Jump to a detailed profile or search site with Google Custom Search


Blake/Sheldon Elementary School in Ingleside, TX
(05-06 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 30
Address
 2624 MUSTANG DR
Ingleside, TX 78362
Telephone
(361) 776-3050
(make sure to verify first before calling)
City-data.com school rating
30
Students
359
Classroom Teachers (FTE)
19.4
Free lunch eligible students
163
Reduced-price lunch
eligible students
33
School district
INGLESIDE ISD
Charter school
No
Title I status
Title I schoolwide school
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
EAST CLIFF EL (6.0 miles):

85
LEON TAYLOR J H (0.2 miles):

77
GILBERT J MIRCOVICH ELEMENTARY (0.7 miles):

45
ARANSAS PASS H S (3.8 miles):

39
AUSTIN EL (5.6 miles):

37
INGLESIDE H S (0.3 miles):

35
CHARLIE MARSHALL EL (3.7 miles):

31
Blake/Sheldon Elementary School:

30
A C BLUNT MIDDLE (3.8 miles):

25
Blake/Sheldon Elementary School rating compared to average state, county and city schools ratings:
Texas:

54
San Patricio County:

41
Ingleside:

47
Blake/Sheldon Elementary School:

30

Students & Teachers


Total enrollment:
Enrollment in 2016: 359
Enrollment in 2015: 351
Enrollment in 2014: 356
Enrollment in 2013: 360
Enrollment in 2012: 317
Enrollment in 2011: 298
Enrollment in 2010: 321
Enrollment in 2009: 347
Enrollment in 2008: 355
Enrollment in 2007: 338
Enrollment in 2006: 338
Enrollment in 2005: 355
Enrollment in 2004: 339
Enrollment in 2003: 364
Enrollment in 2002: 360
Enrollment in 2001: 329
Enrollment in 2000: 309
Enrollment in 1999: 321

Blake/Sheldon Elementary School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG05G06Total
All students188171359
Female students9884182
Male students9087177
American Indian/Alaska Native students3 - 3
Asian students448
Hispanic students11598213
Black students459
White students5559114
Two or More Races students7512

Enrollment by grade:
5th grade enrollment: 188
6th grade enrollment: 171

Blake/Sheldon Elementary School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 182 (50.7%)
School:

50.7%
Texas:

49.0%
Male enrollment: 177 (49.3%)
Here:

49.3%
Texas:

50.1%

Blake/Sheldon Elementary School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 3 (0.8%)
Blake/Sheldon Elementary School:

0.8%
Texas:

0.4%
Asian enrollment: 8 (2.2%)
Here:

2.2%
Texas:

3.1%
Hispanic enrollment: 213 (59.3%)
Blake/Sheldon Elementary School:

59.3%
Texas:

46.9%
Black enrollment: 9 (2.5%)
Here:

2.5%
State:

11.6%
White enrollment: 114 (31.8%)
School:

31.8%
State:

32.3%
Two or More Races enrollment: 12 (3.3%)
Here:

3.3%
Texas:

2.1%

Blake/Sheldon Elementary School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 196 (54.6%)
Blake/Sheldon Elementary School:

54.6%
State:

61.6%
Free lunch eligible students: 163 (45.4%)
School:

45.4%
Texas:

55.4%
Reduced-price lunch eligible students: 33 (9.2%)
Here:

9.2%
Texas:

6.2%

Blake/Sheldon Elementary School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 19.4

Number of FTE teachers in their first year of teaching: 3
Number of FTE teachers in their second year of teaching: 3
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 11
Number of FTE nurses: 1

Student/Teacher Ratio
Here:

18.5
State:

15.6

Blake/Sheldon Elementary School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,576,679
  • Full-time Equivalency Count of Teachers: 21 (Salary Expenditures: $1,077,849)
  • Full-time Equivalency Count of Instructional Aides: 17 (Salary Expenditures: $235,960)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $178,186)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $84,685)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $70,010
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,600,679
  • Salary Expenditures for Teachers: $1,077,848
  • Full-time Equivalency Count of Instructional Aides: 18 (Salary Expenditures: $259,960)
  • Full-time Equivalency Count of Support Services Staff: 4 (Salary Expenditures: $178,186)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $84,685)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $108,060

