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Person Centered Thinking

Transcript: Person Centered Thinking & Planning Amy Loskota 04/11/2022 Commitment A Field Services Agent commitment to know and seek is to understand the whole person while sublimating (our) needs as a case worker. It is a commitment to NOT take the easy way out or force limited options upon a client or treat their disability with a "cookie cutter" cure. It is a commitment to spend more time listening and more time asking hard questions. Commitment Genuine Service A Field Services Agent must have conscious resolve to be of genuine service to their client or consumer. One must show interest in professional growth. One must see each visit as a learning experiences. One must see each interview as an personal opportunity to learn from that person. Genuine Service Person Guided A caseworker needs openness to being guided by the person. That means being open and not judging despite disability, education, speech, physical appearance, or past with other caseworkers. This also means taking time to work with caregivers and adaptive technology. Person Guided Solve Difficult Goals Solve Difficult Goals A case worker needs a willingness to struggle for difficult goals. Often that might be an expensive piece of adaptive tech, a move to a better facility from home, or working with the guardians of people with profound disability and their wishes. (I personally don't see it as struggle but more of a puzzle to be solved.) Flexibility, Creativity, and Openness Flexibility Creativity Openness A Field Service Representative needs flexibility, creativity, and openness to trying what might be possible. This means learning the rules, laws, and regulations that can be used to solve problems - like a tool kit. This also means learning about grants, nonprofit programs, and opportunities that could benefit a client/consumer. Human Dignity A Field Services Agent needs a willingness to enhance the humanity and dignity of the person(s) involved in a service plan or care giving plan. Being disabled is a state of indignity as we struggle toward an achievable norm. Caregivers often infantilize their charges for example, even though they are full grown adults. We slow down to listen to the person with CP to make out their words or wait to point out letters on a chart. We recognize, not recoil from our shared humanity, or their physical appearance. Humanity Dignity See the Good! A Field Representative needs to look for the good in people and help to bring it out. We should draw a direct connection between who this person is as a human being, and identify their gifts. And then help them feel confident in their capacity for making a valuable contribution in their communities if that is the direction they choose. Not every client has the capacity to live a public life, but their input can be invaluable to develop a plan of compassionate and stimulating care. See the Good! Link Links

Person Centered Thinking

Transcript: About Course Person-Centered Thinking What supports does a person require to work toward the life they want? Participant Access Participant-Centered Service Plan Provider Capacity and Capabilities Participant Safeguards Participant Rights and Responsibilities Participant Outcomes and Satisfaction System Performance Meeting Logistics Team Interactions Empowering Indv. Gather Input Document gifts and talents Strengths- good at, proud of, positive things others say about them Rituals and Routines Record M-F to get to know routine ID Important Things Support Relationships Part of CMS Final Rule Set for 2019! Person Centered Thinking Core Values Monthly Activity Log HCPF Quality Framework Person Centered Thinking Test This approach to person-centered planning involves seeing the supported person in a whole new way.... Then Develop the supports needed Focus on Strengths What is important to vs. Important for Identify what is Important Person Centered Planning What are the Challenges Develop a plan that addresses the unique preferences, choices, and needs. Relationships Community Participation Employment Income and Savings Healthcare and Wellness Education HCPF Final Rule What they want their life to look like and Where they want it to go! Personal Profile Personal Futures Statement Goal/ Supports Desired Outcomes Planning Meetings Person Centered Overview Respecting Personal Values, preferences, talents, and abilities Listening to and acting on an individual's needs, desires, and dreams Thinking about and identifying what is important to each indv. Understanding the importance of each person's established routines Sorting out health and safety concerns while concurrently encouraging indv. control and choice Plans, Strategies, and Actions Quality Assurance vs. Quality Enhancement Person-Centered Thinking Relationship Map Introduction Components of Person Centered Plan Assessing Quality Community Involvement Accountability What to Include/ Exclude Risk Factors Distribution

