text:
U.K. fresh food supplies could be "seriously disrupted" by French freight suspension
December 21 , 2020
More News Today's Headline Top Stories
France's decision to temporarily block all freight including trucks from the U.K. in response to the emergence of a new and more infectious strain of Covid-19 could have a severe effect on Britain's fresh food supply.
The French government said on Sunday that all passenger and human-handled freight transport from the UK to France would be suspended for 48 hours from 11pm GMT.
As the World Health Organization called on European members to step up measures, Belgium, France, Germany, Ireland and the Netherlands on Sunday announced the suspension of air links – and in some cases rail and ferry routes – from Britain.
Although there is no ban on trucks from France to the U.K., many of the 10,000 trucks that cross the English Channel every day through the tunnel and via the port of Dover are empty.
These trucks make regular pick-ups for perishable food from big distribution centers in north France and Belgium, including winter vegetables such as cauliflower, cabbage and brussels sprouts.
Britain's second-biggest supermarket on Monday morning warned gaps will start to appear on shelves within days.
Sainsbury's said there would be shortages on products including lettuce, salad leaves and cauliflowers if transport ties with the continent are not restored quickly.
"If nothing changes, we will start to see gaps over the coming days on lettuce, some salad leaves, cauliflowers, broccoli and citrus fruit – all of which are imported from the continent at this time of year," a spokesperson said.
"We hope the UK and French governments can come to a mutually agreeable solution that prioritises the immediate passage of produce and any other food at the ports."
Rod McKenzie, policy director at the Road Haulage Association, was quoted as saying: "It's only 48 hours, but the French ban will have a devastating effect on the supply chain.
"We have seen in recent days the queues on both sides of the channel because of Brexit stockpiling and the Christmas rush and now border closures will mean everything including perishable food supplies will be impacted.
"We depend on the short straits for our daily supplies. What we are talking about is everything: factory parts, fresh and frozen vegetables, and all the Christmas deliveries."
Meanwhile, food and Drink Federation (FDF) chief executive Ian Wright warned that the travel restrictions have the potential for "serious disruption" to fresh food supplies over the Christmas holidays.
"The suspension of accompanied freight traffic from the UK to France has the potential to cause serious disruption to UK Christmas fresh food supplies — and exports of UK food and drink," he said.
He added that truckers from continental Europe will not want to travel to the U.K. if they have a "real fear of getting marooned".
Richard Burnett, head of the Road Haulage Association, said that the ban could deter EU haulers from coming to the UK over fears they will end up being stranded.
"The retailers have done a good job of stocking up on ambient products [for Christmas] - there will be plenty of stock," he added. "But the fresh food supply, where it's short shelf life and there will be product on its way now, that's where the challenge comes from.
"The retailers will absolutely be assessing their inbound flows this morning and understanding whether or not those flows are on their way into the retail distribution centres around the country and I'm sure there will be further reassurance given today that those things are in control."
British grocery stores were already seen stockpiling food amid the possibility of a no-deal scenario as Brexit trade deal negotiations between the EU and U.K. go down to the wire.
If a deal is not reached by the end of the transition period on Dec. 31, the U.K. will be trading with the EU on World Trade Organization (WTO) terms, which will mean tariffs and other barriers on a large range of goods including fresh food.
After minor early disruption, South Africa grape exports look strong
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AgBiome signs a commercial distribution and supply agreement with Summit Agro Mexico (SAM) for Howler fungicide


Last spring, Nikki Beckett vanished, sucked into an underworld known as the Everneath, where immortals Feed on the emotions of despairing humans. Now she's returned- to her old life, her family, her friends- before being banished back to the underworld... this time forever. She has six months before the Everneath comes to claim her, six months for good-byes she can't find the words for, six months to find redemption, if it exists.
This is the fifth book in the 2012 Debut Author Challenge, hosted by the Story Siren.
If you've been to the Underworld, then you already know there's no easy way out. Most likely, it's the end of all happy endings. And if you survive, the journey back is a painful one. But somehow Nikki manages it.
Beneath the surface of the Greek Persephone myth, lies a story of pain and redemption. Told in alternating time periods between the past and the present, Ashton delivers a heartbreaking tale of Nikki's path to make things right.
In many ways, because of that, it was painful to read: Nikki's mistakes, her lack of self-worth, her emotions numb. I wanted to scream: "Snap out of it! Get a spine. Go fix it." Because most of the time, she behaved like...well, a zombie, actually.
But maybe that was the whole point: Take away the pain, we become numb. Like a drug addict, it takes time and courage to recover. And sometimes it takes someone else to give us the strength to pull out of it.
My emotions went a bit schizophrenic on this one: from annoyance to empathy, sadness to anger, confusion to understanding. The theme of pain and redemption was well played and the modern Greek mythology intriguing. But I never found out why Nikki was allowed to return to the surface, in the first place. And I don't particularly like spoiler (sad endings). And it didn't compel me to turn the pages like other stories I've read. But I'm curious to see where this story goes and if you like modern-day Greek, I think you'll like this one.
I have heard a lot of really good things about this book, almost every review I have seen has been a good one. I really need to check it out! Great review!
@Kristin-Thanks for stopping by! Hope you enjoy it!


text:
module Arguments where

import Prelude ()
import ClassyPrelude
import Options.Applicative
import System.FilePath
import System.Directory

data RunOpts = RunOpts
  {
    optFilepath :: FilePath,
    optCommand :: Command
  }

data Command = FetchName FetchNameOpts | FetchVersion FetchVersionOpts

type FetchNameOpts = ()
type FetchVersionOpts = ()

readOpts :: IO RunOpts
readOpts = do
    myRunOpts <- myOpts
    customExecParser myPrefs (myInfo myRunOpts)
  where
    myPrefs = prefs $ disambiguate <> showHelpOnEmpty
    myInfo theOpts = info theOpts $
      progDesc "Reads data from the .cabal file" <>
      fullDesc <>
      footer "Provided by Robert Fischer (RobertFischer on GitHub)"

myOpts :: IO (Parser RunOpts)
myOpts = do
    filePathOpt <- readFilePathOpt
    return $ RunOpts <$> filePathOpt <*> hsubparser (fetchNameOpts <> fetchVersionOpts)
  where
    isCabalFile filepath = (takeExtension filepath) == ".cabal"
    readFilePathOpt = do
      pwdListing <- listDirectory "."
      relListing <- mapM makeRelativeToCurrentDirectory pwdListing
      let contents = filter isCabalFile relListing
      return $ strOption $ optionForContents contents
        where
          optionForContents [] =
            long "file" <> short 'f' <> help "File to parse" <> metavar "CABAL-FILE"
          optionForContents (f:_) = (optionForContents []) <> value f <> showDefault

fetchNameOpts :: Mod CommandFields Command
fetchNameOpts = command "name" $ info (pure $ FetchName ()) $ progDesc "Fetch the name of the project"

fetchVersionOpts :: Mod CommandFields Command
fetchVersionOpts = command "version" $ info (pure $ FetchVersion ()) $ progDesc "Fetch the version of the project"

redpajama_set_name: RedPajamaGithub


Photovoltaic systems Seattle provide many advantages that you can't get from the usual grid-powered electricity that runs your home or business. With a PV system, you can personally benefit in many ways, and you make a positive impact on the environment as well.
One of the best parts of having a PV system is that it provides free fuel in the form of photons from the sun. That means you have stable energy costs for years into the future. Additionally, you can produce your own fuel locally to power your electric vehicle, which further saves you money on electricity costs.
The environment also benefits from your installing a PV system. It results in a 98 percent cut in greenhouse emissions for your property. Furthermore, solar panels don't leave any waste, unlike fossil fuel-run power plants.
The end result is energy independence for you and a healthier environment.
But what are PV systems, anyway?
A solar electric, or PV, system creates direct current electricity from photovoltaic modules. It then sends that DC electricity to an inverter that then changes it to alternating current, which then runs into your electric panel.
When you aren't using the energy your PV system creates, your electric meter actually moves backwards, which gives you retail credit. You're providing power back to the grid! Net-metering allows your electricity company to measure what is left of the energy you use minus the amount of electricity your solar system generates. This is the amount you're charged for on your utility bill.
The State of Washington uses a separate production meter that is used to measure all the energy your system creates. You're paid annually for all the solar energy you create. The amount depends on the type of system you have installed. In addition to the lower costs of solar electric systems today due to improved technology and cheaper production costs, this makes your PV system more cost effective.
In Seattle, for every 1,000 watts (1 kW) that your home or business PV system creates, you can generate up to 1,200 kW hours (kWh). An average home in the area uses about 8,600 kWh every year.
We offer you a variety of photovoltaic systems Seattle choices based on the lowest up-front cost, the most energy generated per square foot, and the fastest return on investment. Depending on how hard it is to install your system and your particular goals, the cost of an 8.5 kW system can run between $22,000 and $36,000. We also offer 5.5 and 3.5 kW systems that are less expensive.


