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In 2007, Harvard Business School (HBS) and Harvard Kennedy School (HKS) created two joint degree programs in business and government: the Master in Business. Nursing School vs. Rad Tech school. by. I just wanna know if Rad Tech school is as difficult as Nursing. I am in IT now and I am too thinking about radiology. How difficult is the radiography tech program? Difficult, Program, Radiography, Tech. Comments. for prospective students of a radiography tech program. How hard is to get INTO the radiography program? February 19, 2011 by radio. I would like to know how tough the HOBET is. The program is very challenging. How Difficult Is The Radiology Tech Program? Is there a big need for radiological technologists or will I have a difficult time looking for a job? How difficult is the radiography tech program? Points to Think About When Considering a. While radiography is not extremely difficult. Students admitted to the Associate Degree Radiography Program at A. DO NOT GO INTO RADIOLOGY. 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Navy Wants to Grow Virginia- Class Sub Fleet. The U. S. Navy wants to expand the size of its planned fleet of Virginia- class submarines by 2. The Navy's fleet of fast attack Virginia- class submarines, designed to replace the now- retiring Los Angeles class of submarines, is currently listed in the Pentagon's Acquisition Program Baseline, or APB, as a 3. However, the Navy's Fiscal Year 2. View John Mason’s professional profile on LinkedIn. Coordinated agreement between VIRGINIA Class Submarine Program Office. John Mason. General Manager.Year Shipbuilding Plan calls for continued construction of the Virginia- class attack submarines out to 2. Capt. David Goggins, the Navy's program manager for Virginia- class submarines."We are working with the Pentagon to update the APB to increase the size of the class from 3. Goggins said. Merging the program's baseline numbers with what's specified in the Navy's shipbuilding plan is an effort that has been underway for months, Navy officials explained. Cost overruns pushed back the Navy's goal of building two Virginia- class submarines per year by a decade. Virginia- class submarines are fast- attack submarines armed with Tomahawk missiles, torpedoes and other weapons designed to allow the vessel to execute a range of missions. Goggins explained that the Virginia- class will provide a significant upgrade in littoral warfare compared to the Los Angeles- class. For instance, the ships can be driven primarily through software code and electronics, thus freeing up time and energy for an operator who does not need to manually control each small maneuver."What enables this is the ship control system that we use. You can drive the ship electronically. This allows you the flexibility to be in littorals or periscope depth for extended periods of time and remain undetected," Goggins said. The Virginia- class submarines are engineered with a "fly- by- wire" capability which allows the ship to quietly linger in shallow waters without having to surface or have each small move controlled by a human operator, Goggins said."There's a person at the helm giving the orders of depth and speed. There's always a person in the loop. The software is telling the planes and the rudder how to move in order to maintain a course and depth. You still have a person giving the electronic signal," he said. Unlike their predecessor- subs, Virginia- class submarines are engineered with what's called a "lock out trunk" - - a compartment in the sub which allows special operations forces to submerge beneath the water and deploy without requiring the ship to surface, Goggins explained."SEALs and Special Operations Forces have the ability to go into a lock out trunk and flood, equalize and deploy while submerged, undetected. That capability is not on previous submarine classes," he added. Unlike their "SSBN" Ohio- Class counterparts armed with nuclear weapons, the Virginia- Class "SSN" ships are purely for conventional attack, Navy officials said. However, one analyst theorized that perhaps, in the future, Virginia- class submarines could be configured to carry nuclear weapons."There is obviously a land- attack mission for the Virginia- class submarines because they launch Tomahawks. In the future, there could be a nuclear role for them because, once upon a time, Tomahawks were nuclear- capable. If you buy more Virginias, you get a flexible platform," said Christopher Preble, vice president for defense and foreign policy studies at the Cato Institute, a Washington, D. C.