text:
package com.hazelcast.simulator.coordinator.tasks;

import com.hazelcast.simulator.agent.operations.CreateWorkerOperation;
import com.hazelcast.simulator.agent.operations.StartTimeoutDetectionOperation;
import com.hazelcast.simulator.agent.workerprocess.WorkerParameters;
import com.hazelcast.simulator.coordinator.registry.AgentData;
import com.hazelcast.simulator.coordinator.registry.Registry;
import com.hazelcast.simulator.coordinator.registry.WorkerData;
import com.hazelcast.simulator.protocol.CoordinatorClient;
import com.hazelcast.simulator.protocol.core.SimulatorAddress;
import com.hazelcast.simulator.utils.CommandLineExitException;
import com.hazelcast.simulator.utils.ThreadSpawner;
import org.apache.log4j.Logger;

import java.util.HashMap;
import java.util.LinkedList;
import java.util.List;
import java.util.Map;
import java.util.concurrent.Future;

import static com.hazelcast.simulator.utils.CommonUtils.getElapsedSeconds;
import static com.hazelcast.simulator.utils.FormatUtils.HORIZONTAL_RULER;
import static java.lang.String.format;
import static java.util.Arrays.asList;
import static java.util.concurrent.TimeUnit.MINUTES;

/**
 * Starts all Simulator Workers.
 *

 * It receives a map with {@link SimulatorAddress} of the Agent to start the Workers on as key.
 * The value is a list of {@link WorkerParameters}, where each item corresponds to a single Worker to create.
 *

 * The Workers will be created in order: First all member Workers are started, then all client Workers.
 * This is done to prevent clients running into a non existing cluster.
 */
public class StartWorkersTask {

    private static final Logger LOGGER = Logger.getLogger(StartWorkersTask.class);

    private final CoordinatorClient client;
    private final Registry registry;
    private final int startupDelayMs;
    private final Map<SimulatorAddress, List<WorkerParameters>> memberDeploymentPlan;
    private final Map<SimulatorAddress, List<WorkerParameters>> clientDeploymentPlan;
    private final Map<String, String> tags;
    private long started;
    private List<WorkerData> result = new LinkedList<>();
    private int workerStartupIndex;

    public StartWorkersTask(
            Map<SimulatorAddress, List<WorkerParameters>> deploymentPlan,
            Map<String, String> workerTags,
            CoordinatorClient client,
            Registry registry,
            int startupDelayMs) {
        this.client = client;
        this.registry = registry;
        this.startupDelayMs = startupDelayMs;
        this.tags = workerTags;
        this.memberDeploymentPlan = filterByWorkerType(true, deploymentPlan);
        this.clientDeploymentPlan = filterByWorkerType(false, deploymentPlan);
    }

    public List<WorkerData> run() throws Exception {
        echoStartWorkers();

        // first create all members
        startWorkers(memberDeploymentPlan);

        // then create all clients
        startWorkers(clientDeploymentPlan);

        client.invokeOnAllAgents(new StartTimeoutDetectionOperation(), MINUTES.toMillis(1));

        echoStartComplete();
        return result;
    }

    private void echoStartWorkers() {
        started = System.nanoTime();
        LOGGER.info(HORIZONTAL_RULER);
        LOGGER.info("Starting Workers...");
        LOGGER.info(HORIZONTAL_RULER);

        LOGGER.info(format("Starting %d Workers (%d members, %d clients)...",
                count(memberDeploymentPlan) + count(clientDeploymentPlan),
                count(memberDeploymentPlan), count(clientDeploymentPlan)));
    }

    private void echoStartComplete() {
        long elapsedSeconds = getElapsedSeconds(started);
        LOGGER.info(HORIZONTAL_RULER);
        LOGGER.info(format("Finished starting of %s Worker JVMs (%s seconds)",
                count(memberDeploymentPlan) + count(clientDeploymentPlan), elapsedSeconds));
        LOGGER.info(HORIZONTAL_RULER);
    }

    private void startWorkers(Map<SimulatorAddress, List<WorkerParameters>> deploymentPlan) {
        ThreadSpawner spawner = new ThreadSpawner("createWorkers", true);
        for (Map.Entry<SimulatorAddress, List<WorkerParameters>> entry : deploymentPlan.entrySet()) {

            SimulatorAddress agentAddress = entry.getKey();
            AgentData agent = registry.getAgent(agentAddress);

            for (WorkerParameters workerParameters : entry.getValue()) {
                spawner.spawn(new CreateWorkerOnAgentTask(workerParameters, startupDelayMs * workerStartupIndex, agent));
                workerStartupIndex++;
            }
        }
        spawner.awaitCompletion();
    }

    private static Map<SimulatorAddress, List<WorkerParameters>> filterByWorkerType(
            boolean isFullMember, Map<SimulatorAddress, List<WorkerParameters>> deploymentPlan) {

        Map<SimulatorAddress, List<WorkerParameters>> result = new HashMap<>();

        for (Map.Entry<SimulatorAddress, List<WorkerParameters>> entry : deploymentPlan.entrySet()) {
            List<WorkerParameters> filtered = new LinkedList<>();

            for (WorkerParameters workerParameters : entry.getValue()) {
                if (workerParameters.getWorkerType().equals("member") == isFullMember) {
                    filtered.add(workerParameters);
                }
            }

            if (!filtered.isEmpty()) {
                result.put(entry.getKey(), filtered);
            }
        }
        return result;
    }

    private static int count(Map<SimulatorAddress, List<WorkerParameters>> deploymentPlan) {
        int result = 0;
        for (List<WorkerParameters> settings : deploymentPlan.values()) {
            result += settings.size();
        }
        return result;
    }

    private final class CreateWorkerOnAgentTask implements Runnable {

        private final WorkerParameters workerParameters;
        private final AgentData agent;
        private final int startupDelayMs;

        private CreateWorkerOnAgentTask(WorkerParameters workerParameters, int startupDelaysMs, AgentData agent) {
            this.startupDelayMs = startupDelaysMs;
            this.workerParameters = workerParameters;
            this.agent = agent;
        }

        @Override
        public void run() {
            CreateWorkerOperation operation = new CreateWorkerOperation(workerParameters, startupDelayMs);
            Future<String> f = client.submit(agent.getAddress(), operation);
            String r;
            try {
                r = f.get();
            } catch (Exception e) {
                throw new CommandLineExitException("Failed to create worker", e);
            }

            String workerType = workerParameters.getWorkerType();
            String workerAddress = workerParameters.get("WORKER_ADDRESS");
            if (!"SUCCESS".equals(r)) {
                LOGGER.fatal(format("Could not create %s Worker %s, reason: %s", workerType, workerAddress, r));
                throw new CommandLineExitException("Failed to create workers");
            }

            // the worker will automatically inherit all the tags of the agent it runs on and on top of that it
            // its own tags are added.
            Map<String, String> finalTags = new HashMap<>();
            finalTags.putAll(agent.getTags());
            finalTags.putAll(tags);

            LOGGER.info(format("    Created %s Worker %s", workerType, workerAddress));
            List<WorkerData> createdWorkers = registry.addWorkers(asList(workerParameters), finalTags);
            result.addAll(createdWorkers);
        }
    }
}

redpajama_set_name: RedPajamaGithub


text:
Q: How to fetch value from url in silverstripe I want to print value 5 on the ss page.

www.xyz.com?a=5.

How to fetch url data in silverstripe? Any help is accepeted.

A: In your controller that your Silverstripe template is for, you can retrieve "GET" (aka. query string) by returning the result of $this->getRequest()->getVar('a') in a function on your controller.
It is good practice to use $this->getRequest()->getVar('a') over $_GET['a'] as SilverStripe will automatically sanitise the string.
When your code is not in the controller (so you can't make use of $this->getRequest()), you can request the current controller by using Controller::curr() which will make the complete call for getting a single var:
Controller::curr()->getRequest()->getVar('a')

If you want to get all "GET" variables, just call getVars() instead..
Also, you can access "POST" variables in a similar calling postVar('a') or postVars() instead. If you want to get the value from both "POST" or "GET", you can call requestVar('a') or requestVars().
Anyway, here is a basic mock-up of a controller using a function on the controller that is accessible in the template.
Controller
class TestPage_Controller extends Page_Controller
{
    public function init()
    {
        parent::init();
    }

    public function MySpecialProperty()
    {
        return $this->getRequest()->getVar('a');
    }
}

