RIWC_PARA_A095 Intensive Interaction for people with Significant Intellectual Disabilities
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This document discusses a study on applying the intensive interaction approach to help adults with severe intellectual disabilities and autism spectrum disorder. It describes how the approach aims to develop communication abilities, establish genuine connections, and enhance social engagement. The study shares stories of two individuals, Cindy and Fai, who initially avoided interaction and had limited communication, but through building trusting relationships and engaging them in activities, they started to smile, make eye contact, and join group activities. The document emphasizes that intensive interaction is a slow process that requires patience and being genuine to see changes.
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RIWC_PARA_A130 Ageing Resilience in Indonesia
This document summarizes a presentation on developing an Ageing Resilience Index (AgRI) to measure population resilience for aging populations. It introduces concepts of active aging, national resilience and sustainable development. An AgRI framework is presented with four domains: health, social, economic, environmental. 171 countries were ranked based on the AgRI, which correlates with other indices like HDI and shows Indonesia ranks lower than Japan on population aging measures. Recommendations include continued research applying AgRI at national/local levels and developing related resources to support healthy, active aging.
RIWC_PARA_A107 Indonesia and education
This document summarizes research on factors influencing school attendance rates among adolescents with disabilities in Indonesia. The research found that adolescents without disabilities were 5.575 times more likely to attend school than those with disabilities. For adolescent students with disabilities, the likelihood of school attendance was most affected by the absence of barriers on sidewalks, in buildings, and in accessing information, as well as having access to assistive tools and rehabilitation services. The document recommends improving access to assistive tools, rehabilitation, and removing physical barriers to facilitate inclusive education and fulfill human rights for all adolescents.
RIWC_PARA_A091 Group Homes for People with Intellectual Disabilities
1) The document describes a unique family care home service model in Hong Kong called Casa Famiglia (CF) Service that provides a home-like environment for adults with intellectual disabilities.
2) Each CF home aims to build a family atmosphere with family members, housemothers, elder brothers, and regular friends participating in social activities together.
3) The CF service model focuses on person-centered care and family life. It has led to increased social inclusion and progress for family members like Yuet-lin, who became more active and confident participating in community activities after living in a CF home.
Evaluation 4 Digi-pack Media
During the research and planning stages for their digi-pack, the group searched websites like Pinterest and Google Images for inspiration from similar artists. They based the design, style, and color scheme on female R&B artists to appeal to their target demographic of 18-21 year old females and attract secondary male audiences.
For production, they used techniques like fans, lighting, and a white balance board to create professional quality photos of the female artist. They photographed her using various angles to convey her diva persona and connect to audiences.
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Chapter 18 managing challenging behaviors
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But, how safe is a team? How can we determine if there are any factors that make the team unsafe or have an impact on the team’s culture?
In this mini-workshop, we’ll play games for psychological safety and team culture utilizing a deck of coaching cards, The Psychological Safety Cards. We will learn how to use gamification to gain a better understanding of what’s going on in teams. Individuals share what they have learned from working in teams, what has impacted the team’s safety and culture, and what has led to positive change.
Different game formats will be played in groups in parallel. Examples are an ice-breaker to get people talking about psychological safety, a constellation where people take positions about aspects of psychological safety in their team or organization, and collaborative card games where people work together to create an environment that fosters psychological safety.
Artificial Intelligence, Data and Competition – OECD – June 2024 OECD discussion
Artificial Intelligence, Data and Competition – OECD – June 2024 OECD discussionOECD Directorate for Financial and Enterprise Affairs
This presentation by OECD, OECD Secretariat, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
The Intersection between Competition and Data Privacy – KEMP – June 2024 OECD...
The Intersection between Competition and Data Privacy – KEMP – June 2024 OECD...OECD Directorate for Financial and Enterprise Affairs
This presentation by Katharine Kemp, Associate Professor at the Faculty of Law & Justice at UNSW Sydney, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
Pro-competitive Industrial Policy – OECD – June 2024 OECD discussion
Pro-competitive Industrial Policy – OECD – June 2024 OECD discussionOECD Directorate for Financial and Enterprise Affairs
This presentation by OECD, OECD Secretariat, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
This presentation was uploaded with the author’s consent.
The Intersection between Competition and Data Privacy – COLANGELO – June 2024...
