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Transcript: After we emailed Ms.Casto about the project, we each took on a specific job. Madison and Ashton came up with a meeting time to film with Ms.Casto, and Rachel and Lindsey learned how to edit on iMovie. We started this project because we wanted to help teachers and parents keep up with their children. We also wanted to have a more free, yet protective way for kids to have fun on field trips, and the bracelet does exactly that! Lost and Found Introduction Our presentation is called fusion, because we have taken on two projects recently. One project is called "Lost and Found", and our second project is called "Weekly Words". Weekly Words Conclusion The first project we are going to talk to you about is "Lost and Found". This project is used to help track children. We came up with this idea when Rachel was talking about how hard it is to keep up with her classmates on field trips. Later, Ashton made a diagram of the bracelet and even added other special features to it to make it more efficient. Then, Lindsey created a model of the bracelet on VersaCAD. After that, Madison wrote a copyright for the project, and Rachel contacted the companies. By: Ashton, Madison, Lindsey, and Rachel In conclusion, "Lost and Found" and "Weekly Words have benefited the community and the school. With "Lost and Found", we benefited the community by creating a bracelet that helps you keep track of children. With "Weekly Words", we benefited the school by introducing the Chinese language and culture. We are glad that we got the opportunity to work on these projects! Lost and Found Weekly Words Weekly Words Weekly Words "Weekly Words" is a project that we started recently. Ms.Riggan told the four of us about a teacher that needed help creating a chinese word segment on the EAST NEWS announcements on the TV in the cafeteria. When we heard this, we sprung to action and quickly emailed Ms.Casto about starting this project! Fusion Presentation We wanted to do this project because we wanted to encourage others to explore different cultures and try something new. We will continue to work on this project with Ms.Casto throughout the year. It has been a great first-hand experience to get to work with someone who is so dedicated to their culture. We have all loved getting to learn the language of Chinese and hope that other students will find it interesting too! Lost and Found Madison and Ashton made an appointment to film with Ms.Casto and created a list of words and phrases for her to translate. After we filmed, we had Rachel and Lindsey edit and save the footage to a flash drive so that it could be displayed on the television in the cafeteria.
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Transcript: Presented by PERSON for COMPANY Pitch Introduction Our team Here are our members of the Classroom Potatoes. Jonny Hurlburt Jonny Hurlburt Owen Fitzgerald Owen Fitzgerald Mary Motz Mary Motz Lily Boedker Lily Boedker Our problom and solution Problom and solution = Problem Problem Our problome is that kids can not focus in the furniture that they are provided. They also can not focus in the envirorment that they are in. We are here to change that! Solution Solution We are renivinating chairs that are already in the classroom into comfortable fidget chairs. These chairs will have a cushion Strategy Competitive Advantages Competitive Advantages Case Study Before After Case Study Q&A Q A &
Transcript: Orientation Creating Community (monthly during Transitions) Social-Emotional Developmental Lessons (monthly during Transitions) One-on-One Peer Academic Counseling (monthly during Transitions) Special Event (monthly) Leader-Initiated Contact Homework Lab and Tutoring Intervention Internship Program for Leaders Easily marketable to other schools Marketing Developing skills that will help freshmen throughout their time at high school. Bold, Creative, Uncommon, Colorful December 19- Basketball Christmas Party Team Building (Program Implemented 2012-2013 School Year) Leadership Retreat for entering Juniors Silver Dollar City Retreat in December Progressive Dinner for new interns Worlds of Fun in the Spring Social and Emotional Gatherings Weighted GPA with Advanced Technology and Leadership option: Group numbers would have decreased without weighted GPA Government and Personal Finance Class: Offers schedule room for classes necessary for graduation that would have hindered students from being in the program January- Skate Night 9 Fusion Coordinators: Mrs. Cantwell, Mr. Harding, Adam Bell, Mrs. Grotheer, Mrs. Goswick, Mrs. Taylor, Ms. Jakaitis, Mr. Lovecamp, Mr. Schultz 24 Fusion Interns (additional course) 128 Fusion Leaders 35 Freshmen Transitions classes/Fusion Groups 3 - 4 Fusion partners with 1 Teacher and 15 Freshmen Formal contact with freshmen will be during Transitions class. Students will no longer be pulled out of class for Conferences, Lessons, or Gatherings. programming: Program Results FROM 2010/2011-PRESENT THERE HAS BEEN A 49.5% REDUCTION IN DISCIPLINE AT THE FRESHMEN LEVEL BUSINESS MANAGEMENT: Fund raising and Community Service (Fusion Store) Design Thinking for follow ups and event planning Researching and designing dropout intervention techniques Develop funds and budgets for programming Research and write grants to fund events Set Link Crew calendar and schedule activities and speakers Recruit, hire, and train new leaders and interns November 25- Thanksgiving Feast Leadership Development Human Services: Provide referral services to freshmen and leaders with specific needs (tutoring and behavioral assistance) Serve as ambassadors and tour guides for JHS Follow ups and Meetings with students Celebrate successes with students, teachers, and administrators to provide encouragement Reflects the Modern and Innovative high school May- WEB Leader Appreciation Behavioral Impact: Referrals Per Day 2010-2011: 12.6 2011-2012: 10.46 2012-2013: 