zilongwang/ReadingBank huggingface dataset:
2. Fixed Payments Honoraria These are paid to officers of the committee in recognition of the additional responsibilities they have in terms of governance and managing the performance of the committee on behalf of contractors. These will be paid as follows: Chair £3,000p.a. Vice Chair £2,000p.a Finance Officer £1,000p.a Job descriptions for these roles are set by the committee and the level of remuneration for these roles will be reviewed annually to ensure it remains commensurate with the role. These are paid monthly by BACS and include PAYE as calculated and paid by the book keeper. Committee Attendance Officers, other than employed officers and members of the committee can claim a £100 attendance fee, which aims to reimburse the member for attendance and meeting preparation time. CCA members are paid an equivalent payment by the CCA for attendance and this should be claimed directly from the CCA or employer as appropriate. 3. Submission of claims for reimbursement 3.1 Members/employees are expected to: Submit claims within two months of the expenditure (unless otherwise agreed with the Finance Officer) and present cheques for payment within two months. All claims in any one financial year should be submitted within one month of that year end.
“gonna” Calculating MLUs in Word Put a space after all morphemes Examples: “unhappily” = “un happi ly” Don’t worry about the spelling of the pieces or about leftover apostrophes. Time is of the essence. Word count is on the tool bar at the bottom of the screen. To calculate MLUs, divide the word count by 50. The resultant value is MLUs Identifying Sentences A sentence contains a noun/pronoun subject and a verb, and can stand alone. Examples: I went home right after school. = 1 sentence I went to Juan’s house after school and we played with the Wii. = 1 sentence In imperative sentences the subject is omitted but understood, as in “(You) Come here.” In some elliptical responses, the subject is omitted, as in “Just sitting” or “In the drawer.” Count as a sentence if some portion of the verb is present (“Just sitting” but not “in the drawer”). If you have divided a run-on sentence with more than 2 clauses joined by and into multiple utterances, keep them separate. Calculating WPS in Word Turn off the “Numbering” function Delete all utterances that are NOT sentences (See appendix A). Once you have only sentences represented, record the total words from the word count section on the toolbar at the bottom of the screen. Turn on the “Numbering” function. Divide the number of words by the number of sentences. This value is WPS. Identifying Clauses A clause contains a noun/pronoun subject and a verb. It may or may not be able to stand alone. Example: “The girl who is wearing a red dress is my friend” = 1 sentence, 2 clauses Clauses: “The girl is my friend” and “who is wearing a red dress. Compound subjects (Juan and Maria) or verbs (jogged and swam) do not constitute
Sugar-Salem School District No. 322 105 West Center • P. O. Box 150 • Sugar City, ID 83448 • Phone (208) 356-8802 • Fax (208) 356-7237 Sugar-Salem Patrons: This Continuous Improvement Plan is intended to be just what the name implies- an outline for steady and continual progress toward common goals. It is the compilation of the efforts of multiple stakeholders in our schools and community and provides the framework for our continued growth as school staff, district leadership, board of trustees, community members, students, and parents.
The world price of refined sugar is also calculated using data from the New York Board of Trade (USDA ERS 2016a). Up until 2005–06 this price is the annual average of monthly prices for the no. 407 contract, London spot price, free on board Europe. From 2006–07 the price is the annual average of monthly futures prices for this contract. All price series data have been adjusted for inflation using the ABS Consumer Price Index (cat. no. 6401.0) to allow an analysis of trends in real prices. The price series created from these data sources provide a useful indication of price trends. However, there are some limitations: Annual price series data are aggregated from either monthly or quarterly data, which may result in some loss of information and variation. Data may not have been collected with the intention of creating a time series. For example, the specification and quality of items may have changed over time (ABS 2011a). Nonetheless, the general trends in the data should remain valid. The price of 1-kilogram of retail sugar is assumed to be exactly half of the 2-kilogram price reported by the ABS. While this may mean that prices in the retail series are lower than the actual cost of a 1-kilogram pack of sugar because of additional costs in packaging and handling 1-kilogram packs, the trend in the data should still be valid. The ABS CPI ‘Other food’ subgroup used to extrapolate retail prices after 2010–11 is not specific to sugar. While this subcategory includes sugar, it also includes eggs, spreads, food additives and condiments, oils and fats, snacks and confectionery and a sub-category referred to as other food products not elsewhere classified (ABS 2011b). While some of these other foods are likely to have a high sugar content, others are likely to contain little or no added sugar. Farmgate and export prices are approximated by unit values. Again, while this may mean that absolute prices are not completely accurate, trends in the data series should be valid.
