment Point are added.
Annual Reports contain the same information as those received by students in lower year groups.
The grades provided to students in 6th Form depend on the level of qualification they are studying. The grid below shows the grading for qualifications.
Level Grades Used
AS Level and Extended Project A, B, C, D E
A2 Level A*, A, B, C, D, E
Certificate/Extended Certificate/Subsidiary Diploma Distinction*, Distinction, Merit, Pass
Diploma D*D*, D*D, DD, DM, MM, MP, PP
6th Form are judged using a similar measure to Progress 8 called Level 3 Value Added which also takes into account the performance of student but in all of their subjects rather than a select few. This is then compared to the national performance of similar students. Schools receive separate Level 3 Value Added scores for each type of qualification ie Academic (AS/A2) and vocational. It is also a decimalised number that can be positive or negative.
A school which achieves the national average Level 3 Value Added score of zero has helped its students to achieve the same progress as students nationally. The Government has a minimum expectation floor target of -0.3 but this is still to be confirmed.
Level 3 Value Added scores for all schools along with other headline measures are published on the Performance Tables.
office@asadunstable.org
All Saints Academy Dunstable, Houghton Road, Dunstable, Bedfordshire. LU5 5AB
Call us on 01582 619700 or email us on office@asadunstable.org
All Saints Academy Dunstable, Houghton Road, Dunstable, Bedfordshire, LU5 5AB. Copyright © 2021 All Saints Academy Dunstable All Rights Reserved
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text:
package org.apache.lucene.analysis.payloads;

/**
 * Utility methods for encoding payloads.
 *
 **/
public class PayloadHelper {

  public static byte[] encodeFloat(float payload) {
    return encodeFloat(payload, new byte[4], 0);
  }

  public static byte[] encodeFloat(float payload, byte[] data, int offset){
    return encodeInt(Float.floatToIntBits(payload), data, offset);
  }

  public static byte[] encodeInt(int payload){
    return encodeInt(payload, new byte[4], 0);
  }

  public static byte[] encodeInt(int payload, byte[] data, int offset){
    data[offset] = (byte)(payload >> 24);
    data[offset + 1] = (byte)(payload >> 16);
    data[offset + 2] = (byte)(payload >>  8);
    data[offset + 3] = (byte) payload;
    return data;
  }

  /**
   * @see #decodeFloat(byte[], int)
   * @see #encodeFloat(float)
   * @return the decoded float
   */
  public static float decodeFloat(byte [] bytes){
    return decodeFloat(bytes, 0);
  }

  /**
   * Decode the payload that was encoded using {@link #encodeFloat(float)}.
   * NOTE: the length of the array must be at least offset + 4 long.
   * @param bytes The bytes to decode
   * @param offset The offset into the array.
   * @return The float that was encoded
   *
   * @see #encodeFloat(float)
   */
  public static final float decodeFloat(byte [] bytes, int offset){

    return Float.intBitsToFloat(decodeInt(bytes, offset));
  }

  public static final int decodeInt(byte [] bytes, int offset){
    return ((bytes[offset] & 0xFF) << 24) | ((bytes[offset + 1] & 0xFF) << 16)
         | ((bytes[offset + 2] & 0xFF) <<  8) |  (bytes[offset + 3] & 0xFF);
  }
}


