vania-janet/multiturn-rag-retrieval-data huggingface dataset:
Initiatives - Active Measures | State of California - Department of Justice - Office of the Attorney General
REQUIRES SCHOOLS TO REPORT ANY CHANGE IN A STUDENT’S EXPRESSED GENDER, WITHOUT EXCEPTION FOR STUDENT’S SAFETY. INITIATIVE STATUTE.
Title and Summary Issued on November 1, 2023

Fiscal Impact Estimate Report
Proponent(s):
Clare Erin Friday, Jonathan Zachreson



23-0017A1 


ALLOWS FELONY CHARGES AND INCREASES SENTENCES FOR CERTAIN DRUG AND THEFT CRIMES. INITIATIVE STATUTE. 
Title and Summary Issued on October 26, 2023

Fiscal Impact Estimate Report
Proponent(s):
Thomas W. Hiltachk



23-0016 


REQUIRES GOVERNMENT-ISSUED IDENTIFICATION TO VOTE. INITIATIVE CONSTITUTIONAL AMENDMENT.
Title and Summary Issued on October 19, 2023

Fiscal Impact Estimate Report
Proponent(s):
Carl DeMaio 



23-0015A1 


INCREASES REQUIREMENTS ON GOVERNMENT AGENCIES AND LEGISLATURE WHEN RESPONDING TO RECORDS REQUESTS. INITIATIVE STATUTE. 
Title and Summary Issued on October 6, 2023

Fiscal Impact Estimate Report
Proponent(s):
Jerry Flanagan 



23-0014A1 


PROHIBITS NEW OIL AND GAS WELLS NEAR HOMES, SCHOOLS, AND HOSPITALS. INITIATIVE STATUTE.
Title and Summary Issued on October 6, 2023

Fiscal Impact Estimate Report
Proponent(s):
Michele Prichard , Kassia Seigel 



23-0013A1 


AUTHORIZES BONDS AND CREATES STATE AGENCY FOR PSYCHEDELIC THERAPY RESEARCH. INITIATIVE CONSTITUTIONAL AMENDMENT AND STATUTE.
Title and Summary Issued on September 22, 2023

Fiscal Impact Estimate Report
Proponent(s):
Jeannie Fontana 



23-0012 


INCREASES STATE GREENHOUSE GAS REDUCTION GOALS. INITIATIVE STATUTE.
Title and Summary Issued on September 18, 2023

Fiscal Impact Estimate Report
Proponent(s):
Micah Perlin



23-0011 


LIMITS STATE’S ABILITY TO SET STATEWIDE LAND-USE AND HOUSING POLICY. INITIATIVE CONSTITUTIONAL AMENDMENT.
Title and Summary Issued on September 18, 2023

Fiscal Impact Estimate Report
Proponent(s):
John Heath, Peggy Huang, Jovita Mendoza, Dennis Richards, Susan Candell, Anita Enander, Kalimah Priforce
School Bus Program
 
 

The criteria for this examination are based on all chapters of the 2014 American Red Cross, First Aid/CPR/AED Participants Manual (Item #656756). The manual may be purchased at any American Red Cross online bookstore for a nominal fee, or other bookstores in your area. 

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​Proposed Regulatory ActionsNone

​Past Regulatory Actions2020 Notice Register Number 14-Z, April 3, 2020 (ca.gov) 

​School Pupil Transportation Committee (SPTAC)The CHP convenes a panel of specified members to advise the CHP when drafting regulations affecting school pupil transportation buses and school pupil transportation operations.  Meetings are generally held twice a year, in conjunction with the California Association of School Transportation Officials (CASTO) Annual Conference, and the CASTO State Board Meeting. Agenda topics may be submitted for consideration to ResearchandPlanning@chp.ca.gov, or to any of the SPTAC members.     SPTAC Member Roster

​Next SPTAC MeetingIn-Person Meeting, in conjunction with CASTO Manager’s ForumWhen: Friday, October 21, 2022Where: Delta by Marriott Garden Grove/AnaheimAddress: 12021 Harbor Blvd, Garden Grove, CA 92840Phone: (714) 867-5555 See CASTO website for more information on the 2022 Manager’s Forum:California Association of School Transportation Officials - Home (castoways.org)

​Current SPTAC VacanciesAmerican Academy of Pediatrics Member/RepresentativeRural School District RepresentativeSchool Pupil Transportation Operations other than School Bus Representative  

