Glossary of NIH Terms. Glossary & Acronym List. For a complete list of acronyms only, go to Acronym. A - A& RSee Alteration and Renovation. AAAcademic Research Enhancement Award (AREA - R1. Grant award stimulating research at health professional academic institutions with not more than $6 million per year of NIH support in total costs in each of four or more of the last seven years. Go to AREA. Accession Number. Related to electronic submission of applications, the Accession number is the Agency tracking number provided for the application after Agency validations. Account As used by the e. RA Commons, a personal account an individual uses to log into the e. RA Commons which is identified by a unique combination of username and password. Account Administrator (AA)An individual typically in the grantee organization's central research administration office designated by a SO to facilitate the administration of NIH e. RA Commons accounts. The AA can create, modify and/or remove the necessary accounts for these types: AO, AA, FSR, PI or ASST. Although the AA can create additional accounts, the AA cannot modify institutional profile (IPF) information. Acquisition. Obtaining supplies or services by the federal government with appropriated funds through purchase or lease. See Contract. Acquisition Cost. The cost of the asset including the cost to ready the asset for its intended use. Acquisition cost for equipment, for example, means the net invoice price of the equipment, including the cost of any modifications, attachments, accessories, or auxiliary apparatus necessary to make it usable for the purpose for which it is acquired. Acquisition costs for software includes those development costs capitalized in accordance with generally accepted accounting principles (GAAP). Ancillary charges, such as taxes, duty, protective in transit insurance, freight, and installation may be included in or excluded from the acquisition cost in accordance with the non- Federal entity's regular accounting practices. Active Grant. A grant meeting the following criteria. Today's date is between the budget start and end dates. A 3-character code used to identify a specific category of extramural research activity, applied to financial assistance mechanisms. NIH uses three funding mechanisms for extramural research awards: grants, cooperative. Resources for Teachers. Teach with documents using our online tool. Locate teachable primary sources. Find new and favorite lesson plans, and create your own activities for your students. On August 30, 2016, the Patent Office issued U.S. 9,430,468, titled; “Online peer review and method.” The owner of this patent is none other than Elsevier, the giant academic publisher. When it first applied for. San Francisco, California, June 13, 2016 – Medizone International, Inc. About Peer To Patent . Some educators, funding officers and program planners may have had an uneasy belief that peer education (or other types of peer involvement) may not be helpful in planning, implementing or operating a program designed.Non- fellowships only. NIH uses three funding mechanisms for extramural research awards: grants, cooperative agreements and contracts. Within each funding mechanism, NIH uses 3- character activity codes (e. F3. 2, K0. 8, P0. R0. 1, T3. 2, etc.) to differentiate the wide variety of research- related programs NIH supports. An IC may request to change this assignment if the application is more suited to another IC. Also referred to as primary assignment. Administrative Official (AO) In the e. RA Commons, reviews the grant application for accuracy before the signing official submits the final application to the NIH. Uniform administrative requirements for grants are found in OMB Circular A- 1. OMB Circular A- 1. CFR Part 2. 15). Administrative Supplement. A request for (or the award of) additional funds during a current project period to provide for an increase in costs due to unforeseen circumstances. All additional costs must be within the scope of the peer reviewed and approved project. ADPAutomated Data Processing. Advance Payment. A payment that a Federal awarding agency or pass through entity makes by any appropriate payment mechanism, including a predetermined payment schedule, before the non- Federal entity disburses the funds for program purposes. Advisory Council/Board. AGAgency Data Integration Application (Manage Agency Data)Allows Operating Divisions (Op. Divs) to manage data in the IMPAC II system, including the ability to add, modify and retrieve Common Accounting Numbers (CAN) and Award Authorization data. AIAIDS- Related. Includes: (1) projects relating to the etiology, epidemiology, natural history, diagnosis, treatment, or prevention of AIDS; (2) various sequelae specifically associated with the syndrome; and (3) preparation and screening of anti- AIDS agents as well as vaccine development, including both preclinical and clinical studies. We consider unsolicited manuscripts for publication in Future Science journals, including positive, negative or inconclusive