Camping season is here for us again and I am so excited about it!
As a young adult, I would have done anything to not have to be outside for any extended period of time, but as I got older I would live outside if necessary. Going camping used to mean paper plates, plastic tableware and just about anything disposable. Since we have made a decision to be as careful with our resources as possible, those things don't have a place in our camping gear anymore.
It's so easy to go green when camping, really.
Our first big change was to buy washable dishes that wouldn't break.
We purchased two sets of Coleman dinnerware 5 years ago, and it's still going strong. They haven't chipped, rusted, or broken. They store easily and have been easy to clean at the campsites, even when we had to use colder water. The plates easily hold burgers, salad, and side dishes like homemade sauerkraut and the bowls are big enough for yogurt and granola or campfire soups. The cups are rather small for us to use for drinking, but are nice for holding tableware, cloth napkins or other items at the picnic table.
The next change for us was to get bamboo flatware.
This was hardest for me, honestly, because it meant more dishes. Plastic ware is easy to throw away and you don't have to wash it. And, only $3 for a large box at Aldi. But, setting a good example of being a good steward of our resources was important to us. We purchased 10 sets of this bamboo to go flatware 5 years ago to add to our collection. 5 sets stay in our camping box, and the other 5 are in the van for when we are on the go.
It's nice to have when staying at a hotel as well, because finding a fork or knife at a hotel these days to spread peanut butter on bread isn't easy. As a matter of fact, the last 4 hotels we have stayed at didn't have any tableware, plastic or otherwise. They are great for impromptu picnics at the park when we grab some takeout, or those weeks we live at the county fair, and are lugging coolers of food back and forth.
To keep the nice, we simply make sure to wash them as soon as possible after use, and once a month wipe them down with coconut oil to keep them conditioned. Add in a stainless steel straw for each set and you can also say good bye to the plastic straws!
The final change, and the hardest of all, was drinking glasses.
At home, we simply use mason jars as they are much stronger than the glasses at the stores. They are easy to clean, and my kids have only broken 2 of them in a years time. (This is compared to going through 24 drinking glasses within 3 months before.) We didn't want to have a lot of glass at campsites, due to possible breakage, and we didn't want to have plastic drinking cups either.
So, we made the investment in some stainless steel drinkware. They stay in the camping box, as we just grab our mason jars day to day, but they are super nice to have at campsites. They wash easily, don't rust and if dropped, they don't break. We can take them to the lake beach and not worry about broken glass.
To make camping easier and packing less stressful, we store all our gear in a simple plastic tote box.
This is the kind we use, but anything with a lid would be great. We tried going the cheap route before, but were disappointed when we had to replace it each year. We needed something that could handle being toted around in the van, up and down from the basement and such.It's also large enough to store instant rice, instant mashed potatoes, and our extra cast iron skillet that we use for camping.
We also have some home canned beans, veggies and fruit in there as well. All we need to add when we go camping is some homemade pancake mix, eggs and maple syrup and packing is a breeze! I also have some personal care kits in there for each of us, with toothbrushes, soap and a washcloth.
Add in a cloth table cloth and cloth napkins, easily found at thrift stores and you have the makings of a green camping trip!
Or you have an excellent bug out box, ready to go at a moment's notice. You can add a berkey water bottle to make this bug out box complete. What would you add to this?
Great ideas. My boys have been wanting to go camping. Pinning.
Looking forward to camping again this summer!
These are great suggestions! I also love to go camping, but not sure when we'll be able to go again!
Great tips! I live so green in my day to day but it goes bad when we camp b/c I am all about convenience. Thanks for the tips.
Bamboo flatwear sounds like such a great idea!
We do the metal water bottles and everyone carries their own. It making camping and hiking easier and greenier. These are great tips.
Great idea for metal water bottles!


Like everyone I've had a bit of a journey when it comes to my brows. 8 years ago I had half an eyebrow and still do in my passport photo from plucking them too much thankfully they have grown back and since then I've found it really hard to not pluck them myself and give them some TLC with the right products.
I used to be a die-hard brow powder kind of girl, the Hi Impact Brow powder used to be my holy grail, but I didn't see the point in buying a brow palette which I'd only need one of the shades of. So I went back to pencils and have fallen in love with these Revlon one. Firstly, the spoolie on this brown pencil is incredible, it really fluffs my brows and helps distribute the product. I have mine in the shade Blonde, and although it is pretty dark for a blonde (ie if you are quite fair it probably won't suit) it's the perfect shade for me who is in-between light blonde and brunette. Rather than being a pencil, it almost as a creamy crayon consistency meaning it distributes the product a bit more.
Originally I used the L'Oreal Brow Plumper but I couldn't get my hands on the blonde one for ages so opted for this one instead and I absolutely love it! I have to say I actually prefer the spoolie on this brush as it;s a bit wider and has a lot of brush fibres meaning it doesn't just add a lump of product which I sometimes had with the L'Oreal one. I've also got this in the shade Blonde and this is actually quite a light shade, meaning it doesn't overly colour my brows which I like as I prefer my brow gels to set and fluff rather than colour too much. I also find that NYX have more of a range of brow shades than most drugstore products too.
I really want to try out some NYX brow products soon, I have heard nothing but good things about the brand!
I have and love that nyx tinted brow mascara. Nyx is such an awesome drugstore brand and in particular their brow products are always so wonderful!