THINKING VISUALLY TEMPLATE

Transcript: Thinking Visually! BUS 440 VISUAL ANALYTICS VISUAL CONCEPTS CONCEPTS Share the same COLOR Share the same SHAPE Share the same SIZE Share the same PATTERN OVERLAPPING in space LINKING together 4 IDEAS 4 IDEAS 4 IDEAS 4 IDEAS 4 IDEAS 4 IDEAS 4 IDEAS 1 BIG IDEA 1 BIG IDEA 1 BIG IDEA 1 BIG IDEA 1 BIG IDEA 2 IDEAS, 1 IMPORTANT 2 IDEAS, 1 IMPORTANT 2 IDEAS, 1 IMPORTANT 2 IDEAS, 1 IMPORTANT 2 IDEAS, 1 IMPORTANT 2 IDEAS, 1 IMPORTANT 2 IDEAS, 1 IMPORTANT 1 IDEA, MULTIPLE PIECES 1 IDEA, MULTIPLE COMPONENTS 1 IDEA, MULTIPLE COMPONENTS 1 IDEA, MULTIPLE COMPONENTS 1 IDEA, MULTIPLE COMPONENTS 1 IDEA, MULTIPLE COMPONENTS 1 IDEA, MULTIPLE COMPONENTS 2 IDEAS VARY ON MEASURES 2 IDEAS VARY ON A NUMBER OF MEASURES 2 IDEAS VARY ON A NUMBER OF MEASURES 2 IDEAS VARY ON A NUMBER OF MEASURES 2 IDEAS VARY ON A NUMBER OF MEASURES 2 IDEAS VARY ON A NUMBER OF MEASURES 2 IDEAS VARY ON A NUMBER OF MEASURES 2 IDEAS OVERLAP 2 IDEAS OVERLAP 2 IDEAS OVERLAP 2 IDEAS OVERLAP 2 IDEAS OVERLAP 2 IDEAS OVERLAP 2 IDEAS OVERLAP 3 IDEAS RELATE, 1 DOESN'T 3 IDEAS RELATE AND 1 DOES NOT 3 IDEAS RELATE AND 1 DOES NOT 3 IDEAS RELATE AND 1 DOES NOT 3 IDEAS RELATE AND 1 DOES NOT 3 IDEAS RELATE AND 1 DOES NOT 3 IDEAS RELATE AND 1 DOES NOT MANY IDEAS, 1 IS BEST MANY IDEAS, 1 IS THE BEST MANY IDEAS, 1 IS THE BEST MANY IDEAS, 1 IS THE BEST MANY IDEAS, 1 IS THE BEST MANY IDEAS, 1 IS THE BEST MANY IDEAS, 1 IS THE BEST 1 FREQUENT IDEA, 1 RARE 1 IDEA OCCURS FREQUENTLY, THE OTHER IS RARE 1 IDEA OCCURS FREQUENTLY, THE OTHER IS RARE 1 IDEA OCCURS FREQUENTLY, THE OTHER IS RARE 1 IDEA OCCURS FREQUENTLY, THE OTHER IS RARE 1 IDEA OCCURS FREQUENTLY, THE OTHER IS RARE 1 IDEA OCCURS FREQUENTLY, THE OTHER IS RARE CHANGES & EVOLUTION Visual representations of changes over time include Arrows (before & after) Axes (scale to mark change) Frame-by-frame CHANGES OVER TIME USED TO BE BIGGER IT USED TO BE BIGGER IT USED TO BE BIGGER IT USED TO BE BIGGER IT USED TO BE BIGGER GOING WELL, GOT WORSE THINGS WERE GOING WELL THEN SUDDENLY GOT WORSE THINGS WERE GOING WELL THEN SUDDENLY GOT WORSE THINGS WERE GOING WELL THEN SUDDENLY GOT WORSE THINGS WERE GOING WELL THEN SUDDENLY GOT WORSE THINGS WERE GOING WELL THEN SUDDENLY GOT WORSE THINGS WERE GOING WELL THEN SUDDENLY GOT WORSE GOT BETTER, GRADUALLY WORSE THINGS GOT BETTER THEN GRADUALLY GOT WORSE AGAIN THINGS GOT BETTER THEN GRADUALLY GOT WORSE AGAIN THINGS GOT BETTER THEN GRADUALLY GOT WORSE AGAIN THINGS GOT BETTER THEN GRADUALLY GOT WORSE AGAIN THINGS GOT BETTER THEN