text:
Profile Of Company
Our Plant
DIN DYEING UNIT
DIN KOMFORT WITH LYCRA
DIN MELANGE
DIN POWER PLANT
DIN TEXTILE MILL 1
DIN TWISTING UNIT
WHY-DIN
Name of Auditors & Legal Adviser
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NAME OF AUDITORS AND LEGAL ADVISER
OUR ADDRESSES & CONTACT DETAILS
Home| BOARD OF DIRECTORS
Shaikh Mohammad Muneer
Shaikh Mohammad Muneer is the Chairman of Din Textile Mills Limited (Din Group of Companies). He also holds the position as Vice Chairman of MCB Bank Ltd, Patron-in-Chief of Korangi Association of Trade & Industry (KATI) and Patron-in-Chief of Friends of Burns Centre, Civil Hospital. He is also the Chairman of Chiniot Anjuman-e-Islamia, running various schools/colleges/hospitals and maternity homes & also involved in many other social and welfare activities across the globe.
Under his dynamic leadership and missionary zeal Din Group has been awarded various Best Export Performance Trophies by FPCCI for its highest exports and has also been awarded twice Top 25 Companies Award of the Karachi Stock Exchange by the Prime Minister of Pakistan. He has been awarded Best Business Man of the year award by FPCCI, "SITARA-I-ISAAR" in 2006 and "SITARA-I-IMTIAZ" in 2007 by the President of Pakistan. He has been awarded twice the Degree of Doctorate of Philosophy, by Governor of Sindh Pakistan. He has also been awarded Life Time Achievement Award by then President of Pakistan.
He has been the Chairman of All Pakistan Tanners Association for Seven terms, The Chairman of Korangi Association of Trade and Industry for Two Terms, and has been President of Federation of Pakistan Chambers of Commerce & Industry (FPCCI) & Chairman MCB Bank Ltd.
He acquired certificate under the director's Training Program, as required by Listed Companies (Code of Corporate Governance) Regulation, 2017, from PICG in 2015
Additional current holding position:
Fatimid Blood Foundation, Board of Governors of College of Business Management (CBM) Karachi.
Board of Governors of Greenwich University, Karachi.
Board of Governors of Kidney Center of Post Graduate Training Institute. Karachi.
Board of Governors of Shaukat Khanum Memorial Trust, Lahore
Vice Chairman of MCB Bank Limited
Shaikh Mohammad Pervez (Non Executive Director)
Shaikh Mohammad Pervez
Shaikh Mohammad Pervez is the Non Executive Director of Din Textile Mills Limited. (Unit of Din Group of Companies) After completion his academic life, he joined his family business in 1971. He has played a vital role in the growth and success of the Group. He is actively engaged in many social and welfare projects which are running for the cause of humanity and are helping the needy and poor people. He acquired certificate under the directors' Training program, as required by Listed Companies (Code of Corporate Governance) Regulations, 2017, from PICG in 2016.
In addition to the above, he is also:
Vice President of Patient Behbood Society, Agha Khan University Hospital, Karachi.
Member Board of Indus Hospital.
Vice Chairman of Chiniot BaitulMaal
Shaikh Muhammad Tanveer (Chief Executive)
Shaikh Muhammad Tanveer
Shaikh Muhammad Tanveer is the Chief Executive of Din Textile Mills Limited. (Unit of Din Group of Companies). After joining as Director of Din Textile Mills his contribution in the growth of company's business is remarkable. He has also visited many countries of the World as individual businessman and also together with business delegates, as a member or as a leader of the delegation.
He is the Chairman of Punjab Industrial Estate (PIE), and actively involved in various Business and industrial Development projects of the Govt. of Punjab. He has been chairman of all Pakistan Textile Mills Association till September 2015. In his tenor APTMA achieved remarkable milestones for the Development of Textile Sector in Pakistan.
He acquired certificate under the directors' Training program, as required by Listed Companies (Code of Corporate Governance) Regulations, 2017, from Institute of Chartered Accountants of Pakistan in 2015.
Shaikh Mohammad Naveed (Executive Director)
Shaikh Mohammad Naveed
Shaikh Mohammad Naveed is the Executive Director of Din Textile Mills Limited (Unit of Din Group of Companies). He is Graduate from Boston University (BU), USA. in Bachelor of Science in Business Administration (BSBA) and Bachelor of Arts in Economic (BA Econ). He is a Qualified ISO-9000 Auditor from International Registrar of Certified Auditors (IRCA) & Microsoft Certified Professional (MCP).
Being a Director of Din Textile Mills Ltd., his prime responsibility is to take care of the Balancing / Modernization of Textile Spinning, Dyeing, Power Plants and procurement of the company to meet high quality standard of the products.
He acquired certificate under the directors' Training program, as required by Listed Companies (Code of Corporate Governance) Regulations, 2017, from PICG in 2015.
Mr. Faisal Jawed (Executive Director)
Mr. Faisal Jawed
Mr. Faisal Jawed is the Executive Director of Din Textile Mills Limited (Unit of Din Group of Companies). He is Graduate of Business Administration (BBA MARKETING). Being learned personality, he is regularly participating in different Business and Administration oriented courses held by LUMS and other leading business Institutions.
He has vast experience in the field of marketing and having Good negotiation skills. Being a Director of Din Textile Mills Limited, he is involved in procurement of Material like cotton and other man made fibers like Lycra etc, Having good skills of operational and office managements, he plays a strategic role in business's operation and management to improve the overall productivity and profitability of the Company.
Mr. Farhad Shaikh Mohammad (Non Executive Director)
Mr. Farhad Shaikh Mohammad
Mr. Farhad Shaikh Mohammad is the Non-Executive Director of Din Textile Mills Ltd. (Din Group of Companies). He is a finance graduate and has participated in various courses such as Corporate Governance Leadership and Corporate Finance Management. He has been invited as guest speaker at many universities and conferences. He is engaged in the matters of finance and accounts of the Din Group. He is also actively involved in philanthropy.
In addition to the above, he is also;-
Director – Din Leather (Pvt.) Limited
Director – Din Energy Limited.
Director – Din Power Limited
Director – Din Wind Limited
Director – Din Corporation (Pvt.) Limited
Director – Din Sphere (Pvt.) Limited Director
Director – Din Developments (Pvt.) Limited
Director – Fauji Fertilizer Company Limited
Mr. Abdul Razzak (independent Director)
Mr. Abdul Razzak
Mr. Abdul Razzak is an independent Director of Din Textile Mills Limited. After completion his academic life, he joined his family business in 1991. It is expected that he will play a success role in the growth and success of the company. Also participate in many social and welfare activities and he is a member of Trade bodies like Korangi Association of Trade and Industry etc. He acquired certificate under the directors' Training program, as required by Listed Companies (Code of Corporate Governance) Regulations, 2017, from IBA Karachi in 2016.
Mr. Ehtesham Maqbool Elahi (independent Director)
Mr. Ehtesham Maqbool Elahi.