Teachers, get your KS2 pupils thinking about fruit and veg they can have as a healthy after school snack. They can record their favourites on Change4Life’s Fruit and Veg Favourites activity, part of their new Food Detectives teaching resources. Asset – Fruit and Veg Link: http://po.st/1uJav2 Get your KS2 pupils thinking about their Fruit and Veg Favourites with #FoodDetectives. What do they like for snacks? Link to: http://po.st/1uJav2 Image: Fruit and Veg Link to: http://po.st/1uJav2 Help pupils pick healthy after school snacks with Change4Life’s #FoodDetectives resources. Asset – Food Detectives Stop Motion Video Link: http://po.st/1uJav2 Asset: Food Detectives Stop Motion Video Link to: http://po.st/1uJav2 Help students to become #FoodDetectives to snoop on fruit and veg items Asset: Undercover Investigation Link to: http://po.st/1uJav2 Image: Undercover Investigation Link to: http://po.st/1uJav2 Parent Facing Posts Facebook Twitter Asset This week in school, children have been learning how to become sugar smart. Look out for Change4Life’s KS1 Sugar Smart Trumps homework task and help your children design their cards to learn about some great ways to swap sugary after school snacks for healthy alternatives. They have some great ideas on the Change4Life website. Asset – Sugar Trump Win Link to: http://po.st/SSCRC Image: Sugar Trump Win Link to: http://po.st/SSCRC Chocolate or carrot and cucumber sticks with reduced-fat hummus? What is a healthier and more satisfying after-school snack? Help your children make a pledge to eat healthier snacks with Change4Life’s Sugar Smart Promise Chocolate or veg with reduced-fat hummus? What will win at #SugarSmart Trumps? Find out with Change4Life's KS1 homework! Image: Snack Choice Link: http://po.st/SSCRC
chilled dessert, or some low fat, low sugar yoghurt with berries. What should Sophie choose? Yoghurt and berries of course! Part of the #FoodDetectives teaching resources; visit the Change4Life School Zone to learn more. Asset – Sophie’s pudding choice Link: http://po.st/1uJav2 Parent Facing Posts Facebook Twitter Asset It is time for pudding but what is the #SugarSmart choice? Test your knowledge with the Sugar Smart Trumps homework activity for KS1. Look out for it in your child’s book bag, plus Change4Life have some great pudding swap ideas on their website: Asset – Sugar Smart pudding Link to: http://po.st/SSCRC Check out your child’s KS1 Sugar Smart Trumps homework. What’s the #SugarSmart choice here? Asset – Sugar Smart pudding Link to: http://po.st/SSCRC Image: Sugar Smart pudding Link to: http://po.st/SSCRC Could pudding be putting your child over their recommended daily sugar limit? Why not make a #SugarSmart promise with your child to swap for a lower-sugar pudding. Look out for Change4Life’s KS2 Sugar Smart Promise homework activity in your child’s bookbag. Asset – Pudding promise Parents, help your children make healthier pudding pledges with @Change4Life's KS2 #SugarSmart promise homework Asset: Pudding promise Image: Pudding promise Parents, did you know the #SugarSmart app could help your child with their KS1 or KS2 homework? Download it today Link: http://po.st/SSCRC Link: http://po.st/SSCRC
Monies from the annual dues for each member of the Units within the County shall be forwarded to the County Treasurer by the Department. The dues of Senior Members shall be set by and paid to the respective Units within the County. Of these dues, seventy-five cents will be allocated to the County. The dues of Junior Members shall be set by and paid to the respective Units within the County. Of these dues, fifty cents will be allocated to the County. ARTICLE VII PENALTIES SECTION 1. An Officer or member of the Executive Committee failing to attend three consecutive meetings without a reasonable excuse shall be notified by the Secretary and the office be declared vacant by the President. The Secretary shall announce at each meeting the absent officers. ARTICLE VIII NOTICES SECTION 1. Every County Committee member shall furnish to the Secretary an address to which all notices and documents may be sent and the same shall be held to have been duly sent to or served upon a member when posted or otherwise mailed to her at the address so furnished. SECTION 2. Three days previous notice shall be given of all meetings of this County and three days previous notice of all meetings of the Executive Committee except when elections occur. SECTION 3. When elections take place, five days previous notice shall be given members, specifying that an election is to be held. ARTICLE IX COUNTY MEETINGS SECTION 1.
Turnaround Practice 2: Intentional practices for improving instruction Topic Possible ESE/Edwin Data Source Possible Local Data Source Evidence of program/curriculum effectiveness ACCESS Reports School / Grade level MCAS reports MCAS Detailed School Achievement Distribution (PE408) MCAS Results by Achievement Level: School, District and State Comparison District (PE303)/ School (PE403) MCAS Achievement Distribution by Year District (PE305)/ School (PE405) MCAS Achievement and Growth District (GR301)/ School (GR401) MCAS Growth Distribution District (GR302)/ School (GR402) School/Grade Level Standards reports MCAS Results by Standards District (CU306)/ School (CU406) MCAS Test Item Analysis Summary District (IT301)/ School (IT401) MCAS Test Item Analysis Graph District (IT302)/ School (IT402) School/Grade Level Benchmark test data Evidence of teacher effectiveness Classroom Chapter/Unit Test data Observation/Summative Evaluation data Evidence of Student Engagement Running data on observed student engagement “look-for’s” as determined by a learning walkthrough or classroom observation instrument.
interventions. assessment data methods used. Evidence that targeted interventions and supports are prescribed, implemented, and monitored for effectiveness. Changes are made in response to data when appropriate. Copies of instructional specialists (interventionists) case logs showing assignment based on clearly articulated assessment data and targeted skills and standards based on assessment data. Evidence of progress monitoring of the intervention or supports provided and appropriate adjustments made. Examples of lesson plans that show student grouping and instructional differentiation based on assessment data. Documentation of instructional strategies attempted prior to referral of a student for intervention. Evidence of supports for special populations (i.e. Students with Disabilities, English Language Learners, Economically Disadvantaged students, etc.) Examples of student work (re. Language acquisition or progress toward goals) from ELL Specialist/Coordinator, SPED teachers and support personnel. Evidence of progress monitoring of the intervention or supports provided and resultant adjustments made when appropriate. Examples of student work (i.e. Language acquisition) from classroom teacher Evidence of collaboration and cooperative planning and instruction between General Educator and SPED Teacher / ELL Support staff. Documentation of common planning time provided and supported by leadership. Evidence of PD provided in co teaching model and strategies Evidence of lesson planning that includes co teaching model and strategies. Evidence of assessment design that provides for alternate means of demonstrating proficiency. Turnaround Practice 4: School culture and climate Topic Possible Local Data Source Evidence of shared behavioral expectations Evidence of schoolwide behavioral expectations (with student instructional plan) as communicated through PD, staff meeting minutes, collaborative team minutes.
