[S2E5] Works In Progress

[S2E5] Works In Progress

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Since its origins, democracy has been a work in progress. Today, many question its resilience. The Bertelsmann Foundation and Humanity in Action have teamed up with Andrew Keen, author of How to Fix the Future, to launch How to Fix Democracy: a video and podcast series exploring practical responses to the threats facing democracies around the world. Host Andrew Keen interviews prominent thinkers, writers, politicians, technologists, and business leaders who enlighten and challenge us as we seek the answers to How to Fix Democracy.

He is also Associate Director at a large London Architecture Practice and founder of Architects Instruction, a platform Architecture Students and Young Architects looking to progress their careers. He is passionate about mentoring in Architecture and has worked with a number of universities and charities mentoring students. He is also an advocate for the importance of hand drawing in Architecture.

ARCHLOGBOOK is a platform by Gabriel Chek that aims to increase clarity & confidence in young architecture students and designers. I create and share educational content of architectural practice via blog posts, Instagram, ebooks, workshops and videos here on Youtube.

Since two-grade interval positions may differ significantly in the nature of the work (e.g., greater independence, responsibility, and judgment), it is important that applicants be evaluated on the variety and progressive nature of their work assignments and on any applicable training or course work completed.

Crediting work-study experience for initial appointment -- Experience gained by graduates of work-study programs can be credited towards meeting specialized experience requirements if the work-study experience was related to and integrated with education above the high school level and contributed to the development of competence in the specialized field of the position being filled. To meet the specialized experience requirements, the applicant must have12 months of work experience in a work-study program, with at least 2 months(320 hours) of work equivalent to the next lower grade level or band in the normal line of progression for the position to be filled.

Generally, courses in the same or a related major taken at one institution can be assumed to be progressively more difficult and, thus, credited at full value. However, the educational record of applicants who have changed majors, attended several different institutions, or taken courses only sporadically should be reviewed closely. Course titles and numbers may help determine level. (Courses entitled \"Introduction to...\" or with numbers beginning with A or 1 are almost always lower-level courses.) Transcripts noting the level of the student, e.g., freshman or junior, when the courses were taken may help also. If the level of an applicant's courses is not clear, the degree to which the courses relate to each other should be considered in determining whether the education meets the requirements of the position being filled.

When qualifying applicants on the basis of years of graduate education in lieu of an advanced degree, care must be exercised in determining credit for post- baccalaureate education. Such education must show evidence of progress through a set curriculum or program leading to an advanced degree. Extra credit for graduate education should not be given because a person has taken longer than the usual time to complete the educational program. It is OPM's intent that 2 years of graduate study be substantially equivalent to a master's degree, and 3 years be substantially equivalent to a Ph.D. degree. Graduate-level credit should not be given for undergraduate level course work unless it is a requisite part of the graduate-level curriculum. If an applicant had to complete undergraduate course work as a prerequisite for pursuing an advanced degree, that undergraduate-level study should not be credited as graduate education.

But the road trip to see Silas allows for solid character work between Cyborg and Cliff. It feels like it has been a while since we saw these two have so much time together, and it works. Cliff even (almost) gives good advice to Vic about apologizing to Roni, and I was expecting something way more machismo-fueled.

Right Right. Uh , you know, one thing we haven't touched based on yet, but it's also at the crossroads of where a speech and language pathologist works in, and that is where a child may be requiring the assistive technology with their IEP. And , um, can you talk about that Can you talk, we talked about how speech and language evaluators should be working with the special ed ,

Right. Yeah. And I think to that point, it's, it's really helpful when , um, ABA therapists and or abuse CBAs will , um, sit in on speech language pathology sessions, right. Um, you know, not all the time, not every day or, you know , every session, but , um, every discipline works and addresses things differently. And I think I can learn from how a BCBA would address a certain skill and , um, that they, you know, they can learn by watching, you know, how we address certain skills in terms of, you know, getting a child to ask a question or make a comment or , um, or , um, you know, take turns, whatever it might be. So I think the overlap is extremely important, especially in the social pragmatic area.

So I think that that's when the comprehensive evaluation is most important. Um, so you want to look at not only the assessments that maybe the student has already completed, you know, three years prior, you want to see if they've made progress in those areas, especially the areas of weakness. Sometimes we see evaluations where the student three years prior scored particularly low in a certain area. And , and then , um, for the triennial, they didn't test that area. Um, they tested other areas and showed that he, that the student didn't necessarily need to continue or could decrease services. So I think , um, what we discussed earlier in terms of , um, requesting that your child be tested in the very specific, specific areas that show weakness or impacting learning, reading, writing, social skills , um, that those areas are tested and , um, and looked at really closely. Um, when I attend meetings, oftentimes I'm recommending increased services based on the evaluation results , um, or services to begin with. And something that comes back to me a lot is that the student is meeting their objectives. So they've written an IEP that can be achieved within a year, and they've set that sort of boundary for the student. And they're saying, he's going to meet his objectives, given the amount of time that that's left on his IEP. And so we don't need more time, need more services, but it doesn't really make any sense when you're looking at a student that is so significantly behind, you know, and even if they master their co the IEP and completion by the end of the year, they're still going to be so intensely behind. Um, so I don't, I think it's great if they're meeting their, but , um, you know what , uh, I don't see that that is a reason to not give them more services. So I know that didn't exactly answer that the , the , your question, the first part did, but it reminded me that this is what I hear very often in meetings. And I don't quite understand.

Connors being alive works betters in Tyrone's favor to be his name cleared. If Connors ended up dead, the police would try to pin it on Tyrone yet again. There would be no escaping this neverending hell.

After a day of beach volleyball with the other couples, Natalie and Shayne share a beachside dinner. Natalie, content with the progress she and Shayne are making, says she feels this trip has taken their relationship to a whole new level. Shayne, on the other hand, tells Natalie he feels she's not giving their relationship a fair shot, once again noting her jokes.

A Boston native, Sydney is an avid writer with an affinity for pop culture and reality tv. She graduated from Lehigh University in 2018 with a B.S. in Business Information Systems and a minor in Political Science. As student of GrubStreet's Short Story Incubator, Sydney enjoys creating works of creative fiction. In her downtime, you can find Sydney traveling, going to concerts, or watching her favorite movies and shows.

At a police station, Kate works a desk job, having been transferred due to her strange obsession with the occult. She receives notice from a friend that Angel has moved his company into the old Hyperion Hotel.

We open with plumbing issues in Spanish Harlem's bathroom a.k.a. poop is bubbling up through the shower drains like piping-hot chocolate fondue from Golden Corral. Because of this, the Latina crew head over to the black women's section to use their shower. Vee intervenes and a fight breaks out. Black Cindy gets written up for pushing Flaca. This leads us into a flashback, and we see another one of the Latinas deal with fighting. This time, it's Gloria. She works in a bodega, and Lourdes, a medicine woman, works in the back. Glo's boyfriend, Arturo, who is not the father of her kids, is abusive.

But rather than play the victim, or take Jimmy up on his ridiculous and self-serving offer to quit Davis and Main, Kim just puts her head down, serves her punishment, and works like mad to bring in a client impressive enough to liberate her. (This is the key difference between her and Jimmy: she accepts her punishment quietly and works within the system to improve her situation; he just keeps hustling, even after she's dared him to try following the rules for a single day.) 59ce067264

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