Mr. Ehtesham Maqbool Elahi is an Independent Non-executive Director of our Company since 2019. He holds an undergraduate degree in Management from an International University. He is an industrialist and business consultant having experience of more than a decade. Mr. Ehtesham, is also a Corporate Advisor. He was certified from PICG in 2014. His specialization has been in change management and turnaround of various companies. His expertise has been adding value in enabling skills of HR, Supply Chain, IT ERP Resources, Negotiation, Team Building and Strategic Management skills.
In Addition to the above, he is also
Director of Macpac Films Limited
Director of Toyo Packaging (Private) Limited
Mrs. Romisa Raffay Independent Director (Female)
MRS. ROMISA RAFFAY
Independent Director (Female)
Mrs. Romisa Raffay is the Independent Director of Din Textile Mills Limited. After completion her academic life, she started her investment business in 2017. She has played a vital role in the growth and success of her investment business. She is actively engaged in many social and welfare activities for the sack of humanity and helping the needy and poor people.
Language ▾ Urdu ▾ English


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Counselor Education Student Handbook
This handbook is provided to students and applicants for their general information and guidance only. It does not constitute a contract; either expressed or implied, and is subject to revision at the University's discretion.
COUNSELOR EDUCATION PROGRAM
This handbook is designed to provide information regarding the Counseling Program at Gallaudet University. The Counseling Programs are offered through the School of Human Services and Sciences. In addition to courses within this department, students are also able to enhance their experience by taking courses within other departments at Gallaudet.
Since its founding in 1864, Gallaudet University (GU) has offered a unique, American Sign Language and English bilingual learning environment for faculty, students, and staff. The University's Board of Trustees affirmed by adopting a new mission that fosters an intentional, inclusive and supportive environment in 2007. The counseling program embraces the bilingual mission of the institution.
Our program is informed by research and shaped by the needs of the communities and schools who require the services of professional counselors. A strong theoretical thread runs through the core courses and the advanced courses and is evident in the particular orientations of our faculty in such areas of specialization as assessment, consultation, development, family and marriage counseling, play therapy, group work, and multicultural counseling as these areas relate to counseling deaf people. Theory also drives skill development with an initial exposure to the cornerstones of the counseling relationship followed by exposure to skills and intervention techniques important to major theories of counseling.
The experiential thread begins in the first summer, as students interact with counselors from a variety of settings and learn about counseling on communities and schools. In their subsequent coursework, they add depth and breadth by engaging in experiences that allow them to practice individual and group counseling skills with deaf people from diverse populations. These experiences culminate in the Practicum and Internship, which are designed to provide supervised professional experiences for the counselor-in-training in schools and agency settings.
Dr. Khadijat Rashid, Dean of Faculty
Office #: (202)-250-2405 (videophone)
Location: Hall Memorial Building S400
Email: Contact here
Dr. Beth Gibbons, Associate Dean of the Graduate School
Location: Fowler Hall 210
Email: Contact
Dr. Daniel Koo, Director of the Schools of Human Services and Sciences
Office #: 202-250-2279 (videophone)
Location: HMB S411
Dr. Gabriel Lomas
Professor and Program Coordinator
Office #:
Location: Remote (HMB 423 during residency)
E-Mail: Contact here
Dr. Jessica Kuehne
Dr. Le'Ann Solmonson
Location: Remote
E-Mail: Contact
Ms. Renee' Smith
Secretary for the School of Human Services and Sciences
Location: HMB
Gallaudet University, federally chartered in 1864, is a bilingual, diverse, multicultural institution of higher education that ensures the intellectual and professional advancement of deaf and hard of hearing individuals through American Sign Language and English. Gallaudet maintains a proud tradition of research and scholarly activity and prepares its graduates for career opportunities in a highly competitive, technological, and rapidly changing world.
(Approved by the Board of Trustees November 2007)
Gallaudet University will build upon its rich history as the world's premier higher education institution serving deaf and hard of hearing people to become the university of first choice for the most qualified, diverse group of deaf and hard of hearing students in the world, as well as hearing students pursuing careers related to deaf and hard of hearing people. Gallaudet will empower its graduates with the knowledge and practical skills vital to achieving personal and professional success in the changing local and global communities in which they live and work. Gallaudet will also strive to become the leading international resource for research, innovation and outreach related to deaf and hard of hearing people. Gallaudet will achieve these outcomes through:
A bilingual learning environment, featuring American Sign Language and
English, that provides full access for all students to learning and communication
A commitment to excellence in learning and student service
A world-class campus in the nation's capital
Creation of a virtual campus that expands Gallaudet's reach to a broader
audience of visual learners
An environment in which research can grow, develop, and improve the lives
and knowledge of all deaf and hard of hearing people worldwide
(Approved by the Board of Trustees, May 2009)
ADMISSION TO THE COUNSELOR EDUCATION PROGRAM: CRITERIA AND PROCESS
Counselor Education Student Recruitment Policy
The graduate program in counselor education believes that the needs of a diverse society can only be met by encouraging diversity in the counseling professions. Thus, the program actively recruits students who represent a variety of cultures, ethnicities, races, genders, sexual orientations, and socioeconomic classes. Furthermore, consistent with our mission, we aim to recruit students who will be able to provide counseling services to diverse students in the deaf community. Thus, we prioritize the recruitment of American Sign Language (ASL) fluent students. Counselor education faculty recruit students by speaking to undergraduate classes and student organizations. They also meet with personnel in organizations and schools as part of the outreach program to recruit diverse students. Faculty attend conferences to network with other professionals who may assist us in recruiting students.
The Counselor Education Program faculty seeks to admit only those who are personally and academically prepared to complete the master's degree. Within these parameters, the faculty is committed to admitting students who represent diverse backgrounds and/or who have special abilities (i.e. bilingual competence) to serve a diverse population as counselors.
Gallaudet uses a cohort model. We have a deadline for applications of February 1st each year. Subsequently, qualified candidates are invited to interviews in February, and accepted applicants are expected to begin with their first residency in the summer.
Admission to the program is competitive and is based on the criteria listed below. In order to be matriculated, the student must:
Present evidence of academic ability and potential for graduate-level study; cumulative undergraduateGPA 3.0 or higher. If candidate doesnot meet the 3.0 GPA, the applicant may appeal to the director for consideration and the director may provide an alternative route for admittance;
Have completed an undergraduate program which includes a general education distribution of courses in a broad range of areas;
Demonstrate proficiency in English as demonstrated in a letter of application setting forth the reasons for wanting to enroll in a counselor education program, and emphasizing relevant experiences;
Present three recommender rating sheets testifying to suitability as a prospective counselor;
Interview with the faculty;
Demonstrate the potential for forming effective interpersonal relationships in individual and small group contexts;
Have appropriate vocational goals and objectives relevant to the Program;
Demonstrate openness to self-examination and personal and professional self-development;
Have had paid or volunteer experience indicative of an interest in the helping profession; and
Demonstrate the ability to communicate effectively in ASL and written English.
*Students from certain states may require specific courses to become licensed or certified. While faculty will work to find all licensing requirements, students are encouraged to become familiar with credentialing requirements in their home states.