Template
<p> $MySpecialProperty </p>

redpajama_set_name: RedPajamaStackExchange


SSB Recruitment 2019, Apply Sashastra Seema Bal Job Vacancy @ssb.nic.in:- The Sashastra Seema Bal has released recruitment on 156 vacancies to recruit eligible candidates for the posts of Inspector, Sub Inspector, Subedar Major, Executive Engineer, Chief Veterinary Officer, Inspector General. The candidates who is interested in Defence Jobs and want a high pay scale, then this is a good opportunity for them to join SSB Bharti 2019. The candidates who are interested in central government jobs can apply for the SSB 2019 Recruitment, before applying or filling the application form the candidates must read all the details to ensure that either they are eligible or not for SSB 2019 Vacancies.
The details regarding to Sashastra Seema Bal 2019 Bharti like vacancy details, eligibility criteria, selection procedure, application fee and the form filling instructions are mentioned below. The candidates can visit the official website of SSB to check the other details and instructions. The candidates who are eligible and want to apply for the SSB Recruitment 2019 can visit our officially website www.jobonweb.in to fill the SSB Recruitment Application Form. The Pay scale of SSB Job will on level 11 & 14 per month. The application form is already available online and the closing date of the application form is 60 days of pub.. The SSB 335 Vacancies are divided into the posts in such manner.
Before registering the SSB Recruitment 2019, the candidates must read the requirement criteria of SSB to check their eligibility. If the candidate is eligible then their registration process will be successful and if they are not eligible then their application form will be rejected.
Education Qualification- The candidates must have done the matriculation and have an experience in the related field under the state or central government.
The candidates have to pay the SSB Application Fees for filling registration form of SSB Recruitment 2019 via e-Challan, credit card, online banking etc. The application fees for the categories are same Rs 100/-.
Online Application Closing Date 60 Days of Pub.
How to Apply for SSB 2019 Recruitment?
Firstly, visit the official website of Sashastra Seema Bal.
Then click on the SSB application form.
After that, the application form will appear on the screen.
Fill all the required details and upload the scanned copy of the required documents.
Pay the application fees via e-Challan, online banking, credit card etc.
Then send the application form with the copies of required documents to the below address.
The candidates who have filled the application form of SSB Recruitment 2019 successfully will get the SSB admit card, 10 to 15 days before the exam. The SSB will release an official notification to notify the candidates about the availability date of the SSB 2019 Call Letter on its web portal.
The candidates can check the updates and download the SSB 2019 Admit Card from our official website, www.jobonweb.in.
The SSB 2019 Result of the SSB Exam will be released after the completion of all the phases of selection procedure.


text:
namespace Envoy {
namespace {

class IpTaggingIntegrationTest : public testing::TestWithParam<Network::Address::IpVersion>,
                                 public HttpIntegrationTest {
public:
  IpTaggingIntegrationTest() : HttpIntegrationTest(Http::CodecType::HTTP1, GetParam()) {}
};

INSTANTIATE_TEST_SUITE_P(IpVersions, IpTaggingIntegrationTest,
                         testing::ValuesIn(TestEnvironment::getIpVersionsForTest()));

// Just IP tagging for now.
const char ExampleIpTaggingConfig[] = R"EOF(
    request_type: both
    ip_tags:
      - ip_tag_name: external_request
        ip_list:
          - {address_prefix: 1.2.3.4, prefix_len: 32}
)EOF";

// Make sure that Envoy starts up with an ip tagging filter.
TEST_P(IpTaggingIntegrationTest, IpTaggingV3StaticTypedStructConfig) {
  config_helper_.prependFilter(absl::StrCat(R"EOF(
name: ip_tagging
typed_config:
  "@type": type.googleapis.com/xds.type.v3.TypedStruct
  type_url: type.googleapis.com/envoy.extensions.filters.http.ip_tagging.v3.IPTagging
  value:
  )EOF",
                                            ExampleIpTaggingConfig));
  initialize();
}

} // namespace
} // namespace Envoy


text:
Abampere
The abampere (abA), also called the biot (Bi) after Jean-Baptiste Biot, is the derived electromagnetic unit of electric current in the emu-cgs system of units (electromagnetic cgs). One abampere corresponds to ten amperes in the SI system of units. An abampere of current in a circular path of one centimeter radius produces a magnetic field of 2π oersteds at the center of the circle.
The name abampere was introduced by Kennelly in 1903 as a short name for the long name (absolute) electromagnetic cgs unit of current that was in use since the adoption of the cgs system in 1875.[3] The abampere was coherent with the emu-cgs system, in contrast to the ampere, the practical unit of current that had been adopted too in 1875.
The emu-cgs (or "electromagnetic cgs") units are one of several systems of electromagnetic units within the centimetre–gram–second system of units; others include esu-cgs, Gaussian units, and Lorentz–Heaviside units. In these other systems, the abampere is not one of the units; the "statcoulomb per second" or statampere is used instead.
The other units in this system related to the abampere are:
abcoulomb – the charge that passes in one second through any cross section of a conductor carrying a steady current of one abampere
abhenry – the self-inductance of a circuit or the mutual inductance of two circuits in which the variation of current at the rate of one abampere per second results in an induced electromotive force of one abvolt
abohm – the resistance of a conductor that, with a constant current of one abampere through it, maintains between its terminals a potential difference of one abvolt
Cook, James L. (1991). Conversion Factors. Oxford University Press. ISBN 978-0-19-856349-5.

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: How many seconds are the URLFetchApp.fetch PDF limit?

const A = UrlFetchApp.fetch(exportUrl + ss.getSheetByName("A").getSheetId(), params).getBlob().setName('A.pdf')

In Google Apps Script, Google Sheets
There is the time limit for fetching PDF blob from URL. How many seconds are they?

A: I believe there is an undocumented timeout for UrlFetchApp (the timeout will be the same regardless of requested resource type). See the answer to this question (quoted below):

Although it's not publicly documented, I realized by testing that
fetch functions for UrlFetchApp 1 have a 1 minute timeout. There's a
Feature Request open to extend or allow to configure the UrlFetchApp
timeout 2.
1
https://developers.google.com/apps-script/reference/url-fetch/url-fetch-app
2 https://issuetracker.google.com/issues/36761852

Looks like that feature request is still open several years later.
Also worth mentioning that a script has a 6 minute execution time, so if you exceed that, your script will also timeout. You can see more quotas / limits here.


text:
Q: Usage of words be ,been I know the word be and been.but I don't know use of that
can you someone give some example for it

A: "Been" is just past participle of the verb to be.  I remind you that the verb to be is irregular, so perhaps this is causing a little confusion.
I am         - We are
You are      - You are
He/she/it is - They are

Compared to:
I have been        - We have been
You have been      - You have been
He/she/it has been - They have been

A simple example is:
I am tired. (first person singular of the verb to be present)

I have been tired.  (first person singular of the verb to have with past participle been)

Where you often see "be" used is in its infinitive form "to be", so:
I want to be an engineer.

"been" cannot be used in its infinitive form because it must be the past participle of another verb.  In the example below, been is accompanying "to have":
I would have wanted to have been an engineer.

I hope that clarifies it, though if you have any questions, just ask.


text:
Quick Download Button
Whatsapp Mod
Netflix's Sex/Life Season 2: Check out its plot, cast, and release date!
Are you looking to binge-watch a hot and steamy television series? Then get your Netflix account and try to enjoy Sex/Life on the streaming platform. Stacy Rukeyser is responsible for creating this erotic drama series for Netflix. She also serves as one of the executive producers of the series.
The first instalment debuted on June 25. It consists of a total of eight hot and tensed episodes. All episodes have a duration of around 45-50 minutes. It takes its inspiration from a novel penned down by BB Easton, 44 Chapters About 4 Men. Additionally, the duo of Isabella Summers and Mark Isham has composed the music of the show.
Sex/Life is a huge hit among the audiences. However, we cannot say the same about the critics. Their faction has given a mixed reaction to the overall erotic drama.
Check out all the important details right here!
Sex/Life: Plot Synopsis
The plot revolves around our leading lady, Billie Connelly, a housewife and a mother of two children. She is married to Cooper Connelly, an investment banker. Despite having every luxury in her life, she misses her old ways of living. And she definitely misses her ex-boyfriend, Brad. She yearns for her wild past life.
Out of nowhere, Brad re-appears in Billie's life to make things worse for her. Now, he is a well-known music producer. Plus, he owns a record-making company. He tries everything he can to win back the love of her former partner.
On the other hand, Billie finds herself in the middle of a chaotic situation. She loves her family. But she is also unable to suppress her feelings for Brad. What happens to her? Watch the show to know more about her fate.
Sex/Life: A quick recap of the final episode
The last episode clearly hints that the love triangle consisting of Billie, her husband Cooper, and her ex-boyfriend Brad is far from over. The protagonist discovers herself oscillating between both the relationships. Additionally, she cannot ignore her kids.
The final moments of the last episode showed Billie returning to Brad to reignite their romance.
Sex/Life Season 2: Expected Plot
We know that the second instalment has not been confirmed yet. But if it ever takes place in future, we can expect the love triangle to wreak havoc in the lives of all who are included in it. But it will be worse for Billie. What will happen to her? Will she divorce Cooper for Brad? Or will she leave the latter once again to protect her marriage? What will happen to her kids?
We also know that Francesca, Cooper's boss, has strong feelings for him. Will Cooper start an affair with his boss? Or will we see him staying true to Billie?
As for Brad, we definitely cannot sideline him at this point. We can expect him to perform some crazy acts to secure his relationship with Billie at any cost.
Sex/Life Season 2: Cast
It is impossible to imagine this show without including Sarah Shahi (Billie Connelly), Mike Vogel (Cooper Connelly), and Adam Demos (Brad Simon). The remaining cast consists of Margeret Odett (Sasha), Jonathan Sadowski (Devon), Amber Goldfarb (Trina), Meghan Heffernan (Caroline), and Li Jun Li (Francesca).
Also, we can expect some new cast members to become a part of the show in the second season.
What about the love affair of Sarah Shahi and Adam Demos?
It should not come as a surprise to you that the two leading performers of the show, Shahi and Demos, are a part of a real-life couple. A month ago, the former uploaded a heartfelt post on Instagram, wishing her partner for his birthday. Yes! Things have definitely heated up!
Sex/Life Season 2: Release Date
The executives at Netflix and the makers have not released any statement regarding the renewal of the show. If we take the previous instalment's ending into account, then the future of Season 2 looks pretty secure to us. It may drop next year or in 2023.
Sex/Life Trailer
Schitt's Creek Season 7 Release Date & Everything We Know
The Daily Life of the Immortal King Season 2 Netflix Release Date Returned
The Man in the High Castle Season 5: Cancelled? Plot, Cast, Release Date, and other details!
'Star' Season 4: Release Date, Renewed Or Cancelled?
Charmed Season 4: Check out the plot, cast, release date, and other important details!
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Posted on August 24, 2013 by mary •	This entry was posted in Crafts, Friends and tagged cards, college, encouragement, letting go, Parenting. Bookmark the permalink.
Yvette, I'm thinking you are pretty awesome too!


