Office of Physical Plant. Welcome to the PSU Capital Plan Web Page. Penn State's Five- Year Capital Plan for fiscal years 2. Penn State’s $3. 2. The total cost for the proposed plan has. The total plan at that time envisioned. The majority of the plan was focused on capital renewal. Penn State has a large. PLEASE NOTE, although specific. Capital Plan, their inclusion does not guarantee. Board of Trustee approval. Individual projects are normally presented to the. Board twice, and the Board appoints the designer, approves final plans and.
Allocation Distribution. The. capital budget provides funding for facility, capital equipment and information. It is completely separate from the University’s. University as it conducts its mission of teaching, research and outreach. The current capital plan will be funded by money from many sources. Over the. past several years, the University has accrued operational reserves through. These reserves will be deployed to support pressing renewal. Some projects will be funded with borrowing and the debt service coming. Self- supporting units such as the Hershey. Medical Center generate operating reserves that are set aside for the capital. Other sources include state funding, philanthropy, student. The. University is authorized to issue $7. The plan includes $2. Education & General projects and $5. The University’s credit rating is Aa. Moody’s and AA by Standard and Poor’s. Both ratings reflect a very high quality. The University commissioned two independent debt capacity. Their analysis advised Penn. State that the capital plan borrowing is well thought out and within judicious. Overall debt service is projected to stay slightly below 2 percent of. Approximately 5. 9 percent of the plan funding will be spent on Education. General projects, and 1. Auxiliary and Business. Services projects. View 1372 Capital Program Management posts, presentations, experts, and more. Get the professional knowledge you need on LinkedIn. Penn State’s online HRER program is offered in partnership with Penn State’s renowned School of Labor. A total of 1. 7 percent is allocated for Hershey, and 5. Penn State Health. Penn State Harrisburg brings nationally accredited academic programs, award-winning faculty, and the resources of a world-class research university to Pennsylvania's. The largest element of the 2015-2019 Capital Program is safety and reliability projects worth $20.8 billion to renew the MTA’s mass. Two percent will be set aside for important. Energy Savings Program projects, and the remaining 2 percent will be dedicated. Intercollegiate Athletics. Project Types. At. University Park, 6. Many buildings' systems are beyond their useful. Most of the new construction will be to. Projects also include upgrades to health and safety, mechanical. Penn State operates campuses across the state, so renewal allocations are being. Campus buildings. HVAC systems, roofing. Aging infrastructure such as roads and utility. The balance of projects for self- supporting units is similar to those for. E& G, with renewals/renovations and major maintenance comprising 6. UPenn Management & Technology Summer Program for High School Students. The Management & Technology Summer Institute (M& TSI) is a summer college credit program for high school students who want to learn about the integration of technological concepts and management principles at the University of Pennsylvania. Sponsored by The Jerome Fisher Program in Management & Technology, the School of Engineering and Applied Science, and the Wharton School, M& TSI is designed to introduce you to the fundamental knowledge and skills necessary for successfully linking technology and management concepts in the 2. The engineering and management program for high school students features classes taught by Penn faculty and successful entrepreneurs, field trips to companies and R& D facilities, and intensive team projects, along with other activities. You will be given the opportunity to learn about the principles and practice of technological innovation. Scroll down for more details!