Background Checks and Fingerprinting
Depending on your state, some school districts and some clinical placements require candidates to be fingerprinted prior to the start of your field work; students may be required to pay the cost of the fingerprinting. Each site supervisor retains the right to withdraw a placement if the fingerprinting indicates information that is problematic for the site. In addition, some placements also mandate drug testing prior to interactions with students or clients. Faculty in the counselor education program should be informed of any concerns you may have with regard to your background, and will assist you in finding appropriate field placements. However, counselor education faculty will not allow candidates who are currently impaired to engage in a field placement course. Working as an impaired counselor is a violation of the ethical code.
Overview of the Counseling Programs
Counselors are skilled professionals who are trained to enable others to gain an understanding of their lives, make decisions, resolve problems, and be active. While the primary duty of the Counselor is to the individual, their responsibilities extend beyond the individual client to parents, schools, their community, and to the counseling profession. The school counseling major prepares students to work as counselors serving deaf students in a variety of settings including public schools and schools for the deaf. Graduates are also prepared to engage in crisis intervention. Graduates of the clinical specialization are prepared to work in a variety of human service settings, including mental health centers, substance abuse, residential programs, and other agencies offering counseling services.
The Gallaudet counseling programs are aligned with CACREP (Council for Accreditation of Counseling and Related Educational Programs) standards. CACREP is a specialized accrediting body recognized by the Council on Recognition of Postsecondary Accreditation (COPA). We were accredited by CACREP until the reorganization of the programs in 2022. We plan to remain aligned with CACREP standards are apply for accreditation again at our first available opportunity. Our education programs are accredited national by CAEP. Accreditation in the District of Columbia is also maintained.
All full-time faculty have doctoral degrees in counselor education or closely related fields. In addition, part time faculty hold a minimum of a master's degree in their respective field. Part-time faculty from other departments on campus and from the professional community at large provide our students with a wide variety of theoretical and experiential perspectives regarding the role of professional counselors.
STATEMENT OF MISSION, PROGRAM GOALS & OBJECTIVES
Counseling Program Mission Statement
The Counseling program prepares graduates to be multiculturally competent professional counselors, able to work skillfully with deaf, hard of hearing, and hearing clients of diverse backgrounds in a variety of settings. Our training models emphasize the development of cultural self-awareness, sensitivity, knowledge, and skills essential to becoming effective and ethical practitioners who are able to influence individual, group, organizational and systemic changes that promote health and well being for all persons in the context of social justice and multiculturalism. Faculty members are committed to promoting interpersonal values which support our professional relations with others. These values include compassion, self-awareness, genuineness, commitment to social justice, and an authentic appreciation of diversity. [Revised Feb. '09]
Table below lists the key assessments aligned with the 2016 CACREP standards, program goals, and program learning objectives.
Gallaudet Counseling Program Goals and Learning Objectives
Program Learning Objectives
CACREP Core Standards
Key Assessments
1. The Counseling program provides students with the knowledge and skills necessary to be successful professional counselors.
1. A. Students will demonstrate an understanding of professional identity and be able to apply ethical standards.
Fitness to practice, Professional identity project, Comprehensive Exam, Practicum and Internship evaluations.
COU 710
1. B. Students will demonstrate counseling skills necessary to develop, maintain, and manage a helping relationship.
Individual counseling project, fitness to practice, comprehensive exam, practicum and internship evaluations.
1. C. Students will demonstrate the knowledge and skills necessary to identify and successfully practice as professional counselors.
Site supervisor evaluations, employer survey, alumni survey, comprehensive exam.
COU 710, COU 721
1. D. Students will demonstrate the ability to use evidence-based practices and create interventions for counseling.
Group counseling project, practicum and internship evaluations, fitness to practice
COU 753, COU 792, COU 794
1. E. Students will demonstrate career theory knowledge and contemporary approaches in career assessment and practice.
Career advisement session and case conceptualization, comprehensive exam.
1. F. Students will demonstrate skills and knowledge in group counseling and group work.
Group counseling project, practicum and internship evaluations, comprehensive exam
2. The Counseling program prepares students to consider each client as unique, multi-dimensional individuals, throughout the counseling relationship.
2.A. Students will apply multicultural competencies in both individual and group counseling settings.
Site assessments for practicum and internship, group counseling project, individual counseling project, assessment project, comprehensive exam
2.B. Students will demonstrate the ability to select, conduct, and interpret assessments, using data to formulate culturally and developmentally appropriate goals and interventions.
Assessment project, practicum and internship evaluations, individual counseling project, comprehensive exam.
3. The Counseling program assures students have dispositions which are consistent with the legal, ethical, and humanistic guidelines set forth by the ACA.
3.A. Students will demonstrate a disposition which is consistent with the legal, ethical, and humanistic guidelines of the counseling profession.
Fitness to practice, site supervisor assessments for practicum and internship, comprehensive exam.
Curricular Requirements
The former CACREP-accredited counseling programs suspended admissions in 2019. We are now reopened as a low residency program and we plan to stay aligned with CACREP standards until we are able to reapply for CACREP accreditation in the fall of 2024.
PROFESSIONAL IDENTITY, AFFILIATION AND LIABILITY INSURANCE
Matriculated students in the Counseling programs are urged to consider affiliation with the professional association serving the counseling profession, e.g., the American Counseling Association (ACA), the American School Counseling Association (ASCA). Benefits of membership include receiving the professional journal(s) published by ACA, identification with current professional issues, opportunity to attend state, regional and national meetings, and professional liability insurance. Student membership in ACA is available at a reduced membership cost. Applications require a faculty member endorsement. Students will also be encouraged to join the state branch of ACA from their respective states. A copy of the student's liability insurance form must be presented to the Practicum or Internship faculty supervisor for inclusion in the student's clinical folder.
When a student is admitted into the Counseling Program, he or she is assigned an advisor. It is the student's responsibility to make regular contact (usually once a semester) with his or her advisor regarding courses to be taken and overall progress in the program. Among the advisor's responsibilities are the following:
To develop a plan of study with each advisee for timely completion of the degree requirements.
To advise the student regularly about courses to take in the subsequent semester.
To communicate any corrective feedback to the student as a result of faculty evaluations of students.
To review the advisee's records at the time that the student registers to graduate to determine that the student has met all Program requirements.
To serve overall as a liaison between the Program and the advisee.
An orientation meeting for new students is held with each cohort on the first day of our residency, during the first class meeting.
EVALUATION OF STUDENTS
Graduate students at Gallaudet must maintain a 3.0 cumulative grade point average to be in good standing. Credit will not be awarded for course grades below a B. Students must retake the course. All grades are calculated in the cumulative GPA.
The Counseling faculty meets regularly to evaluate the progress of each matriculated student. The Program uses the Fitness to Practice Instrument to gauge professional dispositions (See below). The student's advisor is responsible for collecting relevant feedback from the faculty about a particular student. When a student's progress is not satisfactory, based either on academic criteria or professional criteria unrelated to academic performance, she or he may be placed on probation. In this event, the following process will occur:
The student will receive a letter from his or her advisor (usually following a conference) outlining the faculty's concerns and stating that the student has been put on probation.