text:
Consul ecuadorensis är en fjärilsart som beskrevs av Embrik Strand 1921. Consul ecuadorensis ingår i släktet Consul och familjen praktfjärilar. Inga underarter finns listade i Catalogue of Life.

Källor

Praktfjärilar
ecuadorensis

redpajama_set_name: RedPajamaWikipedia


The Center for Distance Education of the Federal State Budgetary Educational Institution of Higher Education "Perm State Medical University named after Academician E. A. Vagner of the Ministry of Health of the Russian Federation" (abbreviated name FSBEI HE PSMU named after Academician E.A. Vagner MOH Russia) offers you the opportunity to receive additional educational services based on the methodology of distance learning, with the goal of improving vocational education.
ensuring a high professional level in the field of various medical specialties during the work activity.


More than 100,000 people have signed an online petition calling for Apple to remove an app from the iTunes store that was created by an anti-gay Christian organization.
The app has a 4+ approval rating from the Apple app store, and the organization is quick to point out that this rating is reserved for those apps that "contain no objectionable material."
The app is like a portable version of Exodus International's website. It has a calendar of events, news, links to Exodus's social media sites and videos. Those items, like corresponding features of its website, reflect its anti-gay message — in particular its belief that someone can be counseled away from homosexuality.


Clearly, when a homeowner hires an actual estate professional, with the target of marketing his home, his priorities embrace, promoting the house, for the highest attainable worth, within the shortest time frame, with essentially the most favorable phrases, and a minimum of hassle, and so forth. You must enter this info every time you use home banking service. By clicking "Create Account", I hearby grant permission to Postmedia to use my account data to create my account. A home's occupants could also be a single particular person , a family , household , or a number of families in a tribe Occupants may be part of other groups, comparable to nursing home residents or children in an orphanage.
That would actually make his or her house a mess, but that could not mean he is a awful person. Another thought… turn your baseme or additional bed room into warehouse so you can inventory excessive revenue cumbersome items like sodas or disposable diapers.
If it's a place they're going to use, but will not be getting hooked up to, then builder-high quality features can keep them within budget and free their resources for other wants. My largest grip is they can not get one to run when it isn't plugged in. Chromecast Audio could be a lot more helpful if it did not must be plugged in.
They're making it for the folks that need to have Google Assistant inside earshot (not wanted speaker performance) and do not wish to spend over $a hundred per room throughout their home. When you "Downsize" your home, you might be mainly searching for to reduce expenses, divest your self of sources no longer needed, and minimize the fats, all with a purpose to increase your family's working effectivity.
If it does the Home Mini shall be an amazing fit inbetween the Home and Chromecast… being able to Voice enable any speaker plus have Google forged means with audio group help will probably be nice… together with additionally having a cheaper machine for simply smarthome control if that is all you want.


text:
Livestock Complex in Turkmenistan Increases Goat Milk Production
The livestock complex of the Sahabatly Economic Society was opened in 2014.
The modern livestock complex of the Sahabatly Economic Society, located in the Gokdepe etrap of Turkmenistan's Ahal velayat, contains around 450 goats of the Swiss Saanen breed and about 400 cattle.
According to the Ahal Durmuşy newspaper's Monday issue, each goat at the livestock complex yield an average of 2 liters of milk a day.
The milking parlor of the complex, equipped with mechanized machinery, is designed for the simultaneous milking of 32 cows, according to the report.
The cows at the livestock complex daily produce 7 tons of milk, which is then processed in the dairy department.
The complex's specialist Mekan Minyasov said the demand for pasteurized goat milk is now very high, adding that "these products, packaged in 1 liter containers, have gained great popularity among the population."
Minyasov added that the company's cheeses of Paýtagt and Dilim brands, 400-gram sour cream and suzma, and kefir packaged in 1-liter and 0.5-liter containers are in high demand among customers.
The livestock complex of the Sahabatly Economic Society was opened in 2014. The complex, with an annual capacity of 2 thousand tons of milk and dairy products and 30 tons of meat products, occupies 9 hectares. The company also has an agricultural area of 400 hectares, intended for the cultivation of clover, corn, barley and other fodder crops.
Turkmen Manufacturer of Construction Materials Starts Exporting Its Products
Enterprise in Turkmenistan's Dashoguz Produces Around 35 Tons of Honey
Turkmen Company Harvests Over 1.9 Thousand Tons of Tomatoes
Turkmen Greenhouse Grower in Sarakhs Collects its First Tomato Harvest


All of us, whether petite, tall, curvy or athletic, possess different attributes and areas that we'd like to minimize or highlight. With a leg line on the shorter side, you can easily add a few tricks to your closet to create outfits that elongate your gams.
Wear high waistlines: If you're not necessarily petite and instead have a longer torso, high-waisted trousers, denim and skirts are your best ally in finding balance. If you're on the petite side, try a wide-leg, high rise palazzo pant and pair them with a wedge or heel to create legs that just won't quit.
Don a monochrome outfits: Dressing in monochromatic palettes can do wonders for (literally) blurring the lines between your upper and lower half, tricking the eye with a seemingly endless leg line. Neutrals are one of the most popular tones to don head-to-toe and an all-black evening ensemble is an effortless night-out look.
Think about proportion and tucking: Tops with longer lengths like tunics and button-downs, when left to hang, will assuredly steal visual length from your legs and add it to your torso. Be sure to choose proportional-length tops and blouses, or take one that's a tad long and give it a tuck. A casual half-tuck goes a long way for your leg's length.
Choose your shoes wisely: The right shoe can add impactful inches to your legs. Pointed toe flats, heels and boots are a wise choice as they serve to optically carry on your leg line. Pro tip: Try skin-tone pointed toe flats when wearing skirts, dresses or cropped pants. This trick will create the illusion that your legs have no end.
It's all about adding key pieces that cleverly lengthen your legs with near-perfect proportions!


text:
Q: Matplotlib plot_surface mplot3d with masked array and custom palette gives wrong color I'm trying to plot a surface in 3D using mplot3D from matplotlib. I want a custom color palette where values above 1.0 are green, below -1.0 are blue, exactly 0.0 are red(invalid values) and all other values according to a greyscale. I've been able to get all of these right except for the condition that 0.0 should be red. Following this example I thought I may be able to set 0.0 as the "bad value" in a masked array but it fails.
This is the snippet where I try to plot my values:
import numpy as np
import matplotlib.pyplot as plt
import matplotlib.colors as colors
from matplotlib import cm
from mpl_toolkits.mplot3d import Axes3D

...

fig = plt.figure()
ax = fig.add_subplot(111, projection='3d')
masked_array = np.ma.masked_equal(Z,0.0)
palette = cm.gray
palette.set_over('g', 1.0)
palette.set_under('b', 1.0)
palette.set_bad('r', 1.0)

ax.plot_surface(X,Y,masked_array,
    rstride=1,
    cstride=1,
    cmap=palette,
    norm = colors.Normalize(vmin = -1.0, vmax = 1.0, clip = False))
plt.savefig('plot.png')

Now I run this with Z set to a 2D numpy array with many 0.0 values:
>>> print Z == 0.0
[[False  True  True  True  True  True  True  True  True False]
 [False  True  True  True  True  True  True  True  True False]
 [False  True  True  True  True  True  True  True  True False]
 [False  True  True  True  True  True  True  True  True False]
 [False  True  True  True  True  True  True  True  True False]
 [False False False False False False False False False False]
 [False False False False False False False False False False]
 [False False False False False False False False False False]
 [False False False False False False False False False False]
 [False False False False False False False False False False]]

And I expect to get a surface with many red squares. Instead I get this:

Can anyone help explain this or help me achieve the same effect in some other way? To clarify, I want z-values that are equal to 0.0 to be marked as invalid by coloring them red while the rest of the graph should follow the greyscale palette.