GRADUALLY GOT WORSE AGAIN THINGS GOT BETTER THEN GRADUALLY GOT WORSE AGAIN GAINING IMPACT OVER TIME THE CONCEPT IS GAINING IMPACT OVER TIME THE CONCEPT IS GAINING IMPACT OVER TIME THE CONCEPT IS GAINING IMPACT OVER TIME THE CONCEPT IS GAINING IMPACT OVER TIME THE CONCEPT IS GAINING IMPACT OVER TIME THE CONCEPT IS GAINING IMPACT OVER TIME 4 REDUCING AT SAME RATE 4 CONCEPTS REDUCING AT THE SAME RATE 4 CONCEPTS REDUCING AT THE SAME RATE 4 CONCEPTS REDUCING AT THE SAME RATE 4 CONCEPTS REDUCING AT THE SAME RATE 4 CONCEPTS REDUCING AT THE SAME RATE 4 CONCEPTS REDUCING AT THE SAME RATE MORPHING TO ANOTHER CONCEPT THE CONCEPT IS MORPHING INTO ANOTHER CONCEPT OVER TIME THE CONCEPT IS MORPHING INTO ANOTHER CONCEPT OVER TIME THE CONCEPT IS MORPHING INTO ANOTHER CONCEPT OVER TIME THE CONCEPT IS MORPHING INTO ANOTHER CONCEPT OVER TIME THE CONCEPT IS MORPHING INTO ANOTHER CONCEPT OVER TIME THE CONCEPT IS MORPHING INTO ANOTHER CONCEPT OVER TIME GIVE RISE 3 IDEAS, THEN 4 IDEAS THE IDEA GAVE RISE TO 3 NEW IDEAS WHICH EACH SPROUTED 4 IDEAS THE IDEA GAVE RISE TO 3 NEW IDEAS WHICH EACH SPROUTED 4 IDEAS THE IDEA GAVE RISE TO 3 NEW IDEAS WHICH EACH SPROUTED 4 IDEAS THE IDEA GAVE RISE TO 3 NEW IDEAS WHICH EACH SPROUTED 4 IDEAS THE IDEA GAVE RISE TO 3 NEW IDEAS WHICH EACH SPROUTED 4 IDEAS THE IDEA GAVE RISE TO 3 NEW IDEAS WHICH EACH SPROUTED 4 IDEAS THESE IDEAS FOLLOW A SEQUENCE THESE IDEAS FOLLOW A SEQUENCE - DO THE FIRST ONE FIRST THESE IDEAS FOLLOW A SEQUENCE - DO THE FIRST ONE FIRST THESE IDEAS FOLLOW A SEQUENCE - DO THE FIRST ONE FIRST THESE IDEAS FOLLOW A SEQUENCE - DO THE FIRST ONE FIRST THESE IDEAS FOLLOW A SEQUENCE - DO THE FIRST ONE FIRST THESE IDEAS FOLLOW A SEQUENCE - DO THE FIRST ONE FIRST GIVE RISE TO 3 NEW DIFF IDEAS THE IDEA GAVE RISE TO 3 NEW AND DIFFERENT IDEAS THE IDEA GAVE RISE TO 3 NEW AND DIFFERENT IDEAS THE IDEA GAVE RISE TO 3 NEW AND DIFFERENT IDEAS THE IDEA GAVE RISE TO 3 NEW AND DIFFERENT IDEAS THE IDEA GAVE RISE TO 3 NEW AND DIFFERENT IDEAS THE IDEA GAVE RISE TO 3 NEW AND DIFFERENT IDEAS SCOPE OF IDEA IS EXPANDING THE SCOPE OF THE IDEA IS EXPANDING THE SCOPE OF THE IDEA IS EXPANDING THE SCOPE OF THE IDEA IS EXPANDING THE SCOPE OF THE IDEA IS EXPANDING THE SCOPE OF THE IDEA IS EXPANDING THE SCOPE OF THE IDEA IS EXPANDING MULTIPLE BEHAVIORS MULTIPLE BEHAVIORS Representing multiple visual concepts in the same visualization is the trickiest of all 4 DIFF CONCEPTS, 1 IMPORTANT 4 DIFFERENT CONCEPTS, 1 IS MOST IMPORTANT 4 DIFFERENT CONCEPTS, 1 IS MOST IMPORTANT 4 DIFFERENT 4 4 4

