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Buckinghamshire Joint Autism Strategy
Buckinghamshire Joint Autism Strategy 2015 to 2018 Table of Contents 1. Introduction 2. Vision 3. What is Autism? 4. National Context 4.1 The Autism Act 4.2 Think Autism, Fulfilling and Rewarding Lives, the Strategy for Adults with Autism in England: an update (DOH 2014) 4.3 Fulfilling and Rewarding Lives: the Strategy for Adults with Autism in England (DoH, 2010) 4.4 Implementing ‘Fulfilling and Rewarding lives’- Statutory Guidance for Local Authorities and NHS Organisations to Support Implementation of the Autism Strategy (DoH, 2010) 4.5 Supporting People with Autism through Adulthood (National Audit Office, 2009) 4.6 Improving Access to Social Care for Autism (SCIE, 2011) 4.7 NICE Guidance on Autism in Relation to Children and Young People (NICE, 2011) 4.8 NICE Guidance on Autism in Relation to Adults (NICE, 2012) 4.9 National Quality Outcomes 5. Autism in Buckinghamshire 5.1 Population and Prevalence 5.2 Risk Factors for Individuals with Autism 5.3 Cost Impacts of Autism 5.4 Local Picture for Adults 5.5 Local Picture for Children and Young Adults 6. Implementing the Autism Strategy in Buckinghamshire 6.1 Increasing Awareness and Understanding of Autism 6.2 Access to Diagnosis and Assessment 6.3 Access to Services and Support 6.4 Improve Planning so We Can Develop the Services People with Autism Need 6.5 Key Challenges 7. How will we ensure our progress? 7.1 The Autism Partnership Board 7.2 Integrated Care Pathway Programme Board Joint Executive Teams 7.3 Buckinghamshire Health and Wellbeing Board 8. Buckinghamshire Joint Autism Strategy Action Plan 9. -
The Relationship Experience of Latina/O-White Couples Dana I
St. Cloud State University theRepository at St. Cloud State Culminating Projects in Community Psychology, Department of Community Psychology, Counseling Counseling and Family Therapy and Family Therapy 12-2015 The Relationship Experience of Latina/o-White Couples Dana I. Nixon [email protected] Follow this and additional works at: https://repository.stcloudstate.edu/cpcf_etds Recommended Citation Nixon, Dana I., "The Relationship Experience of Latina/o-White Couples" (2015). Culminating Projects in Community Psychology, Counseling and Family Therapy. 10. https://repository.stcloudstate.edu/cpcf_etds/10 This Thesis is brought to you for free and open access by the Department of Community Psychology, Counseling and Family Therapy at theRepository at St. Cloud State. It has been accepted for inclusion in Culminating Projects in Community Psychology, Counseling and Family Therapy by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. The Relationship Experience of Latina/o-White Couples by Dana Nixon A Thesis Submitted to the Graduate Faculty of St. Cloud State University in Partial Fulfillment of the Requirements for the Degree of Master of Science in Marriage and Family Therapy December, 2015 Thesis Committee: Jennifer Connor, Chairperson Manijeh Daneshpour Tina Sacin 2 Abstract Interethnic Latina/o-white couples are becoming more common, yet little is understood about why these couples stay together or get divorced (Fu & Wolfinger, 2011; Garcia, Riggio, Palavinelu, & Culpepper, 2012; Qian & Lichter, 2007). This study uses phenomenology methodology to better understand their lived experience. Semi-structured interviews were conducted with five Latino-white couples and one Latina-white couple. The five themes discovered include interethnic couple identity; combining languages; external support of the relationship; external stressors of the relationship; and partaking in the partner’s culture. -
Battersea Power Station in Pictures
POWERH OU S E BATTERSEA POWER STATION MAGAZINE ISSUE 05 – WINTER 2015/16 Wild at Heart BEAR BUYS AT BATTERSEA POWER STATION • INTRODUCTION BY QUENTIN WILLSON ICON OF INSPIRATION • I WANT TO WORK THERE • BATTERSEA ON INSTAGRAM POWERHOUSE 01 ISSUE º. 5 WINTER 2 015/16 THERE S STILL TIME Tº 06_ INTRODUCTION 36_ BEST OF BRITISH Motoring journalist and TV personality Quentin Willson on why How Battersea Power Station architect Sir Giles Gilbert Scott Battersea Power Station is an enduring design classic has been honoured in the new British passport COME ABOARD 08_ I WANT TO WORK THERE 38_ ICON OF INSPIRATION Wilkinson Eyre architect Sebastian Ricard’s dream office 3 days, 450 artworks and a lot of LEGO bricks—what went down at Battersea Art Station 12_ 10 THINGS TO DO NEAR DON’T BATTERSEA POWER STATION 44_ SETTING THE SCENE What to do, and where to go Our interview with the new Director of BPS Estates Mark Hutton 14_ BATTERSEA V CHELSEA Property experts debate on the North-South divide and the effect 46_ LONDON CALLING regeneration will have on the Battersea area and beyond London in numbers—how the capital is growing 20_ CREATING A CONNECTED COMMUNITY 48_ FUELLING AMBITION AND CAREER ASPIRATION How the man who brought us Lara Croft and Tomb Raider Stepping up the career ladder is shaping a social network for the Battersea Power Station DO Development 50_ #LIVINGBATTERSEA Celebrating Battersea 22_ COMING HOME TV Adventurer Bear Grylls on life, adventure and his new home 52_ POWERING AHEAD at Battersea Power Station A snapshot of building progress -