text:
LUMINOUS - On the heels of their latest release All Lit Up
Repartee performs at Bo's on June 7th
Jun. 1, 2016 3:45 p.m.
When vocalist Meg Warren moved on from singing in the classical vein and wanted to craft her own music, a powerful new source of shimmering pop was launched in St. John's, Newfoundland.
The result is Repartee, who released their debut CD, All Lit Up, this past April.
They perform June 7th at Bo's Bar and Grill.
Fuelled by catchy melodies, fantastic production and sharp songwriting, All Lit Up is a blend of personal tracks about life experiences, resonating with the band's live energy and visual presentation.
The CD is, for certain, aptly named – virtually every song shines with an innate luminosity.
From the absolutely irresistible opening title track to Die B4 You, there is a immaculate production quality to these bright, sunny but very textured tunes.
Their style is reminiscent of the finest the glitzy decade of the 80s had to offer musically, but there is a richness and modern edge there as well.
Miracle reflects that sophisticated approach to crafting a tune – from top to bottom, the production is meticulous, the instrumentation superb and of course Warren's stellar voice glides over it all with charm and expression. Indeed – it's almost the perfect pop package.
"In general, we like to think that we've grown as a lot as writers, producers, players," Warren said.
"While many of the songs pull from different influences and inspirations, I feel like this album is more cohesive than our last recordings. I'm super proud of where we are and how far we've come together."
After enlisting the talents of some of Newfoundland's greatest rock and pop musicians (guitarist Robbie Brett, drummer Nick Coultas-Clarke and keyboardist Josh Banfield), Repartee went from playing the bars of their home province, to sharing the stage with the likes of LIGHTS, Tegan and Sara, Dragonette, Arkells and more.
"We began touring in 2011 and that's really what I consider to be the official start of the band," she said. "That's when our first record came out and we began touring and all of that."
As for All Lit Up, Warren explained that the project was a wrap but once they went from being a band on their own to being under the cover of a label, executives wanted a re-recording of the tunes.
"We trusted the team, so when they suggested re-recording everything – it was initially difficult for us to wrap our minds around it. But because it was coming from them, and from a place of knowing they really believed in the band and in the songs, we wanted to put our best foot forward.
"They wanted the production quality to be as good as it possibly could be."
For Warren, classical vocal training proceeded any dreams about making it big in the pop world. Before that, music was indeed a part of family life with both of her parents performing in a local town band.
There was also lots of involvement in church choirs, community choirs and music festivals, too.
Eventually, Warren had her sights set on a career as an opera singer.
"I loved performing growing up, and I would perform as much as possible." There were distinct influences that she was tuning into as well during those years, including pop singer Gwen Stefani, who Warren said continues to show such a fabulous range and versatility with her voice.
As for Warren, her own journey continued to take shape in those earlier years – she took part in a local challenge to write and record a single album in just one month – and over the years, she opted to pursue a more pop-oriented course artistically.
"I definitely always had an interest in pop," she added, noting that when she started writing her own music it was kind of all over the place stylistically. But with the addition of the others in the band, a distinct style did indeed begin to crystallize.
"I found that the more people that were added, the more the direction of the band became concise."
Listening to the tunes today, there is no question they have indeed found their niche.
And that classical training has provided a solid foundation to her vocal prowess today.
"It took me a long time to figure out how to sing this way," she explained. "I find the technique is very different although there is some cross-over. I'm lucky in the sense that I know how to take care of my voice," she said, pointing to such technical aspects as voice control and proper breathing. "It's nice to have that background because I feel like I'm approaching it from more of a healthier way.
"I also think I'm more secure in my singing than I was before. I have a little bit more confidence and I'm not necessarily trying to pull from a lot of other singers now like I was before."
Meanwhile, the band has been experiencing a remarkable level of success over the years – they have won five MusicNL Awards and in 2013 they were nominated for an East Coast Music Award for Rising Star Recording of the Year, performing at the 2013 ECMA Gala.
In the last few years, the band has toured nationally and spent time writing new material which received placements in MTV's Awkward, Finding Carter and Becoming Us.
editor@reddeerexpress.com
Cornerstone Youth Theatre gears up for Treasure Island