Furthermore, the letter will delineate what conditions the student must meet to be removed from probationary status. In addition, the student will be informed of the consequences should the faculty's conditions not be met, including the possibility that the student will be dropped from the Program.
Finally, the letter will state how long the probationary period is to last. Usually, a probationary period is one semester.
At the end of the probationary period, the faculty will again assess the student and will inform the student (in writing) of their evaluation. Usually, a student is either reinstated into the Program fully or is terminated from the Program at this time. However, it is possible for probation to be extended if the student has met prior conditions outlined by the faculty but has shown evidence of new deficits.
Should a student continue to present work that is of marginal quality, academically or professionally, she or he will not be recommended for continuation in the Program.
FITNESS TO PRACTICE
The Counselor Education Program implemented a Fitness to Practice (FTP) policy in the summer of 2022. The FTP is designed to ensure that candidates are not impaired and are prepared for field placement. The FTP policy is an addendum to this handbook and should be reviewed with your advisor. (See Appendix A)
If a student believes that he or she has been treated unfairly, either in a particular course or as a result of the formal evaluation process, it is the student's right to initiate a grievance process.Gallaudet maintains an office for Student Grievances.
COURSE WAIVERS AND TRANSFER CREDITS
The Graduate Counselor Education Program accepts only graduate level courses that meet Program curriculum requirements. Course waivers are limited in number and done under careful advisement.
CREDIT HOURS FOR CLINICAL INSTRUCTION REQUIREMENTS
All students in the program complete a practicum of at least 100 hours and an internship of at least 600 hours. We strongly advise students to complete 9 credits of clinical instruction (Practicum and Internship). However, a small percentage of students, with the consent of the counseling faculty, take 6 or 12 credits to complete the required number of clinical hours. Please note that students must have flexibility to complete the field experiences at an approved site during the field work portion of their training. Students who wish to do field work at their place of employment should speak with their faculty advisor to obtain approval.
Early in the program, students must contract to complete a full-time or a part-time
Internship, i.e., whether the Internship is to be completed in three (3) credit hours or six
(6). It is crucial that students understand that contracting for one semester means that both the total 600-hour requirement and the 240-hour direct service requirement must be fulfilled in one semester. This also means that any Practicum or Internship experience that is contracted over a summer cannot occur during a regularly scheduled university semester. Summer clinical experiences usually need to extend over a three (3) month period and be approved by a faculty supervisor.
It is the faculty's prerogative to work with the field supervisor and determine if a student is ready to advance to Internship. Faculty may require any student to repeat Practicum if it is the faculty's judgment that this is in the student's best interest.
Prior to entering field placement, all students must take the ASL-PI and receive a passing score of 2 or higher. Students who do not receive a 2 will not be allowed to enter field work.
Didactic instruction and pre-practicum are intended to prepare the student to be placed in a counseling setting (school or agency) that matches the student's career objectives. The Field Placement Coordinator assists all students in obtaining both practicum and internship placements. The Coordinator also acts as a liaison between the students and site supervisors to assist with initial and evaluation paperwork required by the Program.
COURSE REQUIREMENTS: There are three (3) requirements for the practicum that are necessary to consider in identifying an appropriate site.
Student complete 100 clock hours at the site to meet the requirements of Practicum.
Direct service hours involve "face-to-face interaction with clients which includes
the application of counseling, consultation, or human development skills." Ten (10)
of the forty (40) direct hours must consist of group counseling.
Supervision of practicum and internship students includes program-appropriate
audio/video recordings and/or live supervision of students' interactions with
One hour per week of individual and/ortriadic supervisionthroughout the practicum provided by a program faculty member, or a site supervisor who is working in biweekly consultation with a program faculty member in accordance with the supervision contract.
The student meets for a minimum of one (1) hour per week for individual or triadic supervision and a minimum of one and one-half (1 ½) hours per week of group supervision with other students.
Formative Evaluation of the student's counseling performance throughout the practicum, including documentation of a formal Summative Evaluation after the student completes the practicum.
SUPERVISION: Practicum represents the first opportunity for the student to engage in direct service with "real" clients. The site supervisor must be a fully certified or licensed counselor with a minimum of two (2) years of professional experience. The clinical site supervisor must have a minimum of a master's degree in counseling or a closely related field and appropriate certification and/or licenses as well as a minimum of two (2) years of pertinent experience. All site supervisors must have documented training in counselor supervision. Supervisors who do not have documented training in counselor supervision must take the online training provided by Gallaudet's Counselor Education Program and pass a quiz with a minimum of 80%. The faculty assumes primary responsibility for the student's supervision. The site supervisor is asked to:
Organize the practicum experience and assure that the student will have an opportunity to work with appropriate clients.
Help orient the student to the site.
Provide appropriate space for the student to meet with clients.
Monitor the practicum generally in order to determine that the student's needs and to ensure that the clients' needs are being met.
Provide the faculty supervisor with evaluation of the student's overall performance and professionalism during the practicum.
Be available to the student in case of emergency.
Provide any additional supervision for reasons of necessity or preference. (In other words, the university faculty welcomes the site supervisor's involvement in supervision above and beyond the minimum expectations listed above.)
Observe the student in situ to provide feedback as needed.
EARLY PLANNING FOR PRACTICUM: Practicum should not be viewed as
other courses in terms of the amount of time required to prepare adequately for the experience. At the time of matriculation into the program, when a student first meets with his or her advisor, it would be appropriate to begin planning for the approximate time of Practicum. Later, after the student has taken several prerequisite courses, more deliberate planning should begin to take place. Practicum proposals are distributed in classes, one year prior to Practicum. Students should work with the Field Placement Coordinator one semester prior to beginning Practicum. Be aware that:
It can be a time-consuming process finding a practicum site, and this should not be delayed until the beginning of the Practicum semester.
Because of the amount of supervision required for Practicum, faculty assignments will be determined by the number planning to enroll in the course.
Staff planning takes place a few months before the beginning of each semester.
With other counseling programs in your geographic area, there is competition for Practicum sites and early contracting with a site is recommended..
Please note that students must have flexibility to complete the field experiences at an approved site during the fieldwork portion of their training.
Site Supervisors must complete the Gallaudet supervisor training or submit their
documentation of supervisor training prior to the start of practicum.
Students who are employed at a school and wish to do field work at your place of employment should obtain approval prior to admission to the counselor education program.
FINDING A PRACTICUM SITE: During the initial meeting with the student's advisor, the discussion will center on the student's career objectives. Usually, the Field Placement Coordinator will be able to recommend sites that the student might consider. The student may be aware of a site that he or she is hoping will be acceptable for Practicum. It is the student's responsibility to keep the Field Work Coordinator current until the student has successfully contracted with a Practicum site. Although the Field Placement Coordinator assumes the role of guiding the student toward appropriate Practicum sites, it is ultimately the student's responsibility to find an appropriate site.
SITE VISIT: During the course of the semester, the Practicum instructor along with the student assigned to the meets with the site supervisor to review requirements for the course and the site supervisor's role. The purpose of this meeting is for the faculty instructor to be assured that the site offers opportunities consistent with CACREP and Program Standards and to gauge student progress. We may conduct visits in-person or via video conferencing.
