The world's leading website on learning disabilities and ADHDSummarizing is one of the most challenging skills for students to master, especially those with learning disabilities. Consider differentiated ways to describe and model summarizing to engage the widest range of learners. Help readers to understand the purpose of summaries and learn how to identify the main ideas and key details in a text. Use technology to support struggling writers in crafting summaries by encouraging them to present their ideas in different ways. So as I. That was at a time when I was known as lazy and not living up to my potential. Access to the curriculum with audiobooks or other alternatives to print, in turn, keeps students on grade, helps them meet their individualized goals and objectives, and keeps their social- emotional development about learning in a best way on track. Revisit the Accessible Educational Materials (AEM) portion of each student's Individualized Education Program plan. Learn more about how audiobooks support kids with LD in this blog post from Aiming for Access. For some kids, reading isn't easy. Reading aloud, their words and phrases are often read with no feeling, no change in tone, no logical phrasing and no rhythm or pace. Causes of Reading Comprehension Disabilities. A learning disability in reading. LD OnLine provides accurate information about learning disabilities and ADHD to over 200,000. WETA Magazine features TV schedules and highlights as well as updates about Classical WETA 90.9 FM programs. They might have dyslexia, a learning disability, or just learn differently. Because it helps to know you're not alone, we've gathered together a list of recommended children's books for kids ages 3- 1. Since 1963, we have provided leadership and support to people with learning disabilities (LD), their parents, teachers and other professionals. Learning Disabilities and Disorders Types of Learning Disorders and Their Signs In This Article. Does your child struggle with school? Does he or she dread reading out loud, writing an essay, or tackling a math problem? A comprehensive online resource that empowers parents of children with learning and attention issues through personalized. 32 Laight Street, Second Floor. The colleges and universities listed below go a step further
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Initiatives and Collaborative Work. Bay Area Workforce Funding Collaborative. The Bay Area Workforce Funding Collaborative (BAWFC), an Initiative of The San Francisco Foundation, is a nationally recognized initiative led by local and national foundations to address the skills gap that leaves too many job- seekers and workers in poverty while employers are unable to meet needs for a skilled workforce. Launched in 2. 00. BAWFC seeks to enhance economic competitiveness and reduce poverty by strengthening the ability of the workforce development system to meet the needs of employers and low- skilled adults. Read more. District 1. Benefits. An important component of the 7. Hunter. It provides over $3. San Francisco. The Foundation also acts as an advisor so that the IC may achieve maximum grantmaking impact in the areas of workforce development and affordable housing. The Financial Empowerment Program recently launched at the offices of the San Francisco Housing Development Corporation. Read more. Workforce Fund. The Workforce Fund is a five year funding initiative totaling $3,0. CPMC applicant pool, as well as for in- demand occupations that offer a living wage and strengthen the workforce preparation and referral system. In its first year, Workforce Fund will make grants to job readiness training and on- the- job training programs. The Workforce Fund will serve San Francisco residents of the Chinatown, Western Addition, Tenderloin, Mission/SOMA, Outer Mission/Excelsior, and Southeastern neighborhoods applying for non- construction positions. The Workforce Fund is a partnership between The San Francisco Foundation. Building Collaborative Communities - An Essay by Scott London. In 1. 99. 5, I was commissioned by the Pew Partnership for Civic Change to study how collaboration was being used in the United States to build and strengthen community. While there are many forms of collaboration, my research focused on one type in particular—the kind carried out by individuals, groups and organizations in the public sphere. This form of collaboration can be described as a process of shared decision- making in which all the parties with a stake in a problem constructively explore their differences and develop a joint strategy for action. This essay appears in 'On Collaboration' — a collection edited by Marie Bak Mortensen and Judith Nesbitt (London: Tate, 2. It was widely cited in books and publications and reprinted in several monographs. After concluding the study, I went on to observe and work with collaborative teams across America as well as study community leaders who practice collaboration as part of their community development work. I found that collaboration can be a powerful alternative to conventional mechanisms for effecting change, such as coalitions, task forces, and commissions. Traditional groups and organizations tend to be structured