Bath Time Tips For A Happy Bubby
Is there anything better than that squeaky clean baby smell? They're cuddly, they're soft and they smell like pure bliss, but getting them to that point is not always a blissful process. Bath time for little kiddies can become stressful, slippery, and teary for both baby and parents – we know from experience. Here are a few of our favourite tips to make bath time a little less slippery, less stressful and a whole lot more fun.
Keep an eye on the temperature
Tiny kiddos are not a fan of two things, the cold… and just about everything else. No one likes to get undressed and feel chilly, especially the little ones who are extra sensitive to a change in climate. To help minimise temperature changes, when the weather becomes a bit cooler, run the shower for a minute or two to allow the bathroom to steam up and warm the air. Similarly, no bubby likes getting out of the bath into cold air either, so we suggest to pump up the heat before it's time to get out and have a fluffy, warmed robe waiting for them. It sounds like you're dealing with a pre-Madonna but isn't that what the little humans are? Not yet versed in the realities of life? But, moving on…
Now, when it comes to the water, the ideal bath water temperature is the same as your child's body temperature. They're yet to experience the joys of a hot tub. The best way to check the water temperature is with your elbow. It sounds a bit weird, but your hands are used to dealing with all kinds of environments (especially once you have kids), so if you have to pull your elbow away, even just slightly, then it's too hot. And no one likes an ice bath other than Wim Hof (not sure who that is? Google him and find out why he loves the cold).
Get Resourceful, and Fun!
The house is full of fun innovative toys to make bath time more interesting. Specifically, the kitchen. You can make it rain using a strainer or colander, or even a water bottle with some holes poked through. What a crafty little bath-ty, and kids love this kind of stuff. Don't you wish you were this easily entertained? This also helps your baby/toddler adjust to the idea of a shower or bath if there's something interesting to play with or look at. Ladles, measuring cups, silicone basting brushes, and even a turkey baster are all good bath toy options too! No need to splash out on expensive bath toys. Get it? Splash out?...
Want something to spark their creative side? Try using shaving cream with a drop of food colouring makes for some very interesting bathroom tile Monets. They're easy to clean up, they keep tiny hands busy while you do the washing, and it flexes their creative muscle! Extra tip! For a more comfortable bath experience for you, put a quarter piece of pool noodle cut down the middle over the rim of the bathtub to give yourself extra comfort while you're bending and reaching over to clean your babies.
Learn, Rinse, Repeat
Using bath time as an opportunity to learn? Now that scrubs two birds with one sponge (is that the expression??). Try reading a waterproof book for some underwater storytime fun. Teach them self-care by explaining to them how to wash themselves, and only help if they ask for it as this helps give them a sense of accomplishment too! Or make bath time a learning experience and share some facts about animals, dinosaurs or the real estate market (okay maybe not that last one) with them. You'd be surprised how quickly kids soak things up, like a sponge…ok, we'll stop now. Or will we?
Party Down
Bath time can be fun for you too. So, grab some speakers and play some tunes you can all sing along to. Add different coloured glow sticks underneath the bubbles and turn the lights down low for a weeknight rave (without putting your white blood cells to work). If they're not feeling their regular Beyoncé-selves, head to Spotify and look up bedtime stories or some relaxing tones to help wind them down for the evening. There are hundreds of options, and they're a great way to entertain the wee ones, they won't even notice you've picked mushed-up banana out of their hair.
Put the Duckie Down
So, you know we're very big on health and protecting your family from the nasties of the world. Well, toys with holes in the bottom (to allow the water to come out) can harbour and breed a lot of bacteria and even mould. The bottom of those toys, more often than not (and just like everything else) end up in the little buddy's mouth. We suggest to either purchase a hot glue gun and fill in the holes so no water can get in, or stop buying those types of toys altogether. Sorry rubber duckie, you've had a good run!
Make Room
If you have older children, try using non-slip decals in different colours on either side to not only help add grip and safety for your children, but also give each child their own space to avoid fighting. For babies, using a square laundry basket in the tub gives them their tiny version of a tub where they can sit upright, and their toys are easier to reach. No one wants to hear the ear-piercing scream of a child that can't reach their toy.
Watch Out for Ingredients
A lot of commercial baby washes or baby soaps are made with cheap, synthetic detergents that can strip the skin of its natural oils, leaving it high and dry. The ones that make big bubbles can be particularly drying and harsh. Who would have thought there could be a downside to bubbles?! But babies need bubbles, and they DO NOT like it when they don't get them. So, we made our 2-in-1 Bubbly Wash natural and gentle on the skin without harsh detergents or the like of sulphates like SLS (Sodium Lauryl Sulphate). We also made it fragrance-free for even the most sensitive bubs, just for good measure.
Routine, Routine, Routine
A daily ritual can be very powerful in your child's early life experiences. By incorporating bath time into a 'getting-ready-for-bed routine', toddlers quickly develop positive associations with bathing. This can help give them a sense of warmth and security, which is essential to get them to settle down for the night.
Fresh newborns don't need to be bathed half as often (2-3 times a week) as their grubbier toddler counterparts. Regardless, we recommend sticking to consistent days and times for bathing to help set an expectation and avoid tantrums and resistance.
And there you have it, now that your bub is all squeaky clean and shiny, good luck getting them to bed! Soak up that baby smell while it lasts. If you have any life-saving tips and tricks for bath time, please comment below, we'd love to hear them!


Date Index Name Processoredit
The purpose of this processor is to point documents to the right time based index based on a date or timestamp field in a document by using the date math index name support.
The processor sets the _index meta field with a date math index name expression based on the provided index name prefix, a date or timestamp field in the documents being processed and the provided date rounding.
First, this processor fetches the date or timestamp from a field in the document being processed. Optionally, date formatting can be configured on how the field's value should be parsed into a date. Then this date, the provided index name prefix and the provided date rounding get formatted into a date math index name expression. Also here optionally date formatting can be specified on how the date should be formatted into a date math index name expression.
An example pipeline that points documents to a monthly index that starts with a myindex- prefix based on a date in the date1 field:
PUT _ingest/pipeline/monthlyindex
{
 "description": "monthly date-time index naming",
 "processors" : [
 {
 "date_index_name" : {
 "field" : "date1",
 "index_name_prefix" : "myindex-",
 "date_rounding" : "M"
 }
 }
 ]
}
Using that pipeline for an index request:
PUT /myindex/_doc/1?pipeline=monthlyindex
{
 "date1" : "2016-04-25T12:02:01.789Z"
}
{
 "_index" : "myindex-2016-04-01",
 "_type" : "_doc",
 "_id" : "1",
 "_version" : 1,
 "result" : "created",
 "_shards" : {
 "total" : 2,
 "successful" : 1,
 "failed" : 0
 },
 "_seq_no" : 0,
 "_primary_term" : 1
}
The above request will not index this document into the myindex index, but into the myindex-2016-04-01 index because it was rounded by month. This is because the date-index-name-processor overrides the _index property of the document.
To see the date-math value of the index supplied in the actual index request which resulted in the above document being indexed into myindex-2016-04-01 we can inspect the effects of the processor using a simulate request.
POST _ingest/pipeline/_simulate
{
 "pipeline" :
 {
 "description": "monthly date-time index naming",
 "processors" : [
 {
 "date_index_name" : {
 "field" : "date1",
 "index_name_prefix" : "myindex-",
 "date_rounding" : "M"
 }
 }
 ]
 },
 "docs": [
 {
 "_source": {
 "date1": "2016-04-25T12:02:01.789Z"
 }
 }
 ]
}
and the result:
{
 "docs" : [
 {
 "doc" : {
 "_id" : "_id",
 "_index" : "<myindex-{2016-04-25||/M{yyyy-MM-dd|UTC}}>",
 "_type" : "_type",
 "_source" : {
 "date1" : "2016-04-25T12:02:01.789Z"
 },
 "_ingest" : {
 "timestamp" : "2016-11-08T19:43:03.850+0000"
 }
 }
 }
 ]
}
The above example shows that _index was set to <myindex-{2016-04-25||/M{yyyy-MM-dd|UTC}}>. Elasticsearch understands this to mean 2016-04-01 as is explained in the date math index name documentation
Table 35. Date index name options
Name Required Default Description
field
yes
-
The field to get the date or timestamp from.
index_name_prefix
no
-
A prefix of the index name to be prepended before the printed date.
date_rounding
yes
-
How to round the date when formatting the date into the index name. Valid values are: y (year), M (month), w (week), d (day), h (hour), m (minute) and s (second).
date_formats
no
yyyy-MM-dd'T'HH:mm:ss.SSSZ
An array of the expected date formats for parsing dates / timestamps in the document being preprocessed. Can be a Joda pattern or one of the following formats: ISO8601, UNIX, UNIX_MS, or TAI64N.
timezone
no
UTC
The timezone to use when parsing the date and when date math index supports resolves expressions into concrete index names.
locale
no
ENGLISH
The locale to use when parsing the date from the document being preprocessed, relevant when parsing month names or week days.
index_name_format
no
yyyy-MM-dd
The format to be used when printing the parsed date into the index name. An valid Joda pattern is expected here.