Oklahoma Arts Council Commissioned a Review of Research on the Impact of Arts Education on Student Outcomes
Amber Sharples Executive Director (405) 521-2853 [email protected] Benefits of Arts Education: A Literature Review In 2016, the Oklahoma Arts Council commissioned a review of research on the impact of arts education on student outcomes. Guiding questions: 1. What is the impact of fine arts on student performance on measures of college and career readiness? 2. To what extent is participation in fine arts associated with higher outcomes on measures of college and career readiness? Literature Review Findings Mathematics • Music instruction and fraction concepts (Courey, Balogh, Siker, & Paik, 2012) • Instrumental music and higher math assessment scores (Babo, 2004) • Exceptional music programs and deficient instrumental programs = better English and math (Johnson et al., 2006) • Exemplary music education programs = higher English and math test scores (Johnson et al., 2006) • Music ensembles and higher standardized math achievement scores (Miksza, 2010) Literature Review Findings English Language Arts • Preschool music intervention = better emergent literacy (Runfola, Etopio, Hamlen, & Rozendal, 2012) • Piano lessons, vocabulary, and understanding of the logical order of words (Prio & Ortiz, 2009) • Visual arts summer camp and reading assessment scores (Borman, Goetz, & Dowling, 2009) • Four months of music instruction = greater gains in ability to break words into sounds (Eastlund Gromko, 2005) Literature Review Findings English Language Arts (cont.) • Preschool arts enrichment and end-of-year receptive vocabulary (Brown, Benedett, & Armistead, 2010) • Drama-based instruction and reading skill improvement (Rose, Parks, Androes, & McMahon, 2000) • Drama-integrated class relative to language arts and math assessment scores. (Walker, Tabone, & Weltsek, 2011) • English language learners (ELL) more likely to pass the English language arts (ELA) examination (Peppler, Powell, Thompson, & Literature Review Findings Life and Career Skills • Arts integrated preschool = higher interest, happiness, and pride. -
An Analysis of Hegemonic Social Structures in "Friends"
"I'LL BE THERE FOR YOU" IF YOU ARE JUST LIKE ME: AN ANALYSIS OF HEGEMONIC SOCIAL STRUCTURES IN "FRIENDS" Lisa Marie Marshall A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2007 Committee: Katherine A. Bradshaw, Advisor Audrey E. Ellenwood Graduate Faculty Representative James C. Foust Lynda Dee Dixon © 2007 Lisa Marshall All Rights Reserved iii ABSTRACT Katherine A. Bradshaw, Advisor The purpose of this dissertation is to analyze the dominant ideologies and hegemonic social constructs the television series Friends communicates in regard to friendship practices, gender roles, racial representations, and social class in order to suggest relationships between the series and social patterns in the broader culture. This dissertation describes the importance of studying television content and its relationship to media culture and social influence. The analysis included a quantitative content analysis of friendship maintenance, and a qualitative textual analysis of alternative families, gender, race, and class representations. The analysis found the characters displayed actions of selectivity, only accepting a small group of friends in their social circle based on friendship, gender, race, and social class distinctions as the six characters formed a culture that no one else was allowed to enter. iv ACKNOWLEDGMENTS This project stems from countless years of watching and appreciating television. When I was in college, a good friend told me about a series that featured six young people who discussed their lives over countless cups of coffee. Even though the series was in its seventh year at the time, I did not start to watch the show until that season. -
Download Martin Clune's Citation
9 Nov 2007, 1030 MARTIN CLUNES Pro-Chancellor, Martin Clunes is an actor of national renown who has played in a very wide range of film, television and stage productions, and first achieved his huge following for his role as Gary in Men Behaving Badly. His many other successes include the lead role in Doc Martin, and in feature films such as Shakespeare in Love. He is a son of the classical actor Alec Clunes and a cousin of the late Jeremy Brett, television’s Sherlock Holmes, so perhaps Martin’s school should not have been taken by surprise when he told the careers adviser that he too wanted to be an actor. The headmaster was discouraging (‘it’s not going to happen: buckle down’) but a teacher who evidently had some foresight saw his potential and put him in Love’s Labour’s Lost as Costard, the clown who is also very much at home with wit and wordplay. So his first performance was a comedy part in a classic play, and if comedy drama has been his forte ever since, he has by no means lost contact with the classics. Martin went to the Arts Educational Schools in London, on the strength of an audition, at the age of 16, and then into repertory, now more often playing Shakespeare’s courtiers than his fools. He made his name in the long-running TV situation comedy Men Behaving Badly, where he played Gary Strang, a character described (and I quote) as a ‘lager-loving loafer’. The show, its stars and and its writer have won many awards, and it was voted the best sitcom in the BBC's history at the Corporation's 60th anniversary celebrations in 1996. -