6.67 2013-2014: 6.37 Team Building Counseling and Reporting Graphic Design Business Phone Etiquette Technical Writing Drafting Fusion Student Skills and Real-World Relevance Community Academic Impact: Course Completion 2010-2011, 2011-2012: 90% 2012-2013, 2013-2014: 94% *307 Fewer F's in first year* *608 Fewer F's in two years* Personality assessment Knowing your organization Conflict resolution Communication skills Business Administration Leadership Training Appeals to young people Teaching and Administrating Lessons Designing Tours Giving Tours Marketing Communications: Presentations and promotional meetings Maintaining positive relationships with business leaders Updates to community and faculty Local radio and television appearances Marketing Publications: Write and produce Fusion guides and manuals Monthly Newsletter Social Media and Website Developing friendship and belonging within the Transitions group. INTERNSHIPS In sync with the community's progression Freshmen Lesson Training Structure of JHS September 5- Tailgate Party Unites upperclassmen and freshmen February 13- Homecoming Bright Out Game Bonfire Definition: The process or result of joining two or more things together to form a single entity The Referral Matrix March 9, 10- Inside>Out School district Mental Health and Conference Training MISSION STATEMENT: To strengthen the school and the community by uniting and empowering students to be successful. Human Services Video Productions Audio Productions Event Planning August 21- Orientation October 20, 21- The Gauntlet Objectives: - Support freshmen through a year long mentoring program. - Train, equip, empower, and support student leaders. - Partner with teachers to administer an effective advisory program. - Provide academic support and intervention through a peer tutoring program. - Strengthen the mental health of students through peer advocacy and counseling programs. Fusion Objectives CoCo and Cram How to read body language and make sure that your body language is open and welcoming. How to help a student dealing with a hard break up. How to develop your listening skills. How to tell if someone is lying to you. How to help a student who is dealing with a tragic loss. How to keep healthy boundaries as a Fusion leader. Thanks to the Alliance of SW Missouri Supplemental Classes April- Field Day & Baseball Cookout Freshmen Orientation- Two Day Training Days Leading up to the Event- How to run your part of the event How to help your kids benefit from the
Transcript: Assessment and management of stroke in the pre-hospital setting Sam, Sam, Shawn, Andy, Charlie & Owen WHAT There are three types of stroke: Transiant ischaemic attack (TIA) - Ischemic stroke and Hemorrhagic stroke (Stroke Association, 2017). The World Health Organisation,( 2017) deffines a stroke as, the interruption of the blood supply to the brain, usually because a blood vessel bursts or is blocked by a clot. This cuts off the supply of oxygen and nutrients, causing damage to the brain tissue. what is a stroke? Stroke classification what comorbidities or health risk factors lead to strokes or increase the risk of strokes? why do people experience strokes? why treatment how do we assess and treat stroke? FAST campaign and treatment pre-hospital / hospital epidemiology What are the UK and international statistics on stroke death and survival chart? bla bla bla! how can we as studet paramedics increase the quality of treatment for stroke patients? how References WHO. (2017). WHO | Stroke, Cerebrovascular accident. Available at: http://www.who.int/topics/cerebrovascular_accident/en/ [Accessed 2 Oct. 2017]. Stroke Association. (2017). Types of stroke. Available at: https://www.stroke.org.uk/what-stroke/types-stroke [Accessed 2 Oct. 2017]. Sibson, L. (2017). Stroke assessment and management in pre-hospital settings. Journal of Paramedic Practice, 9(8), pp.354-361. References
Transcript: the BLUEPRINT for THERAPEUTIC and ACADEMIC PLACEMENT Emotionally disturbed/unstable Socially awkward/disruptive Physically/psychologically needy Needs cannot be met in outpatient or traditional schools Safety is at risk "Nuances" of each school matter, including therapists, philosophy of change, program schedule, facilities, staff ratios, etc. Affording Care and Parental Involvement TIE IN BRIEF HISTORY 1) License Renewal 2) Partnerships 3) Fundraising Services match Needs match client to treatment expertise of one therapist does not equal facility-wide expertise suits the issues matches level of care required admission discharge transition home transition to next placement college outpatient treatment failure New Logo Added Fonts Added Palettes Sleeker Design starts at admission multisystemic home visit measure post discharge measure in treatment Parents and other Care Givers need: Continuum of Care Residential industry emerged to address needs identified in traditional boarding school settings No longer "kiddie jail" or "alternative school" No longer "punishment" Can be seen as part of the larger continuum of care ONGOING COLLABORATION flexible parent contact and visits parent assignments family therapy Highly Specialized Individualized Needs Placement reflects Severity Components of Good Care State licensure Joint Commission, CARF, COA restraints time-out/seclusion suicide prevention emergency preparednes female brain co-ed versus one gender consider trauma Remove Shame A suicidal student needs residential treatment, not a therapeutic boarding school 1) CHRY Ambassadors 2) Broadcast 3) Grid Protocol www.NATSAP.org www.AACRC-dc.org www.IECA-online.com STUDENT PROFILE THANK YOU for ATTENDING! Gap-year adventures Special summer camps Boot camps theoretical foundation how do they drive it down through the entire culture? Resources Accurate assessment Clear recommendations Resources Hope for the future compare with length of stay many avenues for funding
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