data. Articles published in the journals are subject to rigorous double-blind. Not all applications examining various influences on T- lymphocytes or retroviruses will be appropriate for the expedited AIDS review process. Applications only indirectly related to AIDS will be evaluated by established Scientific Review Groups (SRGs) appropriate to the scientific discipline during regular NIH review cycles and should not be submitted in response to the expedited AIDS receipt dates. Applicants are urged to take note of the yearly NIH Plan for HIV- Related Research and indicate how their application addresses the NIH priorities set forth in that Plan. The process may entail assigning a cost(s) directly to a final cost objective or through one or more intermediate cost objectives. For additional information, see the. NIH Grants Policy Statement: 7. Cost Considerations 7. The Cost Principles. Allowable Cost. A cost incurred by a recipient that is: (1) reasonable for the performance of the award; (2) allocable; (3) in conformance with any limitations or exclusions set forth in the Federal cost principles applicable to the organization incurring the cost or in the No. A as to the type or amount of cost; (4) consistent with regulations, policies, and procedures of the recipient that are applied uniformly to both federally supported and other activities of the organization; (5) accorded consistent treatment as a direct or indirect cost; (6) determined in accordance with generally accepted accounting principles; and (7) not included as a cost in any other federally supported award (unless specifically authorized by statute). See also definitions for Major A& R and Minor A& R. Amendment (amended or revised applications). See Resubmission. Animal Welfare Assurance. Document an institution and all performance sites involving animals in research must have on file with the Office of Laboratory Animal Welfare before a PHS Agency may award a grant or contract. Animals in Research. Annual Payback Activities Certification (APAC)Annual Payback Activities Certifications (APACs) for PHS 6. Kirschstein- NRSA recipients to report on their payback activities annually, until their payback obligation is fulfilled. AOAORSee Authorized Organization Representative. APACSee Annual Payback Activities Certification. Appeal. An appeal is a written communication from a Program Director/Principal Investigator (PD/PI) and/or applicant institution that meets the following four criteria: 1) is received after issuance of the summary statement and up to 3. Authorized Organization Representative (AOR). Applicable Clinical Trial. Applicable clinical trial is the term used in Title VIII of the Food and Drug Administration Amendments Act (FDAAA) of 2. P. L. 1. 10- 8. 5) to designate the scope of clinical trials that may be subject to the registration and results reporting requirements in FDAAA. Applicable Credit. Those receipts that offset or reduce direct or indirect costs. Typical examples of such transactions include purchase discounts, rebates, or allowances; recoveries or indemnities on losses, insurance refunds; and adjustments of overpayments or erroneous charges. Applicant. Organization or person who actively applies but has not yet been awarded a grant. Application. Application Cycle. NIH accepts applications for most programs in three cycles. The applications received within a cycle are typically reviewed within the same council round. Many NIH Funding Opportunity Announcements are open for up to three years with standard due dates falling in each cycle. Application Identification Numbers. The application number identifies. Sample Application Identification Number 1 R0. AI 1. 83. 72. 3 - 0. A1 S1. Application Submission System & Interface for Submission Tracking (ASSIST)The Application Submission System & Interface for Submission Tracking (ASSIST) is a web- based system used to prepare multi- project (also known as multi- component or complex) grant applications using the SF4. Research & Related form set and to submit electronically through Grants. NIH and other participating agencies. See ASSIST FAQs. Application Type Code. Application Viewing Window. Once an error- free application is submitted through Grants. RA, the e. RA system assembles an application image and posts it in the PD/PI's Commons account. The PD/PI, any delegated Assistants, and the Signing Official (SO) have 2 business days to view the assembled application in Commons - just as a reviewer would see it. The application viewing window is linked to the time of submission (i. Commons). Within the viewing window, the SO can Reject the application and stop it from moving further in the process. After the viewing window, the application automatically moves forward for further consideration and the submission process is complete. Appropriation Act. The statute that provides the authority for Federal agencies to incur obligations to and make payments out of the U. S. The approved budget consists of Federal (grant) funds and, if required by the terms and conditions of the