Piping > Piping > Manufacturing > Pipe Fabrication > Cutting Pipe Pieces > To Cut a Pipe at a Specified Location Using a Plane Reference
To Cut a Pipe at a Specified Location Using a Plane Reference
Use the following procedure to insert a cut at a defined distance from a specified plane and generate a weld attribute.
1. Click Cut. The Cut Pipe dialog box opens.
2. Under Piece Cutting Options, single cut is selected by default. If it is not, select it.
3. Select an approximate location on the pipe segment in which you want to insert a cut. The pipeline label is displayed under Select Pipe Segment as read-only information.
4. Under Cut Placement Options, select the plane reference option .
5. Select a planar hull structural surface or datum plane that is perpendicular to the pipe segment. The name of the reference is displayed in the box under Dimension.
*
Spec-Driven Piping does not allow you to select referenced planar hull structural surface or datum planes that are not perpendicular to the pipe segment in which you are inserting the cut.
6. Use the thumb wheel to position the cut location along the pipe segment or enter an explicit distance directly in the input panel.
7. To insert a joint fitting at the cut, under Miscellaneous Options, select Joint Fitting and specify the joint fitting name. The default is no joint fitting.
The Bolt Nut Code box displays a default bolt nut code assigned to that fitting. You can change this code by selecting from the list.
8. Under Weld Type, the Field option is selected by default. If it is not, select it to assign a field weld attribute to this cut.
9. To insert the cut, do one of the following:
Click OK to insert a cut at the defined location, generate the specified weld attribute, and close the Cut Pipe dialog box.
or
Click Apply to insert a cut at the defined location, generate the specified weld attribute, and then continue inserting cuts with the Cut Pipe dialog box.


text:
1 Section for Construction Materials, Department of Civil Engineering, Technical University of Denmark2 Department of Civil Engineering, Technical University of Denmark3 Department of Structural Engineering and Materials, Technical University of Denmark
Linking molecular level mechanisms with macroscopic performance
Predicting the performance of wood for decades ahead is important when using the material for structural purposes. The performance is closely related to the hierarchical material structure of wood and the dependent interaction with water in the structure. Accurately predicting wood performance therefore requires an understanding of material structure from molecular to macroscopic level as well as of the impact of water molecules. The objective of this work is to investigate the performance of wood in terms of mechanical response of the material and effect of water. To understand the latter, one must first know in which parts of the wood structure, water is located. If parts of the water in wood are held in capillaries in the wood structure, these water molecules interact with the material differently than those held within wood cell walls. In this study, the occurrence of capillary water in wood is investigated at high levels of relative humidity (RH), where capillary water might be present. Three different techniques are employed in overlapping RH regimes. The three techniques give similar results and show that the amount of capillary water is insignificant up to at least 99.5 % RH. Thus, for wood in equilibrium with surrounding climate in the RH range 0-99.5 %, water is only significantly present within cell walls. A structural model of a wood cell is developed in this study using Finite Element Method for predicting the mechanical performance of wood. The starting point for the model is the physical behaviour on the molecular level since water interferes with wood at this level. The elastic material properties of the wood cell wall are explained by the organisation of wood constituents and their properties. The effect of water as well as temperature is incorporated by considering the amount of hydrogen bonds between wood constituents and the stiffness of these bonds. The mechanical response of wood includes a substantial time-dependent response, which previously has been explained by sliding between wood constituents on the molecular level. In this study, this is incorporated in the model as time-dependent shearing of the material planes of the cell wall. The calculated results of the model is verified against various experimental results from literature as well as from measurements presented in this work. It is shown that the structural model is able to describe a diverse range of mechanical responses of wood cells in both elastic and time-dependent domains. Furthermore, comparison of results from experiments and model suggests that the mechanical response of wood tissue, i.e. the hierarchical level above single wood cells, is a sum of responses from both wood cells and intercellular layer, i.e. the middle lamella.

source: openbmb/Ultra-FineWeb


I was wondering if a Water Elemental can freeze, so I read the stat block (twice), yet apparently I somehow missed (twice!) the part that partially answers my question. Hence, I asked the question Can a Water Elemental freeze? and it could immediately be answered. In retrospect, this makes it a really bad question. What is more: Given the additional information, my actual question should have been "Does a Water Elemental freeze when kept below 0° C?".
What is the appropriate way to go now?
 1. Open a new question, specifying that I am looking for answers that go beyond the feature mentioned in the stat block.
 2. Edit the existing question despite the existing answer.
 3. Forget about it, since the questions are too similar and a more precise answer is unlikely.
None of these.
"Does a Water Elemental freeze when kept below 0°C?" is super inadvisable: Dungeons & Dragons is not a physics or chemistry simulator, and you're almost always going to run into trouble when trying to treat it like one. Also, #2 would definitely not be okay—see When a Question Changes Completely, Should it be a New Question? which suggests such a significant change to a new, different question should just be asked as a new question.
It sounds like you have an XY problem
You have an actual scenario you're trying to resolve. It's got something to do with water elementals. It looks like you're either trying to overcome them and finding out your options, or you're trying to use them and you're dissatisfied with a ruling your DM made. In order to figure out this scenario, you're asking us very specific questions about water elementals' interactions with freezing.
Instead of that, you should just ask us directly about the actual problem you're dealing with. What's the actual concrete scenario that you bumped into? What's the actual concrete problem that came out of it that you're trying to address? Instead of asking us questions that might eventually help you solve that problem in that scenario, just tell us directly about that scenario, tell us your problem, and ask us to solve your problem. The entire thing. We're here to do that for you.
Our experience with XY problems is there's always more questions to ask because you don't have the complete solution yet, and they always orbit a context we'd rather solve instead. A physics-in-D&D question is highly liable to get closed as unclear, with people asking you to just directly describe what you're trying to solve as above.
 - \$\begingroup\$ "You have an actual scenario you're trying to resolve." Actually, I don't. I am merely curious whether water elementals behave like normal water when it comes to freezing, and whether frozen water elementals are something that exists in DnD. Are questions that solve no problem off-topic? \$\endgroup\$ – Mars Plastic Jun 8 at 21:06
 - 6
 \$\begingroup\$ _USER_ Yes you do. From your first question: "Since it consists of water, it seems plausible that it can freeze. However, when this came up in our game, the DM ruled that freezing the Water Elemental would restrain it, and since it is immune to the Restrained condition, it cannot freeze." You and your DM have a disagreement, spoken or not, about how freezing a water elemental should work. That's your scenario. \$\endgroup\$ – Stop Being Evil Jun 8 at 22:45
 - 2
 \$\begingroup\$ _USER_ As for questions without an actual problem being off-topic: technically no, but such questions face a much, much higher quality standard for all the reasons listed here. \$\endgroup\$ – Stop Being Evil Jun 8 at 22:54
 - 2
 \$\begingroup\$ _USER_ Being Evil The very next sentence says "but I actually liked this ruling and it was fine for our game", already indicating that I had no disagreement with my DM and was asking out of pure curiosity. But the answer linked in your second comment was very helpful, thank you for that. \$\endgroup\$ – Mars Plastic Jun 8 at 23:17
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text: Results are presented on the shock response of a zirconium-based bulk metallic glass (BMG), Zr41.25Ti13.75Ni10Cu12.5Be22.5, subjected to planar impact loading. An 82.5-mm bore single-stage gas-gun facility at Case Western Reserve University, Cleveland, OH, was used to conduct the shock experiments. The particle velocity profiles, measured at the back (free) surface of the target plate by using the velocity interferometer system for any reflector (VISAR), were analyzed to (i) better understand the structure of shock waves in BMG subjected to planar shock compression, (ii) estimate residual spall strength of the BMG after different levels of shock compression, and (iii) obtain the Hugoniot elastic limit (HEL) of the material. The spall strength was found to decrease moderately with increasing levels of the applied normal impact stress. The spall strength at a shock-induced stress of 4.4 GPa was 3.5 GPa while the spall strengths at shock-induced stresses of 5.1, 6.0, and 7.0 GPa were 2.72, 2.35, and 2.33 GPa, respectively. The HEL was estimated to be 6.15 GPa.


text:
Low NM runoff from snow accumulation projected
Posted at: 01/09/2013 10:10 AM
By: The Associated Press
ALBUQUERQUE, N.M. (AP) - A new forecast projects lower than average water runoff from snow accumulation in New Mexico in 2013.
Forecasters with the federal Natural Resources Conservation Service say flow on the Rio Grande at a measuring point between Santa Fe and Los Alamos is projected to be just under half the average from 1981 to 2010.
In eastern Arizona, the forecast calls for runoff of only 22 percent of the average at Santa Rosa Lake on the Pecos River.
The Albuquerque Journal reports that the projections are based on the first three months of the typical snow accumulation over six months.
Snow accumulation from late fall through early spring provides runoff that feeds water into reservoirs that provide water for cities and farms over dry summer months.
(Copyright 2013 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)

source: HuggingFaceFW/fineweb-edu


text:
What causes a semi-truck to jackknife?Request a Free Consultation
A jackknifed semi is a common occurrence on Illinois roads. The traffic reports seem to always be mentioning a serious situation in which a semi is blocking the roads because it has jackknifed. As we all know a truck accident is often serious but how does a jackknifed accident occur?
Truck accidents are among the most dangerous accidents on roads in Illinois. Anytime a car and a truck collide, there is potential for very serious injuries. Semi trucks are significantly larger than a car which leaves those in a car at a significant disadvantage. According to the National Highway Traffic Safety Administration, Illinois had 139 large trucks involved in fatal accidents in 2017. Hundreds of lives were affected by an accident that involved a large truck.
A jackknifed semi truck is one of the most common and dangerous situations a driver can encounter on the road. There are several reasons why a semi would jackknife. One is that routine maintenance was not performed on the truck so the brakes may not function properly. This can cause the axles to lock up and the tractor winds up going a different direction than the trailer. Another way a truck could jack knife is if the driver is traveling too fast or is inexperienced. Sudden braking in a loaded truck can result in the trailer stopping at a different rate of speed than the trailer. Also, road conditions are another common reason why a truck jackknifes.
A jackknifed semitruck is a common occurrence on Illinois roads. If a person has been affected by a truck accident, they may want to speak with a legal professional who is skilled in personal injury. An attorney can thoroughly investigate the cause of the accident and help determine what happened. Compensation may be available for medical expenses, funeral expenses, pain and suffering and other damages.

