zilongwang/ReadingBank huggingface dataset:
To Editor: Add at the end of the list of parameters of MLME-ASSOCIATE.confirm(): , LowLatencyNetworkInfo To Editor: Add the following line to 63: To Editor: Insert in “8.4.2.1 General MAC PIB attributes for functional organization“ in „Table 134—General MAC PIB attributes for functional organization“ between lines „macTSCHcapable“ and „macDSMEcapable“ the following line: macLLcapable Boolean TRUE or If TRUE, the device is capable of functionality specific to LLDNs between „macTSCHenabled“ and „macDSM enabled“ the following line: macLLenabled Boolean TRUE or If TRUE, the device is using functionality specific to LLDNs D.7.3.1 MAC sublayer functions To Editor: Insert the following rows in Table D.as MLF 16a between ”MLF15 TSCH Capability“ and „MLF16 DSME capabilities“: Table D.—MAC sublayer functions
Item number Item description Reference Status Support N/A Yes No LL Capability 8b O LL-MAC Management Services , :M LL commands :M LL: LL-Discover Response command, , FD1:M LL-Configuration Status command, , FD2:O LL-Configuration Request command, , FD3:O Clear To Send (CTS) Shared Group command, , FD4:O Request To Send command, (RTS) , FD5:O To Send command FD6:O LL Channel Access :M LL Superframe structure :M LL Transmission :M Annex G (normative) Low Latency Deterministic Networks (LLDN) ToDo: Introductory paragraphs on LLDN
management time slots uplink time slots Group Ack time slot retransmission time slots bidirectional time Beacon downlink uplink S1 ... Sn-r-1 GACK Sn-r+1 Sn A1 ... Am present if macLLDNmgmtTS = TRUE macLLDNnumTimeSlots macLLDNnumUplinkTS macLLDNnumBidirectionalTS time
LLDN Coordinator LLDN Device Start Discovery state Received a D iscover R esponse Frame, pr ep ar e Ack Be aco n Discover Response Frame Be aco n Ack Frame prep ar e nse the current device configuration Resynchr on izes
Item number Item description Reference Status N/A Yes No MLF16a LLDN Capability , , , , , O MLF16a.1 LLDN-MAC Management Services MLF16a:M MLF16a.3 LLDN Channel Access MLF16a:M MLF16a.4 LLDN Superframe structure MLF16a:M MLF16a.5 LLDN Transmission States MLF16a:M To Editor: Insert the following rows in Table D.7: D.7.3.2 MAC frames Table D.7—MAC frames Item Number Item description Reference Transmitter Receiver Status Yes No Status N/A Yes No MF3.4 LLDN MLF16a:M, FD1║FD2:M MLF16a:M, FD1║FD2:M MF4.21a LLDN Discover Response command, MLF16a::M MF4.21b LLDN Configuration Status command, MLF16a::M MF4.21c LLDN Configuration Request command, MLF16a:M MF4.21d LLDN Clear To Send (CTS) Shared Group command, MLF16a:M MF4.21e LLDN Request To Send (RTS) command, MLF16a:O MF4.21f LLDN Clear To Send (CTS) command MLF16a:O
Table D.6—MAC sublayer functions Item number Item description Reference Status Support N/A Yes No MLF16a LLDN Capability , , , , , O MLF16a.1 LLDN-MAC Management Services MLF16a:M MLF16a.3 LLDN Channel Access MLF16a:M MLF16a.4 LLDN Superframe structure MLF16a:M MLF16a.5 LLDN Transmission States MLF16a:M To Editor: Insert the following rows in Table D.7: D.7.3.2 MAC frames D.7—MAC frames Item Number Item description Reference Transmitter Receiver Status Yes No Status N/A Yes No MF3.4 LLDN MLF16a:M, FD1║FD2:M MLF16a:M, FD1║FD2:M MF4.21a LLDN Discover Response command, MLF16a::M MF4.21b LLDN Configuration Status command, MLF16a::M MF4.21c LLDN Configuration Request command, MLF16a:M MF4.21d LLDN Clear To Send (CTS) Shared Group command, MLF16a:M
macMaxCSMABackoffs Integer 0–5 The maximum number of backoffs the LLDN simplified CSMA-CA algorithm will attempt before declaring a channel access failure. 0 LLDN Security LLDN cannot be secured in this standard. LLDN uses 8-bit addresses (simple addresses). Any mode using simple addresses including LLDN shall not use security. Data frames Type b001) and MAC Command frames (Frame Type b011) may be used within an LLDN. In this case, the Security Enabled bit of the Frame Control field of these frames shall be set to zero (no security enabled). PHY considerations The LLDN specification has been developed for the 2450 MHz O-QPSK PHY. The LLDN specification is PHY-independent, in principle. For instance, it can be used with the HRP UWB PHY. However, the use of several PHYs of this standard with LLDN is not advisable, for instance, PHYs targetting a completely different application case than LLDN. There is no requirement that every PHY of this standard has to support LLDN.