THE PRACTICUM AGREEMENT FORM: This document must be signed by all parties where indicated and kept in the student's clinical file. There is also an orientation meeting as well as supervision instruction for all site supervisors and students the semester prior to the Practicum experience.
STUDENT LIABILITY INSURANCE: Students must provide proof of Student Liability Insurance at, or before the signing of their Practicum Agreement Form at the Site Visit.
Following successful completion of the counseling Practicum, students must complete a counseling internship in their specialization area. This internship is traditionally two semesters.
COURSE REQUIREMENTS: There are five (5) requirements for Internship that are necessary to consider in identifying an appropriate site.
The student must commit 600 clock hours to the site to meet the requirement of internship.
Of these 600 hours, 240 must be direct service hours. Direct service hours involve "face-to-face' interaction with clients which includes the application of counseling, consultation, or human development skills."
If the site does not allow the intern to audiotape (or videotape) direct service hours for the purposes of supervision, students will be observed at the site. The site must provide supervision by a counselor or clinician acceptable to the counseling program. The identified site supervisor must hold a minimum of a master's degree in the program emphasis area and possess appropriate certification or licenses. In addition, the site supervisor must have a minimum of two (2) years of experience as a counselor.
The site must permit the student intern to participate in a variety of professional activities in addition to direct service work. These activities should be those that a regularly employed staff member in the setting would expect to perform.
The student must meet for a minimum of one and one-half (1 ½) hours per week for group supervision with the program faculty supervisor throughout the internship.
SUPERVISION: All site supervisors must have documented training in supervision. The site supervisor is the primary supervisor for the student intern and must commit to a minimum of one (1) hour weekly of individual supervision to the intern. Clinical supervision should include supervision of counseling cases and related professional activities. This site supervisor will be asked to provide the counseling program with evaluations of the student intern's overall performance and professionalism during the Internship. Supervision also takes place on campus with a faculty supervisor on a weekly basis. Group supervision for one and one-half hours (1 ½) includes peer feedback.
EARLY PLANNING FOR INTERNSHIP: Students should be in contact with the Field Placement Coordinator to begin planning for Internship. Few internship sites are ideal. The search for an acceptable site involves a number of variables, including mission of the site, qualifications of the site supervisor, availability of experiences that will enhance the intern's professional growth, and physical proximity of the site to the student intern's residence and to the University. Sometimes a site will appear acceptable to the intern but not to the Coordinator; at other times the intern may find the site unacceptable; and sometimes the site supervisor will not find the intern to be a good fit for the site. For all of these reasons, it is important that the student not delay the search for a best fitting site. Anticipating when the Internship will begin is as important as planning when other required courses will be taken. Early in the program, the student, with his or her faculty advisor, should identify approximately when he or she will reach the Internship. In the first month of the student's Practicum, he or she should be informing the Coordinator of plans for Internship (expected semester to start Internship, sites under consideration, etc.). In other words, if you are beginning Practicum in the fall semester, you should make contact with the Coordinator in September.
FINDING AN INTERNSHIP SITE: The Field Placement Coordinator is available to meet with students prior to contacting any potential internship site to discuss the program's requirements for the site. As with the Practicum placement, this discussion will center on the student's career objective, the availability of Internship sites within the student's area of interest, and the level of client services provided by the potential site. As with the Practicum site selection, the Field Placement Coordinator stands ready to offer suggestions, but the ultimate responsibility for finding an acceptable site remains with the student.
SITE VISIT: During the course of the semester, the Internship instructor along with the student meets with the site supervisor to review requirements for the course and the site supervisor's role. The purpose of this meeting is for the faculty instructor to be assured that the site offers opportunities consistent with CACREP and Program Standards and to gauge student progress.
THE INTERNSHIP AGREEMENT FORM: The Internship Agreement Form describes the responsibilities of both parties. The document is signed by all parties and kept in the student's clinical file.
STUDENT LIABILITY INSURANCE: Students must provide proof of Student Liability Insurance at, or before the signing of their Internship Agreement Form at the Site Visit.
Students registering for their final course in the program should apply for graduation. It is the student's responsibility to submit appropriate forms prior to the deadline set by the University. Please keep a close eye on your Gallaudet email as this information is shared in your final year.
COUNSELING SERVICES, FINANCIAL AID AND GRADUATE ASSISTANTSHIPS
The Gallaudet Counseling and Psychological Services (CAPS) office, located in the Kellogg Conference Center. Students who are on campus are always welcome to make an appointment. Students in crisis are also welcomed to seek assistance at CAPS. However, CAPS has limitations in providing ongoing counseling services to students who take courses remotely due to credentialing requirements in other states.
Individuals in need of partner violence services are encouraged to contact Deaf DOVE, a culturally affirmative organization that provides support for victims and survivors of IPV. They can be reached at www.deafdove.org.
The Gallaudet Office for Students with Disability Services assists students with disabilities in accessing their program of study. They can be reached at 202-250-822612.
The Bison Career Link offers resume building, career counseling, and other related services. They can be reached at https://www.gallaudet.edu/career-education-professional-development/services/bison-careerlink/.
The Gallaudet Financial Aid office offers assistance for qualified students to meet their financial obligations. They also manage work-study employment. They can be reached at https://www.gallaudet.edu/financial-aid/.
Students receiving financial assistance under the federal supported Title IV Programs must comply with the following criteria to be eligible for such assistance.
Quality of academic performance: Students must be matriculated and must maintain a 3.0 GPA to remain a matriculated graduate student in the University.
Speed of completion of the graduate program, i.e. satisfactory progress.
Students who do attain the levels of satisfactory progress indicated above may complete the required credits in summer school without Title IV financial assistance. Students who increase the number of semester hours required for satisfactory progress will not be eligible for any Title IV financial assistance for the following an academic year.
Upon presentation of evidence of medical emergencies or other legitimate personal or family emergencies, students who have been denied financial assistance under this policy may appeal to the campus officer designated by the President.
Title IV Programs are:
College Work-Study Program (CWSP)
Carl D. Perkins National Direct Student Loan
Guaranteed Student Loan Program (GSLP)
Parent Loan for Undergraduate Students Program (PLUS)/Supplemental Loan Program (SLP)
Our program maintains one graduate assistant to support our program. Several graduate assistantships are available to matriculated graduate students who live in the DC metro area. Students should see their advisor who will address questions.
Students who successfully complete all requirements for the master's degree in will receive formal endorsement in their area of specialization by the faculty of the training program. Formal endorsement includes recommendation for state certification and employment for those students successfully completing the program in school counseling, or recommendation for employment as a clinical counselor in a setting consistent with the training provided by the counseling program. Students will receive formal program endorsement only in that program for which they have met training requirements. Successful completion of a program means the completion of all didactic and experiential coursework including practicum and internship and marked by performance sufficient to ensure that the candidate possesses the skills and competencies necessary for ethical provision of services to clients in the setting for which endorsement is made. Completion of all requirements means that the candidate has completed the 60 credit master's Degree as required by CACREP. Candidates must maintain a 3.0 (B) average.