source: m-a-p/FineFineWeb


text:
The working and contractual conditions of FRA staff are based on the Staff Regulations (SR) and the Conditions of Employment of Other Servants of the European Communities (CEOS).
The Agency has no permanent officials, but is staffed mainly by Temporary Agents and Contract Agents recruited through open selection procedures.
FRA contracts for Temporary Agents have an indefinite duration, following a probationary period of nine months.
Temporary Agent posts are classified according to the nature and importance of the duties required in:
- Administrators' function group (AD): comprises twelve grades from AD 5 to AD 16 corresponding to technical, administrative, advisory, linguistic and scientific duties
- Assistants' function group (AST): comprises eleven grades from AST 1 to AST 11 corresponding to executive, technical and clerical duties
The duration of contracts for Contract Agents varies according to the needs of the Agency. At the FRA, most Contract Agents have a contract's duration of 2 years. The contract can be renewed for a second fixed-term period of 3 years, and upon its second renewal converted into a contract of indefinite duration.
Contract Agent posts are classified in four function groups corresponding to the duties and responsibilities involved:
- Function group IV: comprises six grades corresponding to administrative, advisory, linguistic and equivalent technical tasks
- Function group III: comprises five grades corresponding to executive tasks, drafting, accountancy and other equivalent technical tasks
- Function group II: comprises four grades corresponding to clerical and secretarial tasks, office management and other equivalent tasks
- Function group I: comprises three grades corresponding to manual and administrative support service tasks
Contract Agents whose contract is concluded for a duration of at least one year are required to serve the following probationary periods:
- 6 months if employed in function group I
- 9 months if employed in function group II-IV
If the duration of the contract is less than twelve months, Contract Agents may be exempted from the requirement to serve a probationary period.


text:
In transportation infrastructure design the route is defined based on its axis (centreline) – the alignment model. This simplified abstract model is designed in such a way to clearly define the principle course of the infrastructure project.
For most of the transportation means the infrastructure alignment design is split into two main two-dimensional complex strings: the horizontal alignment and the vertical alignment.
The horizontal alignment consist of three types of elements:
- Line segments – straights
- Circular arcs
- Transition curves
The movement of the transportation vehicle over circular elements is generating lateral accelerations, dependant on the speed of the vehicle and on the radius of the curve. In order to avoid the sudden change of these accelerations when passing from a curve to a different curve or a straight, the horizontal alignment includes transition curves. These curves have a continuous variation of curvature, ensuring the smooth transition between the horizontal alignment elements of constant curvature.
The most well-known transition curve is the Clothoid. In its real world application the clothoid enables a car driver to ride smoothly by turning the steering wheel with a constant speed, defining a clothoidal spiral, a continuous and linear curvature variation.
A curve with so many names …
The clothoid equations were first defined by Leonhard Euler; this is why, in general Physics the curve is often called Euler spiral. The French physicists Augustin-Jean Fresnel and, later, Alfred Cornu, rediscovered the curve and defined its parametric equations – hence the curve is sometimes called Fresnel or Cornu spiral.
(source of the image: Levien, R. (2008) The Euler Spiral: A mathematical history.)
In 1890, Arthur N. Talbot, Professor of Municipal and Sanitary Engineering at the University of Illinois, defined for civil engineering the "railway transition curve" (Talbot – 1912), with similar equations as Euler did for elasticity and Fresnel and Cornu for optical applications.
The name clothoid was suggested by the Italian mathematician Ernesto Cesàro. The word clothoid comes from klothos, the Greek word for spin (wool) the shape of the curve thread that wraps around the spindle. The same root appears in the name of Clotho (The Spinner), one of the three Fates who holds the thread of human destiny.
Clothoid geometry and (some) math
The clothoid equations can be defined starting from the condition of linear relation between radius and length:
This defines an infinite spiral, starting from the origin (x=0, y=0, R=∞, L=0) and spinning in two infinite loops to two points where R=0 and L=∞:
The constant A is called flatness or homothetic parameter of the clothoid.
The clothoid coordinates and the majority of the other characteristic elements of the spiral can be defined based on this essential parameter. For example, the clothoid curvature gradient is 1 in A².
In road design, an alignment developed to have all the transitions with practically the same A is seen as an optimum design, providing similar comfort conditions from the point of view of the variation of the lateral acceleration across all the transitions of that route. Some of the national road design standards are considering this criteria together with superelevation and aesthetic conditions (TAC – 2009).
In railway design an alignment developed with constant A is providing constant rate of change of the Equilibrium Cant (the sum of the rates of change of cant and cant deficiency). If this is done together with a constant E/D ration across all the curves, that alignment will provide practically the same comfort conditions over all the transitions and also similar wear conditions for top of railhead.
The angle αi, measured between the tangent in the current point i of the clothoid and the initial direction (where R = ∞), is called direction angle and is computed dependant on the length of the clothoid arc to the current point Li, and the current radius Ri :
where L is the total length of the clothoid and R its final radius.
The Cartesian coordinates of the clothoids can be defined starting from the above equation; using Euler (Fresnel) integrals for sine and cosine, these coordinates are:
Both equations have infinite terms. For railway track and road design, only a part of the clothoid can be practically used – the arc starting from origin to the area where the deflection angle α ≈ 90°.
For this section of the clothoid arc the first 4 terms of the equations provide sufficient accuracy to allow the site tracing of the transition curve.
Before the introduction of the Computerised Aided Design (CAD) in the alignment design for road and railway, the clothoid coordinates were computed based on a set of tables defined for a reference clothoid (usually the one defined by Aₒ = 100) and using the following relation:
Any other clothoid can be defined based on this property (called homothety relative to the origin O) :
As the clothoid spiral develops, the circle defined by the radius R is gradually shifted away from the x axis. This shift is defined as:
The first term of this equation defines the shift for the cubic parabola.
(to be continued)
Later edit: (09/10/2016) The direction angle equation was added based on the blog comments.
Cope, G. (1993) British Railway Track – Design, Construction and Maintenance. Permanent Way Institution, Echo Press, Loughborough.
Racanel, I. (1987) Drumuri moderne. Racordari cu clotoida. (Modern roads. Clothoidal transitions). Editura Tehnica, Bucharest. Romania.
Radu, C. (2001) Parabola cubica imbunatatita (Improved cubic parabola). Technical University of Civil Engineering Bucharest.
Radu, C., Ciobanu, C. (2004) Elemente referitoare la utilizarea parabolei cubice imbunatatite (Elements related to the use of the improved cubic parabola). Third Romanian National Railway Symposium, Technical University of Civil Engineering Bucharest. Romania.
TAC (2009) Geometric Design Manual for Canadian Roads. – Volume 2. Transportation Association of Canada


text:
Does it snow in Lake Tahoe?
Does it snow in Lake Tahoe? The answer is a resounding yes! Although, we know: you want to know more than that.
Considered one of the oldest natural lakes in the U.S and the entire world, Lake Tahoe, located on the border between the states of California and Nevada, offers some of the most enchanting natural landscapes and views in the entire United States, not only because of the beauty of the lake itself but also because of the mountainous panorama that surrounds it.
Likewise, Lake Tahoe offers all kinds of recreation to its tourist, from winter sports like skiing to summer sports like mountain biking and hiking. You can even enjoy floating casinos and cruises throughout its more than 190 square miles of extension!
In short, there's never an inadequate time to visit Lake Tahoe. Although certainly, you will only be able to enjoy the ski resorts and snowy landscapes of the Sierra Nevada mountains during the winter.
In other words, if you consider yourself a lover of landscapes and snow sports, winter is undoubtedly the ideal season to visit Lake Tahoe.
Snow in Lake Tahoe? ❄
According to the Köppen climate classification, Lake Tahoe exhibits a dry-summer continental climate (Dsb) throughout its 191 square miles, which is not surprising given its location (Sierra Nevada) and considerable elevation (6225 ft.)
In this sense, snowfall is not a strange meteorological phenomenon in Lake Tahoe. Indeed, most of the precipitation of Lake Tahoe falls in the form of snow, especially between November and April.
In short, Lake Tahoe is an exceptionally snowy region, primarily due to its elevation and location. Such is the influence of these meteorological factors that it is possible to record snowfall almost all year round in Lake Tahoe.
Oddly enough, July and August are the only months in which snowfall has not been recorded.
The climate of Lake Tahoe ⛅
TAHOE CITY WEATHER
As mentioned in the previous section, Lake Tahoe has a dry-summer continental climate (Dsb). In other words, its summers are hot and dry, with precipitation of less than an inch of accumulation on average, and its winters are cold, with moderate and heavy snowfall throughout the season and even part of the fall and spring.
Despite experiencing truly-dry summers, the average annual rainfall of Lake Tahoe is remarkably high, ranging from 55 inches on the west side of the basin to 26 inches on the opposite end.
Noteworthy, Lake Tahoe's precipitation principally falls as snow, so its accumulation is overwhelming and dangerous. Indeed, the snowfalls can cause significant flooding in the region after their melting, which usually occurs between the end of spring and the beginning of summer.
As far as Lake Tahoe temperatures are concerned, January is the coldest month in the region, with an average temperature of 41.0 °F and an average low of 15.1 °F; while July is the hottest and driest month of all, with an average temperature between 77.9°F and 44.4°F and an average rainfall of 0.26 inches.
Summer weather characteristics
- Highest record temperature: 99 °F /37.2 °C (July 22, 1988.)
- Average high: 92.5 °F (33.6 °C).
- Average low: 73.4 °F (23 °C).
- Average precipitation per summer month: 0.4 inches (1 cm).
Winter weather characteristics
- Lowest record temperature: -16 °F / -26.6 °C (December 9, 1972.)
- Average high: 40.8 °F (4.8 °C).
- Average low: 20.65 °F (-6.3 °C).
- Average precipitation per winter month: 5.232 inches (13.2 cm).
- Average snowfall per winter month: 38.2 inches (97 cm).
Precipitation and other weather characteristics
- Range average annual precipitation: 55 - 26 inches (139.7 - 66.04 cm).
- Average annual snowfall: 190.7 inches (484.3 cm).
- Average frost per year (days): 231 - 232.
When does it snow in Lake Tahoe? 🌨
Does it snow in Lake Tahoe in September?
Yes, it might snow in September. However, the chances of seeing a snowfall are minimal. Indeed, if it did happen, it would hardly be measurable.
Does it snow in Lake Tahoe in October?
Yes, it does! Compared to September, the snowfall increases in intensity and frequency considerably during this month, easily exceeding two inches of accumulation on average.
Does it snow in Lake Tahoe in November?
Yes, it does! Oddly enough, snow accumulation levels exceed fifteen inches on average in November, which means an increase of more than 600% compared to the previous month.
Does it snow in Lake Tahoe in December?
Yes, it does! Once winter begins, the snowfalls start to get heavier in Lake Tahoe, doubling its accumulation compared to the previous month, which is truly remarkable, considering that the snowpack levels of November already exceeded fifteen inches on average.
One of the most impressive White Christmases in Lake Tahoe in recent years has undoubtedly been the one that occurred in 2010. Although there were no detailed records of it, it was intense enough to leave a considerable layer of snow on the banks of the lake during Christmas.
Does it snow in Lake Tahoe in January?
Yes, it does! January is by far the snowiest month on the lake. On average, about 45.9 inches of snow accumulation is expected in Lake Tahoe this month.
Does it snow in Lake Tahoe in February?
Yes, it does! Although compared to the previous month, snowfall decreases considerably in February; these continue to be even higher than the levels usually recorded in December.
Does it snow in Lake Tahoe in March?
Yes, it does! Despite the arrival of spring, snowfall continues to register in Lake Tahoe. Oddly enough, the accumulation levels exhibited during this month are the same as those of December (35.9.)
Does it snow in Lake Tahoe in April?
Yes, it does! As of this month, the snowfall is starting to get lighter. However, these snowfalls continue to be heavier than the snowfall recorded in any average city in the eastern United States.
Does it snow in Lake Tahoe in May?
Yes, it does! Despite being considered a spring month, Lake Tahoe continues to receive moderate snowfall in May.
Does it snow in Lake Tahoe in June?
Yes, it does! Although, hopefully, this summer snowfall will hardly be measurable.
How much does it snow in Lake Tahoe? 🌨
Next, we present an informative table on different climatological parameters of Lake Tahoe, which includes the average snowfall per month expressed in inches:
|Average low (°F)||19.1||19.9||22.8||26.9||32.8||38.6||44.4||43.7||39.0||32.3||25.8||20.8||30.5|
|Record low (°F)||−14||−15||−6||5||9||24||22||28||21||9||1||−16||−16|
|Average precipitation (inches)||5.97||5.29||4.12||2.14||1.20||0.65||0.26||0.30||0.59||1.82||3.57||5.55||31.47|
|Average snowfall inches (cm)||45.9||36.5||35.2||15.9||3.7||0.2||0||0||0.3||2.4||15.5||35.2||190.7|
The above data comes from climatic data provided by The Western Regional Climate Center.
Related post → Does it snow in United States of America? | Does it snow in California? | Does it snow in Nevada?
Source → WeatherSpark.


