Myeshi Briley,MS,HS-BCP helps others to understand the importance of disability etiquette with tools thats out there to use. She understands the importants of such tools.
The document discusses disability etiquette and appropriate terminology when referring to people with disabilities, emphasizing using "people-first" language. It also outlines the Americans with Disabilities Act and common types of disabilities, as well as tips for interacting with, hiring, and providing accommodations for individuals with disabilities.
This document, produced by the Department for Work & Pensions and the CIPR, is intended to give public relations practitioners insight into delivering inclusive and diverse communications. The guidance covers advice on appropriate and inclusive language, producing accessible formats, issues concerning legality, and general tips on delivering inclusive and diverse communications.
The document provides information about inclusive outreach and recruitment for Peace Corps volunteers. It discusses defining disability and disability etiquette. Key aspects of inclusion discussed are universal design of presentations and the importance of a culture of inclusion. Disclosure of disabilities by volunteers is addressed, noting it is an individual choice and private medical information.
The document discusses the history and importance of disability awareness and people first language. It summarizes that the Americans with Disabilities Act was passed in 1990 to ensure equal opportunities for people with disabilities. It defines a disability as a difference in body function and a handicap as a physical or attitudinal barrier imposed on a person. It promotes people first language that recognizes the person before their disability.
EDCI 551 Presentation - An Analysis of Deconstructing Sherridan Schwartz
This article analyzes deficit thinking in education. It discusses how deficit thinking hinders efforts to improve achievement for low-income and minority students by locating the problem within students and families rather than examining school practices. The authors present a framework for deconstructing deficit thinking through staff development. Educators are often unaware of cultural influences and tend to have deficit views of culturally diverse students and families. The authors suggest training to develop intercultural knowledge and address prevalent deficit beliefs among teachers.
People-first language puts the person before the disability. It involves advocating for people-first language when referring to those with exceptionalities by telling at least 5 people about it. General guidelines for respectful communication about disability include referring to the person's disability only when relevant, using terms like "accessible" instead of "disabled," avoiding outdated terms, and recognizing people with disabilities have talents beyond their conditions. When uncertain, address the person by name.
This document provides guidelines for using respectful and inclusive language when referring to people with disabilities. It discusses principles such as putting the person first, avoiding labels and assumptions, and not using disempowering or victimizing terms. Specific terminology around impairments, disabilities, and functional limitations is defined. Examples of appropriate and inappropriate words are given for different types of disabilities. The document encourages asking people with disabilities how they prefer to be addressed.
How to communicate with and about individuals with special needsLiomarys Reyes Santos
This document discusses effective communication with people with special needs. It begins by defining special needs and discussing relevant laws. Guidelines are provided for respectful terminology when referring to disabilities and for interacting with people with disabilities, such as addressing them by their preferred name and not touching assistive equipment without permission. Barriers people with disabilities face, such as discrimination, are reviewed. The conclusion emphasizes that language and attitude influence perceptions and inclusion of people with special needs.
The document discusses disability etiquette and appropriate terminology when referring to people with disabilities, emphasizing using "people-first" language. It also outlines the Americans with Disabilities Act and common types of disabilities, as well as tips for interacting with, hiring, and providing accommodations for individuals with disabilities.
This document, produced by the Department for Work & Pensions and the CIPR, is intended to give public relations practitioners insight into delivering inclusive and diverse communications. The guidance covers advice on appropriate and inclusive language, producing accessible formats, issues concerning legality, and general tips on delivering inclusive and diverse communications.
The document provides information about inclusive outreach and recruitment for Peace Corps volunteers. It discusses defining disability and disability etiquette. Key aspects of inclusion discussed are universal design of presentations and the importance of a culture of inclusion. Disclosure of disabilities by volunteers is addressed, noting it is an individual choice and private medical information.
The document discusses the history and importance of disability awareness and people first language. It summarizes that the Americans with Disabilities Act was passed in 1990 to ensure equal opportunities for people with disabilities. It defines a disability as a difference in body function and a handicap as a physical or attitudinal barrier imposed on a person. It promotes people first language that recognizes the person before their disability.
EDCI 551 Presentation - An Analysis of Deconstructing Sherridan Schwartz
This article analyzes deficit thinking in education. It discusses how deficit thinking hinders efforts to improve achievement for low-income and minority students by locating the problem within students and families rather than examining school practices. The authors present a framework for deconstructing deficit thinking through staff development. Educators are often unaware of cultural influences and tend to have deficit views of culturally diverse students and families. The authors suggest training to develop intercultural knowledge and address prevalent deficit beliefs among teachers.