8.4.2.2.2 TSCH MAC PIB attributes for macLinkTable The attributes contained in the MAC PIB for macLinkTable are presented in 137. Each link requires a macLinkTable to be stored. Table 137—TSCH MAC PIB attributes for macLinkTable Attribute Type Range Description Default macLinkHandle Integer 0x0000–0xffff Identifier of Link — macLinkType Enumeration TX, RX, SHARED, RX_SHARED Indicates the Link type. — macLinkTimekeeping Boolean TRUE, FALSE Set to TRUE if the link is a timekeeping link, FALSE otherwise. macLinkType Enumeration NORMAL, ADVERTISING Type of link. — macSlotframeHandle Integer 0x00–0xff Identifier of Slotframe to which this link belongs — macNodeAddress Integer 0x0000–0xfffd Short address of the node connected to this link — macTimeslot Integer 0x0000–0xffff Timeslot for this link — macChannelOffset Integer 0x0000–0xffff Channel offset for this link —
The Shared Link shall be set to one if it the link is a Shared link and shall be set to zero otherwise. A Shared Link is one that uses contention to access the medium. The Shared Link and RX Link fields may be both be set to one. It is possible for one link to be used as both TX Shared and RX link. The Timekeeping field shall be set to one if the link is to be used for clock synchronization and shall be set to zero otherwise. RX links shall have the Timekeeping field set to one. The Priority Link shall be set to one if the link uses priority channel access as defined in 6.2.5.2 and shall be set to zero otherwise. 8.2.20.3 MLME-SET-LINK.request The MLME-SET-LINK.request primitive requests to add a new link, or delete or modify an existing link at the MAC sublayer. The SlotframeHandle and LinkHandle are supplied by a higher layer. The semantics of this primitive are: MLME-SET-LINK.request ( Operation, LinkHandle, SlotframeHandle, Timeslot, ChannelOffset, TxLink, RxLink SharedLink, TimekeepingLink, PriorityLink, LinkType, NodeAddressMode, NodeAddr ) The primitive parameters are defined in 103. Table 103—MLME-SET-LINK.request parameters Name Type Valid range Description Operation ADD_LINK, DELETE_LINK, MODIFY_LINK Type of link management operation to be performed.
8.4.2.2.2 TSCH MAC PIB attributes for macLinkTable The attributes contained in the MAC PIB for macLinkTable are presented in Table 137. Each link requires a macLinkTable to be stored. Table 137—TSCH MAC PIB attributes for macLinkTable Attribute Type Range Description Default macLinkHandle Integer 0x0000–0xffff Identifier of Link — macLinkType macTxLink Enumeration Boolean TX, RX, SHARED, RX_SHARED TRUE, FALSE Indicates the Link type Set to TRUE is the link is a TX link — macRxLink Boolean TRUE, Set to TRUE if it is an RX link macSharedLink Boolean TRUE, FALSE Set to TRUE if the link is a shared link macLinkTimekeeping Boolean TRUE, FALSE Set to TRUE if the link is a timekeeping link, FALSE otherwise. macPriorityLink Boolean TRUE, FALSE Set to true if link is to be used for high priority traffic as described in 6.2.5.2 macLinkType Enumeration NORMAL, ADVERTISING Type of link. Normal macSlotframeHandle Integer 0x00–0xff Identifier of Slotframe to which this link belongs — macNodeAddressMode SHORT, EXTENDED Addressing mode of the neighbor device connected to the link macNodeAddress Integer Short address or extended address 0x0000–0xfffd, As specified by NodeAddressMode Short address of the node connected to this link Address of neighbor device connected by the link or the broadcast address — macTimeslot Integer 0x0000–0xffff Timeslot for this link — macChannelOffset Integer 0x0000–0xffff Channel offset for this link —
Estrada Andrew Sony Corporation Kiyoshi Oki Electric Industry Co., Ltd. Gilb James Pulse-LINK Inc. Godfrey Tim Electric Power Research Institute, Inc. (EPRI) Guan Ke Beijing Jiaotong University Haapola Jussi Centre for Wireless Communications / University of Oulu Heile Robert Wi-SUN Alliance Hernandez Marco National Institute of Information and Communications Technology (NICT) Hiraga Ken NTT HOSAKO IWAO National Institute of Information and Communications Technology (NICT) Hossain Mohammad Kookmin University Hui Bing Electronics and Telecommunications Research Institute (ETRI) Ikegami Tetsushi University Jang Yeong Min Kookmin University Jungnickel Volker Fraunhofer Heinrich Hertz Institute Kato Shuzo Tohoku University Kent Jeritt Analog Devices Inc. Kim Jaehwan Electronics and Telecommunications Research Institute (ETRI) Kim Junhyeong Electronics and Telecommunications Research Institute (ETRI) Kim Young-Hoon Electronics and Telecommunications Research Institute (ETRI) KINNEY PATRICK Kinney Consulting LLC Kitazawa Shoichi ATR Wave Engineering Laboratories Kivinen Tero INSIDE Secure Kohno Ryuji YNU/CWC-Nippon Kuerner Thomas TU Braunschweig Kumar Amarjeet Procubed Inc. lee hoosung Electronics and Telecommunications Research Institute (ETRI) Lee Hyeong Ho Electronics and Telecommunications Research Institute (ETRI) Lee Jae Seung Electronics and Telecommunications Research Institute (ETRI) Lee Moon-Sik Electronics and Telecommunications Research Institute (ETRI) Lee CUNY - City University of NY
Charlie Perkins 33 5.3.1 26 "… to the neighbor in the NT is erased" - what receiving a frame Explain why receiving a frame does not maintain neighbor relation Resolution: Revise Without the TC IE, there is no way to know if the routing information (depth, PQM, LQM) is up to date. Therefore, a neighbor entry deletion should depend only on whether TC IEs are received. Insert the following text at the end of l.54 on p.15 The value of l2rTCIEInterval may differ from device to device depending on their sleeping or duty cycling patterns. Insert the following rows in the NT in Table 3 Name Type Valid Range Description Interval unit Enumeration BI, second, minute, hour Unit of the TC IE interval and the RA IE interval TC IE interval Integer 1-63 Interval between the neighbor’s TC IE transmissions in the unit specified by Interval unit RA IE interval Integer 1-63 Interval between the neighbor’s RA IE transmissions in the unit specified by Interval unit Insert the following rows in Table 42 after l2rMLMIEInterval Name Type Range Description Default l2rMaxMissedTcIe Integer 0x00-0xff Indicates the maximum number of TC IEs a device may miss from a neighbor before removing it from its NT 3 Replace the 5th paragraph of clause 5.3.1 with:
Introduction In Sections 6 and 7 of the CMD channel models are described, which depend on assumptions for a couple of parameters. This document proposes concrete parameter values, which should be used for the simulation of the Backhaul/Fronthaul and the Wireless Data Center applications. It is proposed to add the following two sections to the CMD. Simulation Scenarios for Wireless Backhaul/Fronthaul In [6.7] weather conditions in six cities with different climatic conditions are described yielding also different specific attenuations. Table 6.6 lists these weather conditions and the corresponding specific attenuations together with the name of the channel model. The water vapour density is calculated using the online tool provided at [6.8.] Table 6.6: Definition of Channel Models for Backhaul/Fronthaul [6.6] Channel Model Name Description in [6.7] Water vapour density [g/m3] Rain rate Liquid water density in fog [g/m3] Liquid content of a cloud [g/m3] CM-BFH 1 Bangkok, temperature 35° C, relative humidity 90% 37.5 n/a n/a n/a CM-BFH 2 temperature 43° C, relative humidity 30%, dust (10 m visibility) 28.2 n/a 0.5 n/a CM-BFH 3 Berkeley, temperature 20° C, relative humidity 60%, fog (100m visibility) 10.5 n/a 0.14 n/a CM-BFH 4 Bellingham, temperature 22° C, relative humidity 50%, rain (4mm/h) 9.8 4 n/a n/a CM-BFH 5 Boulder, temperature 20° C, relative humidity 44% 8.6 n/a n/a n/a CM-BFH 6 Buffalo, temperature -10° C, relative humidity 30% 0.5 n/a n/a n/a CM-BFH 7h / 7v Boulder including clouds (100 m of large cumulus clouds), temperture 20° C, relative humidity 44%; 8.6 n/a n/a 2.5 Simulation Scenarios for Wireless Data Centers
the MT table, but does that mean that if the mesh root address mode is SHORT, then everybody in the mesh uses short addresses and if it is long then everybody uses long addresses. in the MT table, ie.. which field tell tells us what type this field is. 1141 Tero Kivinen INSIDE Secure 23 5.2.1 9 If L2R MT table is global, and this NT table is global, how does the entries in the NT table know what addressing mode is used for each entry. The neighbor address seem to indicate it can be either one, and it depends on the MT table, but to get to the MT table, we need to check the Mesh root Address field, but we do not know the type of that before we can find the same entry from the MT table? Either add the Mesh root address Mode” field to NT table, or add some kind of mesh identifier that can be used to link the NT table and the L2R MT together. Resolution: AiP Add Address Mode in Table 3 to identify the address mode of a neighbor. Modify 3 as follows. Table 3 - Entry of the NT Name Type Valid Range Description Neighbor address mode Enumeration SHORT, LONG Indicates the address mode of the neighbor node. If SHORT, a 16-bit address is used. If LONG, a 64-bit address is used.
1290 Tero Kivinen INSIDE Secure 46 5.4.3 7 How long does it remember the SA and LSN? It cannot forget them immdeiately when it gets next broadcast, but it should not need to keep them forever. Add text telling when the information about forwarded broadcasts can be forgotten. Resolution: AiP l2rSNSARecordTimeout represents the timeout value for this purpose. Add following text before last sentence in 2nd paragraph in section 5.4.3. The record of SA and LSN is deleted after the duration indicated by l2rSNSARecordTimeout. CID #1296 1296 Verotiana Rabarijaona NICT 47 5.5.1 29 Is there a reason why there are two "Setting L2R Security PIBs" pointing to the same step? Delete one or double check Resolution: AiP The intention to put two “Setting L2R Security PIBs” was to represent that procedures should be done both in joining device and parent router. To make it clearer, the resolution should be to move the text “setting L2R security PIBs” to the text in the association arrow. Replace Figure 28 as follows. CID #R1029
IEEE P802.15 Wireless Personal Area Networks Project IEEE P802.15 Working for Wireless Personal Area Networks (WPANs) Title TG3d November 2015 Minutes Date Submitted 12 November 2015 Source Ken Hiraga NTT Network Innovation Laboratories Hikarinooka 1-1, Yokosuka 239-0847 Japan Voice: +81 46 859 3474 Fax: +81 46 855 1497 E-mail: hiraga.ken@lab.ntt.co.jp Re: Abstract Meeting notes on the 802.15 TG3d November Meeting Purpose Meeting Minutes Notice This document has been prepared to assist the IEEE P802.15. It is offered as a basis for discussion and is not binding on the contributing individual(s) or organization(s). The material in this document is subject to change in form and content after further study. The contributor(s) reserve(s) the right to add, amend or withdraw material contained herein. Release The contributor acknowledges and accepts that this contribution becomes the property of IEEE and may be made publicly available by P802.15. Minutes of the November 2015 TG3d The TG3d session was held on 9-12 November 2015 at Hyatt Regency Dallas. <<Meeting #1 Mon PM1>> - Meeting was called to order at 13:30. - The patent policy was mentioned and no patent contributions were discussed. - Approval of the agenda (15-15-0832r01) and of meeting minutes of Bangkok meetings Approved with unanimous consent.