Performing Assessments
Medical monitors and other users in similar roles can perform clinical assessments from within Vault EDC. You can quickly enter assessment data and view related, supplemental data from a single location. Vault dynamically creates assessments as related Subject data is entered into the system, so your list of open assessments is always up to date.
Vault adds new Assessments only after a data entry user (such as a principal investigator or clinical research coordinator) completes a Form to trigger assessment creation, based on your study's design. For example, for an SAE (serious adverse event) assessment, Vault may create an Assessment after a user completes a Form with the Seriousness item set to Yes.
Accessing Assessments
To access your assessments, click Assessments in the top navigation bar to open the assessments. Depending on your Study Role, Vault may automatically open this tab when you log in.
Assessments tab
Viewing Assessments
Once you open the Assessments tab, Vault shows a list of all Assessments in your vault. You can click through into an Assessment to view individual assessments and answer questions.
Assessments Listing
The Assessments tab automatically opens the Assessments listing. This page lists all available Assessments that you have permission to view. You can sort these Assessments by clicking on a column header. Filter the list of Assessments by selecting values from the filter drop-downs.
Assessment filters
To open an Assessment, click on the assessment's hyperlinked name.
Click on an assessment's Name to open it
Assessment Questionnaire
Vault opens the Assessment Questionnaire page for the Assessment.
In the header, Vault displays reference information about the Assessment, including the Study, the Site, the Subject, the Form that created the Assessment, and the Status.
Assessment header
The Assessment Questionnaire page is divided into three (3) main areas: the Schedule panel, the Snapshot panel, and the Assessment panel.
Schedule, Snapshot, and Assessment panel on the Assessment Questionnaire page
You can use the Schedule and Snapshot panels to view a snapshot of study data related to your Assessment.
From the Assessment panel, you can answer questions in the Assessment and, when the Assessment is complete, generate a PDF.
Snapshot Data
Based on your study design, Vault creates Assessments upon the completion of certain Forms. When an investigator or CRC submits a Form related to an Assessment, Vault creates an Assessment for you to complete. To support you in completing your assessment, you can review study execution data related to the assessment. Once you complete an Assessment, Vault preserves a "snapshot" of that data, even if a data entry user later edits those Forms.
Vault shows a list of Events containing snapshot data Forms that you are able to view in the Schedule panel. Click to expand an Event and view its Forms. To open a Form, click the Form. You can click the Expand All button to expand all Events.
Expand the schedule
For repeating Forms (for example, Adverse Events is commonly a repeating Form), you can click on an instance's Reference # to view that Form instance.
Repeating form's reference number
Performing an Assessment
To perform an Assessment:
 1. Navigate to the Assessments tab.
 2. Locate the open Assessment.
 3. Click on the Assessment to open it.
 4. To view snapshot data from the related study Forms, click to open those Forms in the Schedule.
 5. In the Assessment panel, answer the questions. See details about possible question types below.
 6. When finished, click Complete.
 7. Click Back to Assessments to return to the Assessments Listing
Editing an Assessment
To edit an Assessment:
 1. Navigate to the Assessment you want to edit.
 2. Click Edit.
 3. Make your changes.
 4. Click Save.
Question Types
Assessments allow multiple types of questions: label, date, datetime, text, number, picklist, and radio buttons.
Assessment question types
Date & DateTime
Date and DateTime questions collect dates and times. Once you click into a date field, Vault displays a date selector (calendar). Use this to select a date. For times, click into the Time field and select a Time from the drop-down.
DateTime question
Date question Time question
Text
Text questions collect text. Click into a text field and type your answer. Vault displays the maximum number of characters in the lower-right corner of the field.
Text question
Number
Number questions collect numeric values. Click into a number field and type your answer. Depending on the assessment's design, there may be limits on length (number of digits) and precision (number of decimal places).
This field is automatically filled with a 0 (zero). You can remove the 0 by clicking into the field and pressing Backspace or Delete. Then, enter your number.
Number question
Radio Buttons
Radio button questions allow you to select an option from a group of selection options. Select a radio button to answer the question.
Radio Button question
Picklist
Picklist questions allow you to select an option from a group of selection options. Select an option from the picklist's drop-down menu to answer the question.
Picklist question
Label
Label questions don't collect data. Instead, they display information for you, the assessor, as you perform your assessment. For example, a label-type question may provide additional context for an assessment question.
Required Questions
Required questions display with a yellow background on the selection controls (fields or radio buttons). Vault will not allow you to complete the assessment until you have answered all required questions.
Required Not Required
Required question Not Required question
Resetting an Assessment
You may need to start over on an Assessment. You can easily remove previously entered data by resetting the Assessment.
When your reset an Assessment, Vault may add or remove questions. If your organization inactivated or reactivated any questions, those changes apply upon assessment reset.
To reset an Assessment:
 1. Navigate to the completed Assessment that you want to reset.
 2. In the Assessment panel, click Edit.
 3. Click Reset. Reset button
 4. In the confirmation dialog, click Confirm. Reset Assessment confirmation
 5. Vault resets your Assessment to blank and returns it to the Open status.
Generating Assessment PDFs
You can export a PDF version of a completed Assessment for documentation and review purposes.
To generate a PDF of an Assessment:
 1. Navigate to a completed Assessment.
 2. Click PDF.
 3. Vault begins a job to generate the PDF. When finished, Vault sends you a notification email with a link to download your PDF. Click that link to download the PDF.
Assessment Statuses
Assessments can have the following statuses:
Status Description
Open Assessments are in the Open status until an assessment editor completes them.
Completed Assessments enter the Completed status after an assessment editor answers the questions and clicks Complete.
Obsolete If an Assessment was previously completed, and then a data entry user updates data which would result in an open Assessment being removed (for example, updating the seriousness of an adverse event), Vault moves that Assessment into the Obsolete status.
To perform the actions described above, you must have a Study Role with the following permissions:
Type Permission Label Controls
Functional Permission Assessments Tab
Ability to access the Assessments tab
Functional Permission View Clinical Assessments
Ability to view completed Assessments
Functional Permission Edit Clinical Assessments
Ability to perform (edit) Assessments
Learn more about Study Roles.


Abstract
In this research in progress paper, we consider how two major trends drive digitalization. First, software product management focuses on fast and iterative development where users are involved in the design phase of products through product managers. Second, there is a push toward applying AI in knowledge domains. We show how these trends intensify the need to focus on relations between IS development and use. Through an interpretative case study of digitalization, drawing on ethnographic methods, we investigate key relations and how they compound into constellations of relations. We discuss key constellations of relations, how the data flow between constellations of relations functions, and how we can zoom in and out to understand relations—allowing for a reposition of IS development for AI, both theoretically and practically.
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May 4 2023
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text:
The House system at Bushey Meads builds on the strong, caring, family atmosphere that exists at the school. Whilst students are very much part of a 'horizontal' year group, they also enjoy 'vertical' house assemblies and special house activities throughout the year alongside students from Years 7 – 13 who are in their house. Student Leadership opportunities are available through the new House system and students are encouraged to become House Representatives, House and Deputy House Captains and be part of the Student Parliament that helps to run the school.
The House system theme is trees and the colours and leaders of the Houses are as follows:
The House system is designed to give a sense of identity and belonging to students within the larger school community. Each student remains in the same House and Tutor Group throughout the whole of his or her school career.
The Houses play an important part in the life of the school. They are the basis for competition in work, sporting events, drama and music. They are also meaningful and important social units in themselves. There are House Assemblies every half term with the older students helping to support the younger students in the same House. The Head of House and Form Tutors strive to develop positive attitudes and self-awareness amongst the students. During the week of House Assemblies we also operate a "vertical tutoring" system.


text:
Learn how to write the hiragana character for "sa" in this simple lesson. Please remember, it is important to follow the stroke order when writing Japanese characters. Learning the proper stroke order is also a great way to help you to remember how to draw the character.
Example: さかな (sakana) --- fish
Please check out the instinctual video, How to Pronounce Hiragana: sa, shi, su, se, so to learn the pronunciation of hiragana "sa". Click this link to learn how to write the word, Sadou, which also starts with the hiragana "sa" character.
To learn more about Japanese writing, try Japanese Writing for Beginners.