vertically. The Memphis Medical District Collaborative (MMDC) is a 501 c 3 non-profit community development organization focused on improving the public realm and built. Decisions are made at the top and people derive their influence and authority from their positions within the hierarchy. This is especially true in professional organizations where leadership is centralized, the work mission- driven, processes guided by procedures and statutes, and internal communication mostly confined to departments, workgroups, and committees. Collaborative groups, by contrast, are structured horizontally. Leadership, to the extent that it exists at all, is broadly distributed. EDC-VC focuses on attraction, retention and expansion of businesses in Ventura County through economic development programs for residents. Community Development Collaborative Program Elective Courses, 2013-14 page 2 of 2 Geography & Planning JPG 1508H Planning with the Urban Poor in Developing. The CONNECT Project: Collaborative Community Development. The YMCA works for youth development. Community Development Collaborative Program BetweenJob titles and professional affiliations fade into the background and people derive their influence from having their ears to the ground, from being well- connected in the community, and from being engaged in a multiplicity of projects. Membership usually spans silos and divisions in the community, processes are guided by norms of trust and reciprocity, and communication is more personal, more conversational, more exploratory than in formal settings. For this reason, collaborative efforts tend to be loosely structured, highly adaptive, and inherently creative. By creating spaces where connections are made, ideas are cross- fertilized, and collective knowledge is developed, collaborative teams generate rich opportunities for innovation. When the right people are brought together in constructive ways and with the appropriate information, they are able to create powerful visions and robust strategies for change. While collaboration is getting a lot of attention today, especially in the fields of management theory and leadership studies, there is relatively little substantive research on the subject. There is, however, a growing body of literature championing its benefits. In the following pages, I review some of the principal sources in order to better understand: What is collaboration? How does it differ from other models of cooperation? What are the prerequisites and dynamics of effective collaboration? What makes an effective collaborative leader? What are some of the chief dangers and obstacles to successful collaboration? And how do we build more collaborative communities? WHAT IS COLLABORATION? As its Latin roots com and laborare suggest, collaboration reduced to its simplest definition means . These range from the academic (. One of the more durable and widely- cited definitions comes from Barbara Gray's 1. Collaborating: Finding Common Ground for Multiparty Problems. Gray describes collaboration as . Collaboration requires that we look not only at the outcomes of our efforts, whatever they happen to be, but also at the process by which we arrive at those outcomes. Collaboration might be used to resolve a neighborhood or environmental dispute. It could be a springboard for economic development in a community or region. Or it could be used to promote greater civic participation and involvement. Generally speaking, the process works best when. The problems are ill- defined, or people disagree on how the problems are defined. Different groups or organizations with a vested interest depend on each other in some way. Those with a stake in a problem have yet to be identified or organized. Some stakeholders have more power or resources than others. Those with a vested interest have different levels of expertise and access to information about the issue. The problems are often characterized by technical complexity and scientific uncertainty. Differing perspectives on the problems lead to conflict or disagreement among the stakeholders. Incremental or unilateral efforts to address with the issue have been ineffective. Existing processes for addressing the problems have proved unsuccessful. Collaborative endeavors take many forms. Some common varieties include: public- private partnerships (sometimes referred to as social partnerships)—ad hoc alliances between otherwise independent organizations that span both the public and the private sectors; future commissions, also known as search conferences, in which citizens and community leaders analyze trends, develop alternative scenarios of the future, and establish recommendations and goals for the community; interagency collaborations aimed at improving social services to children, families, and other members of a community; online networks designed to link various civic, educational, business, and governmental institutions within a community or region; school- community partnerships designed to foster greater collaboration between secondary schools and key community institutions; networks and coalitions—loosely structured alliances among groups, organizations, and citizens that share a commitment to a particular issue or place; and regional