The AR value specifies whether an acknowledgment is required from the recipient PD on receipt of a Data frame or MAC command, the Ack Type value specifies which of the two Ack frame formats, defined in 1.3.2, is required. If AR is 1, the recipient device shall send an Ack frame, when upon reception, the frame passes the filtering described in X.X.X.X <Insert cross reference to the 5.2.2.2 “Reception and rejection”>. If the AR value is zero, the recipient device shall not send an Ack frame. The AR value shall only be set to 1 for MAC command or Data Frames. The SNS value being 1 indicates suppression of the Sequence Number field in the frame, and the sequence number shall be omitted. When SNS is 1 the Sequence Number field is not present in the frame. Note to group with respect to the frame version field defined below, we could just mark these bits as reserved for use future, but it is probably good to reserve them for frame version and include handling for them in the RX frame filtering rules, i.e. rejecting all frames where frame version is not 0b00. Frame Version field The Frame Version field is an unsigned integer that specifies the version number corresponding to the frame. The frame version field shall be set to 0b00 in all frames that include this field. Header IE present (HIEP) field The HIEP field indicates whether header information elements are present in the MHR. Payload IE present (PIEP) field The PIEP field indicates whether payload information elements are present in the MAC payload. Security enabled (SEC) field The SEC field shall be set to one if the frame is protected by the MAC sublayer and shall be set to zero otherwise. The Auxiliary Security Header field of the MHR shall be present only if the SEC field is set to one. Note to with respect to the reserved bit defined below, the frame filtering rules should reject a frame with this R set to 1 since this would mean some extension not defined in the current standard. Reserved (R) field The bit of the Frame Control field is reserved for future expansion. The R bit shall be set to 0 for transmission. Sequence Number The Sequence Number field if present specifies the sequence identifier for the frame.
3 to 15 Reserved - - Table 6—Class 1 Header IEs Class 1 Header IE ID IE Description Acronym Sub-clause 0 Link-ID Assignment IE - 1.4.3.1 0 to 511 Reserved - - Table 7—Class 3 Header IEs Class 3 Header IE ID IE Description Acronym Sub-clause 0 to 15 Reserved - - Cyclic superframe specifier IE PHY type IE Table 8—Class 0 PHY type Header IE Bits: 0−3 Description 0 Low mobility PHY 1 High mobility PHY 2 GFSK 3 UWB 4-15 Reserved Table 9—Class 0 PHY type Header IE Bits: 4−7 Description 0 2.4 GHz 1 5.7 GHz 2 Sub-GHz 3 UWB band
Note: Sample Screenshots and reports are provided for informational purposes only and demonstrate current RPSv4 displays and reports. These are meant for representation not requests for specific design and/or format. Exhibit 1 – Sample Parcel Information Exhibit 2 – Sample Owner Information Exhibit 3 – Sample Building Permit Information
Exhibit 28 – Sample Land Groups and Rates Information Exhibit 29 – Sample Land Calculations Exhibit 30 – Sample Land Frequency Exhibit 31 – Sample Cost Reports Exhibit 32 – Sample Ratio Report Exhibit 33 – Sample Building Component Report Exhibit 34 – Sample Comparable Sales Report Exhibit 35 – Sample Comparable Assessments Report Exhibit 36 – Sample Time Adjusted Sales Price Report
Exhibit 67- Sample FCS/ICS/SCS Report Exhibit 68 – Sample Field Review Report Exhibit 69 – Sample Grid Coordinate Verification Report Exhibit 70 – Impact Series Report Exhibit 71 – Sample Inventory Edit Report Exhibit 72 – Sample Missing Value Report Exhibit 73 – Sample Neighborhood Listing Report
After School Activities/Practice Students are not allowed to be in any part of the building after 3:00 p.m. unless they are supervised by a teacher, coach, or sponsor. Students that are waiting for a ride must wait at the front entrance or the rear entrance until they leave the building. Student pick-up after 3:00 p.m. shall be at the pool\gym entrance. Visitors To School All parents and visitors must enter through the main office doors and sign in at the front counter. Parents /Guardians must call to make an appointment with a teacher, counselor or principal to ensure their availability. environments have expectations for dress. The dress code ensures appropriate clothing that is not offensive, disruptive or provocative and that reinforces safe behaviors and a safe and orderly learning environment. The following attire is permitted: Pants or jeans that do not expose undergarments. Shirts/blouses, sweatshirts, or t-shirts that fit appropriately such that there is no exposure of the stomach, ribcage, or cleavage. These shirts must have sleeves that cover the shoulders (no sleeveless shirts), do not expose undergarments and are not see through. Skirts, shorts, and dresses that fit appropriately, that when worn at the waist while standing, the length will come to mid-thigh. Formfitting (body-hugging) such as tights, leggings and yoga pants, are permitted when worn with a garment that comes to mid thigh Footwear must be worn in the building during school hours. The following attire is prohibited: Head coverings - hats (caps, beanies, sock), sunglasses, bandanas and The only exception is a head covering that is required to be worn as specified by a religion or doctor. Clothing with holes or frays that show any undergarments or skin above mid-thigh. Pajama slippers, house shoes, pillows, and blankets. Track Shorts.