ROCKVILLE CENTRE, NEW YORK, March 6, 2007 – The Diocese of Rockville Centre is sponsoring five seminars to assist parents in filling out the Tomorrow's Hope Scholarship Application. The Diocese is offering the one-hour seminars in English and Spanish.
"We want to give parents every opportunity for them to receive Tomorrow's Hope Scholarship funding and we don't want the proper completion of the application form to be a barrier to an otherwise eligible family from receiving a scholarship," said Sister Joanne Callahan, superintendent of schools, Diocese of Rockville Centre.
Sunday, March 11: 1:00 p.m. – 2:00 p.m.
Tuesday, March 13: 7:00 p.m. – 8:00 p.m.
Wednesday, March 14: 7:00 – 8:00 p.m.
In 2006, the Tomorrow's Hope Foundation awarded almost $1 million to over 600 of the neediest students within the Diocese of Rockville Centre for the 2006/2007 school year. Any family who wishes to apply for a scholarship must complete an application. Applications are available at local Catholic elementary schools as well as the diocesan website (www.drvc.org). The application deadline for the 2007/2008 school year is April 1, 2007. Each student chosen to receive aid may receive anywhere from $500 to $2,000 for the school year.
The Diocese of Rockville Centre (www.drvc.org) was formed in 1957 and covers 1,222 square miles in Nassau and Suffolk Counties. The diocese serves approximately 1.4 million Catholics (total population in both counties is approximately 3.3 million). There are 134 parishes in 115 towns. Last year over 20,000 baptisms, 18,000 confirmations, 20,000 first communions and 5,000 marriages took place in the diocese. There are 2,137 students in Catholic kindergarten, 23,825 in primary or elementary school, 12,628 in secondary school and 3,300 in higher institutions. There are 76 Catholic elementary and high schools and one Catholic college in the diocese. Catholic Health Services of Long Island consists of five hospitals, three nursing homes, two home-care agencies, two senior housing complexes, a community-based home for those with special needs and a hospice. Last year, Catholic Charities assisted more than 80,000 individuals who are poor, vulnerable and disadvantaged on Long Island.


text:
CPSU inks agreement with Murcia for the opening of an extension class
Municipality of Murcia headed by Mayor Victor Gerardo Rojas signed a memorandum of agreement with Central Philippines State University headed by Dr. Aladino Moraca for the opening of a CPSU extension class in their locality last March 26, 2021 at the Murcia Public Plaza Covered Court.
The realization of this partnership is a response to the municipality's utmost desire and commitment to establish a tertiary school that could cater the need of their economically-challenged and underserved sectors of society to gain access to free and quality tertiary education.
Mayor Rojas had made known to the public his full cognizance of the need to establish a government-funded tertiary school in their locality. This had become his priority that led to their partnership with CPSU, a state university with nine satellite campuses sin Negros Occidental and with its main campus located in Kabankalan City.
"This event marks another milestone for the municipality. Education is one of the priority projects of my administration. The establishment of this school will give opportunity to the residents of Murcia to finish their tertiary education," Mayor Rojas said.
CPSU president Dr. Aladino Moraca stated that the said event was truly remarkable with a very promising benefit to its residents especially to the youth of Murcia who are its future workforce.
"This partnership of the University with Murcia is not only transactional but most importantly, it is transformational. This is also part of the horizontal growth of the University to be able to provide education to the less privileged but deserving students in the entire province," Dr. Moraca added.
Students who avail of the free tertiary education by the Commission on Higher Education (CHED) known as the Tertiary Education Subsidy (TES) are dubbed as the "scholars ng bayan."
Hon. Johnny Reosura, Vice-Mayor of the Municipality of Murcia expressed gratefulness to CPSU for responding earnestly to their request for an extension class and for facilitating the process seriously towards its realization. He likewise acknowledged the efforts of their technical working group (TWG) who worked diligently in processing and complying with the requirements for the granting of its approval together with the CPSU team.
"It has long been our dream to have a higher education program in our municipality and our prayers were answered through CPSU, headed by Dr. Moraca," Hon. Reosura said.
Hon. Frederick Manuel Ko, board member of the 3rd District of Negros Occidental who spoke on behalf of Gov. Eugenio Lacson, likewise extended his heartfelt thanks to CPSU for its support to the dream of every Murciahanon to have access to free tertiary education which is considered a vital need of the community. He further explained that since Murcia is an agricultural community, its direction is one with the University as its promotes and strengthens agriculture in the entire province.
"I believe that education is the greatest equalizer in life. When our youth is armed with education, they can par with other graduates and ensure better future for them and their family. The endeavor of our teachers, parents and local government will now be given recognition and direction with the opening of this extension class," Hon. Ko said.
Hon. Carlito Yu, Jr., chair of the Committee on Education of the Municipality, also expressed sincere gratitude to CPSU emphasizing on the collaboration of the two agencies that led to greater achievement which was sealed through the ceremonial signing of the memorandum of agreement.
The site of the said extension class is a two-hectare land with an already existing structure located at Brgy. Salvacion, Municipality of Murcia, donated by Magsaysay family. The building is currently under renovation in preparation for the upcoming opening of classes comes August 2021.
Initial programs to be offered as stipulated in the agreement are the Bachelor in Agni-business (BSAB) and the Bachelor of Science in Information Technology (BSIT).
The said CPSU - extension class is expected to operate for 4 years as they work out their conversion to be an extension campus of the University for the years thereafter.
The ceremonial signing was attended by Murcia SB members, brgy. officials, DepEd officials, the Murcia Technical Working Group (TWG) headed by Dr. Mylene Cornel, CPSU VP for Research and Extension Dr. Mae Flor Posadas, Director for Quality Assurance Dr. Grenny Jungco, Director for Instructional Media Production and Development Dr. Josephine Asuncion Emoy, and the College of Agriculture and Forestry dean Dr. Roland Marcel Bachiller.