collaboratives where local governments work together to promote economic development and service delivery. COLLABORATION VS. OTHER MODELS OF COOPERATIONCollaborative partnerships can be broadly grouped under two headings: those aimed at resolving conflicts and those designed to develop and advance a shared vision for the future. In both cases, the process is aimed at carefully defining and, if need be, redefining the issues involved before moving on to solutions. Collaboration focuses on identifying a common purpose and working toward joint decisions. This distinguishes it from other forms of cooperation that may involve shared interests but are not based on a collectively- articulated goal or vision. In What It Takes, an oft- cited 1. Atelia Melaville and Martin Blank point out that . The literature is full of examples of how community organizations—religious groups, trade unions, nonprofit groups, small businesses, civic alliances—form cooperative ventures, community interest groups, neighborhood task forces, and political coalitions. But these efforts are rarely collaborative in the strict sense. The goal is to join forces to advance a cause, which is different from collaborating to address a collective problem or develop a joint vision for the future. THE PREREQUISITES FOR COLLABORATIONFor collaboration to be effective, it must be democratic and inclusive. Hierarchies of any kind get in the way of sound decision- making, just as excluding some individuals or groups with a stake in the issue can derail the process. It also requires the involvement of a wide range of community leaders, such as mayors, city council members, nonprofit directors and members of the local school board. In a series of case studies of successful collaboratives, David Chrislip and Carl Larson point out that each one . Clearly, some forms of collaboration—such as interagency partnerships—require only that the relevant stakeholders be included. Chrislip and Larson emphasize that the support of high- level, visible leaders . In this way, they all depend on each other to produce mutually beneficial solutions. Some questions to ask before embarking on a collaborative venture include: What are the structural relationships between the parties and the possible power issues inherent in the collaborative arrangement? Is there a clear understanding among all the parties of the respective goals of the other participants? What form of leadership is required to facilitate the process? Does the project have some form of integrating structure, such as a cross- section of steering committees, to facilitate and coordinate decision- making and implementation? Will the project be more effective with a neutral, third- party mediator? Should the media be involved? Does the project have enough time, money, and staff support? THE DYNAMICS OF COLLABORATIONThe process of collaboration is rarely simple and straight- forward. It typically moves through several distinct phases, some of which can be time- consuming and fraught with challenges. Generally speaking, the process begins with an analysis of the situation and a diagnosis of the key issues involved. It moves on to a definition of the fundamental mission or desired outcome. The participants then articulate a common vision and work out a plan and a timetable for meeting their goals. It most cases, the process concludes with an assessment of the outcomes and a review of lessons learned. Barbara Gray describes it as a three- phase process. The first phase, which she calls the prenegotiation or problem- setting phase, is often the most difficult. Government Accountability Office (U. S. GAO)Veterans Affairs Contracting: Improvements in Policies and Processes Could Yield Cost Savings and Efficiency. GAO- 1. 6- 8. 10: Published: Sep 1. Publicly Released: Sep 1. Veterans' Health Care: Improved Oversight of Community Care Physicians' Credentials Needed. 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Advanced Placement Program; AP International Recognition. The Advanced Placement Program. Dental International Student Program - Tufts University School of Dental Medicine*2. Application cycle will begin March 1, 2. On this page: Introduction. The Dental International Student (DIS) Program at Tufts University School of Dental Medicine began in 1. America. The program comprises five semesters (two years and three months) of coursework and clinical experience, including innovative courses in implantology and geriatric dentistry. Upon completion of the program students receive a D. M. D. All candidates for the program beginning in January 2. Centralized Application for Advanced Placement for International Dentists (CAAPID) which is run by ADEA. The application cycle begins in March 1, 2. Dental International Student Program. Dental International Student Program; Advanced and. Application for Advanced Placement for International. More information regarding CAAPID can be found on the ADEA website – CAAPID Website. Applications are reviewed on a first- come, first- served basis with review of complete applications beginning in July. It is strongly suggested that applicants complete the CAAPID application as early as possible to remain competitive. Traditionally the program fills by early October. After the program fills, applications are reviewed for wait- list consideration. Interviews are a mandatory part of the application process. Applicants selected for interview will be notified in writing during the month of August 2. September, 2. 