We all know how Google works (and we mostly use Google, although other search engines are available!) but as the web becomes ever more cluttered it helps to be able to home in on the content that we are really looking for. Here are five tips for smarter searching, using tools that Google already provides.
Many people will know this one, but if you don't it's a good place to start. If you search for "presley" you are liable to get results dominated by Elvis, yet there are two other Presleys (at least) who may be of interest. You can bring them to the surface in general by using "presley -elvis".
The use of the "-" symbol expressly excludes results containing the term "elvis", so you get a whole range of other Presleys – many of whom are Lisa Marie Presley, of course.
If you are my age, you may be more interested in the legendary Troggs front man Reg Presley, so here you have two choices – either search for "Reg Presley" (in apostrophes), which will match that exact phrase, or go for "presley +reg".
You can use allintitle: or intitle: to restrict your search to page titles only. This might help to focus on more relevant articles.
So "allintitle:fish fried" will return results with both 'fish' and 'fried' appearing in the title. Using the "intitle:fish fried" option is a little more subtle – this will give you articles where the word 'fish' appears in the title, but 'fried' can be anywhere in the article.
Similar to the above, the parameters intext: and allintext: perform the same function, but for the body of the material, as opposed to the titles.
You can use the simple parameter filetype: to return only results of a particular sort. You may be searching for a downloadable report, so you could restrict your search to " pensions filetype:pdf".
This is a tricky one, because Google supports a rather clunky date: or daterange: parameter. This parameter requires dates to be entered in a Julian format, which needs to be calculated and is not exactly intuitive!
After much rummaging about, some time ago I found a very neat trick which in my view is much easier to work with, although it involves editing the URL (the bit in the address line of your browser). Don't worry, though, it's easier than it sounds, and very powerful.
Hit return, and check the results and you can see that you now only have content from the last fourteen days. Very powerful, and potentially far more relevant than the stuff you had before.
Then just add the number you want: n30 will give you content from the last 30 minutes only, which may be useful if searching the latest breaking news story, or d14 (I use this a lot) gives you two weeks worth – obviously w2 does the same thing – and so on.
Try it – hours of fun!
Finally, as a reward for reading this far, type "do a barrel roll" into Google.


text:
//April 24, 2019
Lynn Camp High School student charged after making threats to shoot other students
A Lynn Camp High School student was arrested Tuesday after admitting to police that he threatened to shoot multiple students while at the school. Kentucky State Police Master Trooper Shane Jacobs, public affairs officer at Post 10 in Harlan, said police were called to investigate...
McConnell announces bill to raise minimum age to purchase tobacco to 21
U.S. Senate Majority Leader Mitch McConnell (R-KY) announced plans at a press conference Thursday to introduce legislation in the U.S. Senate to raise the nationwide minimum age to buy tobacco products from 18 to 21. The McConnell bill, which will be introduced in May, will cover...
, By Staff
Current, past South Ward faculty, staff urged to attend reunion event at the school Sunday
With less than a month remaining in the lengthy history of the South Ward Elementary/Corbin Intermediate School, which is located on 17th Street, teachers and staff members, past and present, are invited to a celebration in its honor. The event will be held from 2 p.m. to 4 p.m....
WCHS Vo-Ag program will avoid cuts after Croley delays retirement
The ongoing controversy over whether the Whitley County High School agriculture program will be reduced in order to make way for an industrial maintenance career pathway for students appears to have ended. You need to login to view the rest of the content. Please Login. Not a...
Combat Veterans Motorcycle Association plans Saturday morning ride
If you like to ride a motorcycle and you would like to help local veterans, then you may want to take part in a motorcycle ride Saturday that will follow the Copperhead Trail through parts of Whitley and McCreary counties. The Combat Veterans Motorcycle Association Kentucky...
District Court 04-24-19
, By Teresa Brooks
Circuit Court 04-24-19
Marriages 04-24-19
Kenneth Robert "Spanky" Hart Jr.
Kenneth Robert "Spanky" Hart Jr., 71, of Corbin passed away Tuesday, April 16, 2019, at the Veterans Administration Hospital in Lexington, KY. Born February 26, 1948, he was the son of the late Kenneth Robert Hart, Sr., and Marie Rains Hart. He was a U.S. Army veteran who served...
Charles Roger Barton Jr.
Charles Roger Barton, Jr., 58, of Lily passed away Sunday, April 14, 2019. Born March 3, 1961, he was the son of the late Charles Roger Barton, Sr., and Carolyn Barton who survives. Besides his father, he was preceded in death by his son, Bradley Roger Barton, and his...