SCHOOL COUNSELOR CERTIFICATION
Students in the school counseling program may apply for certification as a school counselor, grades K-12, depending on the requirements of the state. Students who are seeking school counseling certification should obtain advisement early in the program.
Every state has their own requirements for licensure. In general, most states require successful completion of 60 graduate semester hours in the discipline of professional counseling at a regionally accredited institution of higher education, which includes the core and clinical curriculum of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). At least 42 of the graduate credits must be earned from a regionally accredited institution with a major in professional counseling.
Acquisition of three thousand (3000) hours of post graduate degree supervised experience in professional counseling performed over a period of not less than one year, that included a minimum of one hundred (100) hours of direct supervision by a licensed mental health professional in your state. Some states have different rules.
Successful completion of the National Counselor Examination or the National Clinical Mental Health Counselor Exam for Licensure and Certification (NCE or NCMHCE).
THE NATIONAL BOARD FOR CERTIFIED COUNSELORS
The National Board for Certified Counselors (NBCC) is an independent, not-for-profit organization whose primary purposes are to establish and monitor a national certification system, to identify to professionals and the public those counselors who have voluntarily sought and obtained generic counselor certification, and to maintain a registry of these counselors. This process grants recognition to counselors who have met predetermined NBCC standards in their training, experience, and performance on the National Counselor Examination. A counselor who is certified by the NBCC uses the designation NCC, National Certified Counselor.
Criteria for Certification as an NCC:
Graduate degree in counseling or a closely related field from an accredited university.
At least two years post-master's professional counseling experience.
A documented supervised counseling experience.
Assessment of counseling experience by two professionals in the field.
Many states administer the National Counselor Examination as a component within their respective licensure processes.
NCC's are certified for a period of five years. In order to be re-certified at the conclusion of the five-year cycle the counselor must demonstrate completion of 100 contact clock hours of approved continuing education or re-examination as well as adhere to the NBCC Code of Ethics in professional practice.
Specializations Offered (Elective Courses)
Clinical graduates are likely to be more marketable if they graduate with a clinical specialization. Students on the clinical track are required to take 55 credits and have 6 credits open for specialization. Gallaudet is in the process of developing specializations. Faculty has specializations in grief counseling, play therapy, crisis/trauma counseling, addictions, and other areas of specialty.
Assessments and Related Fees
There may be fees that are passed along to students which are not covered by the university. These include testing fees, documentation fees, and evaluation fees for the ASL-PI. All students must receive a 2 or better on the ASL-PI to enter field placement.
Clinical Mental Health Counseling (CMHC) Sequence of Courses
Orientation to the Profession of
COU 755 (NEW)
Legal and Ethical Issues in Counseling
TOTAL: 6 Credits
Theories and Approaches in Counseling and Psychotherapy
Social & Cultural Diversity, Foundations & Multicultural Counseling
Lifespan Development
Intro to Research for Counselors
TOTAL 6 CREDITS
Principles of Assessment in Counseling
Group Psychotherapy
Crisis and Trauma Counseling
Foundations of Helping Skills 1
COU 714 (RENAME)
Emotional & Behavioral Disorders across the Lifespan (Rename: Psychopathology and Diagnostics)
Techniques and Skills in Psychotherapy
Practicum in CMHC
The Cycle of Substance Abuse
Internship 1 in CMHC
Lifestyles and Career Development
(POSSIBLE ELECTIVE)
COU 716 (1 credit)
(COMPREHENSIVE EXAM)
This plan represents 55 credits which are required for the degree. Students are required to take six elective credits as 61 credits are required for the degree. Two electives are offered each academic year.
FITNESS TO PRACTICE POLICY AND PROCEDURES
As part of meeting the program objectives set forth in the Department of Counseling Program Student Handbooks and Graduate Catalog, students are expected to conduct themselves in an ethical, responsible, and professional manner. This conduct is evaluated through the Fitness to Practice (FTP) policy as an element of students' academic performance. The purpose of the FTP review process is to regularly monitor students' professional and personal development (CACREP, 2001) to ensure students demonstrate appropriate progress towards developing the necessary behaviors, attitudes, and professional competencies to practice as a counselor-in- training. Student progress is routinely monitored and discussed during faculty meetings, in consultation with other faculty members and field supervisors.
At the onset of their academic program, students are directed to review these standards and seek clarification when needed.
In order to successfully complete the program and be endorsed for any relevant certifications or licensure, students must demonstrate academic performance meeting
or exceeding department standards in all settings, including classes, advising sessions, clinical sites, and all verbal and written communication, including: 1. Maintain a cumulative GPA of 3.0 or better and present grades of a C or higher in all required courses, 2. Demonstrate fitness in their interactions with others as measured on the Fitness to Practice Standards, which include the following competencies: 1. Follows ethical and legal considerations 2. Displays multicultural competence 3. Open to new ideas 4. Aware of own impact on others 5. Responsive, adaptable, and cooperative 6. Receptive to and uses feedback 7. Responds to conflict appropriately 8. Accepts personal responsibility 9. Expresses feelings effectively and appropriately 10. Dependable in meeting obligations, and 3. Conforms to the codes of ethics of professional associations in counseling and all related national and state licensure and certification boards.
The FTP Evaluation Process: Students' competence is evaluated using the Fitness to Practice Standards and documented with the FTP Evaluation Form. All students will be reviewed by individual faculty using the Fitness to Practice Standards during Introduction to Community or School Counseling (ED 585 or EPY 618), Counseling Skills (EPY 604 and EPY 605), Practicum (EPY 610 and EPY 611), and as necessary throughout the program. Admission to the program does not guarantee fitness to remain in the program. In addition, a FTP review may be initiated on any student at any time if a faculty member, staff, course instructor, program advisor or field supervisor believes the student has displayed behavior which suggests the student does not possess sufficient competency on one or more FTP criteria. Faculty also may initiate a FTP review at any time for: a. Students who engage in illegal or unethical behaviors, b. Students who present a threat to the wellbeing of others, or c. Students who violate the Gallaudet Student Code of Conduct, any other applicable Gallaudet policies or procedures, or any other Gallaudet Counselor Education policies or procedures. In such cases, depending upon the circumstances, the fitness to practice process may result in the student being dismissed from the Counselor Education program without the opportunity for remediation. However, students should be aware that faculty in the Counselor Education program will make strong efforts to remediate students who show desire and/or potential to improve and correct the competency deficit(s).
Faculty members, staff, course instructors, program advisors, and field supervisors may evaluate all students according to these standards. Students will have the opportunity to participate and respond at each step of the FTP process.
Performance on the FTP standards will be rated on a scale of 0 (unacceptable) to 1 (acceptable) as described in the Fitness to Practice Standards. A rating of 1 on all FTP standards will indicate competence. The FTP Evaluation Form then will be shared with the student and a copy placed in the student's file. A rating of 0 on any of the FTP standards will initiate the following procedure:
(1) The student will be contacted to schedule a meeting to review the FTP Evaluation Form. The meeting will be held with the issuing faculty member, unless the FTP process was initiated because the student engaged in illegal or unethical activities, presented a threat to the wellbeing of others or violated the Student Code of Conduct or the Handbook of Operating Procedures (in which case, the meeting will be held with a review committee comprised of faculty, as outlined in Step 3 below).