award, non- Federal participation in the form of matching or cost sharing. The approved budget specified in the Notice of Grant Award may be shown in detailed budget categories or as total costs without a categorical breakout. Expenditures charged to an approved budget that consists of both Federal and non- Federal shares are deemed to be borne by the grantee in the same proportion as the percentage of Federal/non- Federal participation in the overall budget. ARAREAASSISTSee Application Submission System & Interface for Submission Tracking (ASSIST)Assistance. The award of money, property, or services to a recipient to accomplish a public purpose as authorized by Federal statute. Assistance relationships (e. Government. Assistant Role (ASST)In the NIH Commons the role designed to allow PIs to delegate certain responsibilities for data entry of grant information and upkeep of their personal profiles. The ASST does not have any other functions in the system. ASSTSee Assistant Role.
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Adrenal fatigue and low cortisol levels with mercury toxicity/poisoning. The Thyroid connection. Mercury poisons these glands causing hypothryroidism and adrenal fatigue. Risk for ineffective breastfeeding: a definition for nursing diagnosis, Sao Paulo, Brazil: Tese, Escola de Enfermagem, Universidade de Sao Paulo. On-board diagnostics (OBD) is an automotive term referring to a vehicle's self-diagnostic and reporting capability. OBD systems give the vehicle owner or repair technician access to the status of the various vehicle subsystems. Online Shopping for Electronics, Apparel, Computers, Books, DVDs & more. On- board diagnostics - Wikipedia. On- board diagnostics (OBD) is an automotive term referring to a vehicle's self- diagnostic and reporting capability. OBD systems give the vehicle owner or repair technician access to the status of the various vehicle subsystems. The amount of diagnostic information available via OBD has varied widely since its introduction in the early 1. Early versions of OBD would simply illuminate a malfunction indicator light or . Modern OBD implementations use a standardized digital communications port to provide real- time data in addition to a standardized series of diagnostic trouble codes, or DTCs, which allow one to rapidly identify and remedy malfunctions within the vehicle. History. Simple OBD implementations appear, though there is no standardization in what is monitored or how it is reported. General Motors implements a proprietary interface and protocol for testing of the Engine Control Module (ECM) on the vehicle assembly line. The 'assembly line diagnostic link' (ALDL) protocol broadcasts at 1. Adrenal Stress Index (ASI) with Saliva Testing Or Functional Endocrinology (Interactive Balances amongst Hormones) Your body has a built-in system designed to keep you healthy and vital well into your early 100s. Diagnos: Spinocerebell Implemented on California vehicles for the 1. United States in 1. Most owners can read DTCs (Diagnostic Trouble Code(s)) by commanding the ECM (Engine Control Module) to flash the CEL (Check Engine Lamp) or MIL (Malfunction Indicator Lamp) on and off. A PC based Software package called Win. ALDL will listen to the CLCC (Closed Loop Carburetor Control) and early CLC EFI datastreams over a fairly easy to construct interface cable that converts the 1. TTL serial. This protocol is defined in GM XDE- 5. B. 1. 98. 8: The Society of Automotive Engineers (SAE) recommends a standardized diagnostic connector and set of diagnostic test signals. Bladder cancer — Comprehensive overview covers symptoms and treatment of bladder cancer. These requirements are generally referred to as . The data link connector and its position are not standardized, nor is the data protocol.~1. Motivated by a desire for a statewide emissions testing program, the CARB issues the OBD- II specification and mandates that it be adopted for all cars sold in California starting in model year 1. CCR Title 1. 3 Section 1. CFR Part 8. 6 Section 8. The DTCs and connector suggested by the SAE are incorporated into this specification. The OBD- II specification is made mandatory for all cars manufactured in the United States to be sold in the United States. The European Union makes EOBD mandatory for all gasoline (petrol) vehicles sold in the European Union, starting in MY2. European emission standards Directive 9. EC. There's an appearance of standardization because the diagnostic jack didn't change over the years ALDL was utilized by GM. GM North America used a proprietary 1. Metripack 2. 80 diagnostic jack. GM Australia Holden used a 6 position Metripack 2. The GM Europe Opel and Vauxall used a 1. Metripack 2. 