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I recently wrote the following sentence:
Please roll it back.
But if I were to describe the action on its own I would say:
This rollback was due to objections by the original author.
If I want to use "rollback" as a verb I have to split it up with an "it". My best guess is that "rollback" seems to be a compound noun birthed from a verb+adverb but we never got a verb compound form. Thus, the following is still incorrect:
Please rollback it.
Is there a term to describe the specific pair of "roll" and "back"? Describing this specific action will always need both words and the action itself now has an appropriate noun. But where did the combined verb form go?
share|improve this question
This is the way that English works. Nouns combine; verbs stay separate. Your car can have a breakdown, but you don't say "my car breakdowned", you say "my car broke down". Similarly, you can't say "I breakupped" with my girlfriend, or "I am loginning" to my computer, even though you and your girlfriend have a breakup, and you have a login for your computer. – Peter Shor Feb 28 '14 at 23:26
4 Answers 4
up vote 13 down vote accepted
Roll back is a standard phrasal verb. Roll is the verb part, and back is the particle.
Rollback (stress on first syllable) is an event nominalization from roll back (stress on second).
As a phrasal verb, roll back participates in the usual alternation with direct objects:
 - Roll the carpet/budget back. (Vb + Noun DO + Particle -- OK)
 - Roll back the carpet/budget. (Vb + Particle + Noun DO -- OK)
 - Roll it back. (Vb + Pronoun DO + Particle -- OK)
 - *Roll back it. (Vb + Particle + Pronoun DO -- NOT OK)
So there are two reasons why *rollback it is incorrect:
 1. rollback is a noun derived from roll back, and not a verb itself, so it can't take a direct object.
 2. roll back is a phrasal verb and must place pronoun direct objects between verb and particle.
share|improve this answer
It could work if you were turning something into a rollback, but that doesn't compute. If you are calling rake db:rollback, you're rolling the most recent migration back. rollback is a command to something. Like "hey, your changes broke the db, everyone roll back!!" In this case, it is yet another tech term, in this case, telling someone to roll back means run rake db:rollback. If someone had mis typed rake db:redo, but instead you wanted them to rollback, you could point to redo and say "rollback it", referring to turn redo into rollback. – Funkodebat Mar 1 '14 at 2:09
_USER_ I didn't understand a word you said. Are you a computer programmer? – Mari-Lou A Mar 1 '14 at 6:12
He means that it has a very specific (and extreme) meaning and context in information management. rollback is the name of a command (and therefore, a program that the command calls). This is on a command-line interface where all the commands are imperative verbs, and there is a convention that pronounced names can be used as verbs in speech. In this case, they are reified and don't follow the syntax of phrasal verbs, so that "rollback it" has a context and a meaning, and is not ungrammatical. This is how language changes; new environments, new adaptations. – John Lawler Mar 1 '14 at 16:12
I'm a RoR programmer myself. rollback is indeed the name of a command. But it does not immediately qualify it as a new verb with its own new rules separate from the verb "to roll back". Even if a term is added to the dictionary, it doesn't change grammar rules just because its meaning is specialised. There are furry mice in my house, computer mice on my desk, chocolate mice in my bag, and the Mice Galaxies in space. Likewise, it is bad grammar to say "We rollbacked the database last night." Instead, say "We rolled back the database." or "We rolled the database back." – Seth Jeffery Jun 29 at 9:33
According to the Google dictionary (though not as yet AHD or Collins), the word rollback is also a compound verb (sense (1) here ):
verb: rollback; 3rd person present: rollbacks; past tense: rollbacked; past participle: rollbacked; gerund or present participle: rollbacking; verb: roll-back; 3rd person present: roll-backs; past tense: roll-backed; past participle: roll-backed; gerund or present participle: roll-backing
 1. restore (a database) to a previously defined state.
It is such a recent development from roll + back that 'rollback it' sounds unnatural. 'Rollback X' (X a noun group other than a pronoun) sounds like 'roll back X' which isn't so outlandish. Almost certainly, 'rollback it' will become more common, especially with padding: 'rollback it to the last-but-one state'.
Compound verbs from the fusion of verb + adverb are usually head-second:
downsize; upgrade; outsource; input; overpay
– so the addition of an object, including it, doesn't sound too bad.
It appears that 'voiceover / voice-over' has been analogously verbed.
share|improve this answer
Ah, interesting. So the answer to my question is most likely, "It is too soon. Wait a little longer." Your other examples of compound verbs are really useful. +1. – MrHen Feb 28 '14 at 23:54
_USER_ Derivations like these are very slow to catch on because so many people object to them. A few like loginned / loginning have been making progress, but they're widely disparaged. They may never be accepted. – snailboat Mar 1 '14 at 3:51
'Stopover' has made it into Collins (though not AHD) as a verb. But this is intransitive and doesn't give rise to a weird-sounding pairing with 'it'. With 'rollback it', there is the strong influence of the correct-sounding (and of course correct) (apologies to the 'of course' 'patronising'-labeller – who has been known to add it himself; I think this would sound more pedantic without it) 'roll it back' (whether transitive multi-word verb or verb + DO + adverb). Here, 'roll back it' is ungrammatical, so 'rollback it' also sounds unnatural. – Edwin Ashworth Mar 1 '14 at 9:29
"Rollback" is the name of the operation done when you "Roll [a file] Back" to an earlier version. (Usually this is as a part of a change management system).
It isn't a verb. It is a noun made from a verb already. There's no sense in verbifying the noun obtained from nounifying a verb. What would happen when you described that? You could repeat forever.
You either "perform a Rollback Operation or you Roll the file back and call the action Rollback.
share|improve this answer
Revert might be a suitable alternative to rollback in your example.
Please revert it.
share|improve this answer
I wasn't really looking for alternatives but yes, you are correct. – MrHen Feb 28 '14 at 23:54
Your Answer


YOU ARE HERE: LAT HomeCollectionsEducation
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High turnover reported among charter school teachers
With so many charter school teachers moving on each year, concerns arise about retaining quality educators and how stability affects student performance.
July 25, 2011|By Howard Blume, Los Angeles Times
Kavita Papneja, a math teacher, joined an Alliance College-Ready charter several years ago and doesn't regret it. In her prior work at a traditional school, Gompers Middle School near Watts, "you have more behavior issues," she said. "Here, most of the time, we just have to worry about what we are teaching and what kids are learning."
As far as the charter workload, "if I have to spend extra hours, I will," said Papneja, 43, who believes she's the oldest teacher in her school. "It's not like they force me."
She and history teacher Stephanie McIlroy, who joined Alliance at age 21, also left a charter school; but in their case, the purpose was to follow Principal Howard Lappin from one Alliance charter school to a newly opened charter, the Alliance Environmental Science and Technology High School in Glassell Park.
Some former teachers at Alliance schools and elsewhere were less enthusiastic, speaking of pressure to produce high test scores and arbitrary management.
"We got in trouble for taking our sick days and personal days," said a history teacher who entered the teaching profession at a charter while in her 20s. She requested anonymity because she recently accepted a position at a different charter school. "Teachers feel so beleaguered because everything is presented to us as a problem we have to solve. But we can't fix all those problems, like when a kid misses 60 days in a semester."
Despite her former school's solid test scores, she said, the teacher departures matter.
"It has a huge effect on student morale," she said, especially for students who lack needed stability in other parts of their lives. "By the time students graduated from my school, there was not a single teacher who had been there the whole time."
Los Angeles Times Articles