Family Resource Center Program Evaluation Report: Calendar Year 2018 Prepared by the University of Massachusetts Medical School
Family Resource Center Program Evaluation Report: Calendar Year 2018 Prepared by the University of Massachusetts Medical School Recommended Citation: Henry, A. D., Gettens, J., Pratt, C., Miller, K. F., & Tedesco, R. (2019, February). Massachusetts Family Resource Center Program Evaluation Report: Calendar Year 2018. Shrewsbury MA: Commonwealth Medicine, University of Massachusetts Medical School. www.frcma.org Table of Contents Table of Contents................................................................................................................................................... 1 Locations of Massachusetts Family Resource Centers ............................................................................................ 3 Executive Summary ............................................................................................................................................... 4 I. Background ......................................................................................................................................................... 6 The Family Resource Center Network ...................................................................................................................... 6 The Family Resource Center Conceptual Framework ............................................................................................... 6 II. Ongoing Evaluation of the Family Resource Centers .......................................................................................... 7 Evaluation Goals ...................................................................................................................................................... -
Lesson 1 Skimming for Information Student Booklet
Student name Date Skimming for information Find sections of the text that back up my comments Objective Outcome To be able to skim read a text to get Skim texts to decide whether or not an overall impression and to find the they will be useful to me in finding main ideas specific information Introduction Try to remember the definitions of skimming and scanning. ● Skimming means looking through a text quickly for an overall impression and to identify the main ideas. ● Scanning means looking through a text quickly and picking out specific information by finding key words. Readers skim a text quickly to get an overall sense of what it is about and if it has the information that they need. Read the text below quickly, trying to identify the key words that give you an idea of what it is about. Everyone wants to be in a pop band when they are teenagers because they think they will become a celebrity and make lots of money. More pop bands fail than are successful and aspiring pop musicians need to have a back-up plan if they are going to be able to make a living for themselves. Not everyone can copy the success of Take That or Westlife – not because they do not have the necessary talent; success is more to do with how the band is marketed and promoted by their manager and the quality of the competition from other bands. If pop bands do not have that level of financial and business support, then they are less likely to be successful. -
Tape ID Title Language Type System
Tape ID Title Language Type System 1361 10 English 4 PAL 1089D 10 Things I Hate About You (DVD) English 10 DVD 7326D 100 Women (DVD) English 9 DVD KD019 101 Dalmatians (Walt Disney) English 3 PAL 0361sn 101 Dalmatians - Live Action (NTSC) English 6 NTSC 0362sn 101 Dalmatians II (NTSC) English 6 NTSC KD040 101 Dalmations (Live) English 3 PAL KD041 102 Dalmatians English 3 PAL 0665 12 Angry Men English 4 PAL 0044D 12 Angry Men (DVD) English 10 DVD 6826 12 Monkeys (NTSC) English 3 NTSC i031 120 Days Of Sodom - Salo (Not Subtitled) Italian 4 PAL 6016 13 Conversations About One Thing (NTSC) English 1 NTSC 0189DN 13 Going On 30 (DVD 1) English 9 DVD 7080D 13 Going On 30 (DVD) English 9 DVD 0179DN 13 Moons (DVD 1) English 9 DVD 3050D 13th Warrior (DVD) English 10 DVD 6291 13th Warrior (NTSC) English 3 nTSC 5172D 1492 - Conquest Of Paradise (DVD) English 10 DVD 3165D 15 Minutes (DVD) English 10 DVD 6568 15 Minutes (NTSC) English 3 NTSC 7122D 16 Years Of Alcohol (DVD) English 9 DVD 1078 18 Again English 4 Pal 5163a 1900 - Part I English 4 pAL 5163b 1900 - Part II English 4 pAL 1244 1941 English 4 PAL 0072DN 1Love (DVD 1) English 9 DVD 0141DN 2 Days (DVD 1) English 9 DVD 0172sn 2 Days In The Valley (NTSC) English 6 NTSC 3256D 2 Fast 2 Furious (DVD) English 10 DVD 5276D 2 Gs And A Key (DVD) English 4 DVD f085 2 Ou 3 Choses Que Je Sais D Elle (Subtitled) French 4 PAL X059D 20 30 40 (DVD) English 9 DVD 1304 200 Cigarettes English 4 Pal 6474 200 Cigarettes (NTSC) English 3 NTSC 3172D 2001 - A Space Odyssey (DVD) English 10 DVD 3032D 2010 - The Year -
Broadcast Bulletin Issue Number 38