Meeting Agenda Meeting: 2015-2016 PEIMS Fall Student Meeting Key Roles: Workshop# 49393 Date: 9/11/2015 Meeting Leader: Mary Trevino Mary Trevino-Cortez Time: 9:00 am End Time: 4:00 pm Facilitator: Belia Granado Location: Region One ESC Rooms – Ft. Ringgold/Ft. McIntosh Process Monitor: Participants: District PEIMS Coordinators and other PEIMS staff Timekeeper: Meeting Purpose: Discuss student PEIMS requirements for 15-16 school year Notes/Recorder: Everyone Preparation Required: Scribe: Time Purpose * (see footer) Discussion Leader Desired Outcome 9:00 AM Welcome and PEIMS Update P/F Mary Trevino-Cortez Welcome and review agenda; 2015-16 PEIMS submission due dates; PEIMS update overview 9:30 AM 2015-2016 School Year PEIMS Reporting Changes Early College High School (ECHS) T-STEM, FHSP, SB149, HB2398, SB107, HB2660 P/F Mary Trevino-Cortez Review PEIMS changes – Early College High School (ECHS), T-STEM, FHSP, Individual Graduation Committees, Truancy reporting, Discipline Reporting, OFSDP 10:30 AM Break 10:45AM Economic Disadvantaged - CEP P/F Mary Trevino-Cortez Review TEA economic disadvantaged code reporting guidance; Impact to districts 11:00 AM 2015-16 PEIMS Change documents 2,3,4 and 5 Belia Granado Review PEIMS changes – to requirements, data elements, code tables and edits 11:30 AM Lunch (on your own) 1:00 PM Cont. - 2015-16 PEIMS Change documents 2,3,4 and 5 P/F Belia Granado Review changes – to requirements, data elements, code tables and edits 1:45 PM PET, TIMS, UID, ECDS P/F Belia Granado Review outlined processes and procedures 3:00 PM Break 3:15 PM TSDS Update P/F Mary Trevino-Cortez Discuss TSDS Implementation Status – Stage 2 LEAs 4:00 PM Questions, Additional comments, End Meeting P/F Mary Trevino-Cortez Discuss other Reminders, answer additional questions, End Meeting * P = Presentation * F = Feedback from all
Campbell County Schools Preschool Program Handbook Preschool Coordinator – Marinell Kephart Phone – 859-635-2173 Email – Main Office – 101 Orchard Lane, Alexandria KY, 41001 / Phone – 859-635-2173 Transportation – 859-635-2161 Preschool Information All Classrooms – Monday-Thursday AM – 8:30-11:30 am PM – 12:20-3:20 pm Cline Elementary 5586 E. Alexandria Pike, Cold Spring, KY 41076 – Principal – Connie Ryle Teacher – Betsy Hartig Paraeducators – Megan Brown, Cassandra Stamper Campbell Ridge Elementary 2500 Grandview Road, Alexandria, KY 41001 – 859-448-4780 Principal – Tony Mazzei Teacher – Laurie Peace Paraeducator - Rachael Hughes Crossroads Elementary 475 Crossroads Blvd, Cold Spring, KY 41076 – 859-441-9174 Principal – Kim Visse Teacher – Sarah Lankston Paraeducators – Cay Hargett, Kathy Miller Reiley Elementary 10631 Alexandria Pike, Alexandria, KY 41001 – 859-635-2118 Principal – Susan Rath Teacher – Pam Strassel Paraeducator - Debbie Montgomery Grant’s Lick Elementary 944 Clay Ridge Road, Alexandria, KY 41001 – 859-635-2129 Principal – David Enzweiler Teacher – Ginny Rabe Paraeducator – Jaqueline Hill PRESCHOOL PROGRAM GENERAL INFORMATION CURRICULUM Campbell County Schools’ preschool program uses the High Scope Curriculum which is research based and emphasizes learning through doing. ATTENDANCE/MEALS
Prerequisite: Studio Art Folk art and was an experiment that worked. This is a course where crafts from around the world are done. The projects come from ones that the student enjoyed the most during the last ten years and some new ideas for projects that have been researched by the instructor and students. Materials for handmade crafts are clay, wood, glass, fibers, leather, metals, and more. Some highlights include: Ceramics & pottery, glass & metal etching. Metal shipping and piercing, jewelry making, carving and sculpture, musical instruments, and more! Business & Technology Introduction to Engineering Design .5 credit Students are introduced to the basic concepts of engineering and design using Solid works 3 dimensional engineering design software. The goal of this course is to teach the fundamental skills and concepts to build parametric models parts and assemblies and how to make simple drawings of those parts and assemblies. Robotics .5 credit Prerequisite: Intro. To Engineering Design In this introductory programming course, robots are used to illustrate the fundamental concepts in computer programming and problem solving. Students get a chance to explore Robotics and Computing Science in a fun and stimulating way. Digital Media .5 credit This course introduces the tools, techniques, and concepts behind the production of digital media. Application of digital media technologies including operating systems, hardware, software, and multimedia design are explored. Video Production/Editing 1 credit Introduces students to producing and editing digital videos. Emphasis is placed on the use of portable video equipment, lighting, audio and video graphic skills. Learn to edit footage, add transitions, sync sound, add titles and credits. Filming, lighting, script writing, editing, post-production and the incorporation of special effects using 2D & 3D elements are all part of this highly intensive program. 19 Principles of Software & Apps. Development 1 credit
2015-2016 YSU ENGLISH FESTIVAL – WEDNESDAY, April 20, 2016 book list for grades 10-12 Author Book Title *De la Pena, Matt I Will Save You *De la Pena, Matt We Were Here Quick, Matthew Boy 21 Sedgwick, Marcus Revolver Sheinkin, Steve Bomb: The Race to Build-and-Steal the World’s Most Dangerous Weapon Wein, Elizabeth Rose Under Fire Westerfield, Scott Leviathan *Matt De la Pena will be our featured speaker this year. A Nation’s Hope: The Story of Joe Lewis is an additional book by Matt De la Pena. It is not required reading, but can be used at the festival for any activities.