Limited English Proficiency:
Show data for

    Students Enrolled in LEP Programs

  • Hispanic22
  • Asian4
  • White2
  • IDEA4
Students Enrolled in LEP Programs: 28 (male: 13, female: 15)
  • Hispanic: 22 (male: 11, female: 11)
  • Asian: 4 (male: 2, female: 2)
  • White: 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 37 (male: 23, female: 14)
  • Hispanic: 23 (male: 13, female: 10)
  • White: 14 (male: 10, female: 4)

    Students with disabilities served under Section 504

  • Hispanic16
  • Black2
  • White10
  • Multirace4
  • LEP2
Students with disabilities served under Section 504: 32 (male: 15, female: 17)
  • Hispanic: 16 (male: 5, female: 11)
  • Black: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)

Retention:
Show data for

(State average from 1,975 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 5th grade: 2 (all female)
  • Hispanic: 2
  • Limited English Proficiency (LEP): 2

Percent of 5th grade students retained
School:

1.1%
Texas:

4.3%

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 13 (male: 6, female: 7)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 7 (male: 2, female: 5)
  • Two or More Races: 2 (all male)

Gifted and Talented Student Enrollment per 1,000 students
Here:

36.2
Texas:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 4,265 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
5th Grade

    Math Average Scale Score
    (5th Grade)

  • All1,618
  • Males1,623
  • Females1,614
  • Hispanic1,610
  • White1,621
Math Average Scale Score:

1,618
Texas:

1,603
Math students tested: 157
# Absent - Not Tested: 1
Math # Answer Documents Submitted: 160

Math Avg Items Correct:
  • Reporting Category 1: 3.9 (65%)
  • Reporting Category 2: 11.6 (68%)
  • Reporting Category 3: 6.3 (70%)
  • Reporting Category 4: 2.2 (56%)

Did Not Meet Grade Level Performance: 15%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 26%
Masters Grade Level Performance: 24%

15%
35%
26%
24%
Males: (Average Scale Score: 1,623, Tested: 74, Did Not Meet Grade Level Performance: 11%, Approaches: 38%, Meets: 25%, Masters: 26%)
11%
38%
25%
26%
Females: (Average Scale Score: 1,614, Tested: 83, Did Not Meet Grade Level Performance: 19%, Approaches: 33%, Meets: 26%, Masters: 22%)
19%
33%
26%
22%
Hispanic: (Average Scale Score: 1,610, Tested: 88, Did Not Meet Grade Level Performance: 19%, Approaches: 33%, Meets: 25%, Masters: 23%)
19%
33%
25%
23%
White: (Average Scale Score: 1,621, Tested: 60, Did Not Meet Grade Level Performance: 12%, Approaches: 40%, Meets: 25%, Masters: 23%)
12%
40%
25%
23%

    Reading Average Scale Score
    (5th Grade)

  • All1,557
  • Males1,563
  • Females1,551
  • Hispanic1,548
  • White1,570
Reading Average Scale Score:

1,557
State:

1,546
Reading students tested: 160
Reading # Answer Documents Submitted: 160

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (68%)
  • Reporting Category 2: 11.1 (69%)
  • Reporting Category 3: 9 (64%)

Did Not Meet Grade Level Performance: 26%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 21%
Masters Grade Level Performance: 18%

26%
35%
21%
18%
Males: (Average Scale Score: 1,563, Tested: 76, Did Not Meet Grade Level Performance: 20%, Approaches: 41%, Meets: 21%, Masters: 18%)
20%
41%
21%
18%
Females: (Average Scale Score: 1,551, Tested: 84, Did Not Meet Grade Level Performance: 31%, Approaches: 30%, Meets: 21%, Masters: 18%)
31%
30%
21%
18%
Hispanic: (Average Scale Score: 1,548, Tested: 90, Did Not Meet Grade Level Performance: 28%, Approaches: 34%, Meets: 24%, Masters: 14%)
28%
34%
24%
14%
White: (Average Scale Score: 1,570, Tested: 61, Did Not Meet Grade Level Performance: 21%, Approaches: 38%, Meets: 18%, Masters: 23%)
21%
38%
18%
23%