redpajama_set_name: RedPajamaCommonCrawl


text:
from texttable import Texttable
from ussclicore.utils import generics_utils

def scan_status(scan):
    if (scan.status.complete and not scan.status.error and not scan.status.cancelled):
        return "Done"
    elif(not scan.status.complete and not scan.status.error and not scan.status.cancelled):
        return str(scan.status.percentage)+"%"
    else:
        return "Error"

def scan_table(scanInstances, scan = None):
    table = Texttable(800)
    table.set_cols_dtype(["t", "t", "t", "t", "t"])
    table.set_cols_align(["c", "l", "c", "c", "c"])
    table.header(["Id", "Name", "Status", "Distribution", "With overlay"])
    if scan:
        table.add_row([scan.dbId, "\t"+scan.name, scan_status(scan), "", ""])
        return table
    for myScannedInstance in scanInstances:
        withOverlayStr = ''
        if myScannedInstance.overlayIncluded:
            withOverlayStr = 'X'
        table.add_row([myScannedInstance.dbId, myScannedInstance.name, "", myScannedInstance.distribution.name + " "+ myScannedInstance.distribution.version + " " + myScannedInstance.distribution.arch, withOverlayStr])
        scans = generics_utils.order_list_object_by(myScannedInstance.scans.scan, "name")
        for lscan in scans:
            table.add_row([lscan.dbId, "\t"+lscan.name, scan_status(lscan), "", ""])
    return table

redpajama_set_name: RedPajamaGithub


text:
Stop the Rock
"Stop the Rock" was a 1999 single by the British group Apollo 440. It appeared on the album Gettin' High on Your Own Supply, and has been described as the group's breakout single.
The song was inspired by Status Quo's "Caroline". The lead vocal was performed by Ian Hoxley, formerly of Gaye Bykers on Acid. Trevor Gray, Howard Gray, Ian Hoxley and Noko are credited as composers of the song.
The single was released on 28 August 1999 through Stealth Sonic and distributed by Sony Music. It was included on the soundtracks to FIFA 2000, Cars Mater-National Championship, Gone in 60 Seconds, Boys and Girls, Bedazzled and the Australian independent film Cut (2000). The Mint Royale mix version of the song was featured in the video game Gran Turismo 3: A-Spec. It was also used in the trailer for Disaster Movie and in Victoria's Secret Fashion Show 2007. In 2014 it was used for the Kia Sportage TV ad.
The song spent 6 weeks on the UK singles chart, peaking at No. 10.
This page contains text from Wikipedia, the Free Encyclopedia - https://wn.com/Stop_the_Rock


Найти файлы в бэкапах определенного сервера.
omnidb -filesearch -n 100 host-a.domain.com /etc "passwd"
Посмотреть что забэкапилось в последней сессии.
2) Смотрим последнюю сессию по объекту "host-a.domain.com:/sas/dwh/data/data4 " и лэйблу " '/sas/dwh/data/data4' "
This entry was posted by Michael Saygak on 20 June 2012 at 9:17 am, and is filed under admin. Follow any responses to this post through RSS 2.0. You can skip to the end and leave a response. Pinging is currently not allowed.