text:
Trinity River Vision: Building a Sustainable Community with a Sustainable Process
The Fort Worth Trinity River Vision project is a model for sustainability in North Texas. Through creative design and implementation, new public infrastructure will be built to serve generations, providing both public safety and quality of life elements for the entire region. Smart sustainability practices will be integrated into the design and construction of new park facilities, flood gates, lakes, dams, roads, bridges, storm water management facilities, public plazas and other infrastructure elements planned in the project.
A new flood control system constructed on the near north side of downtown, will allow private development opportunities for nearly 800 acres of land in an area known to the community as "Panther Island." A form based code requires private developers to conform to principles that assure that new development is sustainable and that Panther Island becomes a dense, pedestrian oriented, environmentally conscious neighborhood.
How does the Trinity River Vision apply smart sustainability practices?
Designing for Density
Land use is regulated through mixed-use zoning which promotes a live, work, play environment combining a diversity of uses in a centralized area.
A form based code requires private development to conform to design principles that enable a pedestrian oriented, dense neighborhood to function.
Minimum height requirements ensure high density, urban development in Fort Worth's central city where city resources and services are already in place.
Redeveloping Fort Worth's central city helps to reduce urban sprawl preserving green space in outlying areas.
Shared public parking facilities built through public/private partnerships utilize less space and reduce the need for surface parking.
Enhancing Environmental Quality
Environmental contamination will be addressed in a manner that promotes quality of life elements including canals, lakes, walking trails, public plazas, ball fields, an amphitheater and other recreational amenities.
Ecosystem restoration will preserve 200-year-old trees, enhancing the existing bottomland hardwood forest, restoring natural habitat for wildlife and increasing air and water quality in the Riverside Oxbow.
80,000 indigenous trees, including oaks and pecans, will be planted in Gateway Park to enhance quality of life and improve air quality.
Native tree plantings along both sides of the new 1.5 mile bypass channel, will bring quality of life to an area that had previously been an underutilized industrial area.
Local Ordinances set a minimum standard on trees and open space thus increasing vegetation near buildings and sidewalks.
Revitalizing the Central City and encouraging Brownfield Redevelopment enhances the environment, reduces blight, brings people and jobs together, and takes development pressures off of greenspaces and working lands.
Providing Transportation Options
The future circulation network maximizes street and path connectivity for vehicles, pedestrians, public transportation, and bicycles to promote efficient circulation and to provide a wide range of mobility options.
New roads and bridges will accommodate a future mass transit system that will connect Panther Island to downtown establishing smart access from home to the Central Business District thereby reducing the number of cars on the road creating less mobile emissions and better air quality.
Future local streets purposely narrowed to a small footprint to create an urban, walkable, street grid, promoting slower vehicular traffic and ensuring pedestrian activity and comfort.
A "circulator" road around the perimeter of Panther Island will connect each development node and serve residents and visitors traveling in vehicles.
Waterways within Panther Island will be navigable by boat allowing a ferry boat system to transport people throughout the neighborhood between downtown and the stockyards.
Promoting Good Health
27 new miles of trails provide a place to exercise for walkers, runners, bikers and other recreational enthusiasts.
New trails will connect to 53 miles of the existing Trinity Trail system, creating over 80 miles of continuous trails through neighborhoods across Fort Worth.
A white water course, rowing facility, and new navigable waterways give boaters a place to kayak, canoe and row near downtown.
1000 acres of new programmed park facilities including ballfields, splash parks, equestrian trails, mountain bike course, and others provide the entire region with a free place to exercise and enjoy the outdoors.
Sustainable Construction Methods
Conveyor systems used for transporting dirt are being evaluated to reduce the need for trucks, thereby decreasing mobile emissions and increasing air quality.
Reuse of materials for construction of public infrastructure. (Ie. Utilizing bedrock dug up from the bypass channel for the edge of the embankments and reusing concrete left from existing foundations for road base needed for the bridges or other project elements.)
Pump stations built to manage river flow will increase water quality during low flow times.
Low-maintenance greenscapes containing plants native to this region will be utilized in public spaces.
Flood gates will be used to control water quality by utilizing energy from the river to provide flushing flows that will maintain optimal river quality for waterways within Panther Island.
An innovative storm water management system will manage stormwater runoff through a series of canals replacing conventional underground conveyance systems. The dual purpose canals will additionally provide natural landscaping and a continuous public boardwalk giving the community a place to live, dine, shop, and play along the water's edge.
Development Standards and Guidelines allow incentives for the construction of LEED certified buildings within Panther Island.
Development Standards and Guidelines require the use of quality materials in new construction.
The Trinity River Vision partners will continue to pursue ways to utilize sustainability practices throughout the life of the project. This best practices list is based on current engineering and will continue to evolve as the project is designed and constructed. The project will bring economic growth to the North Texas Region and financial sustainability for generations to come.


text:
Broadcasting is a feature that allows you to send multiple messages to several filtered contacts at once, giving you the option to specifically choose your targeted customers.
To start a broadcasting process, follow the 3 easy steps below:
1- Create one or more message templates:
- In the "Broadcasting" section hit the "Add Template" button, give your template a name so that you can easily refer to it later.
- Choose your message type then insert your message content.
- Click "Save Template".
- Select the message template you just created from the dropdown.
2- Select your target contacts:
Choose the WhatsApp accounts you want to send the message template to. You have the options to choose between targeting your contacts, groups, labeled chats, broadcasts, countries or even import your custom Excel sheet list.
You can pick two random numbers as a separation duration between every message, to reduce the possibility of getting caught as a spammer.
Click "Start Messaging" to start the broadcasting process, a red border will blink to inform you that the messaging is in progress, you can stop the operation anytime by clicking the red "Timer" icon in the header. While broadcast process is running, you can freely use WhatsApp Web as it is not.


TabSentry - Tasks - Browsers - Tools - Distribute Custom Data
Introduction
You can use the Distribute Custom Data Tool to mass assign Custom Data to your tasks. You can do this by providing a list of data, generating Custom Data with AI, or by using our preset randomized data.
Setup & Recommendations
Distribute Custom Data
1. Navigate over to the Browsers section of TabSentry in Tasks. This section has an icon that looks like a globe titled Browsers when you hover over it.
2. Select one of your tasks in the tableview, click the Tools button, select the Distribute Custom Data option, and click Start.
3. You can provide a List of values. Each value needs to be separated with a new line.
4. You can generate values with AI. This utilizes chatGPT to generate values based on the description you provide. The more detailed your description, the higher quality data chatGPT will generate.
5. A confirmation dialog will appear once you click the Save button. This will show the estimated cost of the AI job. AYCD includes 100,000 free tokens per month with your subscription.
6. You can use our preset randomized data sets in the Random section. This includes Dates, Names, Address info, and other miscellaneous values.
7. After configuring the Distribute Custom Data dialog, click the Save button. A dialog will appear confirming your Custom Data has been distributed.
8. You can verify your data has been distributed by editing one of your tasks, and navigating to the Custom Data section. For example, on this task I distributed a random Adult Age value.

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text:
-term student outcome metrics. Fifty percent of Hypothetical U. enrollments are underserved students; the team anticipates that they will see the most improvement in gateway course achievement with this group given the focus of their activities, and expects slight improvement for other students. Hypothetical U. reviewed results from other institutions evidencing significant course outcome improvements when faculty have and act on real-time information about students, and for underserved students when course content is relatable for students from diverse backgrounds. From others' experiences, Hypothetical U. is optimistic about its ability to influence significant gains in gateway completion, particularly for underserved students. Their near-term target statements follow.
- The gap in the gateway math course success rate (achieving a C or better) between underserved and other students will decrease from 10 to 5 percentage points in the spring 2021 semester, with no decline in achievement by other students (Figure 2).
- Of all students attempting, the percentage of students successfully completing gateway math (achieving a C or better) will increase from 30 to 36 percent in the spring 2021 semester.
Examining historical data, and the relationship between gateway math completion rates across student populations, Hypothetical U. estimated the improvement in retention rates and set their long-term targets using the estimation model below (see Figure 3). This relatively simple model makes a number of assumptions – steady enrollments and composition of students, similar retention patterns over time, and a very limited number of influences on students and the environment – but provides campus teams with an example for determining "how much" is possible.
- Compute the number of additional students who will complete gateway math if the Spring 2021 target is hit. So, 25% of 2,500 historically underserved students completed gateway math in the base year, or 625 students.
- At a target of 33%, this increases to 825 students, for an additional 200 historically underserved students completing gateway math.
- Assuming a retention rate for the target that is similar to the base year—or 60% for historically underserved students—compute the number of additional students that will be retained: 60% of 200, or 120 students.
- Add the 120 additional students to the base of 1,500 retained students, for a total 1,620 historically underserved students retained.
- Compute the target percent, or 1,620 of 2,500 historically underserved students retained, or 65%.
Looking forward to evaluating the near-term metrics every term, Hypothetical U. decided it was prudent to begin evaluating their long-term target after completing one academic year of their new activities to provide sufficient time for students to attempt their gateway math course, and for faculty to revise curriculum. This resulted in Hypothetical U.'s formal target statements for the retention long-term metric:
- The percentage of first-time students retained will increase from 64 to 67 percent for the 2021 entering cohort, as measured by retention to their second academic year.
- The retention equity gap for first-time students will decrease by three percentage points for the 2021 entering cohort, as measured by retention to their second academic year.