* Ofcom broadcast bulletin Issue number 38 4 July 2005 Ofcom broadcast bulletin 38 4 July 2005 Contents Introduction 3 Standards cases In Breach 4 Resolved 6 Other programmes not in breach/outside remit 11 2 Ofcom broadcast bulletin 38 4 July 2005 Introduction The Communications Act 2003 allows for the codes of the legacy regulators to remain in force until such time as Ofcom developed its own Code. Ofcom consulted in 2004 on its new Code. Ofcom’s Broadcasting Code has now been published and will take effect from 25 July 2005 (with the exception of Rule 10.17 which comes into effect on 1 July 2005). The Broadcasting Code can be found at http://www.ofcom.org.uk/tv/ifi/codes/bcode/ The codes and rules currently in force for broadcast content are: Advertising and Sponsorship Code (Radio Authority) News & Current Affairs Code and Programme Code (Radio Authority) Code on Standards (Broadcasting Standards Commission) Code on Fairness and Privacy (Broadcasting Standards Commission) Programme Code (Independent Television Commission) Programme Sponsorship Code (Independent Television Commission) Rules on the Amount and Scheduling of Advertising From time to time adjudications relating to advertising content may appear in the bulletin in relation to areas of advertising regulation which remain with Ofcom (including the application of formal sanctions by Ofcom). Copies of the full adjudications for Upheld and Not Upheld Fairness and Privacy cases can be found on the Ofcom website: www.ofcom.org.uk 3 Ofcom broadcast bulletin 38 4 July 2005 Standards cases In Breach The Best of James Stannage The Hits,16 March 2005, 03:20 Introduction This programme mixed music with highlights of the presenter’s late night ‘phone-in, originally broadcast on Key 103 FM (Manchester). -
Love Our Growers
Love Our Growers AN AUSTRALIAN JOURNEY ON SOURCING, MAKING AND FORAGING DRAFTED BY DATE Thomas Spinks 13th October 2020 @ L O V E O U R G R O W E R S Breakdown I. Executive Summary II. Introduction III. Concept IV. Inspiration and Mood Board P A G E 2 / 9 I. Executive Summary In every part of our life technology allows us to know where things are at, with everyone. We value it. We feel if brings us power. But we have lost connection with the source of our literal fuel. Where our food comes from, what to do with it, how to connect with it – this is our goal. There has been a small awakening from the pandemic, the realisation that time is precious, that food matters and that money and possessions aren't the source of what makes us happy. We want to take you on a local journey (Australia) as a family and show you where you food comes from, what do with unique ingredients - native, heritage and foraged - and how getting to the source of your food benefits you, the farmer and the local economies that exist. Inordinate amounts of money spent each day, week and year on diet fads, food deliveries, either fast food or the fresh food boxes we have embraced. We are in shock when a celebrity shows us how pigs or chickens are treated, for a moment we want to buy differently, more consciously. But then we lose it. Time moves on. Gluten free, sugar free, dairy free, animal product free, toxin free, chemical free, free range – the list goes on. -
My Journal: All About Me and My Family
MY JOURNAL: ALL ABOUT ME AND MY FAMILY Today’s Date_____________ My Full Name is_________________________________________. I was born in _____________________on the day _____________________in the year ________. My Name Was Chosen For Me Because _______________________________________________. I was named after _________________________________________________________________. I sometimes go by the nickname ______________________because________________________. My eyes are which color? ____________________. My hair is which color? _______________. I look a lot like____________________________________________________________________. I go to _______________________________ School. I am in _________________ grade. When I’m grown up, I would like to be_________________________________________________. My favorite ancestor is _____________________________________________________________. I like this ancestor because __________________________________________________________. I am good at doing these things (talents) ______________________________________________________. My favorites: Friends Food Books Music Subject in school Family History Interview Ideas Name:_______________________________________ Today’s Date:_______________________ When person was born:__________________ Where born:______________________________ When married:_________________________ Where married____________________________ – What do you remember about the first house you lived in and how long did you live there? – Tell me a story about your favorite memory. – Talk to your family about an ancestor who left their native country. Why did they leave? Did they want to be able to go to a church of their choice? Did they follow other family members there? Why did they feel it was important to leave their native country? – What are some of your talents and things you like to do? – Tell me about your family and what it was like growing up? – What did you like best about school? – What kind of games did you play? – Tell me about a day in your life when you were my age.