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 State of California
2001 Budget Analysis: Longer Middle School Year
chapter, we propose a $500 million block grant that lets school districts flexibly address the needs of those middle schools and high schools facing the most
difficult problems. Our recommended approach has three main components:
Target Middle and High Schools. We recommend the Legislature
target high schools as well as middle schools because assessment results suggest
that high school students struggle even more than students in lower grades.
Also, many high schools probably need additional resources to help assure that
all their students are provided with an opportunity to pass the HSEE.
Target Resources to Schools in Need. We recommend targeting
additional resources at schools with the highest percentage of low-income
students and/or the lowest Academic Performance Index scores.
Allow Local Flexibility. We recommend providing school
districts with a menu of options to improve student achievement. Not all schools
are the same, nor do they face the same problems. Recognizing the diversity of
problems suggests allowing school districts to use a diverse set of tools to
address those problems.
Based on the problems we identify with the longer middle school year proposal
and the advantages of a targeted, flexible block grant approach, we recommend
the Legislature redirect the $100 million for a longer middle school year
to a block grant for middle schools and high schools with concentrations of
students in need. (We discuss our recommended disadvantaged schools block grant
in more detail in the
"K-14 Education Priorities" section of this chapter.)

Return to Education Table of Contents,
2001-02 Budget Analysis
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 Home/Education and Awareness/The Heart Truth® / < Back To Let's Work Together to Prevent Heart Disease/Take Action Toward Better Heart Health: 

Take Action Toward Better Heart Health: 

Maintain a Healthy Weight
 

Being overweight is hard on your heart. It increases your risk of having heart disease, a stroke, high cholesterol, high blood pressure, and diabetes. Choosing heart-healthy foods and getting regular exercise will help you achieve and maintain a healthy weight. Also, find ways to reduce stress, which affects energy and hunger and, if chronic, can make your body store more fat.
If your doctor diagnosed you with overweight or obesity, it’s important to follow their recommendations for losing weight. Health professionals recommend losing 5% to 10% of your initial weight over the course of about 6 months. But a loss of just 3% to 5% of your current weight can lower triglycerides and glucose levels in your blood, as well as your risk of developing type 2 diabetes. Losing more than 3% to 5% of your weight can improve blood pressure readings, lower “bad” LDL cholesterol, and increase “good” HDL cholesterol.
If you need to lose weight, connecting with others can help keep you on track. Try these:
Join a weight loss program with a buddy.
Sign “social support” agreements with three family members or friends.
Get your kids involved. Explain that it's important to sit less and move more to stay at a healthy weight and that they’ll have more energy to ride a bike or shoot hoops. Tell them you’ll do the same.

This video shows how little things we do each day can add up and lead to weight gain. Gaining 10 pounds adds more than 30 pounds of force to your knees, which can cause aches and pains. Taking action by eating healthy and getting physical activity can lower the risk of developing serious health problems.
Education News & Blogs – NASA Jet Propulsion Laboratory
It’s my job to give them opportunities to show off and strengthen those skills, so that they can be just as successful with or without me present to help them. 
This year you’ve introduced some interesting projects to make your class more interdisciplinary. Tell me a bit more about that.
I’ve really focused on keeping the math contextualized by being sure the content is interdisciplinary. For example, over half of my AP Calculus students are also taking AP Physics. This year, in particular, I was sure to coordinate with the physics teacher to see how we could align our curriculum in kinematics with what we were doing with integrals and derivatives. This began with students doing JPL’s additive velocity lesson in their physics class to set the stage for how calculus ties together acceleration, velocity, and displacement. 
Both classes are so challenging for students, but when they see how strategies in one class can help lift them in another, it’s almost as if they are getting to see two different strategies to solve the same problem. Designing challenges that could be solved with both physics and math gave the students an ability to approach problems from either side. At first, they were pretty intimidated to see their two most challenging classes teaming up, but the end result was some incredible student projects and dramatic improvement in their ability to graph out relationships.
I also kick off new units by making connections to students' own life or even their future careers. They need to know the “why” beyond just, “because you’ll be tested on it.” We try to talk about STEM historical figures and current leaders (specifically mathematicians and scientists of color) as often as possible. For example, I use clips from the movies "October Sky" and "Hidden Figures" to set the stage and then lead into projects about rocket trajectories and elliptical orbits.