The Intersection between Competition and Data Privacy – COLANGELO – June 2024...OECD Directorate for Financial and Enterprise Affairs
This presentation by Professor Giuseppe Colangelo, Jean Monnet Professor of European Innovation Policy, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
Artificial Intelligence, Data and Competition – LIM – June 2024 OECD discussion
Artificial Intelligence, Data and Competition – LIM – June 2024 OECD discussionOECD Directorate for Financial and Enterprise Affairs
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
怎么办理(lincoln学位证书)英国林肯大学毕业证文凭学位证书原版一模一样
原版定制【微信:bwp0011】《(lincoln学位证书)英国林肯大学毕业证文凭学位证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
Disaster Management project for holidays homework and other uses
It talks about disaster management in a helful way.
Proposal: The Ark Project and The BEEP Inc
1.) Introduction
Our Movement is not new; it is the same as it was for Freedom, Justice, and Equality since we were labeled as slaves. However, this movement at its core must entail economics.
2.) Historical Context
This is the same movement because none of the previous movements, such as boycotts, were ever completed. For some, maybe, but for the most part, it’s just a place to keep your stable until you’re ready to assimilate them into your system. The rest of the crabs are left in the world’s worst parts, begging for scraps.
3.) Economic Empowerment
Our Movement aims to show that it is indeed possible for the less fortunate to establish their economic system. Everyone else – Caucasian, Asian, Mexican, Israeli, Jews, etc. – has their systems, and they all set up and usurp money from the less fortunate. So, the less fortunate buy from every one of them, yet none of them buy from the less fortunate. Moreover, the less fortunate really don’t have anything to sell.
4.) Collaboration with Organizations
Our Movement will demonstrate how organizations such as the National Association for the Advancement of Colored People, National Urban League, Black Lives Matter, and others can assist in creating a much more indestructible Black Wall Street.
5.) Vision for the Future
Our Movement will not settle for less than those who came before us and stopped before the rights were equal. The economy, jobs, healthcare, education, housing, incarceration – everything is unfair, and what isn’t is rigged for the less fortunate to fail, as evidenced in society.
6.) Call to Action
Our movement has started and implemented everything needed for the advancement of the economic system. There are positions for only those who understand the importance of this movement, as failure to address it will continue the degradation of the people deemed less fortunate.
No, this isn’t Noah’s Ark, nor am I a Prophet. I’m just a man who wrote a couple of books, created a magnificent website: http://www.thearkproject.llc, and who truly hopes to try and initiate a truly sustainable economic system for deprived people. We may not all have the same beliefs, but if our methods are tried, tested, and proven, we can come together and help others. My website: http://www.thearkproject.llc is very informative and considerably controversial. Please check it out, and if you are afraid, leave immediately; it’s no place for cowards. The last Prophet said: “Whoever among you sees an evil action, then let him change it with his hand [by taking action]; if he cannot, then with his tongue [by speaking out]; and if he cannot, then, with his heart – and that is the weakest of faith.” [Sahih Muslim] If we all, or even some of us, did this, there would be significant change. We are able to witness it on small and grand scales, for example, from climate control to business partnerships. I encourage, invite, and challenge you all to support me by visiting my website.
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RIWC_PARA_A095 Intensive Interaction for people with Significant Intellectual Disabilities
- 1. A Study on Applying Intensive Interaction Approach on Adults with Severe Intellectual Disabilities & Autism Spectrum Disorder 25.10.2016 Lily Lai Services Manager
- 2. Adults with Severe Intellectual Disabilities & Autism Spectrum Disorder(ASD) • Lack of communication abilities • Avoid interaction • Affecting their participation in daily activities 2 Participate in daily activities Avoid interaction Communication abilities
- 3. Intensive Interaction Approach as a Practical Tools • Develop communication abilities • Establish genuine connection among people • Enhance social engagement & social inclusion 3
- 4. Cindy • Passive & had very limited ability in learning • Avoided interaction • Could not understand oral speech • Sat by herself in a corner always
- 5. Cindy
- 6. Outcomes 6 We • Built up a trusting relationship • Engaged her to play Cindy • Wore a smile & was happy always • Increased Eye & Hand contact • Responded to being called • Joined in group activities
- 7. 7 • Learning disabilities with ASD • Could not understand oral speech • Had repetitive & obsessive behavior • Avoided interaction Fai
- 8. Outcomes 8 We • Established a trusting relationship • Respected his choice Fai • Wore a smile & was happy always • Increased eye contact • Could express his needs & choices • Joined in group activities
- 9. Improvement Strategies • Be genuine and learn to be with them • Be patient. It is a slow process to see changes
- 10. Lesson Learnt 10 Intensive interaction approach requires a long-term development involving the whole community.