People-first language puts the person before the disability. It involves advocating for people-first language when referring to those with exceptionalities by telling at least 5 people about it. General guidelines for respectful communication about disability include referring to the person's disability only when relevant, using terms like "accessible" instead of "disabled," avoiding outdated terms, and recognizing people with disabilities have talents beyond their conditions. When uncertain, address the person by name.
This document provides guidelines for using respectful and inclusive language when referring to people with disabilities. It discusses principles such as putting the person first, avoiding labels and assumptions, and not using disempowering or victimizing terms. Specific terminology around impairments, disabilities, and functional limitations is defined. Examples of appropriate and inappropriate words are given for different types of disabilities. The document encourages asking people with disabilities how they prefer to be addressed.
How to communicate with and about individuals with special needsLiomarys Reyes Santos
This document discusses effective communication with people with special needs. It begins by defining special needs and discussing relevant laws. Guidelines are provided for respectful terminology when referring to disabilities and for interacting with people with disabilities, such as addressing them by their preferred name and not touching assistive equipment without permission. Barriers people with disabilities face, such as discrimination, are reviewed. The conclusion emphasizes that language and attitude influence perceptions and inclusion of people with special needs.
This document discusses effective communication with people with special needs. It begins by defining special needs and discussing relevant laws like the Americans with Disabilities Act. It then provides guidelines for respectful terminology when referring to people with disabilities, such as using "person with a disability" rather than "disabled person". The document offers tips for appropriate interaction, such as waiting for assistance to be offered before helping, and concludes by emphasizing the importance of communication and attitudes in inclusion.
General guidelines for talking about disabilityDr V. JANAKI
This document provides guidelines for respectful language when talking about or to people with disabilities. It advises referring to disabilities only when relevant and using terms like "accessible" instead of "disabled." It discourages outdated terms like "crippled" and encourages describing people as "having" rather than being defined by their disability. The document also lists outdated and respectful terms for describing different types of disabilities.
The document discusses guidelines for interacting with people with disabilities in the workplace, noting that the Americans with Disabilities Act of 1990 aims to integrate people with disabilities into all aspects of life. It provides tips for respectful communication that focuses on the individual rather than the disability, such as using people-first language. The document also gives guidance for etiquette like asking before assisting someone and being sensitive to physical contact or requests.
This document outlines a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training objectives are to provide an example of appropriate language and behavior towards people with disabilities, describe the two major roles faculty have in ensuring accessibility, and articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using people-first language, disability etiquette tips, the legal obligations of universities, and an overview of classroom accommodations with examples of assistive technology.
This document outlines a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training objectives are to provide an example of appropriate language and behavior towards people with disabilities, describe the two major roles faculty have in ensuring accessibility, and articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using people-first language, disability etiquette tips, and an activity to apply these concepts. It also addresses faculty's role in ensuring accessibility and working with the disability support services office to implement classroom accommodations.
This document provides a training module for faculty on accessibility and accommodations for students with disabilities in higher education. It outlines three objectives for the training: 1) provide an example of appropriate language and behavior towards people with disabilities, 2) describe the two major roles faculty have in incorporating accessibility, and 3) articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using legal definitions and etiquette tips, accessibility frameworks and practical applications, working with disability support services, and an overview of classroom accommodations. Activities are included to apply the concepts of defining disability and practicing appropriate language and behaviors.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
This document discusses the importance of using people-first language when referring to people with disabilities. It advocates describing what a person has, not what a person is, by putting the person before the disability. People-first language, such as saying "a person with autism" rather than "an autistic person", emphasizes that people with disabilities are people first and foremost. The document also argues that terms like "handicapped" and "disabled" are misused and can create negative stereotypes, whereas people with disabilities are a diverse group no different from others except for facing prejudice.
This document discusses preferred terminology when referring to people with disabilities. It emphasizes using "people first" language that identifies the person before their disability. Some examples of preferred terms include "person with a disability" instead of "the disabled" and "person who uses a wheelchair" instead of "wheelchair bound." The document also provides examples of people with different disabilities who live full lives. It encourages readers to recognize that disability is simply a condition and not define someone's life experiences.