systems to improve care? Describe different leadership approaches and the settings in which a given approach might work best. What is the relationship between clinical interdisciplinary teams and community interdisciplinary team? Policy and Advocacy Define policy and advocacy How does policy affect maternal and child health? Give some examples. How have historical changes affected child health policy? How have the personal concerns of politicians affected policy? At which levels does policy occur? What is the lowest level? What is the highest level? What are the differences between informal and legal policy? How do the three branches of the federal government affect policy What is the relationship between policy and advocacy? What are the different levels of advocacy? Provide examples of how a person (you!) or group might advocate for a given position or program? What is the relationship between community efforts and policy/advocacy? Match leadership styles with the types of advocacy or policy development they are best suited to implement. Does an interdisciplinary team play a role in policy and advocacy? Which disciplines or personalities might be best suited to different policy-related or advocacy activities? Do all policy and advocacy activities require leadership?
Language Teaching Resources Title Author/Source Text Type Skills Senior Text Types: A Writing Guide for Students Elli Housden Nelson Cengage Learning Book Reading, writing Text Types Writing Guide for Students Anne Quill, Anne Townsend Nelson Cengage Learning Book Writing Multi-Modal Visual Literacy in the Adult Classroom Helen de Silva Joyce AMES NSW Teacher resource Reading, viewing Media Literacy Susan Feez, Rick Iedema, Peter White AMES NSW Teacher resource Reading, viewing Effective Academic Writing Series Alice Savage, Masoud Shafiei Oxford Uni Press Books Academic writing Great Writing Series Folse; Muchmore-Vokoun; Pugh; Vestri Solomon; Clabeaux Cengage Learning Books Academic writing Reading Power Series Jeffries, Linda & Mikulecky, Beatrice Longman Pearson Australia Books Reading Grammar in Use Series Raymond Murphy Cambridge Uni Press Books, website subscriptions Grammar The Longman Academic Writing Series (First Steps in Academic Writing, etc) Ann Hogue Longman Pearson Australia Books Longman Academic Writing Series 1-5 Range of authors Longman Pearson Australia Books Academic Writing Contemporary Topics: Academic Listening and Solorzano, Helen & Frazier, Laurie Pearson Publishers Books and audio CDs Listening Teaching Listening and Speaking From Theory to Practice Jack C. Richards Book, pdf Listening, speaking On Purpose: Studying Written, Oral and Visual Language in Context Janne Schill Pearson Longman Australia Book Writing, reading Reason to Write: Strategies for Success in Academic Writing Robert F. Cohen, Judy L. Miller Oxford Uni Press Books Writing Tree or Three Ann Baker Cambridge Uni Press Book Speaking Ship or Sheep Ann Baker Cambridge Uni Press Book Speaking English Pronunciation in Use Series Mark Hancock Cambridge Uni Press Books and CDs Speaking Collocations Extra Elizabeth Walter, Kate Woodford Cambridge Uni Press Book with English Collocations in Use Series Michael McCarthy, Felicity O'Dell Cambridge Uni Press Books
Suggested Pastor’s Endorsement Letter Sample #1 January 24, 2014 Dear Brothers and Sisters in Christ, I am very grateful for the generous gifts of prayer, talents and financial support that you share with your parish family throughout the year. We are fortunate that so many of our parishioners respond with such generosity to the needs of our faith community. I am asking you to consider making a gift to the Archbishop’s Call to Share. The ministries and agencies whose operational needs are funded by the ACTS each year serve tens of thousands of people throughout northeast Kansas. Our parish benefits directly from agencies and ministries, with assistance in areas such as youth ministry, education, family life, and Catholic Charities [indicate ministries with the most direct impact at your parish]. Living as Christ’s disciples in our parish community, we are inspired to support both our parish and archdiocesan ministries in this critical way. Our parish family has been asked to raise $ (target) , and your financial support will assist us in reaching this target. I also join Archbishop Naumann in encouraging your family to consider his 1% challenge and join the Crosier Society. As your pastor I feel that we have an attainable target, and I know that we can do our fair share to reach it. I am confident that each of us will do the best that we can to contribute to this very worthwhile mission of the church. Please give prayerful consideration to what you can contribute to this year’s ACTS, and respond by making a pledge of support. May you be abundantly blessed for your commitment to (parish) and our archdiocese. Be assured of my constant prayers. Sincerely in Christ, Pastor
Reading/Viewing Resources Unit 2 Title Author/Source Text Type Anna’s Story Bronwyn Donaghy Biography Chicken Soup for the Teenage Soul (series) Jack Canfield, Mark Victor Hansen, Kimberly Kirberger Short story collection Sicko Michael Moore Documentary Bowling for Columbine Michael Moore Documentary Super Size Me Morgan Spurlock Documentary Too Much Too Young – Teen Body Obsession, Parts 1-3 Documentary Pre-Teen Beauty Queen https://www.youtube.com/watch?v=0F20P2EjKj4 Documentary The Devil’s Own Deborah Lisson Novel 48 Shades (of Brown) Nick Earls Novel & Film Erin Brockovich Steven Soderbergh Film Slumdog Millionaire Danny Boyle Film Mean Girls Mark Waters Film Around the Block Sarah Spillane Film Gattaca Andrew Niccol Film Life is Beautiful Roberto Benigni Film Ten things I hate about you Gil Junger Film Dangerous Minds John N. Smith Film Freedom Writers Richard LaGravenese Film Mona Lisa Smile Mike Newell Film A Beautiful Mind Ron Howard Film Avatar James Cameron Film Good Will Hunting Gus Van Sant Film Center Stage Nicholas Hytner Film Billy Elliot Stephen Daldry Film I am Sam Jessie Nelson Film American History X Tony Kaye Film Clickview: Air Pollution http://www.clickview.com.au/ Documentary Clickview: Climate Change http://www.clickview.com.au/ Documentary Clickview: The Science of Pollution http://www.clickview.com.au/ Documentary Clickview: A cry for Help: Understanding Youth Suicide http://www.clickview.com.au/ Documentary Clickview: A Sense of Identity http://www.clickview.com.au/ Documentary Clickview: Against Bullying Series http://www.clickview.com.au/ Documentary Clickview: Australian Lifestyle http://www.clickview.com.au/ Documentary