More than the 2018 Troopers Drum & Bugle Corps musical show is under construction at Troopers headquarters these days. With the smell of fresh lumber in the air, a 53-foot, double-decker moving and storage trailer is being retrofitted to become the corps' equipment trailer before this summer.
Corps director Fred Morris tells us about the effort.


text:
The Fifteen Most Dangerous Gangs Operating in the United States....
America is home to some dangerous places. We have our sketchy cities and states where you'll want to watch your back, even though the "bad" parts of the United States tend to be much friendlier than the dangerous areas in other countries. Still, we have a culture that has ingrained a "watch your back" type of mentality. While generally trusting and friendly, we Americans retain a sense of skepticism. We know that anybody could turn out to be a cloaked villain of some sort. Or, they might even be in a gang.
And when it comes to gangs, America's collective conscious has evolved over the decades. Back in the 1980s and 90s, there was a lot of concern about street gangs and keeping your kids from joining one. While those concerns haven't completely disappeared, we now view gangs with a bit more sense of awe, thanks in part to TV shows like Sons of Anarchy, and movies like Goodfellas.
Gangsters can be funny and relatable, and their crews embody a sense of freedom that few of us rarely get to experience. But that doesn't mean that real gangs — the street gangs, prison gangs, and outlaw motorcycle clubs that are rooting around among us — are full of nice guys. In fact, many are extremely dangerous.
Below, we'll take a look at 15 of the most dangerous and notorious gangs in the U.S. The list isn't ranked in any way, as it's hard to try and come up with some sort of parameters for how "dangerous" something is. But in law enforcement circles, these are the gangs that can be dangerous if you somehow find yourself face to face with them.
1. Latin Kings
The Latin Kings started up in Chicago in the 1950s.
With an estimated 20,000-35,000 members, the Latin Kings is mostly comprised of Latinos from a number of different countries. Originally, the gang started up in Humboldt Park in Chicago, with the coming together of Latino groups to defend themselves against discrimination and violence. Since then, though, the gang has adopted violence as its own. Look out for the colors black and gold, and the group's famous "sacred crown" insignia.
2. The Mongols
The Mongols Motorcycle Club was originally founded in California in the late 1960s.
For more information on the Mongols, you can check out their official website. You can even order merch and check out chapters. They've even trademarked their logo. It's an outlaw motorcycle club that's a bit more privy to the law than you'd think. The club is estimated to have between 1,000 and 1,500 members and operates mostly in the American West. It's also known to be involved in all sorts of criminal activity, including engaging in violence with other biker clubs.
3. 18th Street Gang
18th Street goes by a variety of names, including Calle 18, Barrio 18, Mara 18, and La 18.
If anybody is willing to give MS-13 a run for its money, it's 18th Street. The gang has a presence in numerous states, spanning the whole country. It's mostly comprised of Latinos from Mexico and Central America, but its main base of operations (and birthplace) is Los Angeles. It was originally founded in the '60s and has been tied to numerous organized crime activities.
4. Los Zetas
Operating along the U.S. border, the Zetas have been called "the most technologically advanced, sophisticated and dangerous cartel operating in Mexico."
You've likely heard of the Zetas before, as they're one of the most brutal drug cartels in the world. We'll spare you the details, but they're famous for making rather gory "examples" out of people — including children. Their history is fascinating too, as, at one time, many members were actually a part of the Mexican army which fought against the cartels. But learning their methods, those military members became their own cartel and took over.
5. Aryan Brotherhood
This band of white supremacists has an estimated 15,000 members in and out of prison.
White supremacists have been in the news lately, and that includes people associated with the Aryan Brotherhood. Founded as a prison gang more than 50 years ago in the notorious San Quentin State Prison, the Aryan Brotherhood makes up a small percentage of inmates around the country. But the group is responsible for 18-25% of all the murders within state and federal prisons.
6. Hells Angels
The Hells Angels may be the most famous outlaw motorcycle club and were founded shortly after the end of World War II.
Another motorcycle gang with its own website and incorporations, the Hells Angels have a worldwide presence. Officially established in 1948 in California, the Hells Angels now have a presence in 56 countries. The history of the Hells Angels is long and rich — with too much detail to go into here. Suffice it to say that they've been involved in just about everything you can think of, and it'd be worth it to pick up a book about the club, like the one written by Hunter S. Thompson.
7. Gangster Disciples
There are an estimated 50,000-100,000 Gangster Disciples.
The Gangster Disciples is actually the sum of two smaller gangs: The High Life Supreme Gangsters and the Black Disciples. In the late 1960s, leaders of the two combined them into a larger street gang, which has been on the loose ever since. The Gangster Disciples are yet another Chicago-based gang, and though they've been relatively quiet in recent years, members still occasionally make headlines.
8. Vagos
The 4,000-member Vagos motorcycle club has been making waves recently.
Yet another motorcycle gang, the Vagos can typically be found wearing green and causing havoc in and around the western U.S. Formed in California in the mid-60s, the Vagos have since expanded around the country and even internationally. They were originally called the Psychos before a few members broke off and began calling themselves "Vagos." And like the Hells Angels, many original members were former military men.
9. Trinitarios
The Trinitarios are also known as 3ni.
The Trinitarios are another gang, like the Aryan Brotherhood, that was born in prisons and has since spilled into the streets. In this case, the gang is based in New York and is mostly comprised of Dominican immigrants and their relatives. They've done it all, too, from murder to rape, kidnapping, and even drug trafficking. In a score for justice, however, the group's former leader was sentenced to 19 years in prison a few years back for his role in a racketeering conspiracy.
10. Mexican Mafia
The Mexican Mafia is relatively small but packs a powerful (and frightening) punch.
The name is a bit misleading, as the Mexican Mafia is yet another product of the U.S. prison system. It's mostly centralized in the federal and California prisons systems, but the approximately 400 individuals in the gang punch above their weight. It was originally formed by 13 Hispanic gangsters in the late 1950s and is notable for its ability to form loose alliances with groups like the Aryan Brotherhood.
11. Bloods
The Bloods are one of the most notorious gangs in American history.
Original Blood Family, or the Bloods as they're commonly known, are an L.A. street gang known for their distinctive hand signs and red attire. After being formed in the early 1970s, the Bloods spread all across the country. They're also famous for their well-known rivalry with another L.A. street gang, the Crips. Today, there are an estimated 20,000-25,000 Bloods spread throughout the country.
12. Crips
Original Crip Homies were founded in the late '60s in L.A.
Like the Bloods, the Crips are seemingly a relic of a bygone era. But they're still very much around, and very active. There is as many as 50,000 still combing the streets around the country, and its members have been involved in murders, racketeering, and drug trafficking. Though they're originally a California product, many young Crips are in and around New York, with arrests sometimes making the news.
13. Cosa Nostra
Better known as The Mob, or The Mafia.
The Mob, or Cosa Nostra, is actually the Sicilian Mafia crime syndicate. Of course, the American Mafia is an offshoot, which is what we typically think of when we discuss the Mob, and is made up of Italian-Americans and others. They're mostly spread around the east coast, in cities like New York, Philadelphia, and Chicago, and over the years, have engaged in all sorts of criminal activity. In the U.S., there are an estimated 3,000 "made men" comprising the Five Families in New York, and groups operating around the country.
14. Florencia 13
Another L.A. street gang, Florencia 13 is allied with the Mexican Mafia.
Florencia 13 is named after Florence — the area in California from which it originates. A for the 13? The letter "M" is the thirteenth letter of the alphabet, and it's meant as an homage to the Mexican Mafia. The gang was established way back in the 1930s by Mexican-Americans, and has a long history of attacking African-Americansin South Central L.A. There are an estimated 10,000 members currently, located all around the country.
15. MS-13
There are as many as 10,000 members of Mara Salvatrucha operating in 46 states.
MS-13, or Mara Salvatrucha, is a violent gang mostly comprised of Salvadorans. They're not a very old gang but have quickly made a name for themselves due to their distinctive tattoos and brutal crime sprees. They're involved in trafficking and robberies, and are known to be very violent as well. Some MS-13 members have even been terrorizing communities only miles from the White House in Washington D.C.
http://www.orrazz.com/2018/01/the-most-dangerous-gangs-operating-in.html