First Quarter Unit Plan English I Pre-AP – Ms. Spence Overarching Questions: What defines a family? What is worth fighting for? How do journeys shape our understanding of the world? What literary techniques do writers use to enhance plot, character development, and theme? How do I develop a strong thesis statement? What is the difference between evidence and analysis? What are the defining characteristics of memoir, fiction, and expository texts? Major Readings: Summer selection - A Long Way Gone (or alternative novel) Odyssey by Homer Thematically linked short stories, non-fiction texts, and poetry Writing Focus: Short answer (single selection and crossover) The AP essay Grammar/Vocabulary: Parts of speech, subject-verb agreement, dependent/independent clauses, prepositional phrases, sentence diagramming (warm-ups) Summatives: 1.) Summer reading assessment 2.) AP essay 3.) “Rappaccini’s Daughter” test 4.) Odyssey test Extra Credit AP Novel: A Separate Peace by John Knowles (timed writing to be completed in tutoring) Date Weekly Agenda Objectives Assessments 8/24 Monday – Course introduction, reading questions due, 6 Word Memoir / “Who Am I?” essay assigned Tuesday – Memoir characteristics and author’s credibility, PTSD article study Block Day – Summer reading carousel rotations Friday – English I Diagnostic analysis Author’s purpose Textual support Cross-genre connections Summer reading questions Diagnostic (not graded) 8/31 Monday – Sentence diagramming introduction, ALWG motif analysis (Folk Tales and Music) Tuesday – 6 Word Memoirs / “Who Am I?” due, test review, HW: ALWG Literary Report Card Block Day – Summer Reading Test (Summative) Friday – Literary Report Card due, test analysis, introduction to AP, HW: practice essay due Tuesday Author’s purpose Cross-genre connections Point-of-view Parts of speech Theme 6 Word Memoir / “Who Am I?” Essay Carousel review Summer Reading Test 9/7 Monday – No school (Labor Day) Tuesday – Introduction to literary analysis, deconstruction of an AP prompt, writing a thesis Block Day – Development of body paragraphs: (evidence, blending quotes, and analysis) Friday – AP essay / VW quiz, Unit 1 activities due, body paragraphs Thesis construction Textual support Analysis Parts of speech Transitions Practice body paragraph AP essay / VW Unit 1 quiz Monday – Conclusion, revision, partner planning Thesis construction
15/51 Draft Thorp Arch Parish Council Minutes Monday 10th August 2015 Present: Cllrs: M. Smyth, Graham Duxbury Amy Crooks, Andrew Rodger In Attendance: T. Wormley (Clerk) 1. Apologies for Absence J Richardson (Chairman) – On holiday 2. Declaration of Prejudicial/Personal Interests None 3. Police Report One theft for the end of May beginning of June in Thorp Arch was reported. A number plate was removed from the front of a vehicle on the trading estate. Unfortunately four crimes were reported for the month of July: the attempted theft of a quad bike on the trading estate, followed by subsequent criminal damage to the bike. Criminal damage was reported to an area that houses game birds just off Wood Lane. The suspects also caused damage to an outdoor water system. Beading was removed from a building on the trading estate, but no entry was gained. 4. Minutes of the last meeting held on Monday 13th July 2015, having been circulated to all members, were agreed as correct. 5. Matters Arising from the Minutes Item 6 – Light on Thorp Arch Park identified for part-night switch off, still illuminated. Poppy wreath ordered. Item 9 – No log sale took place. Logs were given away. Item 10 – Mower storage advertised in Causeway. 6. Correspondence John Hall (LCC) – Technical support for Neighbourhood Planning website: http://mycommunity.org.uk/programme/neighbourhood-planning Andrew Birkbeck – Grass cutting schedule. Wharfedale Property Management – Development on TATE – letter of support sent from Parish Council. YLCA – Grants and funding bulletin – circulated. Single transport plan – consultation – circulated. David Spurr – Official report from internal audit – circulated. YLCA – Good neighbour scheme – Village society to consider. Outer North East Town and Parish Council Forum Thursday October 8th at 7.30. Response from YLCA re Boston Spa Hydro power project. Email from Mr and Mrs Peterson re pre planning application – Will meet with the Petersons once planning application submitted. ACTION
Table 1.3 Summarized Success Disproportionate Impact by Student Group Goals Lassen Community College has developed six goals – three related to access and three related to success. The goals are: Increase female enrollment to equal the proportion of females in the county. Increase female enrollment from 23 percent to 33 percent of enrollment within the next five years. Increase Native American enrollment to equal the proportion of Native Americans in the county. Increase Native American enrollment from 2 percent to 3 percent over the next five years. Increase veteran enrollment above the disproportionate impact threshold. Increase veteran enrollment from 7 percent to 8 percent of enrollment within the next five years. Improving student success in remedial coursework by increasing the remedial Math progress rate from 17 percent to 31 percent over the next six years. Also increasing the remedial English progress rate from 26 percent to 44 percent over the next six years. Increase three year award completion rate from 12 percent to 20 percent over the next six years. Increase three year transfer rate from 12 percent to 20 percent over the next six years. Action For the 2015-16 academic year, sixteen actionable objectives have been developed to help the institution meet these goals, seven are related to access and nine related to student success. Funding These objectives will be supported by $258,970 of Chancellor’s Office funding. Lassen Community College will provide support through employee time and salaries, in-kind services, general fund expenditures, and Student Success and Support funding. Program Management and Evaluation Measures of success have been developed for each of the objectives. The effectiveness of the Equity Plan will be assessed yearly on the basis of the measures outlined in the “Goals and Activities” section of the plan. An annual report on the Plan’s effectiveness will be developed for reporting to the various Lassen Community College stakeholders. Reports required by the California Community College Chancellor’s Office regarding the Equity Plan will also be submitted as required. The Office of Institutional Effectiveness and Research will conduct the
Teacher: Fandrick Jolly-Smith Subject/Class: 7th Grade Life Science Week Of: 8/17-21/15 Monday 8/17/15 Tuesday 8/18/15 Wednesday 8/19/15 Thursday 8/20/15 Friday 8/21/15 Standard(s) S7L2c. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. Explain that cells are organized into tissues, tissues into organs, organs into systems, and systems into organisms. S7L2b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. S7L2b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. S7L2b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions. Essential Question/ Learning Goal How do cells, tissues, organs, and organ systems explain the complexity of living organisms? How do cells, tissues, organs, and organ systems explain the complexity of living organisms? What is the relationship between the structure and function of cell organelles? What is the relationship between the structure and function of cell organelles? What is the relationship between the structure and function of cell organelles? Activating Strategy: Lesson Opener, Warm-up, Hook Teaching Strategies: Procedures, Technology, Performance Tasks Cell Organelle Facebook Page – Have students create a Facebook page for a cell organelle.
working together toward a common goal. Concepts will be introduced through whole class then follow up with small group or pairs. Frequent regrouping occurs based complexity of content, learning styles, and student interest. working together toward a common goal. Concepts will be introduced through whole class then follow up with small group or pairs. Frequent regrouping occurs based complexity of content, learning styles, and student interest. working together toward a common goal. Concepts will be introduced through whole class then follow up with small group or pairs. Frequent regrouping occurs based complexity of content, learning styles, and student interest. working together toward a common goal. Concepts will be introduced through whole class then follow up with small group or pairs. Frequent regrouping occurs based complexity of content, learning styles, and student interest. working together toward a common goal. Concepts will be introduced through whole class then follow up with small group or pairs. Frequent regrouping occurs based complexity of content, learning styles, and student interest.