text:
Category Archive: "Advertising"
Les Paul and LISTERINE®
When people think of LISTERINE® Antiseptic, probably the last thing they think about is electric guitars. But they should, because LISTERINE® and the electric guitar go back more than half a century together. What was the connection? It was through Les Paul (1915-2009), one of the inventors of the solid body electric guitar, who passed away this summer at age 94. The LISTERINE® Brand sponsored his groundbreaking television show in the 1950s. This on-screen sponsorship ID appeared at the beginning of every episode of Les Paul and Mary Ford at Home Start
The Incredible 30 Year Ad
What Johnson & Johnson ad was so popular that people were inspired to make their own versions of it? Hint: the ad ran for an incredible 30 years and, when the Company tried to update it, consumers protested. Here's another hint: the ad contained one of our most memorable advertising slogans, and it advertised a product that most people today have never heard of. The Ad that Launched a Thousand Tributes The ad was for RED CROSS® Kidney Plasters, and the tagline was "Feels Good on the Back." RED CROSS® Kidney Plasters were one of the Company's most popular medi
Synol on Broadway!
One of the affiliate companies in the Johnson & Johnson Family of Companies is known for its tradition of using famous actresses in its advertising. As it turns out, actresses like Jennifer Garner in the U.S. and Deepika Padukone in India are not the first celebrities to endorse our products. Some very well-known actresses (and some actors and athletes) were also singing the praises of one of our products almost 100 years ago, in the Nineteen Teens… The product was Synol Soap, an antiseptic soap, and famous Broadway and vaudeville actresses o
From the earliest days of Johnson & Johnson, the Johnson brothers recognized the importance of advertising, and Robert Wood Johnson the first was often personally very involved in the development of ads for the Company's products…sometimes too involved, the people at the advertising agency felt. Johnson had excellent instincts about what would and wouldn't work, and he kept J. Walter Thompson and his advertising agency busy with his many suggestions and changes. Thompson and Johnson were friends, and Thompson handled the Johnson & Johnson account personally. (Robert Wood Johnson: The
Multicultural Advertising
RED CROSS® Kidney Plaster Ad in Slavonic from 1912 In recognition of the diversity of the world we live in, companies have been doing more and more multicultural advertising in recent years. It's a necessity for any company that wants to reach its customers, especially customers who for a variety of reasons are not being reached through traditional mainstream advertising. And certainly what is true now also was true almost 100 years ago. Ad for Belladonna Plasters in Italian from 1912 The early part of the 1900s saw huge waves of immigration to the United States

redpajama_set_name: RedPajamaCommonCrawl


Old Dominion State of Virginia. Match.com's online dating sites and affiliated businesses span six continents and thousands of cities including Virginia. Connect with singles in Fairfax Station,Virginia for online dating, friendship and romance. Start viewing photos and personals today and search through thousands of personal profiles to find Fairfax Station singles meant just for you.