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What What is printer leasing and who is it suited to?
What's the difference between leasing and renting a printer?
What is printer leasing and who is it suited to?
Printer leasing facilitates bit-by-bit payments to essentially hire, rather than buy, a printer.
Printer leasing is a good option for those businesses in the position to confidently say that they'll need the printer they lease for the next three or so years. But, if you think that your business might need a more temporary printing solution, then you're probably better off renting rather than leasing.
Printer leases are most beneficial to businesses that see printing as an operational focal point. For standard, day-to-day office admin, it's likely that you'll just need the basic printing functionalities, and could therefore manage with an office photocopier that has a printing function.
Take a look at the Startups page on photocopier leasing if you think this might be a more suitable option for your business.
What happens when the printer lease ends?
What's the difference between renting and leasing a printer?
While leasing and renting are similar, there are some big differences between what it means to rent, and what it means to lease a printer.
Renting a printer is another affordable way to access costly equipment. Often set-up on a monthly rolling contract, when you rent your printer, you can terminate that contract with as little as 30 days' notice. This flexibility and lack of long-term commitment can make renting the preferred option for start-ups.
However, this works both ways. As convenient as the short-term fix is, your supplier can also recall their equipment with as little as 30 days' notice, making printer rental a conveniently temporary, but much less secure option.
Also, when you lease your machine, you often have the option to buy the photocopier with a final lump sum at the end of the lease. This is not the case with a rental contract.
Small businesses can enjoy a whole host of benefits by leasing a printer. For example, instead of making a hefty outright tech-purchase, you can free up your cashflow and invest in other areas of your business, whilst still having access to the equipment you need.
Ever wondered what you do when you have to get rid of a printer? There's no printer symbol on the recycling box, nor would a printer fit in your average office bin. Disposing of old kit like printers is a hassle, which can be avoided if you choose to lease – the lease agency will sort all of that faff out for you, saving you time and resource.
What's more, leasing a printer means that your business will stay abreast of any tech advancements. Once your lease is up, you can upgrade to a new, more up-to-date model, rather than having to save and fork-out for a new printer when your current one gets too old and tired.
No initial investment – printers are expensive, and not all businesses have the funds available to make the investment. Leasing removes the substantial initial outlay, but still delivers the goods.
Cashflow – cashflow is key to any business, start-up or otherwise. Leasing a printer helps to free up that all important cashflow, keeping money where it matters rather than paying out a large sum in one go.
Tax – did you know that leasing a printer can help to reduce your tax bill?
As lease fees can be deducted as a regular business cost, they are more beneficial than capital allowances (a claim you can make when you buy assets that are kept for use in your business). You may be able to claim the payments as a business expense, making your monthly payments 100% tax deductible.
Note: for sole traders or partners with an income of £150,000 a year or less, a different system may apply when it comes to tax. If you buy a printer outright, you can claim up to 40% of the purchase price against tax in one year, and 25% of the outstanding balance after that. When you lease, you can claim everything you pay on a monthly, quarterly, or annual basis.
Stay up-to-date – Leasing a printer will allow you to take advantage of technological developments at a time and cost that suits you, rather than having to pay to upgrade to a whole new model.
Maintenance – Printers are complex pieces of equipment that can be a pain to try and fix. But when you lease your machine, maintenance often comes as part of the package, taking the stress out of any admin hassle. Many contracts also offer the option of including toner refills.
End of contract flexibility – Once you reach the end of your lease agreement, you'll have the option to end, renew, or upgrade your lease, or even buy the printer.
Easy financing – Because the financing options for lease agreements are usually provided by the printer supplier themselves (or their chosen third-party finance company), lease agreements are usually much easier and faster to secure than a bank loan.
Every business will have their own printing requirements and their own unique budgets. Below are a few of the top printers available to lease without breaking the bank.
The TASKalfa 1800 is a desktop A3 laser printer, best suited to small businesses or home offices. Great for low volume, high quality printing. Duplex (double sided) printing is also available, which helps save on paper costs.
Designed for small businesses or medium-sized offices, the imageRUNNER 2520's decent print speeds and economical toner use offer cost-effective monochrome printing. The imageRUNNER 2520 also meets Energy Star criteria, meaning it's extremely energy efficient.
A high-performing multifunction printer designed for smaller workspaces, the CLX-9201NA can print 20 pages per minute. A wide range of finishing options and duplex printing makes this machine a great option for busy offices.
Easy-to-use and perfect for small businesses, the Utax 206ci multifunction A3 laser printer is both economical and quiet. Average print speeds are compensated by its HyPAS technology, which helps users to customise how the machine runs.
Do you need colour or mono printing?
Do you need to print in colour, black and white (monochrome), or both?
Colour options are marginally more expensive, and the toner needed for colour inks definitely bumps the prices up. Think about what you'll be printing: is colour necessary?
Slow and steady or fast-paced?
Printing speed is measured in pages per minute (ppm) and varies between manufacturers and models. Generally, print speeds of 20 ppm or below are more suited to smaller offices with lower print volumes.
Anything higher will be better suited to medium-sized or growing offices. Very high-end machines can produce a whopping 100 ppm – ideal for large businesses, or offices with high print volume demands.
Do you work mainly on A4? What about A3, or even A5 and A6? You get the picture. The machine you choose must accommodate all of your printing needs, taking the hassle out of resizing print-outs yourself.
The size of the paper you use will also impact the size of the printer. Make sure you've got the space before you invest in a crazy-big A1 printer lease.
Most printers connect to WiFi, which facilitates remote printing. However, if your printer can't connect, you'll have to use the old-fashioned ethernet cable method, which will have an impact on where in your office your printer lives.
Note: USB connections are sometimes available.
Printers can be very big machines, and they aren't the prettiest either. Make sure the model you choose will fit spatially and, if groovy office interiors are your thing, you might want to consider its aesthetic placement too.
High-volume machines are usually pretty hefty and come as floor-standing models. Low-volume machines are often smaller and can fit on a desk.
Leasing allows you to long-term hire a printer, which is ideal for those businesses looking for a happy medium between renting and buying. Leasing provides security but does away with the financial responsibility that comes with an outright purchase.
No matter the size and scope of your business, one thing is for sure: you'll get a better deal on your lease if you compare quotes from multiple providers.
Now you know what leasing a printer entails, and have considered what your printing expectations will be, it's time to get some direct information from printer leasing suppliers.
To get tailored leasing quotes today, simply fill in the form at the top of the page and speak to a supplier without delay.


Hanging by a Nerve ...: Don't be nervous. Do what I do, just picture yourself naked.
Don't be nervous. Do what I do, just picture yourself naked.
Ugh. I am so glad Dave will be taking the girls tonight and I can just take a long, hot bath and then get a solid night's sleep. I got a decent amount of sleep last night, but since it was fractured by O's frequent wakings, it wasn't all that restful - especially when I'm trying not to get majorly sick.
O is still asleep, even tho Bean's been up almost an hour now. Around 2:00 I moved us back into Bean's room, where O slept until 5:30-ish, then came up to nurse and crawled back down to pass out in her crib. Once I knew she was out, I let Bean get up. Tho keeping her quiet is much more difficult than you would imagine. If she's not wanting to play with her people and horses (who are all now shopping in the pony corral), she's banging crap around in the living room. The girl simply cannot be quiet. At all. Ever. Try reading to her these days - if she's not asking a kajillion questions based on the page you're on, she's asking you to point out words and hollering them along with you. I know it's a great skill, and that the questions are good, but when you just want to knock out a story before Screamy Screamerson decides she has had *enough*, it's sometimes tempting to but the kibosh on the chatter.
So, about the job. Bean's school doesn't actually do P/T in the afternoons, so I'll be starting P/T on Wednesday, when my folks will be back in town and able to watch O in the afternoons. That will let me take her in a few times during the week, just to get her a little acclimated. Honestly, at her age, I don't know what good any sort of short-term warm-up does, other than get her used to the provider's face. Dave will be doing the first real drop-off, which seems kind of karmically fair, and I'll get to rescue her in the afternoon.
So I'll do Wed, Thurs, Fri afternoon next week, then start full-time the following Monday. I'm a little freaked out, now that it's all sinking in, and fighting the urge to call and say "nevermind!"
The job is almost perfectly tailored to my diverse background, and is that crucial first step in knitting it all together under a cohesive single banner. It's kind of corporate communications meets PR meets event planning meets some admin-type stuff. That's the briefest description I can give you. A lot of stuff I've done, in some vein or another, mixed with one or two things I've learned about doing and one or two things I've never done.
I'm plunging head-first into the deep end of going back to work, rather than my preferred method (in theory) of easing back in. But since I'm a procrastinating visionary (read: lots of ideas and things I want to do, just no movement toward actually *doing* any of them), we all knew this was how it was going to turn out, didn't we?
I can't believe I'm going to be done with play dates, park dates and lunches with friends :( Man, this is going to be one hell of a transition for me, isn't it? I'm envisioning a week of fast food and a total disaster area at home for the first full-time week. The girls and I will be getting home when I'm usually starting the bedtime routine. At least for Wed-Thurs-Fri next week, we wil be able to start the later nighttime routine and adjust to later mornings without the get-to-work scramble.
Ack. This is all going to work out, right?
I think you'll be fine. With every friend who went back to work after staying home with kids, they've all told me the first couple of weeks is the toughest emotionally on you. The kids adjust faster than your guilt subsiding, and before you know it, you'll have adjusted. To be honest, I am quite envious of you with the opportunity to do something beyond just the playdates and lunch dates, and the job sounds like great fun.
Thank you so much for the shout out! I appreciate it and it was a pleasure to work with you.