80 diagnostic jack. It was actually extremely fragmented. The information exchange changed with each powertrain control module (aka PCM, ECM, ECU). A PCM integrates transmission and engine control on one Processing unit. ECM/ECU are engine control only with a separate TCM (Transmission Control Module) if needed. While ALDL is the closest thing to standard onboard diagnostics prior to 1. ALDL was not a standard. ALDL was even fragmented within GM brands, models, and model years. Trim levels in the same model year, division, and nameplate can use different communications. Different versions presented differences in diagnostic jack pin- outs, data protocols, and data rates (this is the reason for the . Earlier versions used 1. PCM or ECM/TCM. This does not mean that ALDL is OBD I. OBD I was an early 1. California ONLY mandate not a USA 5. California emissions vehicles. Some Asian, European, and North American diagnostic ports are sometimes referred to as ALDL. A small handful of Pre 1. GM Delphi Electronics engine and powertrain controllers so they used a modified ALDL communication protocol. Most did not and there was not a homogeneous name for these other proprietary diagnostic protocols and interface ports. Ford EEC, Toyota DLC, Chrysler, Nissan, Volkswagen 2x. They are not OBD I outside California either. Multiplex OBD or M- OBD is an OBD variant protocol used by Toyota, prior to OBD- II compliance. The bus + line is SIL (Pin 7). It is not a USA Federal standard. Each manufacturer used their own diagnostic link connector (DLC), DLC location, DTC definitions, and procedure to read the DTCs from the vehicle. DTCs from OBD- I cars are often read through the blinking patterns of the 'Check Engine Light' (CEL) or 'Service Engine Soon' (SES) light. By connecting certain pins of the diagnostic connector, the 'Check Engine' light will blink out a two- digit number that corresponds to a specific error condition. The DTCs of some OBD- I cars are interpreted in different ways, however. Cadillac (gasoline) fuel- injected vehicles are equipped with actual on- board diagnostics, providing trouble codes, actuator tests and sensor data through the new digital Electronic Climate Control display. Holding down 'Off' and 'Warmer' for several seconds activates the diagnostic mode without the need for an external scan tool. Some Honda engine computers are equipped with LEDs that light up in a specific pattern to indicate the DTC. General Motors, some 1. Ford vehicles (DCL), and some 1. Toyota/Lexus vehicles have a live sensor data stream available, however, many other OBD- I equipped vehicles do not. OBD- I vehicles have fewer DTCs available than for OBD- II equipped vehicles. OBD- 1. 5. OBD 1. GM did not use the term OBD 1. OBD and an OBD- II section in the service manual. Most of these 1. 99. ALDL serial data on the #9 vendor option terminal of the J1. Jack that was formally adopted for OBD II starting in 1. For example, the 9. For a 1. 99. 4 Corvette the implemented OBD- II codes are P0. P0. 11. 8, P0. 13. P0. 13. 5, P0. 15. P0. 15. 5, P0. 15. P0. 16. 0- P0. 16. P0. 17. 1- P0. 17. P0. 42. 0, P1. 11. P1. 11. 5, P1. 13. P1. 15. 3 and P1. While OBD II interfaces will not communicate with these controllers they will not be damaged by plugging into these jacks either. Rumors persist of hybrids that had the GM ALDL #9- Vendor Option & GM OBD II #2- J1. Bus+ serial data terminals populated. This writer has no proof that these exist. An OBD 1. 5 compatible scan tool is required to read codes generated by OBD 1. Additional vehicle- specific diagnostic and control circuits are also available on this connector. For instance, on the Corvette there are interfaces for the Class 2 serial data stream from the PCM, the CCM diagnostic terminal, the radio data stream, the airbag system, the selective ride control system, the low tire pressure warning system, and the passive keyless entry system. Flash codes can be retrieved on 1. Corvettes by shorting #1. Vendor Option to #4 Chassis Ground. The OBD- II standard specifies the type of diagnostic connector and its pinout, the electrical signalling protocols available, and the messaging format. It also provides a candidate list of vehicle parameters to monitor along with how to encode the data for each. There is a pin in the connector that provides power for the scan tool from the vehicle battery, which eliminates the need to connect a scan tool to a power source separately. However, some technicians might still connect the scan tool to an auxiliary power source to protect data in the unusual event that a vehicle experiences a loss of electrical power due to a malfunction. Finally, the OBD- II standard provides list of standardized DTCs. As a result of this standardization, a single device can query the on- board computer(s) for these parameters in any vehicle. OBD- II standardization was prompted to simplify diagnosis of increasingly complicated emissions equipment, and though only emission- related codes and data are required to be transmitted through it according to U. S. OBD- II Diagnostic Trouble Codes are 4- digit, preceded by a letter: P for engine and transmission (powertrain), B for body, C for chassis, and U for network. Manufacturers may also add custom data parameters to their specific OBD- II implementation, including real- time data requests as well as trouble codes. OBD- II diagnostic connector. Both are female, 1. D- shaped connectors, and both have a groove between the two rows of pins. But type B has the groove interrupted in the middle, so you can't plug a type A male connector into a type B socket. You can, however, mate a type B male plug in a type A female socket. The type A connector is used for vehicles that use 1. V supply voltage, whereas type B is used for 2. V vehicles and it is required to mark the front of the D- shaped area in blue color. SAE J1. 