text:
Back to School 2019 Information
Welcome back to the 2019-2020 school year!
You will find information of importance for the new school year on these pages. Please note that only some of the information is updated for the 2019-2020 school year, and the dates of update are indicated.
August 1, 2018 (Needs Updated)
The following procedures for full paid, free or reduced priced lunch and breakfast will be in effect for the 2018-2019 school year. The daily school lunch price is $2.85 at the secondary level or $2.55 at the elementary level. Breakfast may also be purchased for $1.35 daily at all levels. Students, who qualify, may also receive meals free or at a reduced price.
The lunch and breakfast programs begin on Thursday, August 23, 2018.
To receive free or reduced priced meals for your child, you must thoroughly complete a Meal Benefit Application and return it to the school. This application must be completed every school year. One Meal Benefit Application may now be used for all eligible school children in the family. If you receive notification that you are on the direct certification list, you do not have to fill out an application. Parents/guardians can also fill out a free/reduced application online at https://www.schoolcafe.com. If you apply for meal benefits online, you do not have to submit a paper application. We can not accept Medical Assistance or EBT Access card numbers in section 2 of the Meal Benefit Application. Only the 9-digit SNAP or TANF case number can be used. Reduced-price lunches are $0.40 per day, and reduced priced breakfasts are $0.30 per day.
Students may bring in cash or a check (made payable to the "FCASD Cafeteria Fund") to the cafeteria to pay for lunch or breakfast at any time and students may also pay daily in the lunch line. If paying via the point-of-sale (POS) system, students will be given a Personal Identification Number (PIN) at the elementary, middle school, and high school. Whether prepaying or paying daily, PINs must be used at all buildings for all account transactions. Please have students bring payment in an envelope which includes the student's name, room number, homeroom teacher, and any special instructions. Payments can also be made online once a parent signs up at https://www.schoolcafe.com. Parents/guardians will need the student's ID number and the school zip code.
CHARGED LUNCHES
Students that incur a negative balance are expected to bring their accounts up-to-date by the following school day. For further information, please see the district's Student Food Service Charges Debt Policy at: http://www.fcasd.edu/about-the-district/food-services.html?showall=&start=5.
For access to all menus, free and reduced forms, and general information on the nutrition center, please visit: http://www.fcasd.edu/about-the-district/food-services.html.
Please contact Nutrition Center Manager Julie Geary at 412/967-2502, or via email at This email address is being protected from spambots. You need JavaScript enabled to view it., with any questions regarding the school breakfast and lunch program. Please contact Sandy Stewart with any questions about the free and reduced program at 412/967-4409, or email her at This email address is being protected from spambots. You need JavaScript enabled to view it..
Julie Geary
Nutrition Center Manager
Please click below to see the school district's letter pertaining to free and reduced meals.
Free and Reduced Meals Letter 2018-2019
Please click below to see the instructions for applying for free and reduced meals.
Free and Reduced Meals Instructions 2018-2019
Please click below for the application for the free and reduced meals.
Free and Reduced Meals Application 2018-2019
Please click below to view the school bus safety seatbelt pamphlet.
Seat Belt Safety Pamphlet 2018
Dear Parents/Guardians:
In order for the educational process to be efficient and effective, the Fox Chapel Area School District must collect and store certain information about students. All school records are handled in strict compliance with Federal and State laws and regulations.
Care is taken to collect only necessary information on students. Identifying data, such as name, address, birth date, academic work completed, grade, standardized achievement test scores, attendance records, and parents' or guardians' names and addresses are collected and kept permanently. Other data such as health records, discipline records, background information, and aptitude test scores are maintained for varying periods of time depending upon the nature of the information and its importance to the student's educational program. If individualized tests are to be administered, the written consent of the parent or guardian is obtained.
Standardized tests are administered to students during the school year. The results will become a part of the student record. A list of standardized tests administered in the district accompanies this letter. Should parents wish to obtain additional information about the tests, or discuss results, they may contact the building principal or counselor.
Each child's school records are available for parental inspection at mutually agreeable times by contacting the building principal.
Gene Freeman, Ed.D.
18-19 Testing Schedule
Please click below for the Student Accident Insurance Brochure.
2019-2020 Student Accident Insurance Brochure
Our students, educational programs, school events, and community-oriented activities are sometimes made the subject of recording by video, audio, photography, and the like for use as instructional and informational tools. Since the schools are public buildings, students are frequently the subject of video and audio recording, interviewing, and/or photographing. In addition, our students' work is sometimes published in print and/or the electronic media. The district will allow students to be recorded, interviewed, and/or photographed and students' work to be published for legitimate public purposes.
Throughout the 2019-2020 school year, your son or daughter may be recorded, interviewed, and/or photographed by representatives from newspapers, television stations, and radio stations, as well as district communications office personnel or their designees and these items may be publicly displayed. Students and their work and photographs may also appear in print media and/or electronically on places such as public websites, social media, and through broadcasts.
If you do object to such publication, you must file a written objection. The district will not deliberately publish your child if you have filed a written objection. The district will also make a reasonable effort to avoid publication by any third party. It is understood that the district certainly has no control of the news media or others outside of the school organization. Student participation in school activities, especially athletics and other competitive events, increases the likelihood of publication of stories and images of those students.
Please address written objections to: Bonnie Berzonski, Coordinator of Communications, Fox Chapel Area School District, 611 Field Club Road, Pittsburgh, PA 15238. If you have filed a written objection in the past, you still must file a new letter of objection each year. All written objections must be filed with the district's communications office by Tuesday, August 20, 2019. If you do not file a written objection, your silence will serve as implied consent.
If you have any questions or concerns regarding this letter, please contact me in the school district communications office at 412/967-2452.
Bonnie Berzonski
Coordinator of Communications
Inclement Weather Notice to Parents/Guardians
We take the responsibility of delaying or canceling school very seriously. We recognize that delays and cancellations create inconveniences for parents/guardians who work outside of the home and that schedule changes take away from the continuity of teaching and learning. Please know that we will not interrupt the educational process unless we feel it is absolutely necessary.
Our number one concern is the safety of children. We depend upon the experience of our bus contractor to keep us informed concerning the ability of buses to travel the roads. The process of checking road conditions begins very early in the morning. From that information, a judgment is made to delay or cancel school. If we receive advance warning of a severe storm, and have sound information that it will arrive, we may cancel classes so that children do not arrive at school and become stranded.
Parents/guardians should discuss what their children should do in case of an early dismissal. If there is an early dismissal, children will be sent home on the buses. The high school students will be dismissed first, followed by the middle school and Hartwood Elementary students, and then the remainder of the elementary students. This order of dismissal is utilized so that older children can be at home when their younger brothers and sisters arrive. Parents/guardians should plan with their children how they wish to handle an early dismissal.
Buses may be unable to make it to the regular drop-off point. If that should occur, the driver will radio the bus garage and inform the school.
If the driver is able to see the bus stop and observe the children walk to the bus stop, the driver will allow the children to disembark from the bus to walk to their normal drop-off point. Parents should encourage their children to stand away from the side of the snow-covered roads and to use extreme caution at all times.
If the driver cannot make it to the drop-off point, he/she will radio the bus garage and inform the school. School personnel will then attempt to contact the parents/guardians. If the parents/guardians cannot be notified, the children will be taken back to school.
In the event that buses do not arrive at school on schedule at dismissal time, the children will be kept in the school. There are emergency provisions in each of the buildings and the students will be fed if they are stranded at school.
Parents/guardians of elementary children must have already completed and turned in to the building principal, an emergency card. This information will help the school personnel know who to contact in the event of an emergency or weather-related early dismissal. The card should include the parents'/guardians' emergency telephone numbers where someone can always be contacted.
Please be sure that your children are dressed for the weather. When there is a threat of snow and the wind chill is low, children should have hats, coats, boots, and gloves to wear.
Please remember that we are making a decision based on what is best for the entire school district. That decision may not always seem like the best decision for your section of the school district but may be appropriate for another area. The school district covers an area of approximately 36 square miles, so there are times when roads will be clear in one section and very bad in other areas. All roads are not treated or cleared at the same time, which can result in bus delays.
When there is a school delay, cancellation, or early dismissal, every parent/guardian in the district will receive a phone call from the district's school messaging system. Additionally, an announcement will be placed on the district's website at www.fcasd.edu. Please note that during a power outage it may not be possible to place an announcement on the district's website. Delay, cancellation, and/or early dismissal announcements will also be placed on the following television stations: KDKA-TV, WPXI-TV, and WTAE-TV.
It is also important to note that if school is cancelled and student makeup days are necessary, they will be held in the following order: June 8, June 9, June 10, and June 11, 2020.
As part of our educational program, students in grades 2-12 will be provided with GoogleApps accounts. This means our students will have access to the suite of applications provided by Google, including word processing, presentation, and spreadsheet tools. The purpose of the account is to provide students with software for collaboration and learning through the use of technology. The suite of applications includes, but is not limited to: Google Drive and Google Sites.
Your son or daughter will have access to this account and its applications, both on and off campus. Students in virtual math (grade 5) and all students in grades 6-12 will also have access to Gmail on and off campus. Upon request, you may also have access to this account. If you object to your child having access to any whole or part of the GoogleApps suite, you must file a written objection. Please address written objections to: the Office of Educational Technology, Fox Chapel Area School District, 611 Field Club Road, Pittsburgh, PA 15238. All written objections must be filed with the office of educational technology by Monday, August 20, 2018. If you do not file a written objection, your silence will serve as implied consent.
If you have any questions or concerns regarding this, please call the school district's office of educational technology at 412/967-2443.
Megan Collett, Ed.D.
Executive Director of Instructional and Innovative Leadership
PPRA affords parents of elementary and secondary students certain rights regarding the conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include, but are not limited to, the right to:
Consent before students are required to submit to a survey that concerns one or more of the following protected areas ("protected information survey") if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED) –
Political affiliations or beliefs of the student or student's parent;
Mental or psychological problems of the student or student's family;
Sex behavior or attitudes;
Illegal, anti-social, self-incriminating, or demeaning behavior;
Critical appraisals of others with whom respondents have close family relationships;
Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
Religious practices, affiliations, or beliefs of the student or student's parent; or
Income, other than as required by law to determine program eligibility.
Receive notice and an opportunity to opt a student out of –
Any other protected information survey, regardless of funding;
Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and
Activities involving collection, disclosure, or use of personal information collected from students for marketing or to sell or otherwise distribute the information to others. (This does not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions.)
Inspect, upon request and before administration or use –
Protected information surveys of students and surveys created by a third party;
Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and
Instructional material used as part of the educational curriculum.
These rights transfer from the parents to a student who is 18 years old or an emancipated minor under State law.
Fox Chapel Area School District has developed and adopted policies, in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. Fox Chapel Area School District will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. Fox Chapel Area School District will also directly notify, such as through U.S. Mail or email, parents of students who are scheduled to participate in the specific activities or surveys noted below and will provide an opportunity for the parent to opt his or her child out of participation of the specific activity or survey. Fox Chapel Area School District will make this notification to parents at the beginning of the school year if the District has identified the specific or approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be provided reasonable notification of the planned activities and surveys listed below and be provided an opportunity to opt their child out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys. Following is a list of the specific activities and surveys covered under this direct notification requirement:
Collection, disclosure, or use of personal information collected from students for marketing, sales, or other distribution.
Administration of any protected information survey not funded in whole or in part by ED.
Any non-emergency, invasive physical examination or screening as described above.
Parents who believe their rights have been violated may file a complaint with:
Family Policy Compliance Office
400 Maryland Avenue, SW
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):
For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Individuals who use TDD may use the Federal Relay Service.
Or you may contact us at the following address:
In compliance with the federal McKinney-Vento Homeless Assistance Act, as reauthorized in 2015 by the Every Student Succeeds Act (ESSA), the Fox Chapel Area School District is attempting to identify all children within the district that may be experiencing homelessness.
The term homeless children and youth is defined as individuals who lack a fixed, regular and adequate nighttime residence. This includes individuals:
Sharing the housing of other persons due to loss of housing, economic hardship or a similar reason;
Living in a motel, hotel, trailer park or campground due to lack of alternative adequate accommodations;
Living in emergency or transitional shelters;
Living in cars, parks, public spaces, abandoned buildings, bus or train stations or similar settings;
Living in substandard housing (no running water or working utilities, infestations, etc.).
Children who are experiencing homelessness may qualify for assistance with free school lunch, school supplies/materials, tutoring, and transportation so that they can remain in their school of origin throughout the duration of their homeless episode.
If you believe your child(ren) may qualify for this service, please contact my office.
If your living situation changes during the school year, and you and your children become homeless, please be sure to contact the school. We will work with you so that your child(ren)'s education is disrupted as little as possible.
Fox Chapel Area School District uses an Integrated Pest Management (IPM) approach for managing insects, rodents and weeds. Our goal is to protect every student from pesticide exposure by using an IPM approach to pest management. Our IPM approach focuses on making the school buildings and grounds an unfavorable habitat for these pests by removing food and water sources and eliminating their hiding and breeding places. We accomplish this through routine cleaning and maintenance. We routinely monitor the school building and grounds to detect any pests that are present. Pest sightings are reported to our maintenance staff who will then evaluate the "pest problem" and determine the appropriate pest management techniques to address the problem. The techniques can include increased sanitation, modifying storage practices, sealing entry points and physically removing pests.
From time to time, it may be necessary to use chemicals to manage a pest problem. Chemicals will only be used when necessary, and will not be routinely applied. When chemicals are used, the school will use the least toxic products possible. Applications will be made only when unauthorized persons do not have access to the area(s) being treated. Notices will be posted in these areas 72 hours prior to application and for two days following the application.
Parents or guardians of students enrolled in the school may request prior notification of specific pesticide applications made at the school. To receive notifications, you must be placed on the school's notification registry. If you would like to be placed on this registry, please notify the building principal of your child's school in writing. Please note that this registry will be updated annually, therefore, parents must submit a letter each school year if they wish to be placed on this registry. Include your name, your child's/children's name(s), address, and telephone number.
If a chemical application must be made to control an emergency pest problem, notice will be provided by telephone to any parent or guardian who has requested such notification in writing. Exemptions to this notification include disinfectants and antimicrobial products, self-containerized baits placed in areas not accessible to students, gel type baits placed in cracks, crevices or voids, and swimming pool maintenance chemicals.
If you have any questions or concerns regarding these procedures, please contact me in the school district ancillary services office at 412-967-2422.
Rick Perkins
A building re-inspection by an EPA accredited inspector was performed in all district buildings in 2016. The building inspection is designed to meet the requirements of the AHERA Regulation (40 CFR Part 763, subpart E "Asbestos-Contaminating Materials In Schools"). A copy of this inspection is available for review in each school office by any building occupant or legal guardian(s).
AHERA regulations require a re-inspection every three years by an accredited building inspector. The next building triennial update is scheduled for 2019.
If there are any questions regarding AHERA, please contact:
Rick Perkins, Maintenance Supervisor
Pittsburgh, PA. 15238
As a parent of a student attending the Fox Chapel Area School District, you have the right to request information about the professional qualifications of the classroom teachers who instruct your child. Specifically, you have the right to know:
whether the State has licensed or qualified the teacher for the grades and subjects he or she teaches;
whether the teacher is under an emergency license or other provisional status; and
what college major and graduate degrees are held by a teacher.
Please be aware that all teachers in the Fox Chapel Area School District meet both State and Federal requirements for the positions they hold and they have been reported as highly qualified to the State of Pennsylvania. If you would like to receive any of the above information, please submit a written request to:
Gene Freeman, Ed.D., Superintendent
It is extremely important for students at all grade levels in the Fox Chapel Area School District to be present for class daily to gain the greatest academic benefit from the learning process.
We know that family circumstances may require that a student be absent from school for what is termed a non-school-sponsored trip. In order for this type of absence to be considered excused, the request must comply with the district's Policy and Regulations adopted by the Board of School Directors. Please review this information carefully and complete the Educational Tour & Trip Request Form (No. 204.1-AR) that is posted on the district website. This information is to be submitted to the principal's office at your child's school prior to leaving on a non-school-sponsored trip.
Should you have any questions concerning this process, or require assistance, please contact the principal of the building where your child is enrolled.
The state of Pennsylvania requires school districts to follow strict compulsory attendance laws. As a result, our school district attendance policies reflect these requirements. The state broadly defines absences as excused when a student is prevented from attendance for mental, physical, or other urgent reasons. The items below outline the key components of the attendance policy. Statements in italics are intended to help clarify the state's wording.
All absences should be treated as unlawful until the school district (school) receives a written excuse explaining the reason(s) for an absence. Parents/guardians and students should submit the written explanation within three calendar days of the absence. If they fail to provide a written excuse within three days of the absence, the absence would be permanently counted as unlawful.
This means that you are required to send a written excuse to school when your child returns to school after an absence. If the school does not receive a written excuse within three days of the absence, it remains an unlawful (unexcused) absence.
A maximum of ten days of cumulative lawful absences verified by parental notification may be permitted during a school year. All absences beyond ten cumulative days shall require an excuse from a licensed practitioner of the healing arts.
The Parent/Guardian Notification of Attendance Guidelines and Procedure Chart accompanies this letter.
Cumulative days are defined as the total number. They may be consecutive or accumulated throughout the school year.
Research indicates that good school attendance habits are important to academic success. The benefits of regular classroom instruction are difficult to replicate and, once lost, are often not regained. Please help us support the academic success of your child by complying with the state attendance law and Fox Chapel Area School District policy.
The chart below specifically explains the parent/guardian notification of attendance guidelines and procedures.
This letter is to assure you of our concern for the safety and welfare of students. Our Emergency Operations Plan provides for response to all types of emergencies. Depending on the circumstances of the emergency, we will use one of the following protective responses.
Type of Protective Response
Immediate Evacuation – Students are evacuated to a safe area on the school grounds in the event of a fire, etc.
Modified Operation – May include cancellation/postponement or rescheduling of normal activities. These actions are normally taken in case of a winter storm or building problems that make it unsafe for students (such as utility disruptions) but may be necessary in a variety of situations.
In-Place Sheltering – Sudden occurrences, weather or hazardous materials related, may dictate that taking cover inside the building is the best immediate response.
Evacuation – Total evacuation of the campus may become necessary if the school is in an endangered area. In this case, students may be taken to another school outside of the endangered area ("host" facility).
Additonally, if your residence is in a disaster area and the school is not, your children will be cared for in their regular school location until the danger has subsided, or until you or your authorized designee can reach the school.
Please watch WTAE-TV, KDKA-TV, and WPXI-TV for announcements relating any of the emergency actions listed above. Additionally, information will be posted on the district's web site at www.fcasd.edu whenever there are school delays, cancellations, or early dismissals.
We ask that you refrain from calling the school during the emergency. This will keep telephone lines open so that campus administrators will be able to make emergency calls and relay information to the media.
The media will advise you when and where to report to regain custody of students. This will avoid traffic congestion that may impede the response of emergency vehicles and threaten the safety of students and staff.
You will need to do the following when reporting to the designated student release area:
produce a photo identifying yourself as the authorized person designated at the beginning of the school year to pick up the student.
be prepared to sign a student release form.
During registration and returning student registration, you identified the persons designated to pick up your student. Please ensure that only those persons you listed attempt to pick up your student.
In the event your student has a personal means of transportation at school at the time of the emergency or evacuation, your consent was given during registration and/or returning student registration.
I specifically urge you not to telephone the school or attempt to make different arrangements during an event. This action will only create additional confusion and divert staff from their assigned emergency duties.
All instructions will be provided to the media for dissemination. Should the media be unable to operate because of power loss, etc., a route alerting system will be activated in your area.