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7 Definitions of Masked
The definition of masked, the meaning of the word Masked:
Is masked a scrabble word? Yes!
- v. - Hide under a false appearance
- v. - Put a mask on or cover with a mask
- v. - Make unrecognizable
- v. - Cover with a sauce
- v. - Shield from light
- adj. - Having its true character concealed with the intent of misleading
- adj. - Having markings suggestive of a mask
Masked is worth 13 points in Scrabble, and 14 points in Words with Friends
There are 6 letters in masked: A D E K M S
Words that can be created with an extra letter added to masked:
53 words found using the letters in "Masked"
5 Letter Words
4 Letter Words
3 Letter Words
2 Letter Words
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to gradients, but this is not the same as Gradient clipping. Gradient clipping involves setting predetermined cutoffs beyond which the gradients cannot go.
Discuss RNNs in the context of Bayesian Machine Learning.
Traditional RNNs and Similarity to Bayes Rule In essence, Bayesian means probabilistic. The specific term exists because there are two approaches to probability (bayesian and frequentist). Bayesians think of it as a measure of belief, so that probability is subjective and refers to the future. Specificaly, Bayesians use Bayes' Rule to update a probability based on a predictor prior probability, likelihood, and class prior probability using the sum rule (p(X)=Yp(X,Y)p(X)= \sum_Y p(X, Y)) and product rule (p(X,Y)=p(YX)p(X)p(X, Y) = p(Y | X)p(X)) of probability. Changing probabilities with new updates through time is similar to what RNNs do.
For example, if we want to predict a given category cc of data XX (contains data points x1,....,xnx_1,...., x_n)that will be chosen from a sample next (for example, cc could be one of a variety of words from a dictionary), after already having done nn samples (or having passed through nn words already), we could use Bayes rule as follows:
P(cx))Posterior Probability=P(xc)likelihoodP(c)Class Prior ProbabilityP(x)predictor prior probability\underset{\text{Posterior Probability}}{P(c | x))} = \frac{\overset{\text{likelihood}}{P(x|c)} \overset{\text{Class Prior Probability}}{P(c)}}{\underset{\text{predictor prior probability}}{P(x)}}
p(cX)=p(x1c)×p(x2c)×...×p(xnc)×p(c)p(c | X) = p(x_1 | c) \times p(x_2 | c) \times... \times p(x_n | c) \times p(c)
In short, the way classical RNNs update (and by extension LSTMs and GRUs) is very similar to how Bayes' rule would be applied to time-series data.
Bayesian RNNs
It is also possible to update RNNs through variational Bayes. This is discussed further in a paper out of DeepMind: "Bayesian Recurrent Neural Networks"
Can we do Batch Normalization in RNNs? If not, what is the alternative?
No, you cannot use Batch Normalization on a recurrent neural network, as the statistics are computed per batch, this does not consider the recurrent part of the network. Weights are shared in an RNN, and the activation response for each "recurrent loop" might have completely different statistical properties
Other techniques similar to Batch Normalization that take these limitations into account have been developed, for example Layer Normalization. There are also reparametrizations of the LSTM layer that allow Batch Normalization to be used, for example as described in Recurrent Batch Normalization by Coijmaans et al. 2016.
Some DL frameworks make it seem like you can use batch normalization in RNNs, but these typically involve reparametrized LSTMs and not vanilla recurrent networks (which need modifications or a different form of batch normalization)
What is an Autoencoder? What does it "auto-encode"?
In machine learning, Autoencoding is reducing the dimensions of the dataset while learning how to ignore noise. An Autoencoder is an unsupervised artificial neural network used for learning. Specifically, it learns how to compress data then reconstructing it back to a representation close to the original form.
What were Autoencoders traditionally used for? Why there has been a resurgence of Autoencoders for generative modeling?
Autoencoders were traditionally used for pre-training of Artificial Neural Networks. According to the history provided in Schmidhuber, "Deep learning in neural networks: an overview," Neural Networks (2015), auto-encoders were proposed as a method for unsupervised pre-training in Ballard, "Modular learning in neural networks," Proceedings AAAI (1987). It's not clear if that's the first time auto-encoders were used, however; it's just the first time that they were used for the purpose of pre-training ANNs.
Generative models typicaly fall into either unconditional models (sampling xx from a probability distribution p(x)p(x)) or conditional models (sampling xx from a probability distribution p(xy)p(x | y)). In both cases, being able to generate complex outputs from a learnable function (or learnable latent variables) is extremely useful. Autoencoders are useful for generating these lower-dimensional representations from which diverse-yet-realistic outputs can be obtained.
What is recirculation?
Unlike general feedforward networks, autoencoders may also be trained using recirculation (Hinton and McClelland, 1988), a learning algorithm based on comparing the activations of the network on the original input to the activations on the reconstructed input. Recirculation is regarded as more biologically plausible than back-propagation but is rarely used for machine learning applications. Specific recirculation algorithms vary between some autoencoder types
What loss functions are used for Autoencoders?
Many autoencoders work well with loss functions like the mean squared error loss function. Adding regularization to the loss is useful for giving the autoencoder other properties besides the ability to directly copy its input to its output. Many other regression loss functions also work well with autoencoders.
Cross-entropy and other classification loss functions are generaly poor choices for most autoencoders.
What is a linear autoencoder? Can it be optimal (lowest training reconstruction error)? If yes, under what conditions?
In its simplest form, the autoencoder is a three layers net, i.e. a neural net with one hidden layer. The input and output are the same, and we learn how to reconstruct the input.
Such an architecture can be optimal (i.e., lowest training error for a given hidden layer size) if it has the following properties:
 - Tied Weights
 - Weight Orthognoality
 - Feature non-correlation
 - Unit norm of the weights being 1
What is the difference between Autoencoders and PCA?
PCA is restricted to a linear map, while auto encoders can have nonlinear enoder/decoders.
A single layer auto encoder with linear transfer function is nearly equivalent to PCA, where nearly means that the WW found by an autoencoder and PCA won't be the same—but the subspace spanned by the respective WW's will.
What is the impact of the size of the hidden layer in Autoencoders?
We can an autoencoder very powerful by increasing the size of the hidden layers. Increasing these hyperparameters will let the autoencoder learn more complex codings. But, we should be careful to not make it too powerful, otherwise the autoencoder will simply learn to copy its inputs to the output, without learning any meaningful representation. It will just mimic the identity function. The autoencoder will reconstruct the training data perfectly, but it will be overfitting without being able to generalize to new instances, which is not what we want. This is why we use a "sandwich" architecture with hidden layer sizes smaller than the inputs or outputs (also known as a "bottleneck" architecture).
What is an undercomplete Autoencoder? Why is it typically used for?
An undercomplete autoencoder has no explicit regularization term - we simply train our model according to the reconstruction loss. Thus, our only way to ensure that the model isn't memorizing the input data is the ensure that we've sufficiently restricted the number of nodes in the hidden layer(s). As such, it is typically used in dimensionality reduction cases.
What problems might a nonlinear undercomplete Autoencoder face?
If too much of the input to the undercomplete autoencoder is random noise or irrelevant data, the autoencoder might not be able to learn any meaningful representations of the data.
What are overcomplete Autoencoders? What problems might they face? Does the scenario change for linear overcomplete autoencoders?
In overcomplete autoencoders, where the dimension of the latent representation is greater than the input. In these cases, even a linear encoder and linear decoder can learn to copy the input to the output without learning anything useful about the data distribution.
Discuss the importance of regularization in the context of Autoencoders.
We can regularize the autoencoder by using a sparsity constraint such that only a fraction of the nodes would have nonzero values, called active nodes. In particular, we add a penalty term to the loss function such that only a fraction of the nodes become active. This forces the autoencoder to represent each input as a combination of small number of nodes, and demands it to discover interesting structure in the data. This method works even if the code size is large, since only a small subset of the nodes will be active at any time.
Why does generative autoencoders not require regularization?
The generative section of a generative autoencoder (i.e., the decoder) mimics the process by which the input data was created. Rather than reconstructing input data as closely as possible, the training process forces the generative autoencoder to produce outputs that fit within a distribution of the traning data features. As such, regularization through sparsity constraints is redundant.
What are sparse autoencoders?
A sparse autoencoder is simply an autoencoder whose training criterion involves a sparsity penalty. In most cases, we would construct our loss function by penalizing activations of hidden layers so that only a few nodes are encouraged


text: This is a research paper. Use as many refereneces as needed but it needs to substantive. They must be Australian references unless you are comparing another commonwealth country Family Law Act. The research topic is: The Australian Family Law Act of 1975 needs reforming: There are many things that need reforming like, Family Violence, Family Consultant Reports, Family disoutr Resolution, Rules of Evidence, Heresay rules, Cross examination of witnesses in Family violence. This is an example Please provide an outline for review as well so I can review what you intend on doing.


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|N E W S F E E D S >>>|
|Past Present Future Index|
Dounreay - Past Present Future
As you come up to land from the foreshore you can see the Dounreay Castle. Excavations were completed a few years ago in what is believed to be one of the most innovative archaeological projects undertaken in the UK. During the 1950's areas of the castle grounds became contaminated when sea discharge experiments were carried out there. As part of its programme to clean up contaminated areas of the site, UKAEA embarked on a project to remove all this material in Autumn 1997. However, given the archaeological significance of the site, it was impossible to simply clear the area in the normal way and archaeologists were called in to advise on the best way to carry out the work without damaging the structure of the castle.
A number of historians and organisations have visited the Castle over the last year and continue to do so on a regular basis.
In total some 200 tonnes of soil and rubble were excavated and data collected is being put together in large scale plans and photographic records. The excavation was carried out layer by layer and the sequence of occupation has been revealed.
Oliver Cromwell's army is known to have camped here in the 17th century.


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Hypertext Help with LaTeX
The \addtocontents command adds text (or formatting commands) directly
to the file that generates the table of contents or list of figures or
- file is the extension of the file on which information is to be
written: toc (table of contents), lof (list of figures), or lot
(list of tables).
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See also Table of Contents
Return to the LaTeX Table of Contents
Revised: Sheldon Green, 28 Jun 1995.


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EFFECT STUDY OF WATER INTAKING ANGLE THROUGH FLOW REGIME AT STRAIGHT CANAL
For 3 dimensional analysis of flow regime, numerical solution of nervier-stocks at T shape intake structure and study effect of diverting angle is necessary. For achieving this purpose, and in order to study effect of angle on flow characteristics at side intakes, numerical simulation had been utilized (with using fluent numerical model). In this software, turbulent model of k-e has been utilized. As a result it has been concluded that, this model has acceptable potential power to predict flow behavior through straight channel.
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This work is licensed under a Creative Commons Attribution 3.0 License.


The hot and cold of butterfly dancing
Hypothesis: courtship behaviour in squinting bush brown butterflies ( Bicyclus anynana) is related to the climate they experienced when they were mere caterpillars
I stumbled across a very interesting piece of work that I plan to write about (just as soon as I get my hands on the paper). Two researchers, Kathleen Prudic and Antónia Monteiro, at Yale University were curious as to why both male and female squinting bush brown butterflies, Bicyclus anynana, sport attractive spots on their wings -- a character that is usually reserved for males who do the courting. They found that when the caterpillars (larvae) were raised in warmer and wetter conditions, the male butterflies performed mating dances to attract females. But when butterflies developed in drier, cooler temperatures, it was the females who danced for the males.
In some animals, males and females look the same, even developing the same sexual ornaments (wing spots in butterflies, for example). There are several hypotheses to explain why sexual ornaments are found in both sexes. These hypotheses include genetic correlation, same sex competition, and mutual mate choice.
But this hot-off-the-presses study finds that one particular butterfly species, endemic to parts of Africa, shows developmental plasticity in their mating behavior based on the temperatures they experienced when they were caterpillars. In short, males did the courtship dancing when they were raised at warmer temperatures, whilst cooler temperatures made the females into the dancers: the "choosy sex" depends upon climate. So in this situation, there is selective pressure on both sexes to develop and maintain sexual ornaments -- spots on their wings.
As a result of their work, the authors propose another hypothesis for why sexual ornaments are found in both sexes: reciprocal selection.
If you follow the link to the reference, you can stare longingly at the paywalled paper:
Kathleen L. Prudic, Cheonha Jeon, Hui Cao and Antónia Monteiro. Developmental Plasticity in Sexual Roles of Butterfly Species Drives Mutual Sexual Ornamentation. Science (7 January 2011) Vol. 331 no. 6013 pp. 73-75 DOI: 10.1126/science._PHONE_