    Science Average Scale Score
    (5th Grade)

  • All3,747
  • Males3,814
  • Females3,688
  • Hispanic3,696
  • White3,802
Science Average Scale Score:

3,747
State:

3,771
Science students tested: 160
Science # Answer Documents Submitted: 160

Science Avg Items Correct:
  • Reporting Category 1: 3.7 (62%)
  • Reporting Category 2: 5.6 (70%)
  • Reporting Category 3: 6.5 (65%)
  • Reporting Category 4: 7.8 (65%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 34%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 12%

37%
34%
17%
12%
Males: (Average Scale Score: 3,814, Tested: 75, Did Not Meet Grade Level Performance: 29%, Approaches: 36%, Meets: 23%, Masters: 12%)
29%
36%
23%
12%
Females: (Average Scale Score: 3,688, Tested: 85, Did Not Meet Grade Level Performance: 44%, Approaches: 32%, Meets: 12%, Masters: 12%)
44%
32%
12%
12%
Hispanic: (Average Scale Score: 3,696, Tested: 89, Did Not Meet Grade Level Performance: 45%, Approaches: 29%, Meets: 14%, Masters: 12%)
45%
29%
14%
12%
White: (Average Scale Score: 3,802, Tested: 62, Did Not Meet Grade Level Performance: 27%, Approaches: 41%, Meets: 22%, Masters: 10%)
27%
41%
22%
10%
5th Grade (Spanish)
Math students tested: 1
Math # Answer Documents Submitted: 1

Reading students tested: 1
Reading # Answer Documents Submitted: 1

6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,627
  • Males1,619
  • Females1,637
  • Hispanic1,624
  • White1,631
Math Average Scale Score:

1,627
Texas:

1,546
Math students tested: 155
Math # Answer Documents Submitted: 155

Math Avg Items Correct:
  • Reporting Category 1: 5.4 (54%)
  • Reporting Category 2: 8.1 (54%)
  • Reporting Category 3: 3 (50%)
  • Reporting Category 4: 3.6 (52%)

Did Not Meet Grade Level Performance: 22%
Approaches Grade Level Performance: 40%
Meets Grade Level Performance: 28%
Masters Grade Level Performance: 10%

22%
40%
28%
10%
Males: (Average Scale Score: 1,619, Tested: 81, Did Not Meet Grade Level Performance: 23%, Approaches: 37%, Meets: 33%, Masters: 7%)
23%
37%
33%
7%
Females: (Average Scale Score: 1,637, Tested: 74, Did Not Meet Grade Level Performance: 20%, Approaches: 44%, Meets: 24%, Masters: 12%)
20%
44%
24%
12%
Hispanic: (Average Scale Score: 1,624, Tested: 91, Did Not Meet Grade Level Performance: 23%, Approaches: 41%, Meets: 26%, Masters: 10%)
23%
41%
26%
10%
White: (Average Scale Score: 1,631, Tested: 61, Did Not Meet Grade Level Performance: 21%, Approaches: 40%, Meets: 29%, Masters: 10%)
21%
40%
29%
10%

    Reading Average Scale Score
    (6th Grade)

  • All1,562
  • Males1,527
  • Females1,599
  • Hispanic1,558
  • White1,563
Reading Average Scale Score:

1,562
State:

1,457
Reading students tested: 155
Reading # Answer Documents Submitted: 155

Reading Avg Items Correct:
  • Reporting Category 1: 5 (63%)
  • Reporting Category 2: 11.5 (68%)
  • Reporting Category 3: 8.6 (58%)

Did Not Meet Grade Level Performance: 38%
Approaches Grade Level Performance: 30%
Meets Grade Level Performance: 16%
Masters Grade Level Performance: 16%