- based think tank. PM : NOVEMBER-DECEMBER 2001 Johnson is managing editor, Program Manager Magazine, Defense Acquisition University, Fort Belvoir, Va. NAVY ACQUISITION. With the nuclear- armed Ohio- class, its primary role is to quietly function as a vitally important deterrent, Preble added, explaining that it has been many years since nuclear weapons were carried on Navy surface ships. The Virginia- class submarines are built by a cooperative arrangement between the Navy and Electric Boat, a subsidiary of General Dynamics and Newport News Shipbuilding, a division of Huntington Ingalls Industries. Each industry partner constructs portions, or "modules," of the submarines which are then melded together to make a complete vessel, industry and Navy officials explained. Thus far, 1. 0 Virginia- class subs have been delivered to the Navy, and seven are currently under construction. Like other programs, the Virginia- class submarines are broken up into procurement "blocks."Blocks I and II, totaling 1. At the same time, the program is getting ready for the formal arrival of its first Block III Virginia- class Submarine, the USS North Dakota, which is slated for delivery in January of next year. On Dec. 2. 2, 2. 00. Navy awarded a contract for eight Virginia- class submarines. The third contract for the Virginia- class, or Block III, covering hulls numbered 7. Navy officials said. Multi- year deals are designed to decrease cost and production time by, in part, allowing industry to shore up supplies in advance and stabilize production activities over a number of years. Budget uncertainties connected to sequestration have made these deals more difficult. The eighth Block III Virginia- class sub is slated to begin construction next month. The Block III subs, now under construction, are being built with new so- called Virginia Payload Tubes designed to lower costs and increase capability, Goggins explained. Instead of building what most existing Virginia- class submarines have - - 1. Achieving tremendous savings in the Virginia class submarine program. Defense Standardization Program Case Study. program manager to ensure that standardization. U.S. Department of Defense: The Virginia Class Submarine Case Study. the Virginia class program was. The Virginia class is the first submarine program to use. Tomahawk missiles - - the Block III submarines are being built with two- larger 8. Tomahawk missiles each."For each one of these tubes, you have hydraulics and you have electronics. What we did for Block III is we went to two very large Virginia Payload Tubes - - now you have two tubes versus 1. It is much easier to build these two tubes," Goggins said. Although the new tubes were conceived and designed as part of what the Navy calls its "Design for Affordability" strategy to lower costs, the move also brings strategic advantages to the platform, Goggins explained."In the future, beyond Tomahawk - - if you want to put some other weapon in here- - you can," Goggins said. Also, for Block V construction, the Navy is planning to insert a new 9. In fact, the Navy's Capabilities Development Document, or CDD, for what's called the "Virginia Payload Modules" is finished up and now being assessed by Pentagon acquisition officials. The Block V Virginia Payload Modules will add a new "module" or section of the submarine, increasing its Tomahawk missile firing capability from 1. Goggins added. The idea is to have additional Tomahawk or other missile capability increased by 2. SSGN" Ohio- Class Guided Missile Submarines start retiring in larger numbers, he explained. Shipbuilders currently working on Block III boats at Newport News Shipyard, Va., say Block V will involve a substantial addition to the subs."Block V will take another cylindrical section and insert it in the middle of the submarine so it will actually lengthen the submarine a little and provide some additional payload capability," said Ken Mahler, Vice President of Navy Programs, Huntington Ingalls Industries. The first Block V submarine is slated to begin construction in fiscal 2. Navy officials said. The President's 2. Virginia Class Submarines; the breakdown includes $3. The budget request also includes funding to prototype components and systems engineering for the Block V Virginia Payload Modules. Overall, the Virginia- class submarine effort has made substantive progress in reducing construction time, lowering costs and delivering boats ahead of schedule, Goggins said."We're delivering submarines jointly with EB (Electric Boat) below budget up to 1. The Navy's 3. 