text:
IDYLWILD ELEMENTARY SCHOOL
READINESS TO START SCHOOL
FLORIDA SCHOOL PERFORMANCE GRADE AND ANNUAL MEASURABLE OBJECTIVES (AMOs)
WHITE 61 89 22.0 22.7 45.5 45.7 40.9 41.6
BLACK OR AFRICAN AMERICAN 182 182 53.4 52.0 35.6 36.1 22.9 23.0
HISPANIC/LATINO 38 43 11.9 10.9 8.4 8.2 30.0 29.3
ASIAN 21 14 5.1 4.2 4.5 4.3 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER *	 *	 0.1 0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE *	 *	 *	 0.2 0.2 0.3 0.4
TWO OR MORE RACES 25 25 7.3 10.1 5.7 5.3 3.2 3.1
DISABLED 22 48 10.3 9.8 13.3 14.0 12.9 12.9
ECONOMICALLY DISADVANTAGED 264 294 81.8 77.0 52.8 49.1 58.4 58.6
ELL 16 15 4.5 4.3 2.2 2.2 12.4 12.1
MIGRANT *	 *	 *	 *	 0.2 0.2 0.6 0.5
The Florida Kindergarten Readiness Screener (FLKRS) is made up of a subset of the Early Childhood Observation System (ECHOS) an observational instrument that is used to monitor the skills, knowledge and behaviors a student demonstrates or needs to develop and the Florida Assessments for Instruction in Reading (FAIR).
Number of Students and
Where They
Placed School % District % State %
Category 2013-14 2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
ECHOS Ready
114 86 90 89 91 91 91
ECHOS Not Ready
Total ECHOS
FAIR Ready
FAIR Not Ready
Total FAIR
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10. Percentages are rounded to the nearest whole integer after individual categories are tabulated; therefore totals may not equal 100%.
The graduation rate shows the percentage of students who graduated with a standard high school diploma within four years of initial entry into ninth grade. These results are used in the calculation of schools' Annual Measurable Objectives (AMOs). The AMO graduation rate target for all subgroups and all students is 85 percent or, if below 85 percent, an annual improvement of at least 2 percent.
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A 88.2 62.5
AM.INDIAN OR ALASKA NATIVE # # 76.8 69.7
MIGRANT # N/A 65.4 64.8
Five-Year Graduation Rate
The five-year graduation rate shows the percentage of students who graduated with a standard high school diploma within five years of initial entry into ninth grade.
MIGRANT N/A # 66.7 63.3
*At-risk students are students whose test scores entering high school qualify for inclusion in the lowest performing 25%.
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A # # 1.7 2.2
Racial/Ethic Group Number of Standard Diplomas Earned in 2009-2010 Number of Graduates Enrolled in IHE* within 16 Months of Earning a Regular High School Diploma Number of Graduates Enrolled in IHE* in Florida within 16 Months of Earning a Regular High School Diploma School % District % State %
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER #	 #	 #	 #	 #	 #
UNKNOWN # # # # # #
*IHE in any state.
Florida Comprehensive Assessment Test, (FCAT) 2.0
The FCAT 2.0 measures student performance in writing, science, reading and mathematics and is aligned to Florida's Next Generation Sunshine State Standards.
Florida End-of-Course (EOC) Assessments
In addition to FCAT 2.0 and FAA scores in each subject area, Florida's 2012-13 and 2013-14 accountability results in mathematics include Algebra 1 and Geometry EOC Assessment scores. Florida's 2012-13 and 2013-14 accountability results in science include Biology 1 EOC Assessment results. The Florida EOC Assessments are part of Florida's Next Generation Strategic Plan for the purpose of increasing student achievement and improving college and career readiness. EOC assessments are computer-based, criterion-referenced assessments that measure the Next Generation Sunshine State Standards for specific courses, as outlined in their course descriptions.
Florida Alternate Assessment (FAA) for Students with Disabilities
The FAA is designed for students whose participation in the general statewide assessment (FCAT 2.0 and EOC) is not appropriate, even with accommodations. The FAA measures student academic performance on the Next Generation Sunshine State Standards Access Points (NGSSS-AP) in language arts (reading, writing), mathematics and science.
Assessment results in the following tables reflect FCAT 2.0 data combined with FAA data for reading and writing. For mathematics and science, results include FCAT 2.0, FAA and EOC assessment results, as applicable. Results show proficiency attainment for students who were in attendance during both semesters of the school year.
Writing Assessment
For this measure, FCAT 2.0 Writing scores range from 1.0 (lowest) to 6.0 (highest). FAA scores have been merged with the FCAT 2.0 scores for reporting purposes. The AMO writing target for all subgroups and all students is 90 percent scoring satisfactory or above or an annual improvement of at least 1%.
Writing Assessment Results
(FCAT 2.0 and FAA)
ALL STUDENTS 71 65 55 56 58 59
WHITE 83 90 62 66 62 63
BLACK OR AFRICAN AMERICAN 62 61 40 37 50 50
HISPANIC / LATINO N 58 56 57 57 57
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N 0 N 0 N 0
TWO OR MORE RACES* N N 59 62 61 62
ECONOMICALLY DISADVANTAGED 75 64 42 40 52 51
MIGRANT* N N N N 44 43
LOWEST 25%† 3 20 8 22
FEMALE* 80 70 62 64 65 66
MALE* 59 56 48 48 52 52
*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes students currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.
†Outcomes are based on writing results for students identified in the Low 25% for reading. The Low 25% target in Florida's school grades system, which is calculated for reading and math, is based on individual student learning gains – the percentage of students making gains. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
Reading, Mathematics and Science Assessments