38%
30%
16%
16%
Males: (Average Scale Score: 1,527, Tested: 81, Did Not Meet Grade Level Performance: 52%, Approaches: 22%, Meets: 19%, Masters: 7%)
52%
22%
19%
7%
Females: (Average Scale Score: 1,599, Tested: 74, Did Not Meet Grade Level Performance: 23%, Approaches: 39%, Meets: 12%, Masters: 26%)
23%
39%
12%
26%
Hispanic: (Average Scale Score: 1,558, Tested: 91, Did Not Meet Grade Level Performance: 40%, Approaches: 28%, Meets: 13%, Masters: 19%)
40%
28%
13%
19%
White: (Average Scale Score: 1,563, Tested: 61, Did Not Meet Grade Level Performance: 36%, Approaches: 33%, Meets: 20%, Masters: 11%)
36%
33%
20%
11%

Health & Safety


Harassment & Bullying:
Show data for

(State average from 919 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 1
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

2.8
State:

4.1
Students reported as harassed or bullied on the basis of sex: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Hispanic: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 2
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

5.6
Texas:

1.9
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (male: 2, female: 2)
  • Hispanic: 2 (all male)
  • Asian: 2 (all female)
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 5 (all male)
  • Hispanic: 5
  • Limited English Proficiency (LEP): 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Blake/Sheldon Elementary School:

2.8
Texas:

1.0
Students reported as harassed or bullied on the basis of disability: 2 (all female)
  • Hispanic: 2
Students disciplined for bullying or harassment on the basis of disability: 8 (male: 4, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • White: 4 (male: 2, female: 2)
  • Limited English Proficiency (LEP): 2 (all male)


Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic19
  • White10
  • Multirace2
  • LEP2
  • IDEA4
  • 5044
Chronic Student Absenteeism: 31 (male: 18, female: 13)
  • Hispanic: 19 (male: 11, female: 8)
  • White: 10 (male: 5, female: 5)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all female)
  • Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
  • Section 504: 4 (male: 2, female: 2)
Chronic Student Absenteeism per 1,000 students
Here:

86.4
State:

147.9

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic6
  • Asian3
  • White9
  • IDEA3
School days missed due to out-of-school suspension: 18 (all male)
  • Hispanic: 6
  • Asian: 3
  • White: 9
  • Individuals With Disabilities Education Act (IDEA): 3
Instances of out-of-school suspension (Students without disabilities): 5

Instances of out-of-school suspension per 1,000 students (Students without disabilities)
School:

13.9
Texas:

102.7

    Students without disabilities receiving one or more in-school suspension

  • Hispanic25
  • Asian2
  • Black2
  • White10
  • Multirace2
  • LEP2
Students without disabilities receiving one or more in-school suspension: 41 (male: 31, female: 10)
  • Hispanic: 25 (male: 17, female: 8)
  • Asian: 2 (all male)
  • Black: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Two or More Races: 2 (all male)
  • Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 6 (all male)
  • Hispanic: 2
  • Asian: 2
  • White: 2
Instances of out-of-school suspension (Students with disabilities): 1

Instances of out-of-school suspension per 1,000 students (Students with disabilities)
School:

2.8
State:

27.5

    Students with disabilities receiving one or more in-school suspension

  • Hispanic2
  • Black2
  • White5
  • Multirace2
  • 5045
Students with disabilities receiving one or more in-school suspension: 11 (all male)
  • Hispanic: 2
  • Black: 2
  • White: 5
  • Two or More Races: 2
  • Section 504: 5
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • White: 2

Comments

Review, comment, or add new information about this topic:

Discuss Ingleside, Texas (TX) on our hugely popular Texas forum.

  1. All Cities
  2. Texas
  3. Ingleside main city page
  4. Schools in Texas
  5. Blake/Sheldon Elementary School


City-data.com does not guarantee the accuracy or timeliness of any information on this site.  Use at your own risk.
Some parts © 2024 Advameg, Inc.

Table of Contents