Emmeline Pankhurt: Freedom or Death Speech Transcript Nelson Mandela: I am the First Accused Speech Transcript Speech by Al Pacino from Any Given Sunday Transcript It’s a Beautiful Day but I Can’t See it Advertisement Help Me to Speak – Selective Mutism https://www.youtube.com/watch?v=gn3CIGSsyK0 Documentary Language and Power in English Texts Susana Murcia Bielsa, Mick O’Donnell Scholarly article
Suggested schedule to plan involvement of volunteer organisations <Name of student volunteer program> Organisation name Potential ideas for student activities Number of students Schedule of activities Contact person & location Staff required Transport <insert name of organisation> For example Trees for Life <talk with host organisation to identify suitable activities for students> For example morning walk and talk while clearing weeds, Folland Park, Clearview half-a-day in Tress for Life nursery planting seeds, Brooklyn Park. <talk with host organisation about number of students to participate in group activity> <insert a rough timeline for activities on the day/week> For example 9.15am: depart school 9.45am: arrive at Folland Park for walk and talk volunteer activity 11.45am: bus collects students and brings to Trees for Life, Brooklyn Park 12.15pm: students arrive and have lunch at Brooklyn Park 12.45pm: volunteer activity 2.45pm: depart Brooklyn Park 3.15pm: arrive back at school <name> <role> <phone/mobile number> <email address> <physical address> <insert names of staff supervising volunteering activity> <insert transportation required> For example mini 11 seater bus and staff car Notes: For example: Please park on the north side of Turnbull Rd at Folland park because if you park on the same side of the road as the reserve you may get a parking fine.
Suggested Timeline for Completing Your 2018 Report of Accomplishment and 2019 Plan of Work and Without Stress! Today, block out a morning or an afternoon each week to work on your report. By “slicing and dicing” this task, you will be less stressed and have your report completed on time if not early so you can really focus on enjoying the holidays with family and friends. Week of: Section Completed: September 21th Download the new template at the DED web: and update your description of job duties, your areas of specialization, educational background and employment (if necessary), and years of assigned activity. Complete the further information section (progress on master’s degree, marketing efforts, and community service). Save this file in more than one location and each time you update it. Your District SharePoint or Drop Box site would be a good location in addition to your computer. September 25th Update creative works and service to schools, Update publications October 1st Input and update lectures, speeches, posters at professional conferences. Update your professional development section (section 35) October 8th Update grants, monetary donations, and in-kind donations (don’t forget all those volunteer hours!) Update university governance, international activities professional memberships/activities and honors. October 15th Sunbelt week- no time to report! October 22nd Update Extension Program #1 (ROA in BLUE and POW in RED) October 29th Update Extension Program #2 (ROA in BLUE and POW in RED) November 5th Update Extension Program #3 and Other Extension Activities Program (ROA in BLUE and POW in RED) November 12th Select a major program and create a budget for it. Send a copy of your entire report to your CED for review/comment. November 19th Week of Thanksgiving- take a break from reporting! November 26th Make any changes suggested by your CED and upload to your District Dropbox or SharePoint site and celebrate! (don’t wait until December 7)
Chair, straight, without arms Cleaner, vacuum, wet and dry Clock Computer, with hard disk, monitor, printer, word processing, and data management software Desk, chair Desk, office, flat top, double pedestal, 34" x 60" Desk, office, single pedestal, with drawers 34" x 45" Desk, secretarial Double-locked narcotics cabinet DVD player Examination table File cabinets (locking, fireproof) Locking storage cabinets Mirror, wall Narcotics box, double locking and logbook Portable stool Rack, apparel Rack, magazine Receptacle, waste, metal, step-on Receptacle, waste, metal, step-on, 14-qt Screen, bedside, folding Shelves, metal, 3-section Sink, double Stool, foot Stool, revolving, CRS Table, examining and treatment Table, occasional Tray, desk, wood Tray, overbed, adjustable Waste cans Bedding and Linens Bed, hospital, adjustable Cot, folding Curtain, bedside screen Mattress, bed, 36" x 78" x 62" Pad, mattress Pillow, bed, 20" x 26" Pillows with pillow cases Rail, bed, safety Sheets (including sterile burn sheet) Towels of varying sizes Kitchen Disposable drinking cups Machine, ice-making Microwave oven or warmer Refrigerators (3: food, biological, lab specimens/kits) Set, bedside, drinking, plastic Safety Extinguisher, fire Flashlight Material Safety Data Sheets (MSDS) Personal Protective Equipment: Gloves Eye and face shields Masks Gowns Shoe covers Disposable/Supplies Absorbent cotton packages Ace bandages Adhesive tape Ammonia inhalants Antiseptics Band-aids in various sizes Cold compresses Cotton balls and tip applicators Elastic bandages Examination gowns and paper sheets