On EOC assessments and the FCAT 2.0 reading, mathematics and science tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest), with scores at Level 3 or higher designated as proficient. The FAA is scored on nine performance levels, with FAA Level 4 establishing the minimum level for proficiency.
FAA scores have been merged with the FCAT 2.0 scores for reporting purposes. For more information on Annual Measurable Objectives (AMOs), refer to the "Florida School Performance Grade and AMOs for ESEA Reporting" section below.
Reading Assessment Results (FCAT 2.0 and FAA)
2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested
ALL STUDENTS 43 54 100 60 68 99 58 68 98
WHITE 75 69 98 77 81 99 70 77 98
BLACK OR AFRICAN AMERICAN 27 42 100 31 47 98 39 53 97
HISPANIC/LATINO 58 51 100 64 68 99 55 65 98
ASIAN 77 50 100 87 88 99 78 81 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 74 75 100 58 66 97
TWO OR MORE RACES* 47 N 100 68 N 99 64 N 98
DISABLED 18 30 N 25 45 99 29 47 99
ECONOMICALLY DISADVANTAGED 36 51 100 41 53 97 48 59 96
ELL** N N 100 38 52 99 34 49 98
MIGRANT* N N N 33 N 100 34 N 96
LOWEST 25%† 3 N 0 8 N 0 N
FEMALE* 49 N 100 63 N 99 61 N 98
MALE* 38 N 99 57 N 99 56 N 98
†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida's school grades system is based on individual student learning gains – the percentage of students making gains. In Florida's school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
Note: An 'N' indicates that no test results were reported.
Mathematics Assessment Results (FCAT 2.0, EOCs and FAA)
LOWEST 25%† 18 N 0 17 N 0 N
Science Assessment Results (FCAT 2.0, EOCs and FAA)
WHITE N 91 77 98 69 98
AMERICAN INDIAN OR ALASKA NATIVE N N N N 59 97
ECONOMICALLY DISADVANTAGED 41 N 41 96 47 96
ELL** N 98 32 98 26 97
LOWEST 25%† 0 0 12 0
FEMALE* 47 100 61 98 57 98
**Includes English language learners currently enrolled in ESOL programs.
†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida's school grades system, which is calculated for reading and math, is based on individual student learning gains – the percentage of students making gains. In Florida's school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
At this time, a state objective is not specified for science achievement.
Reading Math
School 2013-14 2012-13 2013-14 2012-13
Grade 3 42 49 53 50
District 2013-14 2012-13 2013-14 2012-13
Grade 10 60 60 66 69
State Totals 2013-14 2012-13 2013-14 2012-13
FCAT 2.0 is only administered to Grades 3-8 for Math.
Percentage of Students Scoring at Each FCAT 2.0 and EOC Achievement Level, 2013-14
FCAT 2.0 SCIENCE & BIOLOGY 1 EOC
ALL STUDENTS 26 31 30 17 24 26 13 20 17 26 30 13 14
WHITE 7 17 29 18 29 10 22 32 17 19
BLACK OR AFRICAN AMERICAN 30 43 27 35 36 21 6 3 29 34 25 7 5
HISPANIC/LATINO 17 23 29 12 19 20 28 29 12 10
ASIAN 4 10 23 17 46 7 15 27 19 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*
AMERICAN INDIAN OR ALASKA NATIVE 15 28 32 14 11
TWO OR MORE RACES* 14 23 26 14 22 13 25 31 15 16
DISABLED 46 29 16 3 6 43 31 17 5 3
ECO. DISADVANTAGED 27 32 31 28 32 25 8 6 23 32 28 10 7
ELL** 24 43 20 41 34 18 4 3
MIGRANT* 30 36 23 7 4
FEMALE* 33 36 16 25 27 13 19 17 28 30 13 12
MALE* 32 29 18 23 25 13 21 18 25 29 14 15
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
FCAT 2.0 READING
ALL STUDENTS 25 31 21 14 8 18 23 22 22 15 17 25 25 21 11
WHITE 23 30 23 7 17 24 29 23 10 20 27 27 16
BLACK OR AFRICAN AMERICAN 37 38 16 7 35 34 19 9 3 29 33 22 12 4
HISPANIC/LATINO 43 16 22 26 22 14 20 26 26 19 9
AMERICAN INDIAN OR ALASKA NATIVE 17 27 27 21 9
TWO OR MORE RACES* 52 13 20 26 24 16 13 24 27 24 13
DISABLED 62 55 25 12 6 2 47 29 15 7 2
ELL** 32 29 23 13 35 32 21 10 2
FEMALE* 21 30 24 15 11 15 22 22 23 17 15 25 26 22 12
MALE* 29 33 19 14 20 24 22 20 14 20 25 25 20 10
FCAT 2.0 MATH and ALGEBRA 1 EOC
ALL STUDENTS 23 20 26 20 11 21 23 25 17 15 19 24 29 17 10
WHITE 25 34 11 17 28 24 21 12 21 31 22 14
HISPANIC/LATINO 29 34 18 24 26 18 14 20 25 30 16 9
ASIAN 53 3 7 16 21 53 6 12 24 25 32
ECO. DISADVANTAGED 24 22 29 15 10 32 29 24 10 5 25 28 29 13 6
ELL** 26 27 26 11 11 31 29 25 11 4
MIGRANT* 27 30 28 11 4
FEMALE* 22 17 31 22 8 20 22 26 17 15 17 25 30 17 11
MALE* 23 23 22 19 14 23 23 24 17 14 20 24 29 17 10
Florida students in ESOL programs who have been in the U.S. less than one year are required to be tested on the Comprehensive English Language Learning Assessment (CELLA) as well as on a state mathematics assessment, but may be exempt for up to one administration of the FCAT 2.0 in reading. These students' test scores are not included in the current year's proficiency calculations for math and reading as a flexibility provision approved for Florida by the U.S. Department of Education. The ESEA SPAR chart shows the number of recently arrived ELL students who are not included in the AMO mathematics and reading proficiency calculations for 2013-14.
Reading * 76 13,057
Math * 82 13,478
The following chart compares the achievement levels between NAEP and the FCAT 2.0:
FCAT 2.0 Achievement
The chart below shows, for the sample of Florida schools selected to take the grade 04 and grade 08 math and reading assessments, the percentage of Students with Disabilities (SWDs) and English language learners (ELLs) in the tested grades who were tested on each assessment. The goal established by the National Assessment Governing Board (NAGB) is 85% inclusion.
Additional information is provided on the NAEP website at http://www.nces.ed.gov/nationsreportcard/ or on the FLDOE website at http://www.fldoe.org/asp/naep/.
DISABLED 12 11 243 231 50 62 37 30 13 8 50 38
TIMSS is an international comparative study of student performance in mathematics and science at the fourth and eighth grade levels. It collects data on achievement, experiences, and attitudes of fourth- and eighth-grade students in the United States and students in the equivalent grades in other participating countries, as well as information on classroom and school contexts. Florida's objective is to meet the performance of the 10th ranked country.