0- year shipbuilding plan calls for two per year. We will continue to look for ways to deliver early and under budget," Mahler said. The last six Virginia- class submarines have been delivered ahead of schedule, Navy officials said. The six submarines were Block I and Block II Virginia- class submarines. The program's current two- boats per year production schedule, for about $4 billion dollars, can be traced back to a 2. Chief of Naval Operations Adm. Mike Mullen. Mullen challenged the program to reduce production costs by 2. Navy to build two Virginia- class submarines per year, Goggins indicated. This amounted to lowering the per- boat price of the submarines by as much as $4. This was accomplished through a number of efforts, including an effort called "capital" investments wherein the Navy partnered with industry to invest in ship- building methods and technologies aimed at lowering production costs. Other cost- reducing factors were multi- year contract awards, efforts to streamline production and work to reduce operations and sustainment, or O& S costs, Goggins explained. Copyright 2. 01. 6 Military. All rights reserved. This material may not be published, broadcast, rewritten or redistributed. Welcome to Eldis - Eldis. With a focus across adaptation, mitigation & development, the climate change guide covers agriculture & food security, natural resource management, poverty & vulnerability, governance, health, gender, finance, & low carbon energy. Regional focus: Africa's response to climate risks. Over March, the Eldis Climate Change Resource guide is showcasing regional content from Africa, Asia and Latin America. This week we focus on Africa. We know that Africa is one of the most vulnerable continents.. The Africa Research in Sustainable Intensification for the Next Generation (Africa RISING) program comprises three research for development projects supported by the. Not yet a subscriber? Learn more about the benefits of a subscription. Learn more. Beyond RV144. View a timeline of major events around the landmark Army-led “Thai Study,” the first clinical trial to show efficacy in preventing HIV. Scholarships and Grants: International student scholarships. Undergraduate & postgraduate scholarships. Scholarship 2016 for developing countries. 2016/2017. As part of our Eldis 20th Anniversary celebrations we've been delving into the deepest recesses of our memories and rummaging through dusty old box files to try and. AllAfrica: African news and information for a global audience. Consortium based in Dakar, Senegal facilitates social science research in Africa. Features news, information on grants and fellowships, job opportunities, contact. Information on the charity organization's programs and services, as well as medical advice for travelers to Africa. The Microsoft Research PhD Scholarship Programme in EMEA (Europe, Middle East, Africa) was launched in 2004 and has so far supported more than 200 PhD students from. An independent, not-for-profit international organization that seeks to advance social science throughout the world. Information on initiatives, publications and. PPT – The Alert Program Power. Point presentation | free to download. Title: The Alert Program 1. The Alert Program for Self Regulation an evaluation of a group based intervention for children attending a child and adolescent mental health service (CAMHS) Cremin K1., Lamb K2., OConnell V3. Discipline of Occupational Therapy, Trinity College Dublin, 2. Lucena Clinic, Rathgar 3. Mater Child and Adolescent Mental Health Service. The Program The Intervention programs were run by two occupational therapists and two students. Early Alert Program Instructor Module Access Login: From the SMC Webpage Highlight Faculty & Staff Click on Class Roster Login to Your Account Enter your. – A free PowerPoint PPT presentation (displayed as a. “How Does Your Engine Run?” The Alert Program We teach our children that their bodies are like car engines. Sometimes it runs “too high” “too low” or “just right”. For some children we use the analogy of Tigger. Of the Alert Program. This workshop is intended for a variety of professionals including OTÕs, PTÕs, SLPÕs, teachers, counselors, and parents. All who attend will glean new information whether or not they have. There were two groups, a children's group (6- 9 year olds) and a pre teen group (1. Each group was made up of Five weekly 1 ½ hr Sessions with the children. Two evening,1½ hr Parent/Teacher information sessions. Parents were invited and encouraged to bring staff from schools. One 1 ½ hr Follow up session / review with feedback to parents. Program. Alert Program. For students with sensory processing and/or learning impairments. Promotes awareness of how to regulate arousal states and encourages the use of sensorimotor strategies to manage levels of alertness. AP. An Early Alert Student Success Program. Presented by: Dr. Sharon Blackman and Angie Gomez Dallas County Community College District Innovations 2013 Dallas, Texas March 12, 2013 2:30-3:30pm. - PowerPoint Slideshow by. Hobsons Early Alert. Hobsons Retain includes a paperless Early Alert system that could serve as a supplement the academic warning form. With Hobsons. PowerPoint Presentation Last modified by: Windows User Company: BMCC. When teachers, therapists, or parents use these simple