Emergency conditions may also require that the school will have to close for a period of time. In that event, students may be required to complete assignments at home or at another location. You will be informed via the news media or neighborhood alerting system of procedures to be followed.
In order to assure the safety of our students and staff, and in an effort to assure the continuity of the educational process, I ask your understanding and cooperation. Should you have additional questions regarding our emergency operating procedures contact your building principal.
Homebound Instruction Definition
(Taken from Special Education Standards of the Pennsylvania Department of Education, 1976 revision):
"Homebound Instruction is the provision of educational programs and services by the public schools in the home. The Homebound Instruction Program is provided to persons of school age who cannot attend any portion of the school day during the terms of physical or mental illness."
To be eligible for Homebound Instruction, student must anticipate an absence for a minimum of 3 weeks.
Please contact the school counselor. The school counselor will provide you with the required Physician's Statement (P203) and the Physician Input form. A psychiatrist must sign a request for Homebound for reasons of mental illness. If a request for Homebound Instruction is made because of mental illness, we will need to determine if this student could be in need of emotional support/special education services.
The P203 is only good for a maximum 90 calendar days or for the length of time specified by the Physician.
If a student needs to be on Homebound longer than 90 days, a new P203 will need to be signed by the physician/psychiatrist before statement expires.
The new P203 will need to be in the Pupil Services Office two weeks before expiration in order to continue Homebound Instruction. Otherwise, there will be a disruption in service until the new P203 is received.
Pupil services must receive the Physician's Statement P203 before Homebound Instruction begins.
Teachers should not begin instruction of a student until the assistant superintendent gives final approval of the need for HBI. Teachers need to be aware that five (5) hours per week combined instruction should not be exceeded. Teachers providing Homebound Instruction will schedule instruction time when parent/guardian or other adult is in the home. The instruction schedule will be established by joint agreement of the physician, parent/guardian and homebound instructor. The classroom teacher will forward assignments, textbooks and materials to the student as soon as possible after notification of the student's confinement. The teacher will confer with the homebound instructor during tutoring to assess the needs and progress of the student. The homebound instructor will consult with the classroom teacher to gain an understanding of the material to be covered, and make recommendations for grades. The question of credit being given for the work done in a homebound situation rests with the appropriate administrator. This determination will be made after input from the guidance counselor, classroom teacher, and homebound teacher.
Physician's Statement for Homebound Instructions (P-203)
Physician Input Form
Homebound Forms 17-18
Annual Child Find Notice
Annual Public Notice of Special Education Services and Programs, Services for Gifted Students, and Services for Protected Handicapped Students
Services for Pre-School Children
Act 212, the Early Intervention Services System Act, entitles all preschool children with disabilities to appropriate early intervention services. Young children experiencing developmental delays or physical or mental disabilities and their families are eligible for early intervention services including screening, evaluation, individualized education program planning and provision of appropriate programs and services. Potential signs of developmental delay and other risk factors that could indicate disabilities and the possibility that a child is an "eligible young child" could include:
By the age of 3: not saying many words; not using 2 or 3-word phrases and sentences; not walking; awkward gait (walking); drooling; not answering "show" or "what" questions; and/or not using utensils to feed self;
By age of 4 (all of the above included): not toilet trained; difficulty with directional words (in, on, under, out); not playing with other children, not able to draw a circle, cross or imitate a vertical line; not able to understand the child's speech most of the time; difficulty following simple two-step directions (e.g., pick up the paper and put it in the garbage;
By the age of 5 (all of the above included): unable to answer "where" questions; unable to recall details from a story; not drawing a person with at least 6 parts; immature speech patterns (me instead of I), not able to hop forward with one foot without support;
Other warning signs at any age: little or no eye contact, over/under sensitivities to pain, light, noise; hand flapping; no awareness of space (always bumping into other people or things); awkward hand or foot positioning; won't touch or eat certain textures; child no longer can do things he/she used to do; developed normally, then stopped; echoes what is said; plays with toys inappropriately (e.g., watches wheels spin on the car, but does not play with the car).
Fox Chapel Area School District ensures that all students transitioning from early intervention programs to kindergarten or first grade programs within the District are transitioned without disruption of services. Parents of children entering school age programs are notified of the District's Transition activities, which occur before kindergarten registration of each year. The District secures permission to evaluate, conducts an evaluation, and develops an Individualized Education Program (IEP) in accordance with the timelines required by state mandates.
The Pennsylvania Department of Public Welfare is responsible for providing services to infants and toddlers, defined as children from birth through three years of age. For more information, contact:
Alliance for Infants
2801 Custer Avenue
The Pennsylvania Department of Education is responsible for providing services to preschool children from ages three through five. For information, contact:
Allegheny Intermediate Unit
Project DART
475 E. Waterfront Drive
Information regarding the appropriate developmental milestone descriptors for infants and toddlers may be found at the Center for Disease Control (CDC) website at https://www.cdc.gov/
Services for School-Age Students with Disabilities
22 Pa. Code Chapter 14
The Fox Chapel Area School District provides a free, appropriate, public education to eligible students. To qualify as an eligible student, the child must be of school age, in need of specially-designed instruction, and meet eligibility criteria for one or more of the following physical or mental disabilities, as set forth in Pennsylvania State Regulations:
Visual Impairment including Blindness
The District engages in identification procedures to ensure that eligible students receive an appropriate educational program consisting of special education and related services, individualized to meet student needs. At no cost to the parents, these services are provided in compliance with state and federal laws and are reasonably calculated to yield meaningful educational benefit and student progress.
To identify students who may be eligible for special education, various screening activities are conducted on an on-going basis. These screening activities include: review of group-based data (cumulative records, enrollment records, health records, report cards, ability, and achievement test scores); hearing, vision, physical, and speech/language screening; and review by a Child Study Team, MTSS Team, or (Elementary) Student Assistant Program ((E)SAP) Team. When screening results suggest that the student may be eligible for special education services, the District seeks parental consent to conduct a multidisciplinary evaluation.
Parents who suspect that their child is eligible for special education services may request a multidisciplinary evaluation at any time through a written request to the Director of Special Education and Pupil Services.
Services designed to meet the needs of eligible students include the annual development of an Individualized Education Program (IEP), bi-annual or tri-annual multidisciplinary re-evaluation, and a full continuum of services, which include Itinerant, Supplemental, or Full-Time Levels of Support. The extent of special education services and the location for the delivery of such services are determined by the IEP team and are based on the student's identified needs and abilities, chronological age, and the level of intensity of the specified intervention. The District also provides related services required for the student to benefit from the special education program.
Parents may obtain additional information regarding special education services and programs and parental due process rights by contacting the Director of Special Education and Pupil Services, 412-967-2435, Fox Chapel Area School District, 611 Field Club Road, Pittsburgh, PA 15238.
Annual Notice to Protected Handicapped Students
In compliance with state and federal law, the Fox Chapel Area School District will provide to each protected handicapped student without discrimination or cost to the student or family, those related aids, services or accommodations which are needed to provide equal opportunity to participate in and obtain the benefits of the school program and extracurricular activities to the maximum extent appropriate to the student's abilities.
In order to qualify as a protected handicapped student, the child must be of school age with a physical or mental disability which substantially limits or prohibits participation in or access to an aspect of the school program.
These services and protections for "protected handicapped students" are distinct from those applicable to all eligible or exceptional students enrolled (or seeking enrollment) in special education programs. Protected handicapped students fall under Pennsylvania Chapter 15 of Title 22 of the Regulations of the State Board of Education, sometimes known by its federal name Section 504 of the 1973 Rehabilitation Act. In contrast, students with disabilities who qualify for special education services are covered by the regulations contained in Chapter 14.
For further information on the evaluation procedures and provisions of services to protected handicapped students, contact the Director of Special Education and Pupil Services at 412-967-2435 or you may contact in writing: Pupil Services Department, Fox Chapel Area School District, 611 Field Club Road, Pittsburgh, PA 15238.
Services for Students who are Mentally Gifted
The definition of giftedness comes from the Pennsylvania Department of Education (PDE) Special Education Rules and Regulations under Chapter 16 and states that a student who is mentally gifted demonstrates outstanding intellectual and creative ability, the development of which requires specially designed programs or support services, or both, not ordinarily provided in the regular education program.
This term includes a person who has an IQ of 130 or higher or when multiple criteria, as set forth in Chapter 16 and in Department Guidelines, indicate gifted ability. Determination of gifted ability will not be based on IQ score alone. Deficits in memory or processing speed, as indicated by intellectual ability subtests, cannot be the sole basis upon which a student is determined to be ineligible for gifted special education. A person with an IQ lower than 130 may be admitted to gifted programs when other educational criteria in the profile of the person strongly indicate gifted ability. Determination of mentally gifted must include a full assessment by a certified school psychologist.
Once a student meets the screening requirements, a Gifted Multidisciplinary Evaluation (GMDE) is conducted. The GMDE must be sufficient in scope and depth to investigate information relevant to the student's suspected giftedness, including academic functioning, learning strengths and educational needs. The Gifted Written Report (GWR) brings together the findings from the evaluation or reevaluation concerning the student's educational needs and strengths. The GWR must make recommendations as to whether the student is gifted and in need of specially designed instruction, which are considered by the GMDE Team in the development of the Gifted Individualized Education Plan (GIEP). At the conclusion of the GIEP meeting, a Notice of Recommended Assignment (NORA) is issued.
Parents have the right to obtain an independent educational evaluation at their own expense to share with the District. The results of the independent evaluation must be considered by the District in any decision made with respect to the provision of a gifted education.
Parents of students who are mentally gifted have the right to request a special education due process hearing or to file a compliance complaint with the Pennsylvania Department of Education. Details concerning the procedures governing hearing requests may be found on the website of the Office for Dispute Resolution at odr-pa.org. For additional information, please contact the Director of Special Education and Pupil Services at 412-967-2435, Fox Chapel Area School District, 611 Field Club Road, Pittsburgh, PA 15238.
Services for Students in Nonpublic Schools
Equitable Participation
Parents of nonpublic school students who suspect that their child has a disability and in need of special education may request a multidisciplinary evaluation through a written request to the Director of Special Education and Pupil Services at 412-967-2435, Fox Chapel Area School District, 611 Field Club Road, Pittsburgh, PA 15238.
In order to receive special education services and programs through the Fox Chapel Area School District, a student must (1) qualify through the two-pronged evaluation concerning the existence of an exceptionality and a consequent need for specially designed instruction and (2) be enrolled in the school district.
Those families who are not to enroll in the Fox Chapel Area School District will be supported through a federal regulation referred to as Equitable Participation.
Certain services are available to students identified as eligible for special education who are unilaterally placed by their parents in private schools through a federal requirement Equitable Participation. In Pennsylvania the Intermediate Units are the agencies responsible for the implementation of the federal requirement for Equitable Participation.
The final regulations for the reauthorized Individuals with Disabilities Education Act (IDEA) became effective on October 13, 2006. IDEA and its implementing regulations contain a number of significant changes from the preexisting law and regulations for parentally-placed private school children with disabilities. IDEA now requires that the local educational agency (LEA, Intermediate Units in PA) after consultation with private school representatives, conduct a thorough child find process to determine the number of parentally-placed children with disabilities attending private schools located in the LEA. The LEAs are required to spend a proportionate amount of IDEA Part B funds to provide services to children with disabilities enrolled by their parents in private schools. The Intermediate Units are not required to offer the same services that would be offered as a Free and Appropriate Public Education (FAPE) in the public school.
Confidentially: All information gathered about your child is subject to the confidentiality provisions contained in federal and state law. The District has policies and procedures in effect governing the collection, maintenance, destruction and disclosure to third partied of this information.
In accordance with 34 CFR § 300.624, please be advised of the following retention/destruction schedule for the Pennsylvania Alternate System of Assessment (PASA), Pennsylvania System of School Assessment (PSSA), and Keystone Exam related materials:
PSSA, Keystone Exam, and PASA test booklets will be destroyed one year after student reports are delivered for the administration associated with the test booklets.
PSSA and Keystone Exam answer booklets and PASA media recordings will be destroyed three years after completion of the assessment.
For information about this, as well as the rights of confidentiality and access to educational records, you may contact in writing the Director of Special Education and Pupil Services at 412-967-2435, Fox Chapel Area School District, 611 Field Club Road, Pittsburgh, PA 15238.
Please click below to see the district's suicide prevention/intervention policy.
Suicide Prevention-Intervention
Suicide Prevention Resources For Schools
***Please note that the resources listed here are free of charge. There are many more excellent resources for minimal cost.
General Information (many with webinar sessions)
PA Youth Suicide Prevention Initiative Mission http://www.payspi.org/
Mission - The Pennsylvania Youth Suicide Prevention Initiative is a multi-system collaboration to reduce youth suicide.
Vision - Youth suicide prevention will be embraced and incorporated into the fabric of every community in Pennsylvania to address the social and emotional needs of youth at risk and survivors of suicide.
Suicide Prevention Resource Center http://www.sprc.org/
SPRC is the nation's only federally supported resource center devoted to advancing the National Strategy for Suicide Prevention. They provide technical assistance, training, and materials to increase the knowledge and expertise of suicide prevention practitioners and other professionals serving people at risk for suicide. They also promote collaboration among a variety of organizations that play a role in developing the field of suicide prevention.
Toolkit for High Schools http://store.samhsa.gov/product/SMA12-4669
Assists high schools and school districts in designing and implementing strategies to prevent suicide and promote behavioral health. Includes tools to implement a multi-faceted suicide prevention program that responds to the needs and cultures of students. Released in June 2012.
American Foundation for Suicide Prevention http://www.afsp.org/
The American Foundation for Suicide Prevention has been at the forefront of a wide range of suicide prevention initiatives – each designed to reduce loss of life from suicide. They are investing in groundbreaking research, new educational campaigns, innovative demonstration projects and critical policy work. And they are expanding their assistance to people, whose lives have been affected by suicide, reaching out to offer support and offering opportunities to become involved in prevention.
American Association of Suicidology http://www.suicidology.org/home
AAS is a membership organization for all those involved in suicide prevention and intervention, or touched by suicide. AAS is a leader in the advancement of scientific and programmatic efforts in suicide prevention through research, education and training, the development of standards and resources, and survivor support services.
Services for Teens At Risk (STAR Center) http://www.starcenter.pitt.edu/
Services for Teens At Risk (STAR-Center) is a comprehensive research, treatment, and training center. Funded by the State of Pennsylvania's General Assembly in 1986 to address adolescent suicide and depression, the program provides individual assessment and treatment to teens that are experiencing depression and suicidality. They also provide community education services about depression and suicidality to schools, social service agencies, churches and other organizations that request them.
The Trevor Project http://www.thetrevorproject.org/
The Trevor Project is the leading national organization providing crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender, and questioning youth.
Comprehensive School Guide
Youth Suicide Prevention School-Based Guide http://theguide.fmhi.usf.edu/
The Youth Suicide Prevention School-Based Guide is designed to provide accurate, user-friendly information. The Guide is not a program but a tool that provides a framework for schools to assess their existing or proposed suicide prevention efforts (thought a series of checklists) and provides resources and information that school administrators can use to enhance or add to their existing program. First, checklists can be completed to help evaluate the adequacy of the schools' suicide prevention programs. Second, information is offered in a series of issue briefs corresponding to a specific checklist. Each brief offers a rationale for the importance of the specific topic together with a brief overview of the key points. The briefs also offer specific strategies that have proven to work in reducing the incidence of suicide, with references that schools may then explore in greater detail. A resource section with helpful links is also included. The Guide provides information to school to assist them in the development of a framework to work in partnership with community resources and families.
Model School Policy on Suicide Prevention https://www.afsp.org/content/download/10555/186750/file/Model%20Policy_FINAL.pdf
Written by American Foundation for Suicide Prevention, National Association of School Psychologists, American School Counselor Association, and The Trevor Project. This modular, adaptable document will help educators and school administrators implement comprehensive suicide prevention policies in communities nationwide.
STAR Center Sample School Suicide Policy and Procedure http://www.starcenter.pitt.edu/Sample-School-Suicide-Policy-And-Procedure/41/Default.aspx
Training for School Staff
Society for Prevention of Teen Suicide http://www.sptsusa.org/
The mission of the Society for the Prevention of Teen Suicide is to reduce the number of youth suicides and attempted suicides by encouraging overall public awareness through the development and promotion of educational training programs for teens, parents and educators.
The free, interactive series Making Educators Partners in Suicide Prevention is designed to be completed at the viewer's own pace. Pennsylvania school staff requiring Act 48 hours may submit the certificate of completion to This email address is being protected from spambots. You need JavaScript enabled to view it. or fax it to 717-783-4790, along with your Dept. of Education Professional ID number, to have these hours submitted.
More Than Sad Program http://www.afsp.org/preventing-suicide/our-education-and-prevention-programs/programs-for-professionals/more-than-sad-suicide-prevention-education-for-teachers-and-other-school-personnel
The More Than Sad Program of the American Foundation for Suicide prevention provides education about factors that put youth at risk for suicide, in particular depression and other mental disorders. Instructional materials accompany the More Than Sad Program, including a power point presentation.
American Foundation for Suicide Prevention (http://www.afsp.org/) – PA AFSP chapters will make the "More Than Sad" DVD available free to all high and middle schools in PA that request one. Contact Pat Gainey to receive your copy. Patricia Gainey, Regional Director, American Foundation for Suicide Prevention, Greater Philadelphia Regional Office, 3535 Market Street, Suite 4047, Philadelphia, PA 19104; Office: (215)746-7256
Suicide Prevention Resource Center – Best Practice Registry http://www.sprc.org/bpr
The purpose of the Best Practices Registry (BPR) is to identify, review, and disseminate information about best practices that address specific objective of the National Strategy for Suicide Prevention. The BPR is a collaborative project of the Suicide Prevention Resource Center (SPRC) and the American Foundation for Suicide Prevention (AFSP). It is funded by the Substance Abuse and Mental Health Services Administration (SAMHSA). May of the best practice resources listed have to be purchased.
Material for Students
More Than Sad Program http://www.afsp.org/preventing-suicide/our-education-and-prevention-programs/programs-for-teens-and-young-adults/more-than-sad-teen-depression
The More Than Sad Program of the American Foundation for Suicide prevention provides education about factors that put youth at risk for suicide, in particular depression and other mental disorders.
American Foundation for Suicide Prevention (http://www.afsp.org) – PA AFSP chapters will make the "More Than Sad" DVD available free to all high and middle schools in PA that request one. Contact Pat Gainey to receive your copy. Patricia Gainey, Regional Director, American Foundation for Suicide Prevention, Greater Philadelphia Regional Office, 3535 Market Street, Suite 4047, Philadelphia, PA 19104; Office: (215)746-7256
Suicide Prevention Resource Center Best Practice Registry http://www.sprc.org/bpr
The purpose of the Best Practices Registry (BPR) is to identify, review, and disseminate information about best practices that address specific objectives of the National Strategy for Suicide Prevention. The BPR is a collaborative project of the Suicide Prevention Resource Center (SPRC) and the American Foundation for Suicide Prevention (AFSP). It is funded by the Substance Abuse and Mental Health Services Administration (SAMHSA). Many of the best practice resources listed have to be purchased.
The curriculum is not SPRC listed, but does use elements of SOS and Lifelines. http://sspw.dpi.wi.gov/sspw_suicideprev main page
Link to Student programs: http://sspw.dpi.wi.gov/sspw_spstudentprograms
Link to Curriculum: http://sspw.dpi.wi.gov/sspw_suicideprevcurriculum
Postvention Assistance
Services for Teens At Risk (STAR-Center) is a comprehensive research, treatment, and training center. Funded by the State of Pennsylvania's General Assembly in 1986 to address adolescent suicide and depression, the program provides individual assessment and treatment to teens that are experiencing depression and suicidality. They also provide community education services about depression and suicidality to schools, social service agencies, churches and other organizations that request them. Any PA school can contact the STAR-Center for assistance in the aftermath of a suicide or other tragic loss. STAR-Center can also provide in-service training and resource materials on a variety of mental health related topics.
Suicide Prevention Resource Center Postvention Toolkit http://www.sprc.org/sites/sprc.org/files/library/AfteraSuicideToolkitforSchools.pdf
This toolkit is designed to assist schools in the aftermath of a suicide (or other death) in the school community. It is meant to serve as a practical resource for schools facing real-time crises to help them determine what to do, when, and how. The toolkit reflects consensus recommendations developed in consultation with a diverse group of national experts, including school-based personnel, clinicians, researchers, and crisis response professionals. It incorporates relevant existing material and research findings as well as references, templates, and links to additional information and assistance.
Compiled by the: PA Youth Suicide Prevention Initiative: www.payspi.org
Vol. II 2015
Fairview Elementary School Student/Parent Handbook
Fairview Elementary Student/Parent Handbook 2018-2019
Hartwood Elementary School Student/Parent Handbook
Hartwood Elementary Student/Parent Handbook 2018-2019
Kerr Elementary School Student/Parent Handbook
Kerr Elementary 2018-2019 School Handbook
O'Hara Elementary School Student/Parent Handbook
O'Hara Elementary Student/Parent Handbook 2018-2019
Dorseyville Middle School Student and Parent Handbook
DMS Student and Parent Handbook 2018-2019
Fox Chapel Area High School Student/Parent Handbook
High School Student/Parent Handbook 2018-2019