TIMSS 2011
PIRLS is an international comparative study of the reading literacy of young students. It collects data on the reading achievement, experiences, and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries, as well as information on students' classroom and school contexts. Florida's objective is to meet the performance of the 10th ranked country.
PIRLS 2011
PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy. It assesses students' applied knowledge and skills to problems within a real-life context as they near the end of compulsory schooling. PISA makes the assumption that as students transition to adult life, they need not only to comprehend what they read or to retain particular mathematical formulas or scientific concepts, but also to know how to apply their knowledge and skills in the many different situations they will encounter in their everyday lives. Florida's objective is to meet the performance of the 10th ranked country.
PISA 2012 Results - 15 year olds
Instructional Staff 51 14 27.5 25.0 20.4
Total 52 14 26.9 25.1 20.6
Master's Degree 24 50.0 51.1 46.1 47.5 31.9 32.5
Doctorate 2 4.2 4.4 1.9 1.6 1.0 1.0
Florida has no uncertified teachers, although some teachers may be temporarily assigned to areas outside of their field of specialization. Data on classes taught by teachers out of field is provided in the following table.
Percentage of Classes with Teachers Teaching In-Field 99.7 99.6 93.8
Percentage of Classes with Teachers Teaching Out-of-Field 0.3 0.4 6.2
June 0.0 0.5 0.0 0.0 7.4 8.7 11.1
July 0.0 0.8 0.0 0.0 12.5 7.3 35.5
October 0.0 0.1 0.0 0.5 5.8 6.4 5.5
February 0.0 0.1 0.0 0.0 5.8 6.3 5.1
Combined All Year 0.0 0.1 0.0 0.2 5.9 6.3 5.7
Public schools in Florida are graded annually based on student performance on state assessments and the percentage of students making learning gains. Schools are assigned a letter grade (A through F) corresponding with their rated performance, with grade "A" representing the highest performance rating and grade "F" representing a failed rating. A rating of "I" indicates that grading is incomplete. A grade of "N" indicates that the school is not graded. While the vast majority of Florida's schools receive a performance grade, certain types of schools are exempt from grading, including Department of Juvenile Justice (DJJ) facilities. High schools will receive a grade based 50 percent on state assessment-based measures and 50 percent on other measures, including graduation rates, accelerated curricula and college readiness. Those grades will not be available until near the end of the calendar year. For those schools, a "P" (pending) appears in place of their grades.
2013-14 School Performance Grade*: C
*Certain school grades may be subject to modification pending appeal.
Components of the school grade calculation include learning gains of the lowest performing students in reading and mathematics. The following table provides information on the points earned based on learning gains made by students in the lowest quartile in the current year.
Mathematics Low 25%, Points Earned* Reading Low 25%, Points Earned*
The table below indicates how schools in this district were identified for ESEA flexibility. Focus schools are identified as schools for which the most recent grade is "D" as well as Title 1 schools graded "C" or higher for which the federal four-year graduation rate was lower than 60%. Priority schools are identified as schools for which the most recent grade is "F." Reward schools are schools that were graded "A"; improved a letter grade; were rated "Improving" in the school improvement rating system or improved a rating; or maintained a grade after having improved by two or more letter grades in the prior year.
1 21 CHARLES W. DUVAL ELEM SCHOOL
1 101 W. A. METCALFE ELEMENTARY SCHOOL
1 111 JOSEPH WILLIAMS ELEM. SCHOOL
1 201 HAWTHORNE MIDDLE/HIGH SCHOOL
1 221 A. L. MEBANE MIDDLE SCHOOL
1 341 MARJORIE KINNAN RAWLINGS ELEM
1 71 LAKE FOREST ELEMENTARY SCHOOL
1 281 CHESTER SHELL ELEMENTARY SCHL
1 91 LITTLEWOOD ELEMENTARY SCHOOL
1 151 GAINESVILLE HIGH SCHOOL
1 161 ALACHUA ELEMENTARY SCHOOL
1 261 NEWBERRY HIGH SCHOOL
1 271 SANTA FE HIGH SCHOOL
1 291 WALDO COMMUNITY SCHOOL
1 412 HORIZON CTR. ALTERNATIVE SCHL
1 482 HIDDEN OAK ELEMENTARY SCHOOL
1 501 KIMBALL WILES ELEM. SCHOOL
1 510 LAWTON M. CHILES ELEM. SCHOOL
1 531 NEWBERRY ELEMENTARY SCHOOL
1 571 W. W. IRBY ELEMENTARY SCHOOL
1 953 CARING & SHARING LEARNING SCHOOL
1 1010 ONE ROOM MIDDLE SCHOOL
1 1011 ALACHUA LEARNING CENTER , INC. MIDDLE
AMOs for ESEA Reporting
Under reporting requirements of Florida's ESEA* flexibility waiver, Florida has included the following information in applicable sections of this annual report.
For the "all students" group and each subgroup described in ESEA section 1111(b)(2)(C)(v)(II), this report includes:
information on student achievement at each proficiency level;
data comparing actual achievement levels to the state's Annual Measurable Objectives (AMOs);
the percentage of students not tested;
performance on the other academic indicator for elementary and middle schools (writing); and
graduation rates for high schools.
Florida also includes information on progress of the lowest performing 25% of students in mathematics and reading as part of its annual reporting of AMOs.
Additional detailed information on Florida's annual reporting of AMOs in compliance with the ESEA waiver is available at http://schoolgrades.fldoe.org/default.asp.
*ESEA is an acronym for the Elementary and Secondary Education Act.