96. 2 defines the pinout of the connector as. Female OBD- II connector pinout - front view. Manufacturer discretion. GM: J2. 41. 1 GMLAN/SWC/Single- Wire CAN. The letter refers to the system being interrogated e. Pxxxx would refer to the powertrain system. The next character would be a 0 if complies to the EOBD standard. So it should look like P0xxx. The next character would refer to the sub system. P0. 0xx . It applies to all vehicles of category M1 and N1 with a gross Vehicle Weight rating of 3. Australia and produced since January 1, 2. January 1, 2. 00. The ADR 7. 9/0. 1 standard was supplemented by the ADR 7. M1 and N1 with a gross vehicle weight rating of 3. July 1, 2. 00. 8 for new models, July 1, 2. Most vehicles implement only one of the protocols. It is often possible to deduce the protocol used based on which pins are present on the J1. SAE J1. 85. 0 PWM (pulse- width modulation . This protocol has an asynchronous serial data rate of 1. It is somewhat similar to RS- 2. ISO 9. 14. 1- 2 is primarily used in Chrysler, European, and Asian vehicles. Data field MAX 2. ISO 1. 42. 30 KWP2. Keyword Protocol 2. K- linepin 1. 5: L- line (optional)Physical layer identical to ISO 9. Data rate 1. 2 to 1. High signal voltage level: +1. V (min/max 9. 6. 0 to 1. Message may contain up to 2. ISO 1. 57. 65 CAN (2. The CAN protocol was developed by Bosch for automotive and industrial control. PSX Sony Play. Station One ISO / for Game. Shark Version 5. 0 ROM. 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They offer cost- effective treatment that improves mobility and relieves pain, reduces the need for surgery and prescription drugs, and allows patients to participate in a recovery plan designed for their specific needs. In addition, physical therapists work with individuals to prevent the loss of mobility before it occurs by developing fitness and wellness programs for healthier and more active lifestyles. Physical therapists provide care for people in a variety of settings, including hospitals, private practices, outpatient clinics, home health agencies, schools, sports and fitness facilities, work settings and nursing homes. State licensure is required in each state in which a physical therapist practices. As essential participants in the health care delivery system, physical therapists assume leadership roles in rehabilitation, prevention, health maintenance and programs that promote health, wellness and fitness. Physical therapists also play important roles both in developing standards for physical therapy practice and in developing health care policy to ensure availability, accessibility and optimal delivery of health care services. As clinicians, physical therapists engage in an examination process that includes: Taking the patient’s medical history. Reviewing the medications, test results and notes from other health care providers. Conducting a systems review. Performing tests and measures to identify potential and existing problems. To establish diagnoses, prognoses and plans of care, physical therapists perform evaluations, synthesizing the examination data and determining whether the problems to be addressed are within the physical therapy scope of practice. Physical therapists typically do the following: Diagnose patients’ functions and movements by observing them stand, walk or perform activities/tasks; performing various tests and measures; and listening to their concerns.
Learn More About Earning Your Online Physical Therapy Degree. Choose an Accredited Physical Therapy Program and Start Working Towards a Degree Today! Design individualized plans of care based on their medical expertise, best available research, the patients’ unique situations and goals and the expected outcomes of the plans. Use techniques such as exercises, hands- on therapy and equipment to ease patients’ pain, help them increase their mobility, prevent further pain or injury and facilitate health and wellness. Evaluate a patients’ progress and modify their plans of care, when necessary, to try new treatments. Educate patients and their families about what to expect and how best to cope with a recovery process. Develop and implement discharge plans. A few of the health conditions commonly treated by physical therapists are as follows: Arthritis. Back and neck pain. Brain injury. Cancer- related complications. Carpal tunnel syndrome. Cerebral palsy. Chronic pain. Cystic fibrosis. Diabetes. Fall risk and balance issues. Fibromyalgia. Fractures and multiple trauma. Incontinence. Joint injuries, including to knee and ankle. Lymphedema. Multiple