Eye irrigating solutions Eye pads Facial tissue Family planning supplies Gauze squares (sterile and unsterile) Gloves (sterile and unsterile) Large compresses Penlights Pipettes Pregnancy test kits Pressure bandages of various widths Self-adhering gauze bandage rolls Slides, plain, 3" x 1" Sling Spirometers and supplies Splints of varying sizes with splint padding rolls Steri-strips Stool guaiac cards/solution Surgical tape Syringes Telfa pads of various sizes Throat cultures Tongue depressors Triangular bandages Urine collection cups Urine dipsticks Medications Use Job Corps List of Preferred Medications to determine stock medications. Grab and Go Emergency Kit Airways Ambu bag Aspirin Automated External Defibrillator (AED) Ammonia inhalant ampules Albuterol HFA inhaler Bandages, dressings, eye patches Eye irrigation bottle Gloves Injectable epinephrine (EpiPen and/or injectable Adrenaline) Injectable diphenhydramine (Benadryl) Injectable glucagon Needles/syringes Tape Tourniquet Tweezers
Suggested Ways to Introduce Quotations When you quote another writer's words, it's best to introduce or contextualize the quote. Don't forget to include author's last name and page number (MLA) or author, date, and page number (APA) in your citation. Shown below are some possible ways to introduce quotations. The examples use MLA format. You can use a full sentence followed by a colon to introduce a quotation. Examples: The setting emphasizes deception: "Nothing is as it appears" (Smith 1). Piercy ends the poem on an ironic note: "To every woman a happy ending" (25). You can also begin a sentence with your own words, then complete it with quoted words. Note that in the second example below, a slash with a space on either side ( / ) marks a line break in the original poem. Examples: Hamlet's task is to avenge a "foul and most unnatural murder" (Shakespeare 925). The speaker is mystified by her sleeping baby, whose "moth-breath / flickers among the flat pink roses" (Plath 17). To quote a critic or researcher, you can use an introductory phrase naming the source, followed by a comma. Note that the first letter after the quotation marks should be upper case. According to MLA guidelines, if you change the case of a letter from the original, you must indicate this with brackets. APA format doesn't require brackets. Examples: According to Smith, "[W]riting is fun" (215). In Smith's words, " . . . In Smith's view, " . . . Another way to introduce a critic's words is to use a descriptive verb, followed by a comma. Avoid using says unless the words were originally spoken aloud, for instance, during an interview. Examples: Smith states, "This book is terrific" (102). Smith remarks, " . . . Smith writes, " . . .
Molecular Biology DNA: The Secret of Life, Barry & Watson, Knopf Publishing, 2003. Genes VIII, Lewin, 8th Ed, Wiley & Sons, 2003. PCR Technology: Current Innovations, Library of Congress, Cataloging-in-Publication Data, 2nd Ed, 2003. Molecular Biology of the Cell, 4th Ed. Alberts, Garland Publishing, 2002. Human Molecular Genetics, 3rd Ed. Strachan, AP Read, 2003. Molecular Typing 2000: A Technical Manual for Histocompatibility Laboratories, AFDT or American Foundation for Donation and Transplantation
11. Approximate Projected Costs and Efforts Organisation Country / Funding agency Project type of partner contribution Costs (EUR; including overhead costs according to the applicable funding agency’s rules) Cost share per partner (in %) Total effort in person months per partner Partner contribution in EUR Requested funding in EUR Funding rate requested (in %) Personnel R&D use Costs of materials Third-party costs Travel costs Total [Project Coordinator/ Main Applicant:] [Project Partner 2:] [Project Partner 3:] [Project Partner 4:] [Project Partner 5:] TOTAL Please insert additional rows if necessary: place cursor in respective row and select “Table insert row below” from the menu bar.
Suicide Prevention Flier: Due Friday 4-24 Directions: Research suicide prevention- Create a flier (information fits on one page) which covers the following items. Make sure to use bullet points instead of sentences and make your flier visually appealing to the eyes. You will need at least two visual aids (please be mindful of how your visual aids might make others feel- this is a sensitive topic, so be respectful). Include the following in your flier: Fact(s) and/or Statistic(s) (minimum 4) Risk Factor (minimum of 6) Warning Signs (minimum of 8) Provide one resource on who to call for help (include name and phone number) Prevention strategies (minimum of 2) Suicide Prevention Flier: Due Friday 4-24 Directions: Research suicide prevention- Create a flier (information fits on one page) which covers the following items. Make sure to use bullet points instead of sentences and make your flier visually appealing to the eyes. You will need at least two visual aids (please be mindful of how your visual aids might make others feel- this is a sensitive topic, so be respectful). Include the following in your flier: Fact(s) and/or Statistic(s) (minimum 4) Risk Factor (minimum of 6) Warning Signs (minimum of 8) Provide one resource on who to call for help (include name and phone number) Prevention strategies (minimum of 2)
Letter format Written in a standard format; includes date, greeting, body, and closing Has all the parts of a letter, but they are not in the right spot Missing some pieces of the format Followed guidelines Handwritten and neat on paper or stationary; Written to the recipient from your point of view Letter may be handwritten but is difficult to read or has many spelling or grammar errors Typed letter; Did not represent yourself in the letter; used others words Letter had all appropriate requirements Included all 7 requirements and used appropriate examples for each Has all requirements but poor choice of words OR missing some of the requirements but word choice is appropriate Letter is missing some of the requirements; Some of the words used do not respect the recipient Total and Comments