text:
Q: JSON with Chinese characters processing to XML in java for RDB Im doing a RESTful webservice call on the Chinese weibo platform and get a JSON file in return that looks like this:
[{
"id": 2098220080,
"idstr": "2098220080",
"class": 1,
"screen_name": "王理巍", .....}]

So its an array with 100 inner objects. My aim is to import these data into a relational database (SAP HANA). As I can only import files in XML or csv format, I think the best approach is to parse the JSON into XML with some small java app.
Ive already tried different JSON parsing libraries but there seems to be a problem with the array. So I chose the Apache json.org lib and call the webservice via InputStream.
public static void main(String[] args) throws IOException {

String date, userName = null, text, gender, city, location, province;
int userId = 0, statusId;
URL url = null;

    try {
    url = new URL("https://api.weibo.com/2/suggestions/users/hot.json?client_id=1637521539&access_token=2.00xusAWD0YuxsZ10f9689fa7sIoHJC&category=auto");
} catch (MalformedURLException e) {
    // TODO Auto-generated catch block
    e.printStackTrace();
}

//Call URL as InputStream
try (InputStream is = url.openStream();
    JsonReader rdr = Json.createReader(is)) {

    JsonArray results = rdr.readArray();

    //System.out.println(results.toString());

    JsonObject[] objects = new JsonObject[100];
    JsonObject o1 = results.getJsonObject(0);
    //System.out.println(o1);

    //Read each element
    try {
    userId = o1.getInt("id");
    userName = o1.getString("name");
    province = o1.getString("province");
    city = o1.getString("city");
    location = o1.getString("location");
    gender = o1.getString("gender");
    date = o1.getString("created_at");
    statusId = o1.getInt("id");
    text = o1.getString("text");
    } catch (NullPointerException npe) {
        System.out.println("No value");
    }

    //Build XML
    String xmlString = XML.toString(userId,"id");
    xmlString = XML.toString(userName, "name");

In this snippet I only read one object for testing purposes without any automation. Basically Im dealing with 2 issues here now.
First: The elements containing Chinese simplified characters are displayed as ???
Second: How can I append several elements to the XML-String?
I really appreciate your hints concerning my questions and also some general ideas for a probable better solution.