01. Applicants selected for admission to the program will be required to send a $2,5. Application Requirements. A complete CAAPID application (Please visit www. Including: Personal statement. International Dentist Program. International Dentist Program; Advanced. The University of Washington International Dentist DDS Program. Successful completion of the advanced standing placement DDS program. International DDS Program. Becoming a Dentist in Canada. The Degree Completion Program is intended for graduates of international dental programs that are not accredited by the. Official Academic credentials evaluation for any foreign coursework completed- Course by course evaluation by ECE or WESTwo letters of recommendation in English from two dental school professors, or from one former dental school professor and the dean or director of your dental school. TOEFL Score (required of ALL applicants)National Dental Board Examination (NDB), Parts I and II score (required of ALL applicants)Must be a Permanent Resident or citizen of the USPlease send the following items directly to Tufts: 2. Letters should be sent directly to CAAPID. The letters of recommendation must be in English from two professors or from one former professor and from the dean or director of your dental school. If you are a political refugee, letters from dentists or physicians attesting to your character and suitability are acceptable. A maximum of two additional letters of evaluation may be uploaded separately in the Program Materials section of the CAAPID application. All letters of evaluation should be on official letterhead with an official signature. Academic Credentials Evaluation. Applicants must submit an official course- by- course academic credentials evaluation by Educational Credential Evaluators (www. World Education Services (www. CAAPID. Applicants offered admission to the program will be required to submit an official report to Tufts. Test of English as a Foreign Language (TOEFL)All applicants are required to submit official TOEFL scores through the CAAPID application. Additionally, please have an official score report uploaded into the Program Documents section to supplement official scores. The minimum score for consideration is 5. All applicants, regardless of native language, are required take the Test of English as a Foreign Language (TOEFL) to be considered for the Dental International Student program. No exceptions are made to this requirement. The test is given in most countries and registration materials can be obtained from many U. S. Consulates, USLS Centers, and universities. To have your scores sent to Tufts University School of Dental Medicine use institution code 3. TOEFL registration form. TOEFL exams taken more than two years before the application deadline are not valid. Exams must have been completed in September 2. For more information regarding the TOEFL contact: TOEFL Educational Testing Services, Box 6. Princeton, NJ 0. 85. You may also visit the website at http: //www. National Dental Board Examination. Please be aware that the National Board Examination Part II is a requirement for acceptance to the Dental International Student program. Preference is given to applicants who receive a score of 9. Part I, and who receive a score of 8. Part II examination. The Admissions Committee is also giving preference to applicants who score at or above national average on the subsections of the National Dental Board Examination, Part II (indicated by an “A” or “H”.) As of January 2. National Dental Examination scores for Part I and II will be reported as pass/fail. To receive an application for either Part I or Part II of the National Dental Board Examination (NDB) and a Candidate’s Guide for National Dental Board Examinations, write to: Joint Commission on National Dental Examinations, 2. East Chicago Avenue, Suite 1. Chicago, IL 6. 06. You may also visit the website at: http: //www. The following authors and books are suggested in preparation for the Part I examination: L. Stryer for Biochemistry; Wheeler for Dental Anatomy; Ross, Romrell & Kaye for Histology; K. L. Moore for Human Anatomy; Schaecter for Microbiology; Kumar, Cotran & Robbins for Basic Pathology; R. You may purchase these books at the Tufts University Health Sciences Campus Barnes & Noble bookstore; the bookstore phone number is 6. Citizenship Requirement. Applicants must be Permanent Residents or citizens of the United States to be considered for acceptance into the program. Application Fee. Applicants must submit a $9. The Admissions Office will contact applicants with payment information after their application has been received. Please clearly mark the name of the applicant and CAAPID ID # on the REVERSE of the photograph. Note: Tufts does not return application documents (transcripts, scores, letters of recommendation, etc. Dental International students participate in nearly all phases of the third and fourth year dental curriculum, including