The student has five business days to respond to the request to schedule a meeting. If the student does not respond by the close of business on the fifth business day, the matter will proceed to step 3 below.
(2) At the meeting, the issuing faculty will review the FTP Evaluation Form with the student and discuss a remediation plan. Within fifteen business days after the meeting, the issuing faculty will provide a final copy of the remediation plan (incorporating any changes agreed upon at the meeting) to the student for review and signature. The student will have ten business days to review, sign, and return the remediation plan. Failure of the student to sign and/or return the remediation plan by the close of business on the tenth business day will not impede the process and may be considered during the fitness to practice process. Faculty may place an academic hold on course registration for students do not resolve concerns using the FTP process.
The remediation plan may include 1. Specific competency(ies) from the Fitness to Practice Standards which require(s) remediation, 2. Specific recommendations to achieve remediation, 3. Specific requirements to demonstrate remediation efforts have been successful, and 4. A specific deadline for subsequent monitoring to evaluate progress. Both the student and issuing faculty may retain copies of the signed FTP Evaluation Form and remediation plan and copies will be placed in the student's folder. At any time during the remediation process, the issuing faculty member may refer the student to a faculty review committee.
(3) A faculty review committee will be convened if: a. The FTP process was initiated because the student engaged in illegal or unethical activities, presented a threat to the wellbeing of others, or violated the Student Code of Conduct or the Handbook of Operating Procedures, b. A student fails to respond to the issuing faculty's request to schedule a meeting to review the FTP Evaluation Form, c. A student fails to show reasonable progress in the remediation plan, or d. A student receives more than one FTP Evaluation Form rated 0 during his or her Program of Study. The committee will be comprised of faculty in Education and Educational Psychology, appointed by the Department Chair. The student will be required to meet with the faculty review committee in accordance with the procedures described in #1 and #2 above. The faculty review committee may consult with any of the full faculty, including adjunct faculty, regarding the development of alternative remedial strategies and/or evaluation of the student's fitness for continuation in the Counselor Education program.
The faculty review committee will monitor the student's progress on the remediation plan. If at any time the student is determined not to be making satisfactory progress, the faculty review committee may either modify the remediation plan or dismiss the student from the program.
(4) All faculty review committee decisions for a student's dismissal from the Counselor Education program will be forwarded to the School Director. The school director will forward the committee's decision to the Dean of the School. The student may appeal the committee's decision to the appropriate authorities.
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Also Read – What Should You Know Before Choosing A Car Repair Shop?
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There are also other benefits that you can enjoy from a local auto repair shop that you will not find anywhere else. People who visit a particular auto repair shop in their vicinity every time to fix any issue in their car usually enjoy free service on little needs because of the bond of friendship which the customer has developed with the mechanics of the shop.


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DANSHUZ 363 HALF SOLE SHOE Supple leather upper with soft flexible sole. Two elastics straps for secure fit. Easily placed in various positions. Great style for modern and lyrical dance. Sizing Information & Suggestions Size Chart.
CAPEZIO H064W HANAMI PIROUETTE Four way stretch canvas. One sided plush primary elastic with Capezio logo. Silicone lined secondary elastic for secure fit. Suede sole patch. Pleats. Micro fiber lining. Sizing Information & Suggestions Begin with street shoe size men 2 sizes up Size Chart.


Colored Gemstones Assortment at The Ross Jewelry Company in Atlanta, Georgia.
Our Colored Gemstones Assortment Atlanta | Loose Colored Gemstones Assortment here in Atlanta features some of the most popular colored gemstones used in jewelry today. At least two examples of each gemstone are displayed with its description to demonstrate the characteristics of the individual gemstone. The two andalusites below are an example of how the gemstones are presented.
Atlanta Colored Gemstones Assortment | We own or have owned many of the magnificent colored gemstones you will see and, of those, many have been purchased directly from overseas sources.
Colored Gemstones in Atlanta | Ours is a fascinating profession that we truly enjoy. We also enjoy sharing our knowledge and experience, so please do not hesitate to contact us with any questions related to colored gemstones. One of the loose colored gemstones above is a ruby and one is a rubellite. Can you tell which is which?
Because we deal directly with the sources for some of the finest quality loose colored gemstone material, it is unlikely that you will find better prices . . . unless you mine and cut the stones yourself.
Remember . . . we invite you to contact us at our Buckhead office with any questions or special request related to colored gemstones. And . . . if there are any loose colored gemstones you would like to see listed on this page, please tell us that as well.
Other than color . . . what is the difference between the two colored gemstones above?
The answer is on one or more of the gemstone pages to the upper left.
If you don't discover the answer, call us and we'll give you a clue.
Enjoy your visit . . . to this and all of our other gemstone pages.


text:
Jay Rifkin je hudební producent a vítěz cen Grammy a Tony.

Rifkin založil spolu se svým přítelem z dětství Hansem Zimmerem společnost Media Ventures. S Zimmerem byli partneři jak v produkci, tak ve skládání hudby. Media Ventures je různorodá zábavní skupina, která zahrnuje hudbu, zpravodajská média, film a televizi. Jejich partnerství jim přineslo mnoho cen a nominací, včetně Oscarů za filmy Řidič slečny Daisy, Rain Man a Lví král. Po úspěchu Lvího krále Rifkin vytvořil a produkoval zlaté album Rhythm of the Pride Lands.

Rifkin je také předsedou Media Revolution, mediální společnosti, kterou založil v roce 1977. Tato společnost rovněž vyhrála množství cen. Media Revolution je součástí Cyberia Holdings, ve které je Rifkin rovněž výkonným ředitelem a Hans Zimmer viceprezidentem. Je také zakladatelem produkční společnosti Media Ventures Pictures, která produkovala komedii Waiting...

Rifkin spravoval Media Ventures skrz svoji společnost Mojo Music. V roce 1995 založil Mojo Records, která se v roce 1996 stala joint venture s Universal Records a následně byla prodána v roce 2001 společnosti Zomba/BMG.

Rifkin je v současné době předsedou a výkonným ředitelem Digicorp Inc., nové marketingové a mediální společnosti zaměřující se na Čínu.

Američtí hudebníci
Držitelé ceny Grammy
Držitelé ceny Tony
Narození v roce 1955
Osoby s nejistým datem narození
Žijící lidé
Muži

redpajama_set_name: RedPajamaWikipedia


text:
Link Tank: Real-Life Counterparts of Dragons
Dragons, Avengers: Endgame, The Long Night, and more in today's daily Link Tank!
By Spencer Mullen | April 30, 2019 |
Den of Geek US Editor-in-Chief Mike Cecchini was interviewed on the Functional Nerds podcast.