text:
Rewriting the Atlantic archipelago: modern British poetry at the coast
Jones, Philip (2018) Rewriting the Atlantic archipelago: modern British poetry at the coast. PhD thesis, University of Nottingham.
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Despite a so-called 'oceanic turn', there has been relatively little attention paid to literary representations of the shoreline as a specific material and cultural site. This thesis examines how modern British poets respond to and represent the coastline in their work, with particular emphasis on notions of place and geographic scale. Whilst looking at the use of the archipelago in recent cultural and literary studies of British and Irish writing, this thesis argues for a more refined and complex sense of the archipelagic, one which responds to the needs and demands of an increasingly global and interconnected world. To better understand this relationship between text and coastal landscape, the project draws on the work of Henri Lefebvre and Doreen Massey, as well as Edward Casey's investigations into the future of place and Philip E. Steinberg's reconceptualisation of ocean spaces.
In engaging with ideas of place in a newly intense period of globalisation, this thesis contends that a critical desire to focus on disruptions of linear spatial and temporal scales must still negotiate residual notions of bounded communities and national identities. The archipelago emerges both as a site of rupture and interconnection. In attending to these different levels of geographic experience, the thesis also demonstrates how notions of scale must respond to more than spatial distance, becoming attentive to how a variety of emotional and psychological experiences become frayed and disrupted within the shifts between the local, national and planetary. In the poetry of Peter Riley, Wendy Mulford, Robert Hampson, Matt Simpson and Robert Minhinnick, the shore emerges as an ambivalent and fluid terrain but one, nonetheless, in possession of its own social and cultural histories.
Thesis (University of Nottingham only) (PhD)
Rounce, Adam
Vincent, Bridget
British poetry, contemporary poetry, literary geography, coast, coastline, shore, place, belonging, scale, Peter Riley, Wendy Mulford, Matt Simpson, Robert Hampson, Robert Minhinnick
P Language and literature > PR English literature
UK Campuses > Faculty of Arts > School of English
Jones, Philip


text:
UP Music – The Perfect Remedy to a Mental Block While Working
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Music – The Perfect Remedy to a Mental Block While Working
We've all been through a time when we're working and just can't figure out what to do next. It doesn't matter whether you look at it after a nap, a cup of coffee, a walk around the block or even with a fresh pair of eyes, your mind still remains totally blank. You try everything, but nothing seems to spark your creativity. You may think that there's no solution to this mind block, but it is, and it's called music.
Studies suggesting the positive effect of music on our brain started back in the '50s and have been going on to date. Back in the day, the research was focused more on music therapy for patients. But, now, research is being conducted to prove that music can get rid of stress, anxiety, depression and even states of confusion. It can give clarity to your thoughts and allow yourself to focus on even the most boring and menial tasks out there.
With our relaxing and productive lounge music across all Urban Place Locations, the soft melodies break up those mundane tasks to help our members get work done. The vibes of a productive environment accentuated by soft music in the background is the best way for you to feel good whole working.
If you're intent on the science behind music and working, there's a thesis from Dawn Kent that explains that music enter the inner ear and engages different sections of our brain. These sections of our brain are also the same sections that need to be activated in order for us to work efficiently. So, if there's a section that's struggling because of fatigue, lack of sleep or even stress, music can help you jump start it back on!
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