As surprising as it may seem, http://ieeexplore.ieee.org is a pretty good place to look for IEEE papers. That web site tends to have most IEEE papers online, and if not the organization that runs the web site can probably get you a copy of a particular IEEE paper.
If you ever get stuck knowing where to find things in future, I might suggest that the Google web site is worth visiting. It is a known as a "search engine". If you were to type in "IEEE papers", the top hit would be the one I gave you.
Unless you know a lot about VNAs, I would suggest IEEE papers are a poor resource to learn about them. Keysight application notes are far more readable. Then there is a book on VNAs written by some bloke by the name of Dr. Joel Dunsmore. Having been involved in the design of the incredibly successful HP 8753 series of VNAs, the latest PNA-X instruments, and probably many others, he knows one or two things about VNAs.
If you have a particular VNA, it would be wise to download the manual. That will help get you started using it. It will explain where the power switch is, and other fairly important things like that.


Ian Rush believes Liverpool FC can challenge Manchester City if the Reds show consistency next season.
The Merseyside outfit have been very active in the summer transfer window as Jurgen Klopp worked on improving his squad.
Liverpool FC brought in Brazil international Fabinho in a £39m deal from Ligue 1 side AS Monaco to improve his squad.
The Reds have also snapped up African midfielder Naby Keita in a £48m switch from Bundesliga side RB Leipzig.
Klopp added more attacking flair to his team with the addition of Xherdan Shaqiri in a cut price £13.5m deal from relegated Stoke City.
The German head coach spent a world record fee on a goalkeeper after Alisson Becker moved to Liverpool FC in a £67m from AS Roma.
Liverpool FC finished in fourth place in the Premier League table last season and a staggering 30 points adrift of champions Manchester City.
Former Reds striker Rush tipped Liverpool FC to challenge Manchester City for the Premier League title next term.
"The signings that they've made…" Rush told the Second Captain podcast. "Liverpool beat Man City three times last year.
"They finished 25 points behind them which is a hell of a lot. Liverpool on their day can beat anyone.
Liverpool FC haven't won the Premier League title but finished in second place in 2002, 2009 and 2014.
The Reds are still waiting to win their first trophy under German head coach Klopp after his appointment in October 2015.