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NIMH » Attention Deficit Hyperactivity Disorder. Signs and Symptoms. Inattention and hyperactivity/impulsivity are the key behaviors of ADHD. Some people with ADHD only have problems with one of the behaviors, while others have both inattention and hyperactivity- impulsivity. Most children have the combined type of ADHD. In preschool, the most common ADHD symptom is hyperactivity. It is normal to have some inattention, unfocused motor activity and impulsivity, but for people with ADHD, these behaviors: are more severeoccur more ofteninterfere with or reduce the quality of how they functions socially, at school, or in a job. Inattention. People with symptoms of inattention may often: Overlook or miss details, make careless mistakes in schoolwork, at work, or during other activities. Have problems sustaining attention in tasks or play, including conversations, lectures, or lengthy reading. Looking for a summer camp or summer program for your child? Here is a list of several summer options for children, teens and young adults with ADHD. ADHD Summer Camps and Programs Achievement Center ADHD Summer Treatment Program for kids age 6 to. Attention-deficit/hyperactivity disorder (ADHD) is a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Inattention and hyperactivity/impulsivity are the key behaviors of ADHD. Some people with ADHD only have. The Best Camps for ADHD Children Strategies for finding the best summer programs for children with ADHD and learning disabilities. In order to appreciate why upscale ADHD programs are so helpful for people who suffer from attention deficit hyperactivity disorder, it's important to understand what causes it. Contrary to popular opinion, attention deficit hyperactivity disorder does not occur as a. CHADD Discount Advantage Programs About CHADD Mission and History National Resource Center Boards and Staff Board of Directors CHADD Staff. Not seem to listen when spoken to directly. Not follow through on instructions and fail to finish schoolwork, chores, or duties in the workplace or start tasks but quickly lose focus and get easily sidetracked. Have problems organizing tasks and activities, such as what to do in sequence, keeping materials and belongings in order, having messy work and poor time management, and failing to meet deadlines. Avoid or dislike tasks that require sustained mental effort, such as schoolwork or homework, or for teens and older adults, preparing reports, completing forms or reviewing lengthy papers. Lose things necessary for tasks or activities, such as school supplies, pencils, books, tools, wallets, keys, paperwork, eyeglasses, and cell phones. Be easily distracted by unrelated thoughts or stimuli. Be forgetful in daily activities, such as chores, errands, returning calls, and keeping appointments. Hyperactivity- Impulsivity. People with symptoms of hyperactivity- impulsivity may often: Fidget and squirm in their seats. Leave their seats in situations when staying seated is expected, such as in the classroom or in the office. Run or dash around or climb in situations where it is inappropriate or, in teens and adults, often feel restless. Be unable to play or engage in hobbies quietly. Be constantly in motion or “on the go,” or act as if “driven by a motor”Talk nonstop. Blurt out an answer before a question has been completed, finish other people’s sentences, or speak without waiting for a turn in conversation. Have trouble waiting his or her turn. Interrupt or intrude on others, for example in conversations, games, or activities. Diagnosis of ADHD requires a comprehensive evaluation by a licensed clinician, such as a pediatrician, psychologist, or psychiatrist with expertise in ADHD. For a person to receive a diagnosis of ADHD, the symptoms of inattention and/or hyperactivity- impulsivity must be chronic or long- lasting, impair the person’s functioning, and cause the person to fall behind normal development for his or her age. The doctor will also ensure that any ADHD symptoms are not due to another medical or psychiatric condition. Most children with ADHD receive a diagnosis during the elementary school years. For an adolescent or adult to receive a diagnosis of ADHD, the symptoms need to have been present prior to age 1. ADHD symptoms can appear as early as between the ages of 3 and 6 and can continue through adolescence and adulthood. Symptoms of ADHD can be mistaken for emotional or disciplinary problems or missed entirely in quiet, well- behaved children, leading to a delay in diagnosis. Adults with undiagnosed ADHD may have a history of poor academic performance, problems at work, or difficult or failed relationships. ADHD symptoms can change over time as a person ages. In young children with ADHD, hyperactivity- impulsivity is the most predominant symptom. As a child reaches elementary school, the symptom of inattention may become more prominent and cause the child to struggle academically. In adolescence, hyperactivity seems to lessen and may show more often as feelings of restlessness or fidgeting, but inattention and impulsivity may remain. Many adolescents with ADHD also struggle with relationships and antisocial behaviors. Inattention, restlessness, and impulsivity tend to persist into adulthood. Treatment and Therapies. While there is no cure for ADHD, currently available treatments can help reduce symptoms and improve functioning. Treatments include medication, psychotherapy, education or training, or a combination of treatments. Medication. For many people, ADHD medications reduce hyperactivity and impulsivity and improve their ability to focus, work, and learn. Medication also may improve physical coordination. Sometimes several different medications or dosages must be tried before finding the right one that works for a particular person. Anyone taking medications must be monitored closely and carefully by their prescribing doctor. Stimulants. The most common type of medication used for treating ADHD is called a “stimulant.” Although it may seem unusual to treat ADHD with a medication that is considered a stimulant, it works because it increases the brain chemicals dopamine and norepinephrine, which play essential roles in thinking and attention. However, there are risks and side