This document provides an overview and objectives for a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training covers defining disability appropriately using legal definitions and disability etiquette tips, as well as frameworks for practical applications including accessibility laws, universal design principles, and working with disability support services. Specific topics that will be addressed include appropriate language and behaviors, accessibility roles for faculty, and classroom accommodation strategies and examples of assistive technologies.
This document provides an overview and objectives for a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training covers defining disability appropriately using legal definitions and disability etiquette tips, as well as frameworks for practical applications including accessibility laws, universal design principles, and working with disability support services. Specific topics that will be addressed include appropriate language and behaviors, accessibility roles for faculty, and classroom accommodation strategies and examples of assistive technologies.
This document provides guidelines for using People First Language when referring to individuals with disabilities. It emphasizes referring to the person first rather than the disability, such as "person with a disability" rather than "disabled person." The guide offers preferred and avoided terms across a range of disabilities from autism to stroke. It explains that People First Language focuses on abilities and treats disabilities respectfully without defining the individual. The purpose is to reduce stigma and foster inclusion of people with disabilities.
At EQuality Training we have used the following guidelines to promote awareness of disability issues through the use of respectful language. It demands an intentional and deliberate change by the speaker to stop the perpetuation of wrong assumptions about difference. The adoption of these guidelines should help to challenge thinking that creates discrimination, as it promotes a responsibility to accept difference, rather than shift the individual blame for it onto members of certain groups.
This document discusses creating an inclusive environment through inclusive language and body language. It defines inclusion as a sense of belonging where people feel respected, valued, and supported. The document explains why inclusion is important for diversity on campus, strengthening awareness, education, and preparing students for a diverse world. It provides guidelines for inclusive language regarding gender, race, disabilities, sexual orientation, and age. The document also discusses inclusive body language techniques like maintaining open posture and eye contact. It concludes with tips for leaders to champion inclusion through being learners, setting vision, modeling behaviors, and holding each other accountable.
Inclusive Language Writing Guide for 2020
Based on the e-book:
https://www.amazon.com/Inclusive-Language-Respecting-Diversity-Disability-ebook/dp/B08F33CFJY/
This document provides tips for effectively communicating with people who have disabilities in the workplace. It emphasizes treating individuals with disabilities with respect and focusing on them as people first rather than their disability. Some key tips include speaking directly to the person with the disability rather than a companion, offering assistance only after it is accepted, and putting yourself at eye level and not touching assistive devices when interacting with someone who uses a wheelchair. The goal is to relax and focus on the subject matter of the interaction rather than disability-related issues.
Disability Etiquette 101 - BACHA RA Conferencecmuchata
This document is a presentation on disability etiquette given by Chris Muchata. It discusses using people-first language, communicating respectfully with those who have various disabilities, challenging stereotypes, and providing inclusive programming. Specific tips are provided for visual, hearing, mobility and speech impairments. Videos explore communicating with those who have physical disabilities and common inappropriate statements. The presenter advocates educating oneself on disabilities and empowering students to get involved on campus through universal program design.
This document discusses how families should adjust roles and responsibilities when a family member has a disability or special needs. It emphasizes the importance of clear communication within the family. It also provides tips for interacting respectfully with people who have various disabilities, such as speaking directly to them, avoiding pushing wheelchairs, and being patient. The overall message is that people with disabilities should be treated with dignity and respect, and their unique abilities and contributions to society should be recognized.
The document discusses 5 keys to disability awareness:
1) It introduces Finny, a fictional miniature horse used to represent people with disabilities and raise awareness of disability concepts.
2) It explains that miniature horses and service dogs are the only animals allowed to assist people with disabilities according to the ADA.
3) It hopes the zine's use of horses will increase understanding of disability awareness and its key concepts.
This document provides details about a business leadership event hosted by the Spring Klein Chamber of Commerce. The event will be held from 11:00AM to 12:00PM on the third Thursday of the month at His Place Church located at 5302 Spring Stuebner RD. The event contact is Doug Bartsch from the Spring Klein Chamber who can be reached at office@springkleinchamber.org or 281-257-9559. The event will be led by Spring Klein Chamber President Myeshi Briley.
The Coast2Coast Rx Card is a free prescription discount card provided by the City of Houston that can be used within and outside the city. It provides savings of up to 60% on dental, vision, hearing, and diabetes supplies. There are no limits on usage and the card does not expire - anyone over 18 can use it for themselves and their family.