Welcome and Introductions [5-10 mins] – Susan Holt Strategic Plan Update: How far have we come? [10 mins] – Susan Holt Outline for 2018 meetings – to determine schedule and feedback Upcoming key informant interviews Veterans Administration Presentation [15-20 mins] – Jerry Silva Overview of Risk Factors and Profile (22 Veteran Suicides A Day) VA Suicide Prevention Team and future work Discuss how can we assist veterans within our own agencies Activity – Network Exercise (5 mins) – Noah Whitaker LOSS Team Presentation [20-25 mins] – Noah Whitaker Postvention is Prevention Open Discussion/Work Group: goals & objectives, activity updates, upcoming meetings [50 mins] Data: TBD Communication: Fri., Dec. 8, 2017; 8 AM – 9:30 AM; Sierra Building, 1925 E. Dakota Ave, Fresno, CA 92726 Healthcare: TBD Justice: TBD Schools: Mon., Dec. 11, 2017; 8:30 AM – 10:30 AM; FCSS Room 101T, 1111 Van Ness Ave, Fresno, CA 93727 Learning & Education: TBD Upcoming Event/Announcements KMPH Suicide Prevention Town Hall – January 2018
The Loss Team program covers 2 counties, it is made up of volunteers who provide hope and healing, bereavement counseling and peer support. Benefits of the Loss Team are: No fees or insurance needed. Individual counseling. 6. Open Discussion/Work Group: goals & objectives, activity updates, upcoming meetings and open discussion Information work group is a new work group that will focus on sharing information from one work group to another. They will focus on what information needs to be shared and how. 7. Upcoming Events/Announcements KMPH Suicide Prevention Town Hall – tentatively scheduled for January 2018 There will be a planning meeting at the Sierra Building Auditorium on Tuesday, December 5, 2017 from 8:30 AM - 10:00 AM. Next Collaborative Meeting Next Collaborative meeting TBD. Please complete the survey handout or take the end of the year survey on the FresnoCARES website to help plan our meetings for next year. Thank you.
Suicide prevention Suicide prevention is at the centre of a number of topics which include depression, despair, distress, as well as self-harm and neglect, postvention (crisis management), and bereavement. It may also overlap with harassment and bullying. The psychology of suicide points to research which refers to ‘defeat’ and ‘entrapment’ as key senses which lead people to cross the line from thinking about it to attempting it. Workplace resources (Business in the Community) (Business in the Community) (TUC) (TUC) Other resources (NHS Choices) (Young people) (National Suicide Prevention Alliance) (The Alliance of Suicide Prevention Charities) (Mental Health Foundation) (Network Rail) (Highways England) (Parliamentary Advisory Council for Transport Safety) Suffolk resources (Suffolk Lives Matter / Suffolk Life Savers) (Suffolk User Forum) (Suffolk User Forum) (Norfolk & Suffolk Foundation Trust suicide prevention strategy) (Survivors of Bereavement by Suicide) (Healthy Suffolk) (Emotional wellbeing gateway) (Help is at Hand)
Circumstances for suicides varied by age group in 2015: 15-24 year olds had the highest percent of current mental health problem. 45-64 year olds had the highest percent of current treatment for mental illness or substance abuse. 25-44 year olds had the highest percent of alcohol and/or substance abuse problem, history of suicide attempts and intimate partner problem compared to the other age groups. ______________ 7 Circumstances are not mutually exclusive; more than one circumstance may be noted on each suicide.
Tanya Wilkins, Chair Co-Founder/Vice-President LifeConnectors Mike Hansen President/CEO Florida Council for Community Mental Health Leah Colston, Chief Bureau of Emergency Medical Oversight Department of Health Angelia Rivers Bureau Chief of Family and Community Outreach Department of Education Josh Spagnola Deputy Chief of Staff Agency for Health Care Administration Dr. Sofia Castro Suicide Prevention Specialist Department of Children and Families Sally Cunningham Senior DCF Policy Director Florida Council for Community Mental Health Victoria Zepp, Vice Chair President/CEO Clarity Consulting, Inc. Dr. Gayla Sumer Office of Health Services Department of Juvenile Justice Alan Abramowitz Executive Director Guardian Ad Litem Melanie Brown-Woofter Senior Medicaid Policy Director Florida Council for Community Mental Health Dr. Heather A. Flynn Associate Professor and Vice Chair for Research Florida State University Dr. Marc Karver Associate Professor of Psychology University of South Florida Dr. Kim Gryglewicz Assistant Professor of Social Work University of Central Florida Kgryglew@ucf.edu
Table 1: Ten leading causes of death by age group, all races, both sexes, U.S., 2006-2010 Age Groups <1 1–4 5–9 10–14 15–24 25–34 35–44 45–54 55–64 65+ All Ages 1 Congenital Anomalies 27,668 Unintentional Injury 7,527 Unintentional Injury 4,375 Unintentional Injury 5,268 Unintentional Injury 71,014 Unintentional Injury 73,154 Unintentional Injury 80,424 Malignant Neoplasms 251,731 Malignant Neoplasms 525,046 Heart Disease 2,458,855 Heart Disease 3,061,633 2 Short Gestation 23,138 Congenital Anomalies 2,553 Malignant Neoplasms 2,312 Malignant Neoplasms 2,256 Homicide 26,083 Suicide 26,618 Malignant Neoplasms 64,232 Heart Disease 187,077 Heart Disease 333,053 Malignant Neoplasms 1,956,679 Malignant Neoplasms 2,830,603 3 SIDS 11,418 Homicide 1,946 Congenital Anomalies 906 Suicide 1,137 Suicide 21,598 Homicide 22,573 Heart Disease 57,189 Unintentional Injury 99,985 Chronic Low. Respiratory Disease 67,596 Chronic Low. Respiratory Disease 572,759 Chronic Low. Respiratory Disease 669,030