effects, especially when misused or taken in excess of the prescribed dose. For example, stimulants can raise blood pressure and heart rate and increase anxiety. Therefore, a person with other health problems, including high blood pressure, seizures, heart disease, glaucoma, liver or kidney disease, or an anxiety disorder should tell their doctor before taking a stimulant. Talk with a doctor if you see any of these side effects while taking stimulants: decreased appetitesleep problemstics (sudden, repetitive movements or sounds); personality changesincreased anxiety and irritabilitystomachachesheadaches. Non- stimulants. A few other ADHD medications are non- stimulants. These medications take longer to start working than stimulants, but can also improve focus, attention, and impulsivity in a person with ADHD. Doctors may prescribe a non- stimulant: when a person has bothersome side effects from stimulants; when a stimulant was not effective; or in combination with a stimulant to increase effectiveness. Although not approved by the U. S. Food and Drug Administration (FDA) specifically for the treatment of ADHD, some antidepressants are sometimes used alone or in combination with a stimulant to treat ADHD. Antidepressants may help all of the symptoms of ADHD and can be prescribed if a patient has bothersome side effects from stimulants. Antidepressants can be helpful in combination with stimulants if a patient also has another condition, such as an anxiety disorder, depression, or another mood disorder. Doctors and patients can work together to find the best medication, dose, or medication combination. Learn the basics about stimulants and other mental health medications on the NIMH Mental Health Medications webpage and check the FDAwebsite (http: //www. Psychotherapy. Adding psychotherapy to treat ADHD can help patients and their families to better cope with everyday problems. Behavioral therapy is a type of psychotherapy that aims to help a person change his or her behavior. It might involve practical assistance, such as help organizing tasks or completing schoolwork, or working through emotionally difficult events. Behavioral therapy also teaches a person how to: monitor his or her own behaviorgive oneself praise or rewards for acting in a desired way, such as controlling anger or thinking before acting. Parents, teachers, and family members also can give positive or negative feedback for certain behaviors and help establish clear rules, chore lists, and other structured routines to help a person control his or her behavior. The ADHD Coaches Organization is committed to designing and offering new programs for professional development and support of its members. The ADHD Coaches Organization, a nonprofit association created to advance the profession of ADHD coaching.ADHD Educational Software and Video Games Used to Treat ADD/ADHD While the gaming industry has a lot of parents concerned about violence and video game addiction, some gaming software is aimed at helping children and adults with ADD and ADHD. Center Academy ADHD schools have staff and teachers that are trained to educate, motivate and help students manage their education and attain their goals. ADHD Schools in Florida & Georgia If you are looking for ADHD Schools in Florida or Georgia, Center. Adhd Programs Florida - Free Software and Shareware 3/19/2016 0 Comments Florida has many of the nation's top treatment facilities and there is a choice between many very high quality and respected drug and alcohol rehabs. Because ADHD is a lifelong. Therapists may also teach children social skills, such as how to wait their turn, share toys, ask for help, or respond to teasing. Learning to read facial expressions and the tone of voice in others, and how to respond appropriately can also be part of social skills training. Cognitive behavioral therapy can also teach a person mindfulness techniques, or meditation. A person learns how to be aware and accepting of one’s own thoughts and feelings to improve focus and concentration. The therapist also encourages the person with ADHD to adjust to the life changes that come with treatment, such as thinking before acting, or resisting the urge to take unnecessary risks. Family and marital therapy can help family members and spouses find better ways to handle disruptive behaviors, to encourage behavior changes, and improve interactions with the patient. For more information on psychotherapy, see the Psychotherapies webpage on the NIMH website. Education and Training. Children and adults with ADHD need guidance and understanding from their parents, families, and teachers to reach their full potential and to succeed. For school- age children, frustration, blame, and anger may have built up within a family before a child is diagnosed. Parents and children may need special help to overcome negative feelings. Mental health professionals can educate parents about ADHD and how it affects a family. They also will help the child and his or her parents develop new skills, attitudes, and ways of relating to each other. Parenting skills training (behavioral parent management training) teaches parents the skills they need to encourage and reward positive behaviors in their children. It helps parents learn how to use a system of rewards and consequences to change a child’s behavior. Parents are taught to give immediate and positive feedback for behaviors they want to encourage, and ignore or redirect behaviors that they want to discourage. They may also learn to structure situations in ways that support desired behavior. Stress management techniques can benefit parents of children with ADHD by increasing their ability to deal with frustration so that they can respond calmly to their child’s behavior. The Complete Learning Disabilities Handbook. Harwell, Rebecca Williams Jackson. 1 An Overview of the Field of Learning Disabilities. The complete learning disabilities handbook : A comprehensive source of information, strategies, and activities for working with learning disabled students. Full description. Main Author: Harwell, Joan M., 1. Other Authors: Jackson, Rebecca Williams. Format: Book. Language: English. Published: Jossey- Bass ; 2. Edition. Third edition /. Subjects: Tags: Add Tag. No Tags, Be the first to tag this record!