SISINAIJA: DEALING WITH HANGOVER ANXIETY.
There is a big difference between a normal hangover and a hangover anxiety. Have you ever felt a bit down or just generally depressed the morning after a night of drinking a lot of alcohol? If this is something that you can relate to you, then you will be comforted to hear that you are not alone. This feeling is termed as "hangover anxiety", a state where you feel symptoms of anxiety following the consumption of alcohol.
These symptoms can be both mental–feeling depressed and/or restless, or physical–aching, feeling dehydrated and nausea. Below you'll find out why anxiety after drinking is commonly experienced, as well as some things that can help you out if you are feeling like this.
While it is found that those who suffer from anxiety are more prone to feeling anxiety after drinking, it is also true that alcohol can cause symptoms of anxiety in a person that does not usually experience them. For this reason, it is important to understand the underlying reasons as to why a hangover can leave you feeling this way. These can be divided into mental and physical causes.
Depression after drinking. Studies show that after alcohol use, your brain exhibits chemical signs of depression at a cellular level. Susan Scholl, a professor of health at Syracuse University, emphasizes that "Alcohol is a depressant drug… not only does it depress what's happening for you at a physiological level, but it can also have an emotional after-effect." This means that the drinking of alcohol can induce hangover depression.
Memory loss after drinking. Drinking large amounts of alcohol in a short space of time can cause blanks in your memory. This occurs due to the sharp rise in your body's blood alcohol content (expressed as a percentage of ethanol in the blood), a change which impairs the function of the brain whereby short-term memory is held in your long-term memory. This can result in hangover anxiety as a person stresses and worries about what may have happened during the points at which their memory lapses.
Dehydration after drinking. Along with vomiting following excessive alcohol consumption which can cause dehydration, it also causes you to urinate more frequently which removes necessary water from your body. Usually when you are in this state, your body creates an anti-diuretic hormone which prevents urination to aid the retention of water. Alcohol inhibits this function, causing increased urination–on average, 200 millilitres of beer makes you urinate approximately 320 millilitres of urine.
Headaches and nausea after drinking. A direct result of this dehydration from alcohol use is headache. While this can occur up to only a few hours after drinking, the delayed alcohol-induced headache affects two-thirds of hangover sufferers, happening when your blood alcohol content falls to zero. While it is difficult to prove, it is often suggested that red wine is the biggest culprit in causing hangover headaches. Nausea is also a common symptom of a hangover. This is caused by both gastritis, a condition where your stomach lining is inflamed (acutely induced by alcohol), and a build-up of acetaldehyde, a toxic substance which is more prevalent in your body when alcohol is consumed.
If you are feeling hangover depression, it can help if you try to think positively or spend time with a friend who can cheer you up! Otherwise, doing something like watching a funny movie may help you feel better.
§ To combat the memory lapses that come with rapid alcohol consumption, drinking a glass of water between alcoholic beverages will prevent your blood alcohol content from rising too sharply, in turn keeping your brain functioning properly.
§ Drinking water whilst drinking alcohol will also prevent you from becoming too dehydrated. If this sounds like too much liquid for you at once, you can alternatively have a few big glasses of water before you go to sleep to ensure that you don't feel dehydrated the following morning.
§ Headaches can also be prevented by making sure that you are properly hydrated. While the main means of preventing hangover nausea is by drinking less alcohol, a natural plant extract found in the Holvenia Dulcis plant has been shown to reduce the amount of acetaldehyde that alcohol produces in your body, making you feel less nauseous.
While these are great ways to deal with the issue, it may be best to avoid hangovers in the first place, by consuming only the quantity your system can handle at a time.
WHAT DOES IT MEAN TO BE A NEUROTIC?
WEIGHT LOSS: NUTRITION MYTHS AND FACTS.
THE THIRD EYE: IT IS NOT ALL MAGIC.
GET A SPARKLING WHITE SET OF TEETH AGAIN.
TRICKS FOR GETTING RID OF THAT BELLY FAT.
SWIMMER'S EAR: ALL YOU NEED TO KNOW.
LOSE ALL THE EXCESS WEIGHT IN ONE MONTH.
THE WONDERS OF THE SOURSOP PLANT.
GETTING RID OF THE SMOKING LIFESTYLE.
THINGS YOU SHOULD KNOW ABOUT THE GROWTH HORMONE.
FINDING SOME CALM IN THE TURBULENT SEAS.
SUNLIGHT: A RAY A DAY, KEEPS YOU HEALTHY.
THE TRUE SOURCE OF LASTING HAPPINESS.
REASONS TO BALANCE OPTIMISM AND PESSIMISM.
THE DISEASE WITH A THOUSAND CURES 2.
THE DISEASE WITH A THOUSAND CURES 1.
HEARTBREAK: LOVE DOES NOT HURT UNTIL IT IS OVER!
How do you feel at the moment?
THE RELATIONSHIP BETWEEN HONEY AND A BITING ULCER.
THE WONDERS OF THE TOMATOES.