Contact Author Source Want to get ripped? As for the ab hold and V-sit crunch exercises, I thought those were only reserved for Olympic gymnasts or Pilates pros, but of course Jillian and Shelley perform them effortlessly - the rest of us will just have to follow along with the beginner modifications and work up to the intermediate level.
I took the rest home with me to use at a later time! Even though Marathon training has ended, my eating habits have not, which has made for a very unhappy Karen! After ingredients to avoid in fat burners warmup, the main workout consists of three 6-minute circuits.
And that is because you can't out work a bad diet. This workout starts with dynamic stretching and low-impact cardio moves, with more intricate moves than the Week 1 workout. The workouts are designed to be done over a 30 day period, but if you need longer, that works too. Subway Veggie Delite Snack: In contrast, 30 Day Shred's 3-minute strength intervals contain two second sets of a single compound move, which can seem like a super-long time when it feels like it's killing you.
Cliff Mojo Bar and water During Run: Both Natalie and Shelley display insanely aspirational abs, so it's worth it. Including warmup and cooldown, Week 4 runs 33 minutes, with the main workout lasting 24 minutes.
I still think those are for dancers only!
Jillian Michaels is known for being tough on her clients and this workout DVD is no different. Day 3 Wake up at 5 a. Week 3 Overview For Week 3, Shelley demonstrates the beginner modifications, while Basheera returns to show us the advanced workout.
Day 2 Wake up at 5 a. This workout starts with dynamic stretching, balance, and low-impact cardio moves, with more intricate moves, and including a single hand weight.
I had Greek Yogurt, almonds, and an orange. Black bean Chili — this has a very unusual taste to it but I like it! After completing this ripped in 3o diet plan 6 times, I can see that my abs look fabulous, so I know it's time to move on to Week 4. The tiny hops that football players do as part of the fast feet exercise are surprisingly brutal and my quads will pay for this for the rest of the week!
The v-sit into hollow man is completely beyond me still, even after 1 week. Shelley demonstrates the beginner modifications of the exercises, while Basheerah shows off the advanced versions. Unfortunately, some of the items on the DVD such as the menu are not presented in the widescreen aspect ratio, so I found myself switching between standard and widescreen modes on my TV. This diet does not have a rating because it does not have enough votes.
I couldn't write this review until my first day off from this workout.
Week 2 runs 34 minutes including warmup and cooldown, while the main workout excluding warmup and cooldown runs 27 minutes. The running man exercise is also pretty rough - up until now, we just thought it was an '80s dance move, not a real fat-burning exercise!
The main workout excluding warmup and cooldown runs 23 minutes. Week 3 follows the same cooldown as Weeks 1 and 2. Using this workout you can get ripped in 30 days. Other pages on The One Percent: The main workout excluding warmup and cooldown runs about 27 minutes.
Her introduction recommends 2 sets of hand weights - one lighter set, and one heavier set. Each workout is at a different level and you transition through all four over a four week period. The 1-minute abs intervals contain exercises such as plank twists, straight-leg squat thrusts, toe tappers with weightsdiagonal crunches with weights and leg raises, ab holds, and pike crunches.
But I had to try Ripped in 30, after hearing that it takes the beloved 30 Day Shred-style interval workouts to a whole new level!
My Review of Ripped in 30, Week 1 This is one tough workout. The 3-minute strength intervals consist of alternating crescent pose, squat and press, rows in squat position, supermans with a shoulder press, renegade rows with a pushup, crossover lunges, chest fly with a bridge, chaturanga pushups, and forearm pushups. The end of week 1!!
I've seen Biggest Loser contestants lose their lunch before, but this is the closest I've come to it myself. Chobani Greek Yogurt mixed with Almonds; 1 banana Lunch: A gentle cooldown, while standing, wraps how to lose fat tummy this workout.
During the first circuit, Jillian really gives it to your quads, and they will be praying for mercy. So, here I go again…. There's a lot of tumbling and stumbling going on, especially while trying to do pendulum lunges without tapping the foot in the middle position! Some of the abs exercises are more difficult than those in 6 Week Six-Pack.
Michaels has also been the star of video games, weight loss plans, workout videos and promotes a Jillian Michaels protein shake. Basheera is amazing as usual, and Shelley also has muscle definition to aspire to. Week 1 runs for almost 35 minutes, including warmup and cooldown.
Often times people complete the challenge and don't get the results they felt were promised in the advertising. Cardio moves include fast feet tiny hops, football-player style!
I can't imagine being able to hold the hollow man position for 15 seconds, let alone 30 seconds! Jillian starts to mix it up a bit, giving you ab-style work during the strength does b3 help weight loss, knowing you're begging for mercy. Sure, the interval style and some of the moves feel familiar from the 30 Day Shred. Focus and coordination are key, as this workout will really test your endurance and your sense of balance.
Week 3 runs 31 minutes including warmup and cooldown. She even gives you a 5-count break within ripped in 3o diet plan cardio interval consisting of burpees and scissor hops, but it doesn't help much Her motivational pep talk during the 2-minute cooldown rest is empowering and warm, conveying some of the same messages as her latest book, Unlimited.
The meal plan is available for the duration of the DVD workouts and directions on accessing it are given to those that purchase the DVD.