geriatric dentistry, implantology, craniomandibular and TMD pain management, nutrition and preventative dentistry, and dentistry for the handicapped. Exemptions: Students will be exempt from taking courses in the subjects covered by the National Dental Board Examination, Part I, which are: Gross Anatomy and Neuroanatomy; Embryology; Biochemistry; Physiology; Microbiology and Cariology; General Pathology and Systems Pathology; Immunology; Oral Histology; and Dental Anatomy. Exemptions may be granted for subjects tested on the National Board Dental Examination, Part II. Courses. Year One: Preclinical Sciences. Complete Dentures, Fixed Prosthodontics, Endodontics, Operative Dentistry, Orthodontics, Removable Partial Dentures, Intro to Clinical Experience. Year Two: Dental Sciences. Occlusion II, Oral Diagnosis, Oral Surgery, Pediatric Dentistry, Medicine III Seminar, Implant Dentistry. Year Three: Clinical Sciences. Complete Dentures, Endodontics, Oral Diagnosis, Oral Surgery, Pediatric Dentistry, Periodontology, Preventive Dentistry, Oral and Maxillofacial Radiology, Prosthodontic and Operative Dentistry. Graduation Dates and Requirements. Students are expected to attend all lectures, perform all required clinical work, and pass all written, oral, and practical examinations. It is mandatory that students maintain high ethical standards and pay all bills by the due dates. Failure to do so constitutes grounds for dismissal from the program. Assuming satisfactory academic process, students who matriculate in April 2. May 2. 01. 7. Before Tufts grants the D. This page contains HTML examples - examples of basic HTML elements that you can use for your own website. There are so many HTML examples here that I've separated. This web page contains the java example programs that will be covered in class. A couple of new basic programs will be added each semester. One new Civil Engineering. Short for HyperText Markup Language, HTML is the authoring language used to create documents on the World Wide Web. HTML Forms are required when you want to collect some data from the site visitor. For example during user registration you would like to collect. Download shareware, freeware and Demo software for PC, Mac, Linux, and Handhelds categorized into categories, plus software reviews. Example Domain. This domain is established to be used for illustrative examples in documents. You may use this. More information.. As part of the Our Sea of Islands: A Regional Forum for Oceania on Marine Managed Areas and World Heritage Report, a communiqu Bridging Our Sea of Islands: French Polynesian Literature within an. Following Epeli Hau'ofa's arguments in his articles 'The Ocean in Us' and 'Our Sea of Islands,' Mateata-Allain emphasizes the importance of. Our sea of islands - Edinburgh Research Explorer. Open. Download as Adobe PDFRights statement: . Our sea of islands: migration and m. International Journal of Francophone Studies, 1. Throughout, the essay maintains a multiple temporal focus, identifying the ways in which imagery of the sea and more specifically the traditional Polynesian waka/vaka (voyaging canoe) has been deployed by Polynesian writers as a chronotope not only of pre- European (and early contact) patterns of migration and cultural exchange within the Pacific, but also of the large- scale migrations of Polynesians to various neighbouring nations since the Second World War. The life of sea islands is available in our book collection an online access to it is set as public so. 20-08-2016 2/2 The Life Of Sea Islands. ROC Map of All Our South Sea Islands 1935 (PDF) ROC Map of All Our South Sea Islands 1935 (Text). The essay also engages with the complex cultural exchanges brought about by various historical phases of European maritime exploration and settlement in the Pacific, analysing how Polynesian writers explore the effects of intermarriage and cultural contact between Polynesians and Europeans since the late eighteenth century. In investigating these patterns of cross- cultural exchange, the essay adopts the French term mtissage, which, alongside the related concepts of hybridity and syncreticity, denotes genetic and cultural exchanges and intermixing. Drawing upon the work of various postcolonial theorists, the essay examines mtissage in the Pacific both at the level of (material) cultural exchange, and within literary texts produced by anglophone and francophone Polynesian writers, particularly those who explicitly identify themselves as of mixed race. Oceania, Polynesi, postcolonial, voyaging, waka. Download statistics. ID: 3. 36. 61. 66. Scholar. Space at University of Hawaii at Manoa: Our Sea of Islands.
Adobe PDF: View/Open: Item Summary. Title: Our Sea of Islands: Authors: Hau'ofa, Epeli: LC Subject Headings. The Contemporary Pacific 6 (1): 148-61. URI/DOI: http://hdl.handle.net/10125/12960.Simons Island, Sea Island, Jekyll Island, Little St. Simons and Brunswick, GA. The Official site of the Golden Isles of. Simons Island, Sea Island. DIALOGUE that our countries are hopeless? Is this not what neocolonialism is all about? To makepeople believe that they have nochoice buttodepend? Soon the realization dawned on me. |
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