The Supporting Student Learning at Hillfield Strathallan College document brings together all of the policies, processes, and structures that exist across the College to support student learning. It provides both current and prospective students and parent/ guardians/guardians with explicit details regarding the many efforts that HSC makes to ensure that all of our students are provided with ample support and opportunity to achieve their very best within our learning environment. The document highlights the areas of support that are consistent across the College and seeks to clarify areas where our support processes are different between the four school divisions that comprise our school community. Finally, the document outlines the learning boundaries that HSC is capable of supporting, detailing what types of learning supports the College is able to provide and identifying those learning supports that we are unable to offer because they extend beyond the scope of HSC's program.
The College's mission statement is Learn with Joy. Live with Purpose.
The core mission at Hillfield Strathallan College is to develop joyful and engaged students who live life with purpose. The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them. Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond. Their journey at HSC prepares students to live with purpose – to understand their world, inspire, lead, act, and make a difference in their own unique ways.
counsellors, educational assistants, speech and language pathologists, sign language interpreters, mobility instructors, and other professionals and paraprofessionals trained to work with students with specific needs). It is important to note that while HSC is able to enact various accommodations for identified students, the College does not modify or remove academic program requirements based upon special need. At the secondary school level, this may mean that a student is better suited for enrolment in an open or applied level course when, despite their accommodations, they are unable to meet the full course requirements of an academic level course. In these situations, the student and his/ her parent/guardians will receive additional academic counselling from the Student Success Centre in the Senior School so they can better understand the longer-term academic pathway consequences that arise when students take credit courses below the academic level. For more information on accommodation versus modification, please see "Distinguishing between Accommodations and Modifications� on page 28.
IDENTIFICATION AND DOCUMENTATION FOR STUDENTS WITH DISABILITIES Students and parent/guardians/ requesting accommodation for a learning disability are responsible for providing the appropriate documentation to the College during the admission process or immediately following a diagnosis, whichever happens first. The College may not be able to provide supports to students who do not inform the school of their special needs and/ or do not provide the appropriate documentation and assessment information, either at the time of admission to HSC or at any point following their admission to the school. Documentation of any disability must come from a qualified practitioner who is certified in diagnosing and treating a student's particular disability. In the vast majority of cases, a standard medical note from a family doctor does not meet the requirement for documentation.
of the symptoms including severity, duration and intensity; a description of expected progress or stability of the exceptionality; and a summary of how the exceptionality might impact the student's ability to take part in the Hillfield Strathallan College program. For mental disorders, documentation must include the following: a statement of the nature of the disability, including the DSM-V diagnosis; a summary of symptoms, including severity, duration and intensity; a description of expected progress or stability of the impact of the disability; and how the disability might affect the student's ability to take part in the Hillfield Strathallan College program. In order for a student in need of a temporary therapeutic support to receive reasonable accommodation, he/she must be under the care of a qualified medical practitioner and be receiving treatment to address his/her difficulties. Documentation should explain the disability or illness, including the presenting symptoms, their severity, and the expected duration of the disability or illness. A statement regarding how the disability or illness will impact the student's ability to participate in the Hillfield Strathallan College program is also required. Based upon the circumstances, temporary supports may be provided, at the discretion of Hillfield Strathallan College, while the student is receiving treatment. Such supports will be reassessed on a regular basis and may be modified or discontinued depending on individual circumstances.
All documentation should be sent directly to the appropriate school division's Learning Services Specialist and/or the appropriate School Principal. The documentation will be reviewed by the administration and selected trained designates (e.g. College nurse, College Counsellor, Learning Services Specialist) for interpretation and in preparation for the creation of an HSC Individual Learning Plan (ILP) which will outline the accommodations and learning supports that HSC is able to provide for the student. In all situations where sensitive and private information regarding a student is being shared, HSC will abide by its privacy policies and the relevant privacy legislation to protect this entrusted information.
As such, any information shared with the College related to the private medical, physical, socialemotional, mental health or cognitive abilities of a student will be held in the strictest confidence. Only the necessary details will be shared with the educators who need to be aware of a student's situation in order to provide that student with the necessary supports and accommodations. Any documentation that the parent/ guardians share with the school regarding a student's situation will be appropriately stored, either in a locked location in an administrator's office or in the student's Ontario Student Record (OSR), which is governed by an equally stringent set of Ministry of Education mandated access regulations.
realized when all parties are operating with the same set of facts and information is being mutually shared. As such, HSC expects that parent/guardians will make every effort to share important information with the school. In return, the College is committed to ensuring that our students and parent/guardians are kept well informed and that they are included in all of the key decisions related to the student's learning at HSC.
UNIVERSAL DESIGN FOR LEARNING Universal Design for Learning (UDL) is a research-based framework that addresses learner diversity at the beginning of the curricular design and planning effort. Using UDL to design both academic goals and curriculum opens the potential to dramatically change how we teach, how students engage in learning, and how we measure what students learn. Using UDL principles allows us to embed flexibility into all aspects of instruction from the outset of the learning process, rather than trying to retro-fit a rigid curriculum, set of instructional materials, or test for each student who happens to learn in a different way. Universal Design for Learning helps HSC teachers to meet the challenge of teaching a diverse group of individual learners by promoting flexible instructional materials, differentiated pedagogical techniques, and varied assessment strategies. The goal of UDL is to present school subjects in a manner that allows all learners to access the curricular information, while also allowing learners different ways to demonstrate their knowledge. By applying the following principles of Universal Design for Learning, HSC teachers are able to be more innovative in their practice and create genuine learning outcomes which are more aligned with a student's individual interests and passions.
•	Representation: UDL offers students the opportunity to access curricular information in more than one format. For example, textbooks are primarily visual; but, by providing other non-text sources such as audio, video and hands-on learning activities, in addition to the textbook source, students are able to access the material in whichever way is best suited to their individual learning style. •	Action and expression: UDL provides students with more than one way to interact with curricular materials and demonstrate what they have learned. For example, teachers can measure and assess the level of a student's learning using pencil-and-paper tests, oral presentations, via classroom observation, or via group projects, etc. By providing students with a choice in how they demonstrate their learning, teachers will have a much better opportunity to observe and quantify the actual learning that has taken place. •	Engagement: UDL looks for different ways to motivate students. Allowing students to have choice in what they learn, how they learn it, and cocreating assignments that feel relevant to their lives are some examples of how teachers can sustain students interest.
known by the intervention team, the group then meets to discuss the student and share insights as to how best to support the individual. In each of the four HSC school divisions, the intervention team comprises the Learning Services Specialist, selected members of the Student Success team, various members of the school's administrative leadership team (Vice Principals and/or the Principal), and any teachers who are central to the student's learning program (home form teacher or tutorial leader). In addition, the College Counsellor and the College Nurse may also be a member of a school's intervention team. In the case of an international student, the ESL Coordinator would also join the intervention discussions. Finally, in the event that a student has suffered a concussion and is under HSC's "return to learn" protocols, the individual responsible for coordinating return to learn in the respective school division may also attend intervention team meetings.
•	Acts as an advocate for their student's academic and learning needs, calling upon additional supports from tutorial leaders/home form teachers and School Leadership Teams as required; •	Provides additional out-of-class academic support as a standard of practice, ensuring that additional help schedules are clearly communicated to students and parent/guardians; •	Follows the "noticing a student" process (as identified by their respective school) when they identify that a student is struggling with his/her academic program; •	Collaborates with Learning Service faculty and School Leadership Teams for parent/guardian communications regarding potential student learning challenges, assessment, and evaluation; •	Attends professional development sessions geared to enhancing their practice when it comes to supporting identified learners; •	Applies best practices in terms of Universal Design for Learning (UDL), differentiated learning, personalized learning, assessment, and evaluation as outlined by HSC's Guiding Educational Principles and instructive professional documents such as Growing Success, 2010. The Tutorial Leader/Home Form Teacher •	Beyond all of the responsibilities included above for classroom teachers, the home form teacher (M2/PK2 through Grade 7) or tutorial leader (Grades 8 through 12) is also responsible for providing additional pastoral care for any students who may be struggling. That may involve additional communications and meetings with parent/guardians, coordinating work schedules for the student across multiple subject areas, or attending intervention team meetings to provide insight into a student's progress.
The Learning Services Specialist •	Is a key member of the intervention and/or student success team in his/ her school; •	In coordination with the School Leadership Team, establishes, monitors, and supports best practices for providing learning accommodations to students with ILPs; •	Develops Individual Learning Plans (ILPs) for those students who have a medically identified learning exceptionality based upon official documentation (i.e., psychoeducational assessment); •	In coordination with school administration and school intervention team, develops, monitors and supports Student Success Plans (SSPs) for non-identified students who require academic support due to various temporary external reasons (e.g., acute or chronic medical issues, socialemotional challenges, extended school absence, etc.); •	Collaborates with and supports other HSC Learning Services faculty to ensure best practice is in action at HSC to support students across the whole College; •	Provides consultation, in-service and training/support for classrooms teachers to ensure effective implementation of the required academic accommodations and support strategies for students (e.g., examples of Universal Design best practices); •	Provides learning support for students individually, in small groups and in the regular classroom settings to enable students to address obstacles to their learning; •	In consultation with the School Leadership Team, facilitates meetings with teachers and parent/guardians to enhance the shared understanding of a student's learning needs and further strengthen the home-school partnership; •	Acts as liaison in consultation with school administration with external professionals for assessments and debriefing; •	In coordination with the School Leadership Teams, plans, coordinates, and facilitates the transition meetings for students moving from Grade4/ M9 into Grade 5 and Grade 8 into Grade 9, including classroom teachers and school administration in these meetings; •	Ensures that ongoing, timely communication with parent/guardians occurs regarding students who are identified, on a student success plan, or who have been flagged via the noticing a student process. Individual School Intervention Teams & Student Success Faculty •	Provides on-going review and monitoring of student progress within their respective schools with the aim of identifying Student Success Plans (SSPs) for non-identified learners and providing feedback regarding the progress of identified learners who have official HSC ILPs.
The HSC College Counsellor •	The College Counsellor is an essential member of the intervention team in all four divisions of the College. The Counsellor attends intervention team meetings and provides detailed information regarding the socialemotional well-being of students as required. School Principals & School Leadership Teams •	Ensure the implementation of the learning services policies and protocols within their schools, adhering to College-wide expectations while also managing any school-specific aspects of their Learning Services programs; •	Encourage classroom teachers to be the first line of support and advocacy for their students; •	Educate and support classroom teachers in understanding the role they play in supporting students; •	Assist the Learning Services faculty in monitoring the number of students who access student success services; •	Monitor the completion of the HSC ILPs within the agreed timelines, signing each ILP to establish a binding agreement between the College and the family; •	Support the Learning Services faculty to ensure that all students receive the supports that are outlined in the ILP; •	Ensure student success strategies are included as an important part of staff learning and professional development. Deputy Head of College •	Collaborates with the HSC Learning Services Team (Learning Services Specialists & College Counselor) and the Academic Team to develop the statement of philosophy for Learning Services at HSC; •	Collaborates with the HSC Learning Services Team and the Academic Team to develop policies and protocols for Learning Services at HSC; •	Ensures consistency in all aspects of the Learning Services program at the College level, allowing for age/stage differences that may exist between the four schools; •	Collaborates with the HSC Learning Services Team to establish a "recommended list" of psychologists and service providers; •	Supports PD & training facilitated by the HSC Learning Services Team; •	Leads intervention discussions with Learning Services faculty and School Principals when there are students who are encountering significant learning challenges that require exceptional supports extending beyond the standard ILP at HSC.