E955.2 Hunting rifle 8 E955.3 Military firearm 1 E955.4 Other and unspecified firearm (Gunshot, not otherwise specified; Shot, not otherwise specified) 85 E955.5 Explosives 0 E955.6 Air gun (BB gun, Pellet gun) 3 E955.7 Paintball gun 0 E955.9 Unspecified 42 E956 Suicide and self-inflicted injury by cutting and piercing instrument 414 3.2 E957 Suicide and self-inflicted injury by jumping from high place 41 0.3 E957.0 Residential premises 12 E957.1 Other man-made structure 25 E957.2 Natural site 0 E957.9 Unspecified 4 E958 Suicide and self-inflicted injury by other and unspecified means 121 0.9 E958.0 Jumping or lying before moving object 7 E958.1 Burns, fire 17 E958.2 Scald 0 E958.3 Extremes of cold 3 E958.4 Electrocution 0 E958.5 Crashing of motor vehicle 25 E958.6 Crashing of aircraft 0 E958.7 Caustic substances, except poisoning (Excludes poisoning by caustic substances [E950.7]) 5 E958.8 Other specified means 54 E958.9 Unspecified means 10 E959 Late effects of self-inflicted injury 5 <0.1 Source: Indiana Hospital Association, Hospital Discharge Data Table 10. Five most frequently reported ICD-9-CM classification codes among persons who attempted suicide, hospitalizations, Indiana, 2007–2011 ICD-9-CM Code Description Frequency Percent* 969.4 Benzodiazepine-based tranquilizers (chlordiazepoxide, diazepam, flurazepam, lorazepam, medazepam, nitrazepam) 2,557 19.8
Multi Tiered System of Support Academic Areas of Focus Behavior Areas of Focus Tier One Crucial Components Focus on high quality and appropriate core instruction. Use a variety of formative assessment formats Provide professional development in important areas of differentiated instruction: classroom climate, knowing the learner, adjustable assignments, curriculum compacting, use of instructional strategies, grouping and regrouping students, student choice, etc. Connecting new learning to prior knowledge In depth understanding of zone of proximal development for all students. Meaningful tasks Opportunities for collaboration Specific student feedback Adhere to a developmentally appropriate and relevant curriculum Provide a physically and emotionally appropriate classroom climate Emphasize teacher-student relationship building. Consider student readiness, interest, learning styles and preferences, etc. Meaningful scaffolded support strategies Plan training on paradigm shift from a reactive/punitive to a proactive/preventative/function based thinking model Develop matrix for agreements, procedures and routines Develop plan for frequent and formal direct instruction of agreements, procedures, and routines Research and decide on schoolwide social skills curriculum Take data on positive/negative ratio and set goals for improvement if needed Have teachers self-assess tier one components in their classroom possibly as a grade level team Brainstorm and implement unique ways to acknowledge positive behavior at the school and classroom level (celebrations, “catch them being good” systems, Class DoJo) Develop consensus on ‘majors” and do student leave instruction? Develop a common toolbox of low level redirection strategies that are as private as possible Reflect on use a “safe seat” or other form of “time away” and brainstorm how that be framed so student doesn’t see it as being “in trouble” Plan and implement team building activities to establish a “no blame and no excuses” culture where everyone is supportive and open to feedback when
Incident procedures (including a traffic incident reporting form) Facilities to prevent falls? Contingency plans for emergencies 2.5 Site Inspections Auditing & Record Keeping Does the TMP detail the responsibilities of implementing the TMP and evaluating its effectiveness? Does the TMP show the frequency of auditing? Does the TMP show who is to conduct audits/reviews and what will happen to the audit/review report? Does the TMP detail the daily routine tasks of inspecting and maintaining the traffic control devices on-site and keeping records? 2.6 Emergency Planning Does the TMP give details for: Emergency Services? Dangerous Goods? Damage to services? Failure of services? Communication and Consultation Does the TMP give approval details for: Road Authority? Department of Parks and Wildlife? Department of Aboriginal Affairs? Heritage Council? Have all relevant stakeholders been consulted and informed of the works? Has a communication plan been developed to appropriately inform the public? Is there a mechanism for registering complaints? Issue Comment Planning 4.1 Risk identification Has a risk assessment been done? Does it contain any site specific risks? Does the risk assessment appear generic? Does the TMP address the risk treatments?
SUITABILITY ASSESSMENT Item Considerations Observation/Mitigation STAFFING Has the event impacted on staff availability to support an acceptable staff/student supervision ratio? Yes If there is limited capacity to supervise students safely then remain closed. Consider contacting the Regional Response Team to request staff wellbeing support. No ACCESS Is there a Police or District Disaster Management Group direction to close the school? Yes If the direction has not been revoked then the school or campus must remain closed. No Does storm debris prevent safe movement around the school? Yes Is there a large amount of debris in school or campus grounds that prevents safe movement or supervision around the site? Can affected areas be barricaded and traffic diverted to allow safe movement around the school or campus? No Are access roads to the school cut by debris, downed power lines or flood waters? Yes Liaise with the Local Disaster Management Group (LDMG) to determine when the roads will be safe to travel. Ensure access roads are not at risk of being cut off due to rising flood waters that will inhibit staff and students to leave the site safely. Contact the Local Disaster Management Group or the Police. No If the site can be accessed safely then consider re-opening if there are sufficient resources to provide for the safe supervision of students. BUILDINGS Have buildings been damaged? Yes If all buildings are damaged then then school or campus remains temporarily closed. If not all buildings are damaged then consider the following: Can access to damaged buildings be restricted to allow safe unimpeded access to other areas of the school or campus?