This document discusses effective communication with people with special needs. It begins by defining special needs and discussing relevant laws like the Americans with Disabilities Act. It then provides guidelines for respectful terminology when referring to people with disabilities, such as using "person with a disability" rather than "disabled person". The document offers tips for appropriate interaction, such as waiting for assistance to be offered before helping, and concludes by emphasizing the importance of communication and attitudes in inclusion.
General guidelines for talking about disabilityDr V. JANAKI
This document provides guidelines for respectful language when talking about or to people with disabilities. It advises referring to disabilities only when relevant and using terms like "accessible" instead of "disabled." It discourages outdated terms like "crippled" and encourages describing people as "having" rather than being defined by their disability. The document also lists outdated and respectful terms for describing different types of disabilities.
The document discusses guidelines for interacting with people with disabilities in the workplace, noting that the Americans with Disabilities Act of 1990 aims to integrate people with disabilities into all aspects of life. It provides tips for respectful communication that focuses on the individual rather than the disability, such as using people-first language. The document also gives guidance for etiquette like asking before assisting someone and being sensitive to physical contact or requests.
This document outlines a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training objectives are to provide an example of appropriate language and behavior towards people with disabilities, describe the two major roles faculty have in ensuring accessibility, and articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using people-first language, disability etiquette tips, the legal obligations of universities, and an overview of classroom accommodations with examples of assistive technology.
This document outlines a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training objectives are to provide an example of appropriate language and behavior towards people with disabilities, describe the two major roles faculty have in ensuring accessibility, and articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using people-first language, disability etiquette tips, and an activity to apply these concepts. It also addresses faculty's role in ensuring accessibility and working with the disability support services office to implement classroom accommodations.
This document provides a training module for faculty on accessibility and accommodations for students with disabilities in higher education. It outlines three objectives for the training: 1) provide an example of appropriate language and behavior towards people with disabilities, 2) describe the two major roles faculty have in incorporating accessibility, and 3) articulate strategies to promote inclusion. The training covers defining disability, discussing disability appropriately using legal definitions and etiquette tips, accessibility frameworks and practical applications, working with disability support services, and an overview of classroom accommodations. Activities are included to apply the concepts of defining disability and practicing appropriate language and behaviors.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
This document discusses the importance of using people-first language when referring to people with disabilities. It advocates describing what a person has, not what a person is, by putting the person before the disability. People-first language, such as saying "a person with autism" rather than "an autistic person", emphasizes that people with disabilities are people first and foremost. The document also argues that terms like "handicapped" and "disabled" are misused and can create negative stereotypes, whereas people with disabilities are a diverse group no different from others except for facing prejudice.
This document discusses preferred terminology when referring to people with disabilities. It emphasizes using "people first" language that identifies the person before their disability. Some examples of preferred terms include "person with a disability" instead of "the disabled" and "person who uses a wheelchair" instead of "wheelchair bound." The document also provides examples of people with different disabilities who live full lives. It encourages readers to recognize that disability is simply a condition and not define someone's life experiences.
This document provides an overview and objectives for a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training covers defining disability appropriately using legal definitions and disability etiquette tips, as well as frameworks for practical applications including accessibility laws, universal design principles, and working with disability support services. Specific topics that will be addressed include appropriate language and behaviors, accessibility roles for faculty, and classroom accommodation strategies and examples of assistive technologies.
This document provides an overview and objectives for a faculty training module on accessibility and accommodations for students with disabilities in higher education. The training covers defining disability appropriately using legal definitions and disability etiquette tips, as well as frameworks for practical applications including accessibility laws, universal design principles, and working with disability support services. Specific topics that will be addressed include appropriate language and behaviors, accessibility roles for faculty, and classroom accommodation strategies and examples of assistive technologies.
This document provides guidelines for using People First Language when referring to individuals with disabilities. It emphasizes referring to the person first rather than the disability, such as "person with a disability" rather than "disabled person." The guide offers preferred and avoided terms across a range of disabilities from autism to stroke. It explains that People First Language focuses on abilities and treats disabilities respectfully without defining the individual. The purpose is to reduce stigma and foster inclusion of people with disabilities.
At EQuality Training we have used the following guidelines to promote awareness of disability issues through the use of respectful language. It demands an intentional and deliberate change by the speaker to stop the perpetuation of wrong assumptions about difference. The adoption of these guidelines should help to challenge thinking that creates discrimination, as it promotes a responsibility to accept difference, rather than shift the individual blame for it onto members of certain groups.