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FAU strong starts equal big wins; B-Ball; DT Pic
By Posted by Ted Hutton at 7:49 AM
Starting strong has been the key in FAU?s back-to-back blowouts, the first against the Belt?s worst team, the second against the one that was the best until Saturday.
The Voice wants the ball first, and when Louisiana-Lafayette deferred after winning the toss, it played into FAU?s hands, and the Owls went down and scored on the first possession and that onslaught had begun.
And it was not just on offense. The D stoned ULL early, blunting the Cajuns running game. Here is how LB Frantz Joseph described it. -
- And here is that big fourth down play early in the second quarter. FAU was up 12-0 and ULL driving. They had 2nd-and-3 at the FAU 16, but gained 2 yards to make it 3rd-and-1. No gain. Fourth and 1, and here is what happened? -
- That is LB George Allen flying in to make the tackle.
LB Andre Clark put it this way: "It was about being a physical team. They are a smashmouth team, and that is when FAU does its best. When the offense has to run through us, most likely they are not going to be successful."
FAU took over and marched down the field in eight plays and scored on a Smith-to-Housler pass of 14 yards to take a 19-0 lead.
More football to come?
BASKETBALL: ARIZONA 75, FAU 62
No surprise with the outcome. Not when Carlos Monroe, all 6-8, 245 pounds of him, and his 15 points and 10 rebounds per game is sitting back in Boca Raton.
Monroe did not make the trip as he waits for the ?eligibility issue? to be cleared up.
Here?s the key stat from the game: Points in the Paint ? Arizona 30, FAU 14.
With no Monroe under the basket, the Wildcats had their way, and FAU was also forced to throw up a lot of 3s, and went 0-10 from long range in the second half.
Bright spot was freshman Chris Watson (6-6, 210), who had 15 rebounds and 10 points. Not bad for a true freshman in his second collegiate game going up a decent PAC 10 team.
Watson was a high-jumper in track while in high school in Daytona Beach and also played football, and was originally recruited by FAU in that sport. I am thinking TE with that build.
Watson had 12 points in the opener, so is off to a very good start.
With the loss, FAU (1-1) plays Santa Clara (1-1) in the loser?s bracket, while UAB and Arizona battle it out to see who goes to Madison Square Garden for the rest of the tournament.
FAU gets two more games in this odd tournament, but they won?t know who they play or where for a bit, and the games are next Monday and Tuesday.
FAU has a chance against Santa Clara even without Monroe. Tipoff is 8:30 p.m.
GDT PIC OF THE DAY -
Later?.