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Do you feel your club is leading the way? Do you want recognition of what your committee has achieved? A stripe is accreditation in one of the following areas: Sustainability, Development, Inclusion and Community and can be awarded for fulfilling any of the suggested criteria or anything else that can be evidenced to justify the recognition.
The Sustainability stripe is awarded to clubs/societies who have: "Made an effort to reduce the carbon footprint of their society and its members. They have actively tried to operate in a sustainable manner in regards to resources and activities and in doing so (or through separate campaigns) have increased environmental awareness to their members and the wider student population." To achieve this, the club/society must meet at least three (bronze level), five (silver level) or seven (gold level) of the following criteria and must submit a form to state how they have met this:
1. Actively participated or volunteered in one of the Students' Union environmental or sustainability campaigns.
2. Made an effort to reduce their carbon footprint as a society. This could include printing less, reducing mileage and recycling more.
3. Created their own environmental campaign to inform fellow students of the importance of acting sustainably.
4. Created awareness of how society members can reduce their carbon footprint.
5. Have publicised the sustainability work that they have engaged with as a society.
6. Have assisted with delivering the Students' Union Environmental Projects
7. Supported a union policy to help improve the sustainability of the Union and all students on campus.
8. Have used the Students' Union Green & Blue Space to host a regular society meeting or a oneoff event.
9. Helped launch a new workshop or initiative as part of the Green & Blue Space
10. Taken any other steps that they feel has helped to make them more sustainable. (Please provide additional details on form)
Find out more about Earn Your Stripes here!


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From Wikipedia, the free encyclopedia
Pratica di Mare Air Base
|Elevation AMSL||42 ft / 13 m|
Pratica di Mare Air Base (ICAO: LIRE) is a military airport of the Italian Air Force, located in Pomezia, Lazio, southwest of Rome. It was first opened in 1937, and in 1957, it was named after Colonnello Mario de Bernardi. It is the biggest Italian air base.
- Airport information for LIRE at World Aero Data. Data current as of October 2006.Source: DAFIF.
- "Lockheed Martin's "Dragon Star" Airborne Multi-Intelligence Laboratory at work". The Aviationist. June 7, 2013.
Known as "Dragon Star", the Airborne Multi-Intelligence Laboratory (AML) is a specially configured Gulfstream III (registered N30LX) transformed into a flying test bed with a wide array of sensors forseen [sic?] by a configuration developed by LM for intelligence, surveillance and reconnaissance (ISR) persistent operations. Since it was deployed to Pratica di Mare, the aircraft has been used by the Italian Air Force in a live operational environment.
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.


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Owatonna High School - Attendance Policy
It is the responsibility of the Owatonna Public Schools to the community that all school members will work to challenge and support students in the pursuit of their highest levels of academic and personal achievement. Recognizing the strong relationship between regular attendance for each class and high academic achievement, the District will establish a clear attendance system. Such a system will promote this relationship and hold students accountable for regular attendance. It is essential that Owatonna High School students and their families take responsibility for knowing and following the Attendance Policy. If a student is going to be absent, a parent/guardian is responsible for calling _PHONE_ to report the absence. This voicemail number can be called 24 hours a day.
General Guidelines for Attendance
Owatonna High School has established the following parameters for the number of allowed absences (both excused and unexcused) for quarter, semester and yearlong courses.
An accumulation of three (3) excused/unexcused absences in a quarter course, six (6) excused/unexcused absences in a semester course and twelve (12) excused/unexcused absences in a yearlong course will result in a student receiving the final grade earned if the grade is a C- or better.
An NC (No Credit) will be awarded when the final grade is lower than a C-. (The NC is calculated as a 0.0 for GPA and related purposes).
Owatonna High School expects students and their parent(s)/guardian to take responsibility for knowing and following the Attendance Policy.
- All students regardless of age must have absences excused by the parent(s)/guardian if the student lives at home.
- Students enrolled in an alternative program should leave campus immediately following their last class.
- Owatonna High School is an open campus; however, students may not leave school in a motorized vehicle during lunch or any other time of the day without pre-approved permission from a parent.
Absence Procedures _PHONE_
- When a student will be absent from school, the parent or guardian is asked to call the high school attendance office between 7:00 am and 9:00 am. The attendance phone line number is _PHONE_. If a phone call is received, a written note is not necessary from the parents.
- Any student who has been absent for any part of the day is required to report to the high school office when he/she returns to school to acquire an admit pass, which will be shown to all teachers when entering the classroom.
- When a student has been in school any part of the day, and intends plans to be absent from school later, the school must be notified by written permission or by telephone call from the parent prior to the time the student is scheduled to leave. The student must acquire a Permit to Leave the Building (blue pass) from the high school attendance office prior to leaving the school building.
- When a student has become ill during the school day, he/she must receive permission to go home from the school nurse or attendance secretary. Students who become ill and leave school without permission will be marked truant.
- Attendance on Days of School Activities: Students are reminded that except for doctor and dental appointments and school-approved activities, attendance for the last two periods of the day is required on the day of a game or a performance. Violations of this rule will be referred to the principal's and activities director's office.
- Parents/students will be informed of absences through accessing the online Infinite Campus Parent/Student Portal. Notification of unverified absences (absences that were not pre-excused through phone or written message) will be sent via an automated telephone call and email to the parent/household designated contact number and email address.
Guidelines and Categories for Excused Absences
The following categories of absences will coded excused with prior notification from parent.
- College visits
- Driver's license examination
- Family Emergency
- Pre-arranged excused absences for student participation in non-school competition and performance activities.
- Family vacations pre-arranged with school administrator.
- Professional appointments that cannot be scheduled outside of the school day
- Spectators at state/regional competitions when Owatonna is not competing; student spectators must have parent(s)/guardian approval and follow all attendance policy procedures
Guidelines for Pre-Arranged Absences
Absences due to family vacations, or for an event that is a significant educational opportunity must be pre-arranged in order to be determined as excused. Under no circumstances will students be excused for pre-arranged absences occurring on state mandated testing dates. Students are responsible for obtaining the PreArranged Absences Form (available on the OHS Website – and/or from the student's counselor), completing it with all required signatures, and submitting to their counselor for final approval no less than 5 days prior to the absence. Absences not pre-arranged and approved will be designated as unexcused absences.
Guidelines and Categories for Unexcused Absences
The following categories of absences will be coded as unexcused – truant.
- Any unverified absence not cleared within 24 hours of occurrence
- Work at home
- Work at a business except under a school-sponsored work release program
- Non-pre-arranged family vacations
- Missed bus
- Arrival to class after twenty minutes will be coded as an unexcused absence and will count toward the total number of absences allowed.
- Other non-school authorized excuses
- Notes or phone calls without a reason for absence
Guidelines and Categories for School Authorized Absences
The following categories of absences will be coded as School Authorized Absences. These absences are considered Exempt and will not count toward the loss of credit in a yearlong/semester/quarter course.
- Ceremonies in which the student is being honored or presented with an award (i.e. Rotary)
- Chronic illness verified by a doctor and reported to school nurse
- Court-ordered appearances supported by documentation
- Death in the student's immediate family or of a close friend/relative
- Field trips
- Illness in student's immediate family (documentation required by medical personnel)
- Interscholastic meets and event
- Musical sectionals
- Religious holidays and/or instruction
- Student government and related activities
- Verified meeting conducted with school personnel
- Spectators at state/regional competitions when Owatonna is competing; student spectators must have parent(s)/guardian approval and follow all attendance policy procedures.
- Driver's Permit Test
General Guidelines for Tardies
- Students are expected to be in their assigned areas at designated times. Students who arrive to block classes within twenty minutes of the start of class will be considered tardy. Students arriving to "skinny" or ½ block classes within ten minutes of the start of class will be considered tardy
- Students arriving without a legitimate and confirmed excuse after the ten and twenty minute deadline for skinny and block courses respectively will be coded as unexcused.
- Three tardies per class will equal one unexcused absence and will count toward the total number of absences allowed as specified in the General Guidelines for Attendance.
Guidelines for Make-Up Work Due to Excused and Student Authorized Absences
- The student is responsible for requesting and making arrangements to complete assignments and course work missed during the absence.
- Upon the student's return to school, a maximum of two days is allowed for completing make-up work. Additional days for make-up work may be granted at the discretion of each teacher.
- Previously announced projects and/or assessments must be turned in or taken on the day of the student's return to school. If extenuating circumstances exist, the teacher may grant additional make-up time.
- An administrative conference will be held with students who exhibit a pattern of excused absences on assessment days.
Guidelines for Appealing Loss of Credit Due to Exceeding the Attendance Policy Limit
A student wishing to appeal a No Credit grade received due to exceeding the attendance policy can download the Attendance Appeal form from the OHS website or obtain the form from his/her counselor.
- The student will submit a completed form along with any supporting documentation to their counselor no later than five school days following the grading period.
- An Attendance Appeals Committee comprised of one administrator, the student's counselor, and the student's instructor will review the appeal request and render a decision to accept or deny the appeal.
Guidelines for Truancy:
In accordance with the State Department of Education and the Minnesota Mandatory Attendance Law, students must attend school each and every day school is in session. It is the responsibility of the students, parents/guardians, and the school to assure that students attend school.
Truant: absence without lawful excuse from attendance at school when required to attend. MN Statute 260A.02 subd. (3) and subd. (19):
- Continuing Truant: Minn. Stat. 260A.02 provides that a continuing truant is a student who is subject to the compulsory instruction requirements of Minn. Stat. 120.101 and is absent from instruction in a school. As defined in Minn. Stat. 120.05, without valid excuse within a single school year for three or more class periods on three days if the child is in the middle school, junior high school, or high school.
- Habitual Truant: A habitual truant is a child under the age of 16 years who is absent from school without lawful excuse for seven school days if the child is in elementary school or for one or more class periods on seven school days if the child is in middle school or high school.
- A school district official shall refer a