This document discusses creating an inclusive environment through inclusive language and body language. It defines inclusion as a sense of belonging where people feel respected, valued, and supported. The document explains why inclusion is important for diversity on campus, strengthening awareness, education, and preparing students for a diverse world. It provides guidelines for inclusive language regarding gender, race, disabilities, sexual orientation, and age. The document also discusses inclusive body language techniques like maintaining open posture and eye contact. It concludes with tips for leaders to champion inclusion through being learners, setting vision, modeling behaviors, and holding each other accountable.
Inclusive Language Writing Guide for 2020
Based on the e-book:
https://www.amazon.com/Inclusive-Language-Respecting-Diversity-Disability-ebook/dp/B08F33CFJY/
This document provides tips for effectively communicating with people who have disabilities in the workplace. It emphasizes treating individuals with disabilities with respect and focusing on them as people first rather than their disability. Some key tips include speaking directly to the person with the disability rather than a companion, offering assistance only after it is accepted, and putting yourself at eye level and not touching assistive devices when interacting with someone who uses a wheelchair. The goal is to relax and focus on the subject matter of the interaction rather than disability-related issues.
Disability Etiquette 101 - BACHA RA Conferencecmuchata
This document is a presentation on disability etiquette given by Chris Muchata. It discusses using people-first language, communicating respectfully with those who have various disabilities, challenging stereotypes, and providing inclusive programming. Specific tips are provided for visual, hearing, mobility and speech impairments. Videos explore communicating with those who have physical disabilities and common inappropriate statements. The presenter advocates educating oneself on disabilities and empowering students to get involved on campus through universal program design.
This document discusses how families should adjust roles and responsibilities when a family member has a disability or special needs. It emphasizes the importance of clear communication within the family. It also provides tips for interacting respectfully with people who have various disabilities, such as speaking directly to them, avoiding pushing wheelchairs, and being patient. The overall message is that people with disabilities should be treated with dignity and respect, and their unique abilities and contributions to society should be recognized.
The document discusses 5 keys to disability awareness:
1) It introduces Finny, a fictional miniature horse used to represent people with disabilities and raise awareness of disability concepts.
2) It explains that miniature horses and service dogs are the only animals allowed to assist people with disabilities according to the ADA.
3) It hopes the zine's use of horses will increase understanding of disability awareness and its key concepts.
This document provides details about a business leadership event hosted by the Spring Klein Chamber of Commerce. The event will be held from 11:00AM to 12:00PM on the third Thursday of the month at His Place Church located at 5302 Spring Stuebner RD. The event contact is Doug Bartsch from the Spring Klein Chamber who can be reached at office@springkleinchamber.org or 281-257-9559. The event will be led by Spring Klein Chamber President Myeshi Briley.
The Coast2Coast Rx Card is a free prescription discount card provided by the City of Houston that can be used within and outside the city. It provides savings of up to 60% on dental, vision, hearing, and diabetes supplies. There are no limits on usage and the card does not expire - anyone over 18 can use it for themselves and their family.
Types of seizures myeshi briley,ms,hs bcp mmMyeshi Briley
This document discusses three main types of seizures: generalized seizures which cause loss of consciousness when electrical disturbances sweep through the whole brain; partial seizures which occur when a disturbance is localized to one brain region affecting the associated functions; and complex partial seizures which are partial seizures affecting a larger brain area and consciousness, often starting with a blank stare. It was prepared by Micarah Malone under the direction of Myeshi Briley, an expert who has published 11 articles.
Learning about epilepsy myeshi briley,ms,hs bcp mmMyeshi Briley
Epilepsy is not a mental illness but rather causes seizures which make a person lose control over their actions temporarily. Seizures can cause blackouts, falling, muscle jerking, or changes in emotions and behavior like acting half asleep. A person experiencing a seizure has no control over their body or memory during that time.
Learning about epilepsy myeshi briley,ms,hs bcp mmMyeshi Briley
Epilepsy is not a mental illness but rather causes seizures which make a person lose control over their actions temporarily. Seizures can cause blackouts, falling, muscle jerking, or changes in emotions and behavior like feeling afraid or acting half asleep. During a seizure, the person has no control over their body or memory of the event once it ends.
How to best manage epilepsy myeshi briley,ms,hs bcpMyeshi Briley
Keep a journal to track seizures and identify triggers, exercise to reduce stress and the likelihood of seizures, pay attention to warning signs so you can take safety precautions, and explore educational support services if applicable.