STUDENT SUCCEESS INDICATORS 2014-2015 ACCESS COURSE COMPLETION ESL & BASIC SKILLS COMPLETION DEGREE & CERTIFICATE COMPLETION TRANSFER HISPANIC OR LATINO -12.44 (HS) -3.55 BLACK/AFRICAN AMERICAN -12.72 -8.84 (ENGL) -23.17 (MATH) -2.86 -12.35 AMERICAN INDIAN/ALASKAN NATIVE ASIAN NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER -7.14 -10.77 WHITE -11.99 (County) SOME OTHER RACE MORE THAN ONE RACE MALES -7.65 (County) -9.39 (HS) -3.32 (ENGL) -2.94 (MATH) -3.33 FEMALES UNKNOWN CURRENT OR FORMER FOSTER -38.17 -27.93 (MATH) INDIVIDUALS WITH DISABILITIES -6.19 (County) -8.17 (HS) -20.91 -9.83 (ENGL) -7.01 (MATH) -7.85 LOW-INCOME STUDENTS -11.87 (HS) VETERANS -5.39 (County) -16.51 -4.97 (ENGL)
De Haro Vice President of Student Services Napa Valley College 1300 Student Services Building, Rm 1330 2277 Napa‐Vallejo Highway Napa, CA 94558 Phone: (707) 256‐7365 Fax: (707) 256‐7369 Email: Terry Giugni, Ph.D. Vice President of Instruction Napa Valley College 1500 McPherson Administration Building, Rm 1531 2277 Napa‐Vallejo Highway Napa, CA 94558 Phone: (707) 256‐7150 Fax: (707) 256‐7159 Email:
Student Group Indicator Current Gap Goal Year Degree and Certificate -7.6% No Gap 2020 Low-income Course Completion -2.0% No Gap 2020 Basic Skills -0.6% No Gap 2020 Transfer -2.2% No Gap 2020 Male Access -10.7% -5.0% 2020 Course Completion -1.6% No Gap 2020 Basic Skills -2.5% No Gap 2020 Degree and Certificate -1.1% No Gap 2020 The following summarizes targeted student groups and activities: Indicators Targeted Student Groups Activities Access Males Hispanic or Latino Reg-To-Go Face to Face Orientation Online Orientation K-16 Bridge: Career Exploration Course Completion Low-income students Hispanic or Latino Males Black or African American Early Alert Targeted Interventions Basic Skills Hispanic or Latino Males Low-income students Black or African American Cohort Enrollment / FYE Embedded Counseling Tutoring and Embedded Tutoring Accelerated Learning Degree and Certificate Males Black or African American Student Mentor Program Student Engagement Activities Job Developer Transfer Low-income students Hispanic or Latino Counselor Training for Transfer Other Activities Supplemental Financial Assistance Transit Survey
 Financial aid workshops for students interested in Financial Literacy.  Consider developing a community education platform for students who just want to take a course for social reasons.  Continue to extend hours of LRC (Learning Resource Center) on campus (earlier before classes meet and later into the evening, from 8 am – 8 pm) and Saturday morning tutoring (9 am-2 pm).  Establish an online tutoring platform.  Extend the online tutoring platform to include instructor office hours. Connect with faculty from ESL to begin offering office hours online through this platform.  During the in-person ESL group advisement, not only have a counselor conduct the advisement, but also have an ESL instructor present.  Consider alternative locations and times of ESL courses.  Create a learning community with the Advanced ESL courses and the Counseling 160 course.  Enhance Career and Job Placement Services to include developing resumes, cover letters, interviewing skills, internships, customer service skills, and job training, etc.… • ETHNICITY (African American/BSI-English, African American/BSI- Math, Pacific Islander/BSI-English, Hispanic/BSI-Math)  Create 1 part time (20hr/week), student equity case managers who will meet with the aforementioned cohort on a weekly basis in order to connect students with resources on campus, including but not limited to academic/student support services: counseling, financial aid, EOPS, DSPS, library services, tutoring services, mental/emotional health support, counseling, and health center. Additionally, the case manager will meet with students on a weekly and provide academic support by ensuring students are prepared for quizzes, exams, essays, and other academic activities for their course offerings.  Create 1 full time (40hr/week), student equity case managers who will meet with the aforementioned cohort on a weekly basis in order to connect students with resources on campus, including but not limited to academic/student support services: counseling, financial aid, EOPS,
Target Population Resources Budget Foster Staff Support Textbooks for Students Program Events and Supplies Professional Development and Training $135,239 Veterans Veterans Resource Center Staff Support Center Events and Supplies Professional Development and Training $206,321 Students with Disabilities DSPS Program Staff Adaptive Technology for Students with Disabilities $164,495 Low Income Students Staff Support (in multiple programs including CalWORKs, MESA and EOPS) Outreach and promotional materials Textbooks and supplies for eligible students Computers for student use in CalWORKs $523,166 LBGT Staff Support Pride Center Resource Materials Promotional Brochures Professional Development & Training $40,893 African Filipino, American Indian/Native Alaskan, Hispanic, Asian Pacific Islander (Includes Foster Youth, Veteran, Low Income and LGBT Students as well as those students with disabilities and those who are underprepared) AFFIRM/Puente Staff Basic Skills Improvements Math Instruction and Supplemental Instruction Textbooks and Learning Resource Center Materials Outreach & Transfer initiatives Field Trips $390,273 Overall Student Equity Plan Support Student Equity Manager (100%) $136,126