What is the difference between data and a document?
Data: The quantities, characters, or symbols on which operations are performed by a computer, which may be stored and transmitted in the form of electrical signals and recorded on magnetic, optical, or mechanical recording media.
Document: A piece of written, printed, or electronic matter that provides information or evidence or that serves as an official record.
Well, that still sounds complicated right. We mean that data is any fragment of information available on your laptop, tablet, mobile phone or any other device. For example: names, contact details, any words or numbers, statistics, logs and metadata. And also, any file, document, excel, powerpoint, application, note, song, picture or video. Every little dot of information is data.
A document is a collection of sorted data on a data carrier (for example, your laptops harddrive or USB stick or, even a piece of paper). Pretty much any word document, powerpoint, note, and email available on your laptop. So, if you print any data, you sort it on a piece of paper and voilà, you got yourself a document.
O, and if you may wonder: our data retention schedules apply to both documents and data.


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SFC Grp A, Round 2. Navan O'Mahonys 2-13 Skryne 3-13
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Skryne slay O'Mahonys in epic clash
Navan O'Mahonys 2-13 Skryne 3-13
Fairyhouse Steel Meath GAA Senior Football Championship Group A, Round 2
All four pundits on the @WeAreMeath podcast predicted a win for O'Mahonys in this Round 2 clash and it was hard to disagree with this if you base the prediction on current form. O'Mahonys had not lost a game in 2019, topping the A League with six wins out of six and winning their first round championship game against Seneschalstown, a game they lead by some distance until the sending off of Gary O'Brien. Skryne on the other hand have yet to win in the A League registering 2 draws to date and while they also won their first round game, it was a match where they ground out a victory rather than any sort of a stroll in the park. Skryne can legitimately point to a packed injury list with key men missing for much of 2019. Navan O'Mahonys were without the service of the influential duo Ruairi O' Coileain and Darragh Smyth, but despite the massive forty man squad that greeted Skryne in Simonstown, their team is still built around the old reliables Niall McKeigue and Stephen Bray. They also have real quality in Galwayman Oisín O'Brien who was dangerous throughout.
Skryne got off to a slow start and the defence was caught somewhat napping in the opening few minutes when Oisín O'Brien broke free and planted the ball into the back of the Skryne net inside the opening minute of the match. They added two further points almost immediately from Cathal Smyth and then Oisín O'Brien again, this time from a free. Skryne seemed to steady the ship when Mark Battersby and Paddy O'Rourke opened Skryne's account. But O'Mahonys hit a second goal when Shane Gillespie put Stephen Bray in for a goal with eleven minutes on the clock. This goal spurred Skryne into life and they were denied a goal when Marcus Brennan saved a minute later. A second effort from Niall Lenehan was also kept out by Brennan. Skryne then went on a scoring spree with six points without a reply from O'Mahonys, the first a monstrous free from Paddy O'Rourke from out near midfield which sailed over. Darragh Campion weaved his way through the O'Mahonys rearguard to register his first point as Skryne's midfield duo of Campo and Ciarán Lenehan began to get on top. The Skryne supporters breathed a huge sigh of relief when Ian Gillett superbly pawed away another goal effort from Oisín O'Brien, before another Campo mazy run was finished in style as Skryne began to reduce the O'Mahonys lead. Two more Paddy O'Rourke points and a Ciarán Lenehan special from the 40 saw Skryne draw level. O'Mahonys hit back late in the half with three points in a row from Stephen Bray, Shane Gillespie and Dylan Regan. The impressive Paddy O'Rourke fetched a high ball inside the O'Mahonys penalty area and quickly turned and blasted past Marcus Brennan for Skryne's first goal. Niall Morley got his name on the scoresheet a minute later before O'Rourke pointed again in injury time to give Skryne a fully deserved half time lead of Navan O'Mahony 2-05, Skryne 1-10.
O'Mahonys Duggie Dillon scored the first of his two points as the second half got underway. Niall Morley cancelled it out with his second of the game. Four more points from Gary O'Brien, veteran David Bray who pointed with his first kick of the game following his introduction as a sub, Duggie Dillon and Oisín O'Brien saw O'Mahonys take a two point lead. Ten minutes of the half had elapsed when Darragh Campion raced forward into the O'Mahonys penalty area and was about to pull the trigger when he was dragged down by the O'Mahonys defence. The referee Liam O'Brien consulted with his umpires and a penalty was awarded. Paddy O'Rourke slammed the ball past Marcus Brennan to see Skryne retake the lead, which they never relinquished from then on. Ian Davis made no mistake when he was put in by Paddy O'Rourke for Skryne's third goal two minutes later. Oisín O'Brien pointed a free for O'Mahonys who were finding it much more difficult to penetrate a Skryne rearguard which had improved throughout with excellent performances from the entire unit. Paddy Fox entered the fray for Skryne and was quick to make his mark with two fine points. Shane Gillespie tapped over a free for O'Mahonys but that was all the O'Mahonys could muster up as the game reached it's inevitable conclusion after four minutes of injury time. Full time: Navan O'Mahonys 2-13, Skryne 3-13
Skryne showed an abundance of character in this game with a superb team performance displaying grit and determination after a shaky start. The spread of scores was good to see, particularly since Skryne had been quite wasteful in recent times. They were much more clinical on Saturday evening and converted some excellent scores. The defence too got on top after a slow start and a number of the newer players showed their potential with Michael Doherty enjoying a great battle with Stephen Bray throughout, Robbie Clarke also coming out on top in his battle with Oisín O'Brien who started off well but had less of an impact as the match wore on. David Carroll too grew into the game and can be happy with his overall performance. Old(young) reliables Eoghan Greene and Niall Lenehan were impressive throughout and Stephen O'Brien continued his brilliant form at centre back with a fine performance. Ciarán Lenehan and Darragh Campion won the midfield battle and gave Skryne the platform to build the victory on. Overall Skryne were superb and richly deserved their victory.
Skryne: Ian Gillett; Robbie Clarke, Michael Doherty, Eoghan Greene; David Carroll, Stephen O'Brien, Niall Lenehan; Ciarán Lenehan(0-1), Darragh Campion(0-2); Ronan McCabe, Ian Davis(1-0), Colm Doherty; Niall Morley(0-2), Patrick O'Rourke(2-5, 1 pen, 2fs), Mark Battersby(0-1)
Subs: Patrick Fox(0-2), Mark Harrington, Jason Reddy
Navan O'Mahonys: Marcus Brennan; Eimhin Power, Niall McKeigue, Mike O'Reilly; Gary O'Brien(0-1), Darragh Maguire, Evan Coffey; Conor Finnegan, Niall McGrane; Cathal Smyth(0-1), Dylan Regan(0-1), David Dillon(0-2); Shane Gillespie(0-2, 1f), Stephen Bray(1-1), Oisín O'Brien(1-4, 3fs).
Subs: Brian Dillon, Brian O'Hanlon, David Bray(0-1)
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SEIA rejects call for ITC phase down
A report from Stanford Graduate School of Business has called for the solar Investment Tax Credit (ITC) to be phased down, to see it reduced gradually to 2024. SEIA has rejected the report saying that it fails to take into account of the 100-year history of preferential tax treatment enjoyed by fossil fuels.
April 21, 2015 Jonathan Gifford
A new report has found that if the solar ITC is stepped down from 30% to 10% in 2017, as is scheduled, it would represent a "cliff" off of which the U.S. solar industry would fall. "Solar PV would become uncompetitive across the entire spectrum of segments and geographies considered in our studies," found the Stanford Graduate School of Business authors. The report investigates the solar market in California, Colorado, New Jersey, North Carolina and Texas.
As an alternative, the report has modeled an alternative "phase down scenario" which would see the ITC stepped down gradually through to 2024, after which point solar across different market segments would be competitive.
SEIA has attacked the report's findings, arguing that a "fatal flaw" in the report's argumentation is that it ignores how the U.S. Tax Code has favored fossil fuel exploitation and power sources including nuclear, "making it more difficult for solar and other renewable energy sources to compete in the marketplace without incentives."
"Unfortunately, the report looks at the solar Investment Tax Credit in a vacuum, without any consideration given to the 100-year history of preferential tax treatment enjoyed by fossil fuels," said Rhone Resch, SEIA president and CEO. "This results in a distorted view of reality.
"Simply put, the solar ITC has helped to balance the scales and provide some measure of tax fairness," Resch continued.
SEIA argues that solar is currently employing 175,000 million Americans, and worth $20 billion annually to the U.S. economy. As such, according to SEIA, the ITC is delivering on its investment.
The U.S. solar industry association does agree with the Stanford paper in one aspect however, in that if the ITC is stepped down at the beginning of 2017 the industry is "headed for a cliff."
The Stanford report was prepared by Stephen D. Comello and Stefan J. Reichelstein and is available online.


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Info: Optical sensor that provides the concentration (in ppb) of crude oil in sea water. According to NOAA, crude oil is a naturally occurring, unrefined, flammable mineral liquid consisting of a complex mixture of hydrocarbons and other organic compounds which accumulates in reservoirs beneath the Earth's surface and is used as a source of energy (i.e. petroleum in its natural state prior to refining processes).
Info: The SBE 37-SM MicroCAT is a high-accuracy conductivity and temperature (pressure optional) recorder with Serial interface (RS-232 or RS-485), internal batteries, and Memory. The MicroCAT is designed for moorings or other long-duration, fixed-site deployments.