Myeshi Briley was nominated for the Texas Woman's Hall of Fame for 2012 for her work in education and leadership. She was appointed by Governor Perry to serve on the Texas Special Education Continuing Advisory Committee in 2011. The Texas Woman's Hall of Fame recognizes over 100 notable women biennially for their achievements and contributions that have impacted the state of Texas.
Myeshi Briley,MS,HS-BCP was recently nominated to Texas Woman's Hall of Fame 2012. Myeshi said: It is such a great honor to be nominated for such a prestigious award, which has been given to former 1st Ladies, Olympic athletes, Teachers and astronauts for the good works they have done in Texas.
Rotarian Myeshi Briley is Keynote SpeakerMyeshi Briley
The document provides information about upcoming Rotary events in District 5890 including:
- An Interact District Conference in March that was a success with over 400 attendees.
- A President Elect Training Seminar in Dallas that the Governor encouraged all President Elects to attend.
- The District Conference from May 31-June 2 in Marble Falls, Texas that members are encouraged to register for.
- A group traveling to the RI Convention in Bangkok, Thailand from May 6-9 and options for pre/post-convention tours.
- An upcoming District Leadership Training (District Assembly) on May 19 for all club officers and members.
The document discusses seizures that occur later in life. It notes that seizures can be caused by conditions like stroke, brain tumors, head trauma, infections, and pre-existing epilepsy. Complex partial seizures are the most common type in older adults. Generalized seizures also occur and present risks of injury from falling. Treatment challenges include slower medication metabolism, drug interactions, and side effects. Social issues for older adults with seizures include loss of independence, embarrassment, and decreased mobility. The goals of treatment are to maintain independence and safety for as long as possible. National and local resources for epilepsy are also outlined.
This document announces a free outreach development training workshop for students with unique abilities and their parents to be held on December 2, 2011 from 9:00 AM to 12:00 Noon at Barbara Jordan High School for Careers in Houston, Texas. The workshop will feature presentations from various organizations on topics like people first language, living with disabilities, and advocacy for people with disabilities. Contact information is provided for those seeking more information about the workshop.
This document lists various poisonous plants and provides safety tips to keep therapy animals safe. It includes three sections that each list 15 or more plants that can be poisonous to pets, such as aloe vera, azalea, daffodil, eucalyptus, and peach pits. The final part provides a link to additional information on poisonous plants from the ASPCA poison control website to look up more details. The overall message is to be aware of which common plants can be dangerous if ingested by therapy animals.
Myeshi Briley spoke at the RYLA Carolina Camp on ethics. Ethics are important in life and people should consider how their actions could help or harm others. One should be able to sleep well with their decisions and always do what is right. While Briley has accomplished much, there is always room for further growth and improvement.
Hs workshop series rev[1] myeshi briley,hs bcpMyeshi Briley
The workshop series consists of 8 courses on topics for human services professionals, such as building teams, ethics, advocacy, leadership, research, and human behavior. The courses range from 4-8 hours and provide continuing education credits. They will be held in May and June at a campus location, with fees of $125-175 per course. Space is limited and early registration is encouraged.
Hs workshop series rev[1]myeshi briley,hs bcpMyeshi Briley
The workshop series consists of 10 courses on topics like building teams, ethics, advocacy, leadership, research and human behavior. The courses range from 4-8 hours and provide continuing education credits. They are designed for human services professionals and others in related fields. The workshops will be held in May, June and cover fees, dates, instructor biographies. Registration is encouraged as space is limited.
There are several types of seizures that can occur depending on the area of the brain involved. These include tonic, atonic, tonic-clonic, absence, myoclonic, clonic, and partial seizures. Seizures can be generalized, affecting the whole brain, or partial, affecting only a specific area. Generalized seizures include tonic-clonic, absence, myoclonic, clonic, and tonic seizures. Partial seizures can be simple, complex, or evolve into generalized seizures. Non-epileptic seizures mimic epileptic seizures but do not involve abnormal brain activity and can be caused by physiological or psychological factors.
There are several types of seizures that can occur depending on the area of the brain involved. These include tonic, atonic, tonic-clonic, absence, myoclonic, clonic, and partial seizures. Seizures can be generalized, affecting the whole brain, or partial, affecting only a specific area. Generalized seizures include tonic-clonic, absence, myoclonic, clonic, and tonic seizures. Partial seizures can be simple, complex, or evolve into generalized seizures. Non-epileptic seizures mimic epileptic seizures but do not involve abnormal brain activity and can be caused by physiological or psychological factors.