Students in Ms. Risbrough's class map out language and processes to better understand shapes and limits in functions. Image courtesy: Katherine Risbrough | + Expand image

This year, in calculus, we started the year with the idea of “Agents of Change” and looked at thought leaders such as veteran astronaut Ellen Ochoa and climate scientist Nicole Hernandez Hammer and how their work relates to “instant rates of change” and “average rates of change” in calculus.
Materials for Health Care Providers | health.gov
@HealthGov’s new fact sheet for providers has tips to help you start the conversation. Check it out: https://bit.ly/3mzDRb0 

Providers: @HealthGov’s new #MoveYourWay fact sheets make it easy to share information about #PhysicalActivity with your pregnant and postpartum patients. Get fact sheets to print and share: https://bit.ly/3qfP02N
 

Providers: Want to help your patients get more active? Share @HealthGov’s interactive tool to help them build a weekly activity plan: https://bit.ly/2VoJpt2 #MoveYourWay

Providers: Remind your patients that when it comes to eating healthy and being active, small changes add up — and have real health benefits! Share Jeff’s story to help people #StartSimpleWithMyPlate and #MoveYourWay: https://bit.ly/3EQGDEw #DietaryGuidelines @HealthGov

 
Move Your Way® and the Move Your Way logo are registered service marks of the U.S. Department of Health and Human Services. HHS encourages organizations and individuals to download, print, and distribute Move Your Way materials. You can swap out photos or add your organization’s logo through the CDC State and Community Health Media Center. If you have questions about using Move Your Way materials or want to create your own, please contact us.

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Active Transportation Program (ATP) | Rebuilding CA
HomeAbout By The Numbers Programs & Projects AccountabilityProject MapHomeAbout By The Numbers Programs & Projects AccountabilityProject MapActive Transportation Program (ATP)Multi-Faceted Benefits to CaliforniansThe Active Transportation Program (ATP) is aimed at increasing the use of non-motorized modes of transportation including biking and walking throughout California.Goals of ATP include to increase the utilization of walking and biking, improve the safety of non-motorized modes of travel, support initiatives to reduce greenhouse gases, enhance public health, and provide a broad spectrum of projects that benefit many types of travelers including those in disadvantaged communities. The Road Repair and Accountability Act (SB 1) significantly augments funding available for this popular program.More details about ATP are available at the California Transportation Commission website.Spotlight on ATP ProjectsMaine Avenue and Pacific Avenue Corridor Complete Streets Improvements (Phase II)This project, located along Maine Avenue and Pacific Avenue corridor in the City of Baldwin Park, adds curb extensions (bulb-outs) to provide safer access and decrease the time it takes a pedestrian to cross the street. The bulb-outs and reduced vehicular lane width will improve pedestrian safety by increasing visibility by motorists. The addition of a bike lane improves bicyclist safety by providing a protected bikeway along the entire corridor.Prior to this project, conditions included a lack of direct access to ADA accessible curb ramps, requiring pedestrians and disabled individuals to enter a lane of traffic to cross the street.The project increases accessibility to recreational areas, housing, employment in the Baldwin Park downtown area, regional transportation, and four nearby schools. The new bikeway connects the communities of Baldwin Park, El Monte, South El Monte, and West Covina.Key BenefitsIncreased visibility of pedestrians for motorists.Reduced time for pedestrians to cross the street.Improved access to safe facilities for pedestrians, bicyclists, and disabled individuals.Safer pathways for bicyclists.More connected communities.Project Stats2 Through lanes (plus 1 turning lane)36 Pedestrian countdown signals1 New traffic signal2.6 Miles of Class IV bikeway added25 Number of new ADA accessible curb ramps100% Portion of funds spent within a disadvantaged communityShasta Safe Routes to School ProgramThis project sought to encourage more students in Cascade Union Elementary District, Redding School District, and the Shasta Union High School District to walk and bike to school.
School-Based Health Centers
School-Based Health Centers

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School-Based Health Centers in New York State
If you are interested in opening a School-Based Health Center (SBHC), please send an email to sbhcreports@health.ny.gov

Caring for Students with Life-Threatening Allergies (PDF)
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If you are interested in opening a School-Based Health Center Dental Program (SBHC-D) please send an e-mail to SBHC-Dreports@health.ny.gov.

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	Living in Space	

From the challenges of providing optimal nutrition to managing the risks posed by microgravity, scientists and engineers from NASA work to predict, assess, and solve the problems that humans encounter in space. Through such research, NASA can develop systems that help humans thrive in space. 