A: Alright problems solved.
In case ur interested: To access the nested "status" element in one object, just use
JsonObject status = o1.getJsonObject("status");

For appending several objects I used the StringBuilder method.

redpajama_set_name: RedPajamaStackExchange


text:
@implementation BreedNameCell

@end


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TT – A Trinidadian braid specialist has won a regional hair battle with a unique pan design.
Pashion Kellar, who can be found on Instagram under the name dpassion4realbraids, topped the braiding category of a Caricom Hair Extravaganza called the Beauty Exchange Expo which was held in Barbados over the weekend.
It was the first time Kellar entered any competition in her 25 years of braiding.
"My strategy was how am gonna get this done. Ideas were playing up in my head and my pan piece was one of my first ideas. I changed it to an Indian girl then back to the pan cause I said a steelpan woman is one of the most beautiful things," Kellar explained.


text:
What is the side effect of slimming coffee?
This product poses a threat to consumers because sibutramine is known to substantially increase blood pressure and/or heart rate in some people and may present a significant risk for people with a history of coronary artery disease, congestive heart failure, arrhythmias, or stroke.
Why is sibutramine banned?
Sibutramine was a prescription-only weight loss medicine in Singapore but has been banned since 2010 due to an increased risk of heart attack and strokes. Other serious adverse effects reported in the past by consumers who took products adulterated with sibutramine include insomnia and hallucinations.
Are Baschi pills safe?
BASCHI Quick Slimming capsules pose a serious risk to your health and should not be taken. The Therapeutic Goods Administration (TGA) has tested a product labelled BASCHI Quick Slimming capsules and found that: the capsules contain the undeclared substance sibutramine.
What diet pills have sibutramine?
In October, the Food and Drug Administration (FDA) announced that Meridia, which contains the compound sibutramine, has been withdrawn from the U.S. market after a clinical trial revealed an increased risk of heart attack and stroke among those taking the obesity drug.
Is slimming coffee safe?
[10-23-2015] The Food and Drug Administration (FDA) is advising consumers not to purchase or use Lishou Slimming Coffee, a product promoted for weight loss. This product was identified by FDA during an examination of international mail shipments.
How safe is sibutramine?
Sibutramine was well tolerated. This study indicates that in obese patients whose hypertension is well controlled at the outset with an ACE inhibitor, with or without concomitant thiazide diuretic therapy, sibutramine safely and effectively achieves weight loss without compromising good BP control.
Does Sibutramine get you high?
Contrary to other appetite-suppressing drugs (e.g. phentermine and dexamphetamine) and despite being structurally similar to amphetamine, sibutramine has no abuse potential since it does not enhance dopamine release at the synapse [16].
How long does sibutramine stay in your system?
Sibutramine is metabolized by cytochrome P450 isozyme CYP3A4 into two pharmacologically-active primary and secondary amines (called active metabolites 1 and 2) with half-lives of 14 and 16 hours, respectively.
How do you take Baschi pills?
-Baschi quick slimming capsule is processed by advanced technology with pure natural herb. -Usage: -1 capsule per day taking it half hour before the breakfast.
How much weight can you lose with sibutramine?
At 1 year, adults receiving sibutramine, 10 to 15 mg/d, lost an average of 4.5 kg (9.8 pounds) more than adults receiving placebo. Adults taking sibutramine for 1 year are 19% to 34% more likely to achieve 5% weight loss and 12% to 31% more likely to achieve 10% weight loss than those taking placebo.
What are the side effects of sibutramine?
a stuffy and runny nose.
dry mouth.
nervousness.
Can an echocardiogram detect hypertrophic cardiomyopathy?
Cosa significa Libiamo nei lieti calici?


Shortly after Randa Accessories raised its offer to acquire Perry Ellis for $28.9 a share on Friday morning, shares jumped nearly 5 percent and were trading on the Nasdaq above the offer price, or more than $29.10.
According to market sources, Jonathan Anderson is in talks to install Jenny Galimberti, Louis Vuitton's global communications and events director, at the management helm.
Eurazeo has signed an agreement to sell its 10 percent stake in Desigual to its founder and controlling shareholder, Thomas Meyer.
Feng Chuxuan, the founder and chief executive officer of Huasheng Media Group,is taking on the role of editor in chief of T Magazine, relinquishing that same position at Wallpaper. Dan Cui, the current editor in chief of T, will be moved to a coeditor position with the title and will continue working on various projects for the group.


text:
Q: Makefile all target order Does order in makefile all target matters ?
For eg. if I have -
all : target1 target2 target3

Does the order matters here i.e. will target2 be always executed after target3 ?

A: The POSIX standard for make requires that make consider prerequisites in the order they were listed in the makefile.
So yes, in your example make is required to first try to build target1, then try to build target2, then try to build target3, then, if any of those targets were updated, it will try to run the recipe for all if one exists.
However, it's a bad idea to rely on this when you write your makefile.
First, what if someone runs make target3 but you can't build target3 until target2 is complete?  Then make target3 will not try to build target2 because make doesn't know that it's needed.
Second, if you invoke make -j (parallel builds) then make can try to build target1, target2, and target3 all at the same time.  If they rely on each other this will likely break things.
If you have a dependency relationship between two targets, you should tell make about it by declaring a prerequisite.  That way you know your build is reliable.