Hs workshop series rev[1] Myeshi Briley,HS-BCPMyeshi Briley
This document provides information about an upcoming human services workshop series being offered by the Office of Continuing Education. The workshop series consists of multiple short courses on topics relevant to human services professionals, such as building teams, ethics, advocacy, leadership, research and evaluation. Each course is 4-8 hours long over several dates and provides 0.4-0.8 continuing education credits. Fees range from $125-175 per course. The instructor spotlight highlights the experience of Mrs. Myeshi Briley, who will bring real-life issues to the classroom. Participants will receive a certificate of completion upon finishing a course. Space is limited and early registration is encouraged.
Human Services PVAMU Continuing Education Myeshi Briley,HS-BCPMyeshi Briley
This document provides information about an upcoming human services workshop series being offered by the Office of Continuing Education. The workshop series consists of multiple short courses on topics relevant to human services professionals, such as building teams, ethics, advocacy, leadership, research and evaluation. Each course is 4-8 hours long over several dates and offers continuing education credits. Fees range from $125-175 per course. The instructor spotlight highlights an experienced human services professional, Myeshi Briley, who will bring real-life experience to the classroom. Registration is encouraged as space is limited.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. People-First Language People-First Language is a great tool for someone that wants to learn more about the areas of disability and the language. What you should say and What you should not say that might offended someone. RESPECT is important….
3. People-First Language People-first language is a form of linguistic prescriptivism in English, aiming to avoid perceived and subconscious dehumanization when discussing people with disabilities, as such forming an aspect of disability etiquette. The basic idea is to impose a sentence structure that names the person first and the condition second, i.e. "people with disabilities" rather than "disabled people", in order to emphasize that "they are people first". Because English syntax normally places adjectives before nouns, it becomes necessary to insert relative clauses, replacing, e.g., "deaf person" with "a person who is deaf" or "asthmatic person" with "a person who has asthma." Furthermore, the use of to be is deprecated in favor of using to have, i.e. "a person who has a hearing impairment" over "a person who is deaf". The speaker is thus expected to internalize the idea of a disability as a secondary attribute, not a characteristic of a person's identity. Critics of this rationale point out that the unnatural sentence structure draws even more attention to the disability than using unmarked English syntax, producing an additional "focus on disability in an ungainly new way". The term people-first language first appears in 1988 as recommended by advocacy groups in the United States
4. People-First Language People with disabilities are -- first and foremost, people -- people who have individual abilities, interests and needs. For the most part, they are ordinary individuals seeking to live ordinary lives. People with disabilities are moms, dads, sons, daughters, sisters, brothers, friends, neighbors, coworkers, students and teachers. About 54 million Americans -- one out of every five individuals -- have a disability. Their contributions enrich our communities and society as they live, work and share their lives. http://www.txddc.state.tx.us/resources/publications/pfanguage.asp
5. Descripción de las personas con discapacidades ¿Quiénes son las personas con discapacidades? Personas con discapacidades son -- primero y antes que nada, personas -- personas con destrezas, intereses y necesidades propias. Por la mayor parte, son individuos comunes buscando vivir vidas comunes. Personas con discapacidades son mamás, papás, hijos, hijas, hermanos, hermanas, amigos, vecinos, compañeros de trabajo, estudiantes y maestros. Cerca de 54 millones de estadounidenses -- uno de cada cinco individuos -- tiene una discapacidad. Sus contribuciones enriquecen a nuestras comunidades y sociedades mientras viven, trabajan y comparten sus vidas. http://www.txddc.state.tx.us/resources/publications/pfanguage.asp
6. People-First Language Every individual regardless of sex, age, race or ability deserves to be treated with dignity and respect. As part of the effort to end discrimination and segregation -- in employment, education and our communities at large -- it's important to eliminate prejudicial language. Like other minorities, the disability community has developed preferred terminology -- People First Language. More than a fad or political correctness, People First Language is an objective way of acknowledging, communicating and reporting on disabilities. It eliminates generalizations, assumptions and stereotypes by focusing on the person rather than the disability. As the term implies, People First Language refers to the individual first and the disability second. It's the difference in saying the autistic and a child with autism. (See the following.) While some people may not use preferred terminology, it's important you don't repeat negative terms that stereotype, devalue or discriminate, just as you'd avoid racial slurs and say women instead of gals. Equally important, ask yourself if the disability is even relevant and needs to be mentioned when referring to individuals, in the same way racial identification is being eliminated from news stories when it is not significant. http://www.txddc.state.tx.us/resources/publications/pfanguage.asp