words to begin the Alert Program®, they enter an exciting adventure with children. The journey unfolds easily with the program's clearly defined steps for teaching self. The Alert Program for Self Regulation an evaluation of a group based intervention for children attending a child and adolescent mental health service (CAMHS) – A free PowerPoint PPT presentation (displayed as a Flash. Self-paced Training. Introducing Project ALERT to your classroom is easy with our online training program. You control the pace of your training, and we’re always available to answer questions and offer support. Login to. The Alert Program uses the analogy of how does your engine run? For example if your engine is running in high gear you may feel angry, overactive or giddy. The program has three stages 1) identifying engine speed, 2) experimenting with methods to change engine speeds and 3) regulating engine speeds. Each stage has a series of steps designed to help the students with self- regulation. The program is run to incorporate these stages and steps but can be applied in a variety of ways. William and Shellenberger 1. Introduction In CAMHS children who have a primary diagnosis of ADHD, high functioning autism and Aspergers syndrome frequently have comorbidity with self and sensory regulation disorders(Dunn Bennet, 2. Dunn et al. 2. 00. Treatment options can include medication, parenting groups and occupational therapy. One of the programs frequently offered by occupational therapists is the Alert Program. This program is a cognitive and experiential approach based on sensory integration principles designed to be used with children with self and sensory regulation difficulties. The application of the program to groups of children with emotional disturbance, particularly in the classroom setting has been shown to be useful. Barnes et al. 2. 00. Colangelo, 2. 00. Maas, Mason Candler, 2. Salls Bucey, 2. 00. However, these reports do not have any research evidence for its merits. The difficulties in researching the effectiveness of the program most likely lie in its flexibility of implementation and the fact that many of the children participating in the program will also be involved in other therapies. Parent Feedback and Teacher Feedback Feedback was gathered through post group survey . Thematic analysis as outlined in figure 2 demonstrates mainly positive impressions. Parents and teachers both reported that they found the strategies and language of the program helpful, but asked for more information sessions specific to their individual child's presentation. Figure 2 thematic analysis of the parent and teacher feedback. Conclusion. While the treatment group made no significant gains on measures of attention, behaviour and social skills (at home and school) when compared to the control group, overall there was parent and teacher satisfaction with the treatment group. Several factors may have contributed to these results, two of the most likely being the short length of the intervention and the lack of sensitivity of the measures. The treatment group showed a significant difference in goal attainment when compared to the control group. OTs). This appears to be related to the specific and personal nature of the goals. These findings confirm findings of Mailloux et al. GAS offers therapists a unique method of capturing outcomes that are truly meaningful to children and familiesp. Limitations of the study include That the researchers / participants were not blind to allocation and treatment. That it was not possible to control for external variables other than medication and parenting group e. Recommendations include Further research with larger samples. Further investigation of child suitability for alert program who decides and how? Investigation of factors which influence outcomes, i. Assessment of best practice in terms of size, format and location of the group. Aims This research project aimed to examine if a group of children participating in a 6 week Alert Program Made any gains in sensory processing, attention, behaviour and social skills (at home and school) as measured by standardised measures. Achieved individualised goals set around self regulation and related behaviours as measured by Goal Attainment Scaling (GAS)Results . The mean change scores for standardised measures of sensory processing, attention, behaviour and social skills showed no statistically significant differences between the control and intervention group (pgt. GAS were significantly higher for the intervention group than the control group as Table 2 outlines. Figure 1 shows the spread of the GAS scores for the intervention group compared to the control group. Methods An experimental pre- post test design was utilised. Inclusion criteria for the study were that the child was not on medication, parents were not attending parenting group at time of program, the child was between 6 and 1. CAMHS team as requiring intervention for self regulation. Table 1 shows the time frame for the study. Test P- value. Short Sensory Profile . SPM - home . 