sclerosis. Muscle strains. Obesity. Osteoporosis. Parkinson's disease. Pelvic pain. Plantar fasciitis. Post- operative rehabilitation. Rotator cuff injuries. Physical Therapy Graduate Programs on GradSchools.com: accredited colleges and universities offering graduate degrees in physical therapy. The Commission on Accreditation in Physical Therapy Education. Program contact information, degree details and key codes reported on the CAPTE Directory of Programs are provided by the Institution and maintained by CAPTE. Physical Therapy Home » About » Our Programs; Our Programs Master of Science in Physical Therapy. The Master of Science in Physical Therapy is a 24 month professional program leading to entry to practice. Spinal cord injuries and birth defects. Sports injuries. Working Conditions. The practice of physical therapy varies by the type of patient. For example, a patient experiencing loss of mobility due to stroke needs different care from that given to an athlete recovering from an injury. Some physical therapists specialize in one type of care, such as orthopedics or geriatrics. Many physical therapists also help to prevent loss of mobility by developing fitness and wellness programs to encourage healthier and more active lifestyles. Although many physical therapists practice in hospitals, more than 8. American Physical Therapy Association (APTA). Physical therapists also provide care for people in private practices, outpatient clinics, home health agencies, schools, sports and fitness facilities, work settings and nursing homes. Physical therapists are on their feet much of the day and spend a great deal of time using their bodies to work with patients or to lift and move them. It’s important for physical therapists to learn proper body mechanics and use those principles in their daily work to avoid injuring themselves. Most physical therapists work a regular Monday- to- Friday work week. Depending on the work setting, however, some may need to work evenings or weekends. Salary and Employment Outlook. U. S. News & World Report ranked physical therapist twelfth in its 2. It’s also a job that is likely to be in demand. The Bureau of Labor Statistics projects that employment of physical therapists will grow by 3. Salaries vary based on position, years of experience, degree of education, geographic location and practice setting. The BLS reports that the average salary for the profession is $8. Learn More. About a Career as a Physical Therapist. About Health Care Careers. Note: The American Physical Therapy Association reviewed this profile. Download Microsoft Windows 8 Pro for FREE. Microsoft Windows 8 Pro has a beautiful, fast, and intuitive design making it perfect for a range of hardware: from touch- enabled tablets and laptops, to PCs and powerful high- definition screens. It gives you instant access to your friends, apps, and files so you spend less time searching and more time doing. Windows 7 and Windows 8. Students upgrade for no cost* > Eligibility. Other restrictions may apply. In some cases this product is not free. Price may vary by school and is subject to change without notice. Windows 10 is now available on PC and Phone. Thanks to the help and hard work of the Insiders who are already participating in the Windows Insider Program. NEW Windows 8 Downloads Picks. A program that reduces visible noise in digital photographic images.
Windows 8, free and safe download. 8; Very good; Very good; Your rating. Final verdict: Should you upgrade to Windows 10?Student Food Rescue » Community Service Center » Boston University. Student Food Rescue, or SFR, is one of the largest student- run food salvage programs in the country. SFR also organizes other one- time opportunities and events throughout the year, including Hunger Awareness Week in the fall. Whether you are a returning SFR volunteer or a new volunteer who’s just interested in trying out a food run, you are guaranteed to have a fun time meeting new BU volunteers, exploring Boston, and giving back when you sign up for one of our 1. History. Student Food Rescue was founded by a group of BU student volunteers in the spring of 1. CSC. Volunteers collect over 5,0. Boston restaurants, supermarkets, bakeries, grocery surplus facilities and coffee shops. Sign up now! Urgently needed. Food rescue is the heart of Food For Free’s work. By recapturing fresh food that might otherwise be discarded, we reduce food waste while guaranteeing access to fresh produce and healthy meals for emergency food programs and.Tuesday 1. 2 – 2. Community Servings, where you will be preparing meals in the kitchen. Wednesday 8- 1. 03. GSU and Lyndell’s to Commonwealth Land Trust. Friday 1. 2- 2. 30 (driver needed) - Community Servings, where you will be preparing meals in the kitchen 2 spots left. Monday 1. 2- 2. 30pm - Community Servings, where you will be preparing meals in the kitchen. Tuesday 9- 1. 1am – Iggy’s to HIV/AIDS Action Committee. Thursday 1. 2- 2. Community Servings, where you will be preparing meals in the kitchen. Friday 8- 1. 03. 0am - Lyndell’s to Boston Rescue Mission. Tuesday. 8- 1. 0am - GSU and Clear Flour to Rosie’s Place. Thursday 8. 30- 1. Greater Boston Food Bank to Brookline Food Pantry. Friday 1. 0- 1. 2pm – Whole Foods Brighton to Families in Transitions. Current Volunteers. Make sure to check out our volunteer handbook! Don’t forget to fill out the van usage logs and food logs on every run! Sign up for permanent runs!