7. People-First Language Be sensitive when choosing the words you use. Here are a few guidelines on appropriate language. Recognize that people with disabilities are ordinary people with common goals for a home, a job and a family. Talk about people in ordinary terms. Never equate a person with a disability -- such as referring to someone as retarded, an epileptic or quadriplegic. These labels are simply medical diagnosis. Use People First Language to tell what a person HAS, not what a person IS. Emphasize abilities not limitations. For example, say a man walks with crutches, not he is crippled. Avoid negative words that imply tragedy, such as afflicted with, suffers, victim, prisoner and unfortunate. Recognize that a disability is not a challenge to be overcome, and don't say people succeed in spite of a disability. Ordinary things and accomplishments do not become extraordinary just because they are done by a person with a disability. What is extraordinary are the lengths people with disabilities have to go through and the barriers they have to overcome to do the most ordinary things. http://www.txddc.state.tx.us/resources/publications/pfanguage.asp
8. Descripción de las personas con discapacidades Sea sensitivo al elegir las palabras que usa. La siguiente es una guía para el lenguaje apropiado. Reconozca que las personas con discapacidades son personas comunes con metas comunes para un hogar, un trabajo y una familia. Hable acerca de las personas en términos comunes. Nunca iguale a una persona con una discapacidad, tal como referiéndose a alguien como retrasado, un epiléptico o cuadripléjico. Estas etiquetas son simplemente el diagóstico médico. Use el lenguage de las personas son primero para decir lo que la persona TIENE y no lo que la persona ES. Ponga el énfasis en las capacidades y no en las limitaciones. Por ejemplo diga, "un hombre que usan muletas," no "el lisiado." Evite palabras negativas que implican tragedia, así como afectado por, sufre de, víctima de, prisionero o desafortunado. Reconozca que una discapacidad no es un reto a sobrepasar, y no diga que las personas triunfan a pesar de su discapacidad. Las cosas comunes no se convierten en extraordinarias sólo porque las hace una persona con una discapacidad. Lo que es extraordinario es por todo lo que pasan las personas con discapacidades y las barreras que tienen que sobrepasar para poder hacer las cosas más simples. http://www.txddc.state.tx.us/resources/publications/pfanguage.asp
9. People-First Language Use handicap to refer to a barrier created by people or the environment. Use disability to indicate a functional limitation that interferes with a person's mental, physical or sensory abilities, such as walking, talking, hearing and learning. For example, people with disabilities who use wheelchairs are handicapped by stairs. Do not refer to a person as bound to or confined to a wheelchair. Wheelchairs are liberating to people with disabilities because they provide mobility. Do not use special to mean segregated, such as separate schools or buses for people with disabilities, or to suggest a disability itself makes someone special. Avoid cute euphemisms such as physically challenged, inconvenienced and differently abled. Promote understanding, respect, dignity and positive outlooks. http://www.txddc.state.tx.us/resources/publications/pfanguage.asp
10. Descripción de las personas con discapacidades Use "hándicap" para referirse a la barrera creada por las personas o el ambiente. Use la "discapacidad" para indicar una limitación funcional que interfiere con las capacidades mentales, físicas o sensoriales como caminar, hablar, oír y aprender. Por ejemplo, las escaleras son un impedimento para las personas con discapacidades que usan sillas de ruedas. No se refiera a la persona como atada o confinada a una silla de ruedas. Las sillas de ruedas liberan a las personas con discapacidades porque les proveen movilidad. No use "especial" para significar "segregado," como escuelas o camiones distintos para personas con discapacidades, o para sugerir que la discapacidad misma hace a alguien especial. Evite eufemismos que pretenden ser simpáticos, como minusválido y personas con capacidades diferentes. Promueva comprensión, respeto, dignidad y perspectivas positivas. http://www.txddc.state.tx.us/resources/publications/pfanguage.asp
11. People-First Language People First Language recognizes that individuals with disabilities are - first and foremost - people. It emphasizes each person's value, individuality, dignity and capabilities. The following examples provide guidance on what terms to use and which ones are inappropriate when talking or writing about people with disabilities. http://www.txddc.state.tx.us/resources/publications/pfanguage.asp