•	Support provided to students by teachers, learning services faculty, and administration will occur through a highly collaborative, team-based approach; •	All support services at HSC function much more effectively when there is a strong homeschool partnership founded in clear, honest, two-way communication; •	Over the course of a student's HSC educational journey, academic supports will evolve in an age/stage appropriate fashion; •	Learning services will be delivered in a positive, proactive, individualized, empathetic, and transparent fashion; •	In an age and stage supported fashion, learning services strives to develop self-advocacy skills within all students, helping them to acquire the most effective strategies to manage their own unique learning needs and better understand their own learning style/preference.
of caring adults not only help to shape the day-to-day morale of students, but these factors also help students to develop a positive sense of self and resiliency. As such, HSC actively incorporates a wide variety of opportunities into its school life programs that are geared towards developing and promoting student wellness. Examples of our wellness programs include: Girl Power (Early Education Schools), Wellness Committee (Middle School), Resiliency Group (Middle School), and the Wellness Club (Senior School). For further information regarding additional wellness programs and support for students across the College, please speak directly to the appropriate school personnel.
Support In situations where a student is under the care of an outside professional who has enacted a plan of support for that student, the College Counsellor is available to act as a liaison between that outside professional, the student, and the school. In these cases, the College Counsellor will monitor the student while he/she is at school and will provide support as directed by the outside professional.
make direct contact with the College Counsellor via email, telephone, or a pre-arranged face-to-face meeting. The College Counsellor will gather all of the relevant information related to the student's needs and identify an initial plan of action to support the student. That plan may or may not involve other school personnel, family members, or outside professionals. In situations where other parties are actively involved in the action plan, the student must consent to the involvement of these additional individuals. If the student is under the age of 16, that student's parent/ guardians must provide the College Counsellor with their prior verbal or written consent to allow their child to meet with the College Counsellor. In the event that a student and his/ her parent/guardians are entering into psychotherapy or formalized counselling services with the College Counsellor, written consent must be provided via HSC's Statement of Understanding.
in place to support the student's learning at HSC. In order to ensure an ILP is current and remains relevant to a student's learning needs, HSC requires all students with ILPs to undergo subsequent psycho educational assessments at least every three years. For students in their final two years of secondary school who are planning to pursue post-secondary study, an updated psycho educational assessment needs to occur in either their Grade 11 or Grade 12 year for post-secondary institutions to be able to continue learning supports beyond HSC. Under the direction of the Learning Services Specialist, an annual review of ILPs will be conducted with the students (if age appropriate) and parent/guardians within the first four weeks of the new academic year. Should updates be required to an existing ILP based upon an updated psycho-educational assessment, the Learning Services Specialist will create a new ILP for the student which will then undergo the same approval process that took place with the original ILP (i.e., parent/guardian review and Principal sign-off). If both the parent/guardians and the school agree that there are no changes or updates required to the existing plan, then the current version of the ILP will remain in place as the binding agreement until the next review cycle.
design for learning principles. In such cases, the Learning Services Specialist, in conjunction with the Intervention Team, student, and parent/guardians, will assess the student's needs and, if appropriate, put together a Student Success Plan (SSP) to assist the student with their academic progress. This plan is not a detailed as an ILP, but it does speak to the strategies that the student and his/her teachers should employ to support learning. Student Success Plans are non-binding and are temporary in nature. They are not renewed on an annual basis.
of the College's scope of service and/or are not possible to offer in an academic learning environment that does not allow for curricular modification of its programs. As such, the specific types of accommodations that a student can expect to have access to at Hillfield Strathallan College may vary based upon the nature of the student's diagnosed learning challenges and the individual needs of that student. In consultation with the student, his/her parent/guardians, and any external medical professionals or paraprofessionals, the College reserves the right to deny access to any recommended accommodation that falls outside the scope of Hillfield Strathallan College's announced academic program and/ or any accommodations that would present undue hardship to the College to implement. At Hillfield Strathallan College, the range of student learning challenges or exceptionalities that can be appropriately supported fall within the following categories: identified learning disabilities, ADHD, mental disorders, and physical challenges.
The degree of access to the accommodations listed above will be dependent on the student's psychoeducational assessment and the College's input as to which of these accommodations are best suited to support that student's specific and individual learning needs. All accommodations that HSC determines to be appropriate will be listed in the student's Individual Learning Plan (ILP). It is important for parent/guardians and students to understand and accept that it is beyond the scope and expertise of any member of faculty or staff at Hillfield Strathallan College to diagnose a learning disability of any kind. In cases where a family suspects the presence of a learning disability in their child, it is the sole responsibility of the family to seek the appropriate professional services to obtain a diagnosis and subsequent treatment plan.
supports prior to reviewing each separate case. It is important for parent/guardians and students to understand and accept that it is beyond the scope and expertise of any member of faculty or staff at Hillfield Strathallan College to diagnose a physical exceptionality of any kind. In cases where a family suspects the presence of a physical exceptionality in their child, it is the sole responsibility of the family to seek the appropriate professional services to obtain a diagnosis and subsequent treatment plan.
the negative behaviour, the College cannot overlook the actions and behaviours of any student, especially if those actions and behaviours impact the safety of the student, the safety of other students, or adversely affect the positive climate and culture of the school. For further information on the HSC Code of Conduct, which all families have agreed to abide by as part of the admissions status at the College, please refer to The HSC Handbook, which is linked to the College's website. If students or parent/ guardians have any questions about the Code of Conduct or how it is applied to behavioural situations at the College, please connect with your School Principal or the Deputy Head of College.
DISTINGUISHING BETWEEN ACCOMMODATIONS AND MODIFICATIONS It is important for students and parent/guardians to understand the differences between academic accommodations and modifications, and to recognize and accept that Hillfield Strathallan College does not modify its announced academic program. This means that the College is only able to support the identified learning needs of a student through the range of academic accommodations available at HSC. In situations where a student's identified learning needs require a program or course to be modified, HSC may no longer be able to meet that student's learning needs. The term accommodation refers to the planned adjustment of selected teaching strategies, assessment and evaluation practices, and other supports that provide a student with an identified learning disorder the opportunity to demonstrate their ability to meet grade level expectations in a particular academic course. Accommodations set up equity by putting into place academic supports that help to circumvent the student's learning disabilities and allow them to access curricular information and demonstrate their learning in ways that are better aligned with their specific learning needs. Accommodations do not alter any of the provincial learning expectations for the grade level or course designation and, when offered to a student, these accommodations must be documented and monitored via the student's ILP (Individualized Learning Plan).
The term modification refers to when changes are made to the content of the learning expectations which are different from the age and/or grade level placement of a student. As such, modifications alter the grade level expectations of the provincial curriculum. The reason that HSC is unable to offer modifications to students is that the College's academic programs are all geared towards post-secondary preparation and, once a student reaches secondary school, if the learning expectations are significantly altered (modified) in a credit course, the integrity of that course is compromised. In other words, to modify a course means that we are effectively offering a different course that is no longer equivalent to the initial credit course.
related to HSC's curricular and cocurricular programs. The use of specialized assistive technologies may also be one of the accommodations listed in an identified student's ILP. When this is the case, it is the responsibility of the student and his/her family to ensure that the student has the appropriate hardware and software required to operate the assistive technology. The costs for any special hardware or specific software programs are not covered by the College; rather, the family is responsible for purchasing, installing, and maintaining any specialized assistive technologies.
support program in an effort to bolster their skills and bring them up to par with their learning. The nature of the academic support programs varies across the four school divisions at HSC, so it is important that students and parent/ guardians wishing to access these programs speak directly with the appropriate Learning Services Specialist and/or School Principal to learn more about the program expectations, how they operate, and how students become a part of the program.
an external paraprofessional might be of assistance, then the College will make a determination as to whether that paraprofessional will be included in the support plan and to what degree that paraprofessional's services will be used. Typically, when external paraprofessional services are included as part of HSC's support plan for a student, the services are of a temporary nature, may involve student withdrawal from the standard classroom, and occur under the shared-care approach. Any costs associated with hiring an external paraprofessional must be covered by the family. If at any time the College feels that the services of the external paraprofessional are no longer in the student's best interests or that having the external paraprofessional on campus during the school day is disruptive to programming, HSC reserves the right to conclude its working relationship with that external paraprofessional.
students will be required to take part in specialized ESL programs. These ESL programs are fee-based, as the costs to operate these programs occur over and above the standard HSC tuition amounts. While the nature of the ESL programs varies between Middle and Senior Schools, HSC's ESL programs all typically involve the student being removed from both the regular English class and the regular French language class so that these times in the academic day can be reassigned for structured ESL programming. ELL students are placed in small groups according to their level of English language proficiency and a trained ESL teacher works with these students to deliver a planned ESL curriculum that is aimed at bringing the student's oral, written, and reading comprehension skills up to the regular academic level in English. For further information regarding English Language Support programs at HSC, please contact the appropriate School Principal.
programs varies across the four school divisions, so it is important that students and parent/guardians wishing to access these programs speak directly with the appropriate Learning Services Specialist and/or School Principal to learn more about the program expectations, how they operate, and how students become a part of the program.
HSC POLICY ON EXTERNAL TUTORS Hillfield Strathallan College has created a policy document related to the use of external tutors. This policy document details the College's view on how and when tutors serve a role within the intervention process, and it provides specific guidelines as to how external tutors should be coordinating their efforts and liaising with classroom teachers and the school's administration.
Any student or parent/guardian who is considering hiring an external tutor to provide additional academic support above and beyond the supports already offered at HSC should consult the appropriate Learning Services Specialist and School Principal prior to engaging in an agreement with the external tutor.
iv) Administrators from either, or both, the Middle and Senior School Leadership teams. Should a parent/ guardian wish to include a Middle School teacher who has extensive knowledge about their child's learning needs, and has worked successfully with that student in their classroom, the parent/guardian may request that that teacher joins in on the transition meeting. To ensure that students and parent/ guardians are fully aware of the program requirements in HSC's high school, the College annually updates and publishes the Hillfield Strathallan College Senior School Academic Calendar and links it to the school's website for all current and prospective families to review (www.hsc.on.ca/ ssacademiccalendar.) If after reviewing this documents students and/or parent/guardians still have further questions or wish to discuss any element of the Senior School's academic program, they should get in touch with either the Vice Principal, Academic in the Senior School or the Senior School Principal.
COMMUNICATION PROTOCOLS WHEN QUESTIONS ARISE While HSC has done its best to ensure that we have provided our families with a rich source of information, whether that be through the Resource Board in MyHSC, parent/guardian information nights, the school's website, or via documents such as Supporting Student Learning at Hillfield Strathallan College, we appreciate that further questions and/or concerns may still arise over the course of the school year. When this happens, it is essential that the parent/guardian does not "sit on" his/her question or concern; rather, they are encouraged to reach out to the appropriate school personnel to seek clarification and/or share their concern in a respectful fashion.
Typically, it is best to direct your question or concern to the individual with whom it is most closely related. In other words, if the question is curricular or deals with a daily classroom practice, the parent/ guardian would reach out to the individual subject teacher. In cases where the question is more general and applies across several classes, the parent/guardian would reach out to their child's home form teacher or tutorial leader for clarification. If the concerns or questions are related to a school-wide issue, contacting either the Vice Principal or Principal would be appropriate. In the event that a parent/guardian is unsure as to where to initiate the conversation, the parent/guardian should contact the school's administrative assistant for clarification and redirection.
COMMUNITY. INDIVIDUALITY. DETERMINATION. Our core mission is to develop joyful and engaged students who live life with purpose. The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them. Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond. Their journey at HSC prepares students to live with purpose—to understand their world, inspire, lead, act, and make a difference in their own unique ways.