Table Success Measure Underserved Groups Students Impacted # of Gaps Funding Access American Indian/Alaska Native, Asian, White, More than one race, Foster Youth, Veterans 5,922 4 $237,496 Course Completion DSPS, Low-Income, All students 41,584 $253,399 Basic Skills Completion (3 areas) Remedial ESL or African American, Hispanic or Latino, Males Remedial English Black or African American, Native Hawaiian or other Pacific Islander, Individuals with disabilities Remedial Math Black or African American, Individuals with disabilities Remedial ESL 247 Remedial English 102 Remedial Math 170 Remedial ESL 3 Remedial English 3 Remedial Math 2 $155,600 Degree and Certificate Completion Associated Degree Native Hawaiian or other Pacific Islander, some other race, males, Individuals with disabilities Certificate Asian, Black or African American, Native Hawaiian or other Pacific Islander, some other race, Males, Individuals with disabilities Associated Degree 275 Certificate 534 Associated Degree 5 Certificate 6 $57,594 Transfer American Indian/Alaska Native, Hispanic or Latino, Individuals with disabilities Scorecard American Indian/Alaska Native, Black or African American, Hispanic or Latino, Native Hawaiian or other Pacific Islander, Individuals with disabilities, low-income students DataMart 240 Scorecard 595 DataMart 3 Scorecard 6 $30,000 $734,089.00
Event Day Date Time Place Mandatory Parent Meeting Thursday February 12 6:00PM FMS Cafetorium Paperwork Due Friday February 27 By 3:00 FMS Office Mandatory Try Out Clinic Mon, Tues, Wed, Thurs March 9-12 4:00-5:30 FMS Gym Tryouts Saturday March 14 8:30-11:00 Specific time TBA FMS Gym Online Posting Saturday March 14 Approx 11:30 FMS Website Uniform & CampWear Fitting Saturday March 14 12:00-until FMS Gym Attention Parents: The Thursday, February 27th meeting @ 6:00 is mandatory. A parent AND the prospective cheerleader must BOTH attend or your student will not be allowed to try-out. Check your calendars! If your daughter is selected, the following practice/camp dates will be mandatory- no exceptions. Event Day Date Time Place After school Practice Every Wednesday May 6, 13, 20 August 19- Jan 27 3:30-5:00 FMS GYM Squad Tumbling Every Tuesday (June, July & All school holidays off) May 5- May 26 Aug 4-Jan 26, 2016 3:45-5:00 Next Tumbling HomePom Choreography Tuesday Saturday March 31, April 14,21,28 May 2nd or 9th TBA 3:45-5:00 9:00-11:00 Next Level Tumbling Pre-Camp “BootCamp” Saturday Sunday June 13 June 14 8:00-12:00 1:00-5:00 FMS Gym UCA Cheer Camp Wednesday-Saturday June 17-20 NA Auburn University Please contact Kelly Lanicek () or Ashley Lathan () if you have questions or need clarification.
Is curriculum VPK approved? YES NO Designed to prepare children for early literacy: PAS will verify that there is an early literacy component YES NO Aligned to the Standards for Four Year Olds: Provider will show how the activity connects to the Standards for Four Year Olds YES NO VPK Classroom Observations Classroom Name/ID: VPK Hours: Operating within approved schedule: YES NO # of Children Present: # of Teachers Present: Teacher/ Child Ratio: MET NOT MET SY- 1:11 or 2:20, Summer- 1:12 Lead Instructor in Classroom: Secondary Instructor in Classroom: Do Instructors match the VPK-11A? YES NO VPK Classroom Observations Classroom Name/ID: VPK Hours: Operating within approved schedule: YES NO # of Children Present: # of Teachers Present: Teacher/ Child Ratio: MET NOT MET SY- 1:11 or 2:20, Summer- 1:12 Lead Instructor in Classroom: Secondary Instructor in Classroom: Do Instructors match the VPK-11A? YES NO Technical Assistance Was TA provided while onsite during monitoring? Yes No What was the nature of the TA provided? Additional Comments OUTCOME In Compliance Corrective Action Required Note sent to Corrective Action Plan Due Date:
• Targeted career technical education program outreach to service area high schools • Expand staff in-service training on the needs of disabled students • Curriculum redesign for DSPS Life Skills Certification • Secure and utilize resources for transportation options Course Completion: • Counselors, Equity Coordinator and Faculty will collaborate to provide early alert and intervention services • Integrate the 6 core principles of the Falcon FLIGHT Plan (“Habits of Mind” ) philosophy as a campus-wide effort • Promote/augment Supplemental Instruction, tutoring services. • DSPS curriculum redesign to include a Life Skills certificate ESL/Basic Skills: • Math curriculum redesign to include corequisite course and supplemental instruction and pathway scheduling • English curriculum redesign to include corequisite course, supplemental instruction and pathway scheduling • Recruit students to new ESL redesign integrating community education/college curriculum • DSPS curriculum redesign to include a Life Skills certificate • Integrate the 6 core principles of the Falcon FLIGHT Plan (“Habits of Mind”) philosophy as a campus wide effort Degree and Certificate Completion • DSPS curriculum redesign to include a Life Skills certificate • Targeted outreach to underserved students with 45+ completed units • Targeted outreach to students who transferred to 4-year schools without completing a degree • Use outreach, campus activities, marketing and social media to promote completion • Market and promote Priority Registration/REG 365 Transfer: • Evaluate transfer as an informed goal; report to Student Success team counselors for outreach • Identify and mitigate barriers for transfer attainment • Increase transfer oriented activities (field trips, reps on campus, admissions workshops, presentations) and market efforts