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ACRONYMS: 2D Two dimension 3D Three dimension ACM MoVid Association for Computer Machinery Mobile Video AHG Ad Hoc Groups AIF Adaptive Interpolation Filter ALF Adaptive Loop Filter AMVP Advanced Motion Vector Prediction APIF Adaptive Pre-Interpolation Filter ASIC Application-Specific Integrated Circuit AVC Advanced Video Coding AVS Audio Video Standard BBC British Broadcasting Corporation BD Bjontegaard Distortion BL Base Layer bpp Bits per pixel BS Boundary Strength CU Coding Unit CI Confidence Interval CABAC Context Adaptive Binary Arithmetic Coding CPU Central Processing Unit CRA Clean Random Access CSVT Circuits and Systems for Video Technology CU Coding Unit DCT Discrete Cosine Transform DCTIF Discrete Cosine Transform Interpolation Filters DDCT Directional Discrete Cosine Transform DSP Digital Signal Processing DST Digital Sine Transform EC Error Concealment FIR Finite Impulse Response FPGA Field Programmable Gate Array fps Frames per second GPU Graphics Processing Unit HDR High Definition Range HEVC High efficiency video coding HEVStream High Efficiency Video Stream HTTP Hyper Text Transfer Protocol ICIEA IEEE Conference on Industrial Electronics and Applications IEEE Institute of Electrical and Electronics Engineers INTDCT Integer Discrete Cosine Transform intra HE Intra high efficiency IPTV Internet Protocol Television IS & T Information Systems and Technology
ISO International Organization for Standardization ITU-T Telecommunication Standardization Sector of the International Telecommunications Union IVMSP Image, Video, and Multidimensional Signal Processing JCTVC Joint Collaborative Team on Video Coding JM Joint Model JPEG Joint Photographic Experts Group JPEG-XR JPEG extended range JSVM Joint Scalable Video Model JTC Joint Technical Committee LR Low Resolution Mbit/s Megabit per second MC Motion Compensation MDDCT Modified Directional Discrete Cosine Transform MDDT Mode-Dependent Directional Transform ME Motion Estimation MJPEG Motion JPEG MMSP Multimedia Signal Processing MPEG Moving Picture Experts Group Mpixel Megapixel Mpm Most Probable Modes MV Motion Vector NAB National Association of Broadcasters NAL Network Abstraction Layer PCM Pulse Code Modulation PSNR Peak-to-peak signal to noise ratio PU Prediction Unit QP Quantizer parameter RD Rate Distortion RDOQ Rate-distortion optimized quantization RDPCM Residual Differential Pulse Code Modulation ROT Rotational Transform RTP Real-time Transport Protocol SAO Sample adaptive offset SHVC Scalable High Efficiency Video Coding SVC Scalable Video Coding SELC Sample based weighted prediction for Enhancement Layer Coding SIP Signal and Image Processing SSVC Spatially Scalable Video Coding TB Transform Block TU Transform Unit
IS & T Information Systems and Technology ISO International Organization for Standardization ITU-T Telecommunication Standardization Sector of the International Telecommunications Union IVMSP Image, Video, and Multidimensional Signal Processing JCTVC Joint Collaborative Team on Video Coding JM Joint Model JPEG Joint Photographic Experts Group JPEG-XR JPEG extended range JSVM Joint Scalable Video Model JTC Joint Technical Committee LR Low Resolution Mbit/s Megabit per second MC Motion Compensation MDDCT Modified Directional Discrete Cosine Transform MDDT Mode-Dependent Directional Transform ME Motion Estimation MJPEG Motion JPEG MMSP Multimedia Signal Processing MPEG Moving Picture Experts Group Mpixel Megapixel Mpm Most Probable Modes MV Motion Vector NAB National Association of Broadcasters NAL NLM Network Abstraction Layer Non-Local Means PCM Pulse Code Modulation PSNR Peak-to-peak signal to noise ratio PU Prediction Unit QP Quantizer parameter RD Rate Distortion RDOQ Rate-distortion optimized quantization RDPCM Residual Differential Pulse Code Modulation ROT Rotational Transform RTP Real-time Transport Protocol SAO SAP Sample adaptive offset Sample based Angular Intra-Prediction SHVC Scalable High Efficiency Video Coding SVC Scalable Video Coding SELC Sample based weighted prediction for Enhancement Layer Coding SIP Signal and Image Processing SSVC Spatially Scalable Video Coding TB Transform Block TU Transform Unit
Test Sequence Resolution Frame rate (fps) RaceHorses_416x240_30.yuv 416 x 240 30 Test sequence Intra Profile Random Access Profile BD- % Bit rate reduction BD- PSNR Race horse sequence PSNR (dB) 34.2442 33.7342 -22.4269 1.483 Bitrate(kbps) 1842.6421 371.49 Encoding time(sec) 24.332 119.764 Decoding time(sec) 0.840 4.134 Test Sequence 2 Figure 13: Basketball drill sequence [29] Test Sequence Resolution Frame rate (fps) BasketballDrill_832x480_50.yuv 832 x 480 50 Test sequence Intra Profile Random Access Profile BD- % Bit rate reduction BD- PSNR Basketball drill PSNR (dB) 37.2947 35.7193 -32.8763 1.956 Bitrate(kbps) 5941.7732 817.87 Encoding time(sec) 97.539 347.891 Decoding time(sec) 1.2 4.28 Project Results