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LWVC JJin. CA: Alternatives to Incarceration. Juvenile Justice in California: Facts & Issues. Prepared by the League of Women Voters of California Education Fund, Juvenile Justice Study Committee. Parental support at this time can be of great. When a case. is not even heard for several months, this is a lifetime to a. In the overcrowded juvenile courts of Los Angeles County. There is little connection. This is especially true of the younger. State Bar study. They continue to test the limits with escalating. Beside unsupervised probation at home, programs can include. California depends on. Supervised crews perform cleanup, graffiti. The Commission recommends that, from. The Commission. also recommends that the first step should be a thorough assessment. Options would then include. Such a model would combine. Deputy Attorney General James M. Cole Speaks on Alternatives to Incarceration. A Year in the Life of California’s Historic Shift Toward Smart. An evaluation of Ohio’s Reasoned and Equitable Community and Local Alternatives to the Incarceration of. ALTERNATIVES TO INCARCERATION IN A NUTSHELL. The continuum would include sanctions within. The balanced approach allows juvenile justice. It enables offenders to become competent and productive citizens. The Office of Juvenile Justice. Delinquency Prevention is presently developing models to guide. The bill was passed by. Senate but died in the Assembly Public Safety Committee. It. may be introduced in the next session. New Roles in the Balanced Approach. Accountability - When a crime occurs, a debt incurs. Justice requires that every effort be made by offenders to restore losses suffered by victims. Juvenile justice system role: Direct juvenile justice resources to ensure that offenders repay victims and complete other relevant restorative requirements as a top priority. Intended outcomes: Efficient, fair, and meaningful restorative justice practices; increased responsiveness to victims' needs. Intended outcome: Understanding of consequences of offense behavior; increased empathy; feeling of fairness in justice process. Community role: Assist in the process by providing paid work opportunities for offenders, helping to develop community service work projects, and supporting victim awareness education. Intended outcomes: More participation in and support for the juvenile justice system; message that victims receive priority. Competency development - Offenders should leave the juvenile justice system more capable of productive participation in conventional society than when they entered. Engage youth in these activities and provide necessary supports for successful completion. Build prevention capacity through productivity partnerships with employers, educators, and other community agencies. Intended outcomes: More opportunities for youth competency development; improved image of juvenile justice; increased competency. Offender role: Become actively involved in activities that make a positive contribution to the community while building life skills; make continuous progress in improving educational skills to help others. Intended outcomes: Increased sense of competency and self- esteem; exposure to and interaction with positive adult role models; improved public image of youth. Community role: Become partner with juvenile justice system in developing opportunities for youth to make productive contributions to the community while learning positive civic and other values. Intended outcomes: Increased community involvement in and ownership of delinquency problem; new attitudes toward youth; completion of positive work in communities. Improved quality of life in the community. Community Protection - The public has a right to a safe and secure community; juvenile justice should develop a progressive response system to ensure offender control in the community and develop new ways to ensure public safety and respond to community concerns. Alternatives to Incarceration. Many counties in California have been using a variety of options to provide alternatives to incarceration for. Juvenile justice system role: Ensure that offenders are carefully supervised by staff and a range of community guardians and that offenders' time is structured in productive activities; develop a range of supervision restrictiveness options and alternative responses to violations and incentives for progress. Intended outcomes: Increased public support for community supervision. Offender role: Become involved in competency building and restorative activities; avoid situations that may lead to further offenses. Intended outcomes: No offenses while on supervision; reduced recidivism when the period of supervision is over. Community role: Provide input to juvenile justice system regarding public safety concerns; share responsibility for offender control and reintegration. Intended outcome: Increased feelings of safety in the community; increased confidence in juvenile community supervision. Source: Office of Juvenile Justice and Delinquency Prevention. Balanced and Restorative Justice: Program Summary, 4. Intensive Case Management / The Massachusetts Plan. The balanced restorative approach may include a management style emphasizing the individual. Returns 0 and no packages are available for update. Use- . ful for finding a package you do not know by name but know by. Only. the specified rpm files of which an older version is already. Practical range: 0 - 1. Configuration Option: debuglevel- e. For more information see the update. Using this option will force. A plugin is a Python. 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