Famous Person PowerPoint

Transcript: By: Kassidy Tohm ://www.washingtonpost.com/wp-dyn/content/photo/2009/10/22/PH2009102202335.jpg http://www.csmonitor.com/USA/Politics/2009/1024/northwest-airlines-amelia-earhart-and-balloon-boy http://www.libraries.wright.edu Historical famous person private collage ://www.imagozone.com/var/albums/personalitati/Amelia%20Earhart/Amelia%20Earhart%201.jpg?m=1293134628 famous quotes ://www.ameliaearhartmuseum.org/AmeliaEarhart/AEChildhood.htm chrome://global/skin/media/imagedoc-darknoise.png http://assets.nydailynews.com/polopoly_fs/1.385952.1314486252!/img/httpImage/image.jpg_gen/derivatives/article_1200/alg-sullenberger-cockpit-jpg.jpg Historical famous person what would Amelia think of sully she would look up to him ://www.manythings.org/voa/people/Amelia_Earhart.html both reached their goal Similarities both wrote books what would sully think of Amelia https://sp.yimg.com/xj/th?id=OIP.Mcecc856a54c32a0ca91a5d4431071ca1o0&pid=15.1&P=0&w=300&h=300 Lived in Atchison Amelia wrote 3 books Captain sully rarely crashes his plane where Amelia counted on it He would see her as an inspiration to fliers everywhere Sully landed his plane on the Hudson river No passengers suffered any injuries ://www.examiner.com/images/blog/EXID30706/images/100303105200resized_Chelsey_Sullenberger_Captain_Sully.jpg ://www.sullysullenberger.com/wp-content/uploads/2014/08/sully-plane.jpg Captain Sully Attempted to fly around the world Differences Everyone was calm and prepared chrome://global/skin/media/imagedoc-darknoise.png https://angelmedflight.files.wordpress.com/2014/03/amelia-earhart-1936.jpg Amelia would respect him for his accomplishment By: Kassidy Tohm Amelia died attempting her second goal (to fly around the world) Sully would respect and admire Amelia Amelia would be proud of his accomplishment Captain Sully wrote "Highest Duty" ://www.airspacemag.com/daily-planet/the-day-amelia-earhart-became-famous-107736102/?no-ist Amelia Earhart Who captain Sully is Current famous person ones alive and the other is not (obviously) ://www.deejay51.com/AMELIA%20EARHART/AMELIA-CHILDHOODA.jpg Born on July 24, 1897 Amelia flew for the thrill, captain sully flew for a career first woman to fly over the Atlantic ocean ://ellensplace.net/ae_eyrs.html Amelia- "After midnight, the moon set, and I was alone with the stars. I have often said that the lure of flying is the lure of beauty, and I need no other flight to convince me that the reason flyers fly, whether they know it or not, is the esthetic appeal of flying." Spent Summers with parents Winters with grandparents https://sp.yimg.com/xj/th?id=OIP.M74952bea5076f7d3f49e8a46cb4dc019H1&pid=15.1&P=0&w=300&h=300 ://blog.seattlepi.com/aerospace/2010/03/08/pilot-sullenberger-spins-life-lessons-from-hudson-landing/ cites page He would love to meet her famous for flying what i learned both became an instant hero Amelia Earhart & Captain Sully Amelia Earhart Her and her one crew mate are still MIA Sully-"Every day we wake up, we have an opportunity to do some good, but there's so much bad that you have to navigate to get to the good." .blogspot.com/-cC4YPcuB368/VDZUFL-TrEI/AAAAAAAAIms/WQO4O8-oC0M/s1600/amelia-earhart. Famous Person PowerPoint ://cdn-media.extratv.com/archive/images/news/captain-sully.jpg

powerpoint template

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Famous Person Research Powerpoint

Transcript: Thomas Brackett Reed Introduction Thomas Brackett Reed was a U.S. Republican Party leader. He was in the U.S. House of Representatives and introduced procedural changes that helped ensure legislative control by the majority party in Congress. He believed that the government should reflect the will of the majority, especially as expressed by the majority party in the House of Representatives. picture Childhood There isn't much information about Reed's childhood. We know that he was born on October 18, 1839 in Portland Maine. He was educated at common schools of Portland and graduated from Bowdoin College in 1860 studying law. That's all the information about his younger self that we have. picture Accomplishments and Achievements: In April, 1864, before he had passed his examination for admission to the Bar, he was appointed Acting Assistant Pay-master in the United States Navy. assigned to duty on the "tin clad" Sybil, then under command of Lieutenant H. H. Gorringe. He Returned to Portland and was admitted to the Cumberland Bar.Republicans of Portland made him their candidate for one of the seats in the lower branch of the State Legislature. He took his seat in the House in the session of 1868 and was re-elected to the Legislature of 1869. In 1870 the Republicans of Cumberland County promoted him to a seat in the State Senate. He was selected in 1870 by the Republicans of Maine as their candidate for Attorney-General of the State, being the youngest man to hold the office at 30 years old. closing Lastly, in 1874, Mr. Reed became City Solicitor of Portland. He served for four years. He was elected as a Republican to the Forty-fifth and to the eleven, succeeding Congresses and served from March 4, 1877, to September 4, 1899. Picture Conclusion Tomas Reed died on December 7, 1902. He consolidated much of the institutional power in the office of Speaker and his influence rivaled like the president.

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