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In addition to achieving excellence within the classroom, Len has distinguished himself as an urban counselor through a volunteer service learning experience, a practicum experience, and an intensive internship experience. Through these experiences, Len integrated academic and post- secondary advising, counseling, and advocacy to guide and support students. Additionally, Len’s professional and leadership skills are outstanding. He is described by faculty as a student- centered, caring practitioner who considers the school counselor a leader within education. Kuhlmann, Ed. SMysha Kuhlmann came to UMass Boston with extensive expertise as an educator, having worked as a learning specialist and teacher in a variety of settings, including a KIPP (Knowledge is Power Program) academy in Houston, Texas, Teach for America in Los Angeles, California, and the Boston Public Schools. Her students have largely been those in special education, though she has also worked in inclusion classrooms. In addition to academic pursuits, she has coached basketball players with intellectual disabilities, trained a team of eighth graders for a 1. Here at UMass Boston, Mysha has served as the president of our local chapter of the Student Affiliates of School Psychology. In the classroom, she asks the hard questions and advances the learning of the entire class in the process. When faced with ethical dilemmas, Mysha has shown herself to be a real leader. She dares to stand for what she believes in. She sets herself apart by her willingness to go the extra mile. Mysha’s maturity and ability to grasp the importance of her role as a school psychologist will serve her well. She is already proving herself to be an extremely valued practitioner at her internship site in the Medford Public Schools. The Vincent Cristiani Award for Leadership in School Psychology: Cynthia Estremera, Ed. SCynthia stood out early on when she was identified by the Posse Foundation for a Full- Tuition Leadership Scholarship. The Posse Foundation identifies, recruits, and trains “public high school students with extraordinary academic and leadership potential” (www. She fund- raised for and worked closely with children who are homeless. She has served as a mentor, tutor, activities leader, teaching assistant, and long- term substitute teacher. She is bilingual in Spanish and English, and she has studied abroad in Puerto Rico, Barbados, and Mexico. When the Massachusetts School Psychology Association named her the Minority Scholarship recipient in 2. Cynthia proudly explained to the audience of school psychologists how this support helped her to help others. Her openness and eloquence in sharing her own story helped expand the awareness of educational issues of minority students. At UMass Boston she is well known for her persistence and hard work. She is always asking for ways that she can add to her knowledge and tries to understand the reason 'why. Bastable, Ed. SLindsay has demonstrated expertise in applying scholarship to practical situations in a variety of settings. Thereafter, she served as a paraprofessional in classrooms for students with a range of disabilities including autism and social/emotional disorders. She has worked in general education settings as well. At UMass Boston, she worked at the Institute for Community Inclusion in its Massachusetts Focus Academy online courses and its Think College National Coordinating Center. At her practicum site in the Quincy Public Schools, Lindsay did outstanding work. There she engaged in effective direct interventions with students as well as in results- focused class- wide consultation. For the internship, Lindsay continued in that same school district. She amplified the leadership role she took during the practicum by becoming a mentor to the practicum students in one elementary school. In her capacity as an intern, she has presented workshops for parents and provided professional development for school district support staff. She has implemented both academic and behavioral interventions and monitored their impact. Not only has she provided expert direct and indirect services to individual children and adolescents, but she has also provided whole- class interventions that have resulted in meaningful gains in student progress. It is with great pride that the program faculty name Lindsay Bastable the 2. Vincent Cristiani Award in Applied Scholarship in School Psychology. The Award for Excellent Performance in Special Education: Dean Grubb, MEd. The faculty members of the Special Education program have chosen to recognize Dean Grubb for completing his master’s