7. 01 (ns)SPM - school . Leiter cognitive - home . Leiter emotional home . Leiter cognitive - home . Leiter emotional - home . CBCL total . 1. 65 (ns)TRF total . GAS . 0. 21 (s) children Week 1 Week 2- 8 Week 9- 1. Week 1. 41. 3 (1. Pre- test Alert program Assimilation Post- test. Pre- test No intervention No intervention Post- test. Table 2 p- values for mean change scores between pre and post measures. References. Table 1 time frame for study. Pre and post test measures were used (based on previous research by Miller et al 2. Short Sensory Profile Sensory Processing Measure (SPM), home and classroom version Leiter International Performance Scale. Revised Parent Rating Scale and Teacher Rating Scale (Leiter. R) The Child Behavior Checklist (CBCL) Goal Attainment Scaling (GAS)Barnes, K. J., Beck, A. J., Vogel, K. A., Grice, K. O., Murphy, D. Perceptions regarding school- based occupational therapy for children with emotional disturbances. American Journal of Occupational Therapy, 5. Colangelo, C. (2. Test Drive Introducing the Alert Program through song (Reviews,Tidbits and Tools). Journal of Occupational Therapy, Schools, Early Intervention, 1. Dunn, W., Bennett, D. Patterns of sensory processing in children with attention deficit hyperactivity disorder. Occupational Therapy Journal of Research, 2. Dunn, W., Myles, B., Orr, S. Sensory processing issues associated with Asperger Syndrome a preliminary investigation. American Journal of Occupational Therapy, 5. Maas, C., Mason, R., Candler, C. Oct. 2. 0). When I get mad. An anger management and self- regulation group. OT Practice, 9- 1. Mailloux, Z., May- Benson, T. A., Summers, C. A., Miller, L. J.,Brett- Green, B., Burke, J. P. et al. The Issue Is Goal attainment scaling as a meausure of meaningful outcomes for children with sensory integration disorder. American Journal of Occupational Therapy,6. Miller, L. J.,Coll, J. R. Schoen, S. A.(2. A Randomized controlled pilot study of the effectiveness of occupational therapy for children with sensory modulation disorder. American Journal of Occupational Therapy,6. Salls, J. Bucey, J. March 1. 0). Self- regulation strategies for middle schoolstudents. OT Practice, 1. 1- 1. Williams, M. S. Shellenberger, S. How does your engine run?" A leader's guide to the Alert Program for self- regulation. Albuquerque, NM Therapy. Works, Inc. Figure 1 box plot of intervention and control groups GAS scores 2. Title Goes Here Title Goes Here Title Goes Here Title Goes Here Title Goes Here Authors Name/s Goes Here, Authors Name/s Goes Here Address/es Goes Here, Address/es Goes Here. Introduction First Check with conference organisers on their specifications of size and orientation, before you start your poster eg. The page size of this poster template is A0 (8. Do not change this page size, MI can scale- to- fit a smaller or larger size, when printing. If you need a different shape start with either a landscape (horizontal) or a square poster template. Bear in mind you do not need to fill up the whole space allocated by some conference organisers (eg. USA). Do not make your poster bigger than necessary just to fill that given size. Notes about graphs For simple graphs use MS Excel, or do the graph directly in Power. Point. Graphs done in a scientific graphing programs (eg. Sigma Plot, Prism, SPSS, Statistica) should be saved as JPEG or TIFF if possible. For more information see MI. Printing and Laminating Once you have completed your poster, bring it down to MI for printing. We will produce a A3 size draft print for you to check and proof read. The final poster will then be printed and laminated. Note Do not leave your poster until the last minute. Allow at least 5 working days before you need to use it. Simply highlight this text and replace. Cost For poster- printing and laminating charges contact to MIUCaptions to be set in Times or Times New Roman or equivalent, italic, between 1. Left aligned if it refers to a figure on its left. Caption starts right at the top edge of the picture (graph or photo). Captions to be set in Times or Times New Roman or equivalent, italic, between 1. Right aligned if it refers to a figure on its right. Caption starts right at the top edge of the picture (graph or photo). Captions to be set in Times or Times New Roman or equivalent, italic, 1. Aim How to use this poster template Simply highlight this text and replace it by typing in your own text, or copy and paste your text from a MS Word document or a Power. Point slide presentation. The body text / font size should be between 2. 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