 

 

Learn More About Living in Space

The Body in SpaceSpaceflight affects bones, muscles, vision, and more. Learn about the changes humans may undergo during spaceflight, as well as the steps NASA takes to keep astronauts healthy and safe.Read About the Human Body in SpaceResearch in SpaceNASA seeks to understand how the human body changes while astronauts live and work on the space station. Learn how scientists work to maintain the health and well-being of crew members during and after their missions.Explore Research in SpaceResearch on EarthNASA conducts Earth-bound simulations of life in space. Learn how scientists use such missions to study the way humans adapt to challenges astronauts may encounter on journeys to the Moon and Mars.Explore Research on EarthExtended Stays in SpaceFrank Rubio, Mark Vande Hei, Scott Kelly, and others have spent an extended amount of time in space. Learn about the record-holders for the longest continuous spaceflights by U.S. astronauts.Learn About Extended Stays in SpaceCollaborate With UsAre you developing innovative ways to keep astronauts healthy and mission-ready ? Partner with NASA’s Human Research Program (HRP)!
Bill Text - AB-132 Postsecondary education trailer bill.
Students of color, first-generation college students, financial aid recipients, former foster youth, and student parents are at much higher risk.(d) Basic needs insecurity has a direct impact on student academic success. Students experiencing basic needs insecurity are much more likely to not buy textbooks, to miss, drop, or fail classes, and to withdraw from school entirely. In addition, these students consistently report high levels of stress and other mental health issues, which negatively impact academic performance and health in general.(e) Addressing
	Homelessness and Housing Insecurity in Higher Education, a book that provides research-based information and tools for educators and higher education professionals to build effective institutional supports for college students facing housing insecurity, found all of the following:(1) “Understanding how basic needs insecurity exists on and around your campus is an important first step. In order to develop a more fully informed understanding of students’ unmet basic needs on your campus, we recommend that you use a mix of survey data collection to learn about the size and scope of the issues as well as using interviews and focus groups to illustrate the experiences from the viewpoints of students. Additionally, you can include institutional data you previously gathered about student demographics, financial aid use, and the cost of living that may be helpful for expanding the findings of your institution’s evaluation.”(2) “Students who need support often have a difficult time finding and accessing supports on campus. Campuses can have complex interlocking or disconnected systems that can be difficult to negotiate while managing the stress of homelessness. Students must traverse through complicated financial aid processes and seek appropriate campus support services, while managing courses and other responsibilities.”(3) “A centralized and coordinated effort can more easily be publicized in a way that all students can benefit. Developing a coordinated strategy increases the likelihood that students, faculty, and staff can more easily access the various forms of support.”(4) “Research and anecdotal feedback indicate that students who have a single point of contact experienced feelings of campus connection, care, and success in their
	university communities. Additionally, single point of contact staff can destigmatize students’ use of on-campus supportive services.”
Education News & Blogs – NASA Jet Propulsion Laboratory
Ota Lutz, who leads the Laboratory's K-12 education team, speaks with a group of JPL employees during a Pi Day event. | + Expand imageLutz grew up in a small town in Central California and says, "I was a smart kid, but these things called soft skills were beyond me, and I was the shyest kid in my class." That is until she joined her high school's service club. "Through volunteering, I ended up interacting with people from all walks of life and learned how to work with teams. My club advisor coached me, and I started taking on more leadership roles in the club and in class projects." Later, it was that same club advisor and her youth pastor who encouraged Lutz to attend a college that would challenge her academically despite pressures to stay closer to home. "You never know what experiences or conversations might open up opportunities for you," says Lutz, which is why she recommends that students get comfortable talking with peers and teachers – and especially asking questions. "It's really important to learn to ask questions so you build your confidence in learning and also develop relationships with people." Launching into CollegeAs Lutz experienced, those foundational skills can make all the difference when it comes to transitioning into college, too. "When I got to college, I discovered I was woefully unprepared even though I had been at the top of my class in high school," says Lutz. "I never learned how to study, and I mistakenly believed that asking questions would make me look dumb. After struggling on my own for a couple of years, I learned that study groups existed and they helped me get to know my peers, build my confidence, and improve my GPA." While building a support network is key, don't overload yourself the first year, Lutz says. But do start taking classes in the field you're interested in to see if it's the right fit. "The important thing is getting some experience in the field that you think you want to go into."After that, internships, whether they're at JPL, NASA or elsewhere, will give you an even deeper look at what a future career might be like.