degree with outstanding achievement. Dean received his Master of Education in Curriculum and Instruction at Suffolk University in January 2. In order to advance his learning and teaching, he began his study in the Special Education program at UMass Boston in Fall 2. Currently, Dean is a special education teacher at the Harbor School in Boston. He co- teaches four sections of 8th grade Civics and one section of 6th grade Life Skills classes. In addition to teaching, he is responsible for working collaboratively with 8th grade educators and specialists to create cross- curricular projects. Dean is dedicated to teaching and supporting students with disabilities. As a graduate student, Dean distinguished himself by the depth of understanding and reflection he brought to every reading discussed, and the insightful comments he offered to events in his own teaching. One of Dean’s instructors described him as “easy- going, hard- working, and a pleasure to have in class.” He also demonstrated strong leadership skills in classes. Dean often stood out as the leader in the group and was able to draw on his group members’ strengths. Dean leaves UMass Boston with an outstanding academic record and a passion to improve life for the challenged students he teaches. The Special Education faculty members are completely confident that Dean will meet success and make a critical difference for many students. The Book Award for Excellence in Learning, Teaching and Educational Transformation: Caitlin Mc. Cormick, MEd. The Teacher Education Program Award for Excellence in Early Childhood Education: Kimberly Gordon, MEd. Kimberly Gordon is a Boston Public Schools paraprofessional who has worked incredibly hard to earn her early childhood license and master’s degree. Kim is a deep thinker who is constantly thinking about what she is learning in each of her classes and how it could apply to the children in her class every day. She works hard to meet the needs of the culturally and linguistically diverse students in her classroom, some of who have disabilities. Kim spent a full year student teaching which enabled her to learn more about the students she worked with in kindergarten and second grade. She participated in grade level meetings, school events, and worked in the before and after school program learning more about children and their families. Kim used both her heart and hands to develop and implement lessons in engaging ways that inspired her students to do their best. The Teacher Education Program Award for Excellence in Elementary Education: Marisha Gadowski, MEd. Marisha Gadowski attended Wheaton College, earning a BA in Psychology and Economics. Marisha worked as a paraprofessional in a special needs Pre- K classroom in Randolph after graduation but has always enjoyed wording with children, as evidenced by her years working in a local nursery school. She knew she wanted to pursue a master’s degree in education and was encouraged by staff members and the principal at her school to apply to the Teach Next Year program, which would give her a full year working as an intern with a mentor teacher, while completing necessary course work during the summer and evenings throughout the school year. Marisha was accepted into the program, placed in a third grade classroom at the JFK Elementary School in Randolph and has excelled as an intern, growing throughout the year into what her mentor describes as “a co- teacher who instinctively knows what needs to be done and who needs assistance.”From the start, Marisha has been instinctive in her approach to teaching. She understands what needs each child has and differentiates her teaching in order to reach each and every one. She incorporates her warm personality and professional demeanor with a wonderful sense of humor; this is surely a recipe for a successful teacher! The Teacher Education Program Award for Excellence in Middle/Secondary Education: Yusef Hamdan, MEd. As an educator in the Boston Public Schools, Yusuf demonstrates one of the most crucial characteristics of becoming a great educator, he is reflective about his practice, his students, the equity and social justice implications of teaching in a diverse urban setting, and the knowledge that everyone in the classroom is a learner. He thoughtfully plans his curricular work by attending not only to the state standards, but also to the learning strengths and challenges of his students as they interact with that content. He teaches them the content but also teaches them how to access the content, how to be students, how to work collaboratively as a member of a learning community and how to understand material from the literal to the larger deeper essential questions and concepts of history. As the school year progressed, Yusuf became more cognizant of listening to his students and allowing these authentic voices to be heard in the classroom and help inform his teaching. Now, there is often more content focused “student talk” than “teacher talk” in the classroom. |
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