"The Functional Nerds assemble for a discussion with Mike Cecchini – Entertainment journalist and Editor-in-Chief for Den of Geek US. In addition to a SPOILER FREE chat about the crowd experience that is Avengers: Endgame, and the continuing power and influence Prog Rock has on John, we also talk about the new book, TV Geek: The Den of Geek Guide for the Netflix Generation."
Read more at Functional Nerds.
Do dragons have any real-life counterparts?
"No mythological creature is more varied than the dragon. From the compound-eyed, alien dragons of Anne McCaffery's Pern series to the chronically ill swamp dragons of Terry Pratchett's Discworld, dragons have been invented and reinvented countless times in popular fiction. It's almost impossible to pin down traits that every fictional dragon shares with others—just look at the diversity of form that exists in the How To Train Your Dragon movies alone. But do any of these dragons have real-life counterparts in the animal kingdom? Dragons may not exist exactly as we know them from shows like Game of Thrones, but have any non-fictional creatures ever demonstrated distinctly draconic features?"
Read more at The Portalist.
A 15,600 year-old footprint received new information about the first Americans.
"Around 15,600 years ago, a man sludged through the mud, leaving his footprint etched in the earth. He lived in a southern Chile quite unlike the one that exists today: His neighbors were primitive elephants and llamas, and his home was fenced in by huge glacial sheets. While trekking through the mud was just one part of a very ordinary day for him, in the context of human history, the moment was extraordinary: His footprint, scientists announced in Plos One, is now the oldest ever found in the Americas."
Read more at Inverse.
Who will be the new trio of the MCU after Avengers: Endgame?
"There's a moment in Marvel's Avengers: Endgame that I firmly believe was set up to drive home who the new trio of the MCU was going to be, now that Tony, Steve, and Thor are stepping out of the limelight."
Read more at The Mary Sue.
Here are five harsh reviews of the first season of Game of Thrones.
"We all know Game of Thrones is the biggest show on television. It is a pop culture phenomenon and is adored by critics and fans alike. The season 8 premiere set a series rating record with 17.4 million viewers and Hollywood insiders are already predicting that its series finale will be one of the most-watched of all-time. While ratings have never been an issue for the show, not all critics were initially sold on the concept—or its execution. Here are five surprisingly negative early reviews of Game of Thrones."
Read more at Mental Floss.
Mozilla recently criticized Facebook for failing on ad transparency
"Over at Facebook, it's been a year of controversy and climbing profits. In an effort to address critics who say Facebook's advertising business — the money maker that fuels the world's biggest social network — is used to unfairly sway elections and amplify misinformation, the Silicon Valley company launched an expanded Ad Library last month said to offer transparency where previously much was shrouded in a fog of war."
Read more at Gizmodo.
Here's why the biggest episode in the history of Game of Thrones was a huge letdown.
"It feels weird when what is purportedly the biggest, hugest, grandest episode of a TV show ever made leaves you with a weird taste in your mouth after it's finished. I didn't expect to think to myself, "That's it?" after Game of Thrones' "The Long Night," which staged the largest and longest battle sequence ever put to film, but that's how it felt: underwhelming, overall. Our heroes took out the biggest threat to the entire living world in a single fight, and yet, we still have three episodes to go in the final season with nearly all of our main characters still standing. The nagging threat to the south feels much tamer after the anarchic mumbo-jumbo of the troublesome White Walkers. Unfortunately for those of us who've spent all this time galaxy braining about Azor Ahai and blue eyes and wight crop circles, that might be the whole point."
Read more at Thrillist.
Tags: Link Tank
Spencer Mullen
Spencer Mullen is an enormous fan of movies, TV, and pop culture in general. He is a social media intern for Den of Geek.
Read more from Spencer Mullen
More on Link Tank
Birth of the Dragon Review
August 24, 2017 | By Mike Cecchini
An Evolution of Dragon Stories: Dragonslayer by Duncan M. Hamilton
July 31, 2019 | By Bridget LaMonica
Raya and the Last Dragon's Many Cultural Influences Make for a Distinct World
March 4, 2021 | By Kayti Burt
BioWare Discusses a "Theoretical" Dragon Age Sequel
August 11, 2017 | By Matthew Byrd


text:
The One Euron Greyjoy Fan Theory You Need To Know Before 'Game Of Thrones' Season 7
By Sabienna Bowman
Helen Sloan/HBO
There's a new villain in Westeros, and he's got his eyes trained on the Iron Throne. Entertainment Weekly confirmed Euron Greyjoy is getting a major upgrade just in time for Game of Thrones Season 7. He's trading in his Iron Island grey-tones for black robes and a slightly less serious, but still maniacal attitude. Cersei's pirate suitor is all about amassing as much power as possible, but there's an intense fan theory that hints Euron may be after much more than the Throne.
Tumblr user Poor Quentyn is responsible for what is known as the Eldritch Apocalypse theory, and it's the one Euron theory you need to know before Season 7. While it's tied to the book version of Yara and Theon's uncle, it could easily be adapted for the show. The Eldritch Apocalypse suggests that Euron isn't just a pirate, but he also practices dark magic. As Vulture explains, he's planning to orchestrate a massive naval battle in order to offer up a large-scale blood sacrifice to the gods, in exchange for luring the dead to his side. Basically, Euron's end goal could be to align himself with the White Walkers and usher in an apocalypse wherein he could potentially be the leader of an icy, undead world.
It may seem a little far-fetched, but throughout the books visions of a "sea of blood" are alluded to by multiple people, including Melisandre. More importantly, the Season 7 trailer previews a fiery naval battle that definitely involves the Greyjoys. Remember, in the world of Game of Thrones the ultimate blood magic involves sacrificing your kin. And Euron seems more than willing to off his niece and nephew.
In his interview with EW, actor Pilou Asbaek took a stab at explaining Euron's motivations. He said,
"Ramsay was a great character and to me was 100 percent evil. I think Euron is not. I'm more like a hooligan. The guy you met at the Kingsmoot is not the guy you will meet on his ship — he's different with different people to get what he wants."
The article reveals that while Euron initially had plans of allying himself with Daenerys, he's now more interested in getting on Cersei's good side. Since she does currently hold the Iron Throne, Cersei is his best bet at obtaining power, but he's going to have to offer her something worthwhile to get in her good graces. What better gift is there than an army of White Walkers?
While Jon Snow is busy trying to prevent the apocalypse, Cersei would likely welcome anything that she believed would help her maintain her position as queen. She's already had others dabble in necromancy on her behalf, and that resulted in her undead protector — the zombie Mountain. If she truly believed she could control the Night's King and his people, there's every chance she would sacrifice the Seven Kingdoms for her own gain. And, wild card that he is, Euron could be the man to make all her dreams of power come true for the low, low price of sacrificing his fleet and the remaining members of his family.
If the Eldritch Apocalypse comes to pass, then Season 8 of Game of Thrones could easily see Euron, Cersei, and the White Walkers going up against Jon, Daenerys, and the rest of the Seven Kingdoms as they try to stop these two power-mad monarchs from ending the world.


13. I'm so addicted to you.
14. I'm mad at you.
15. I'm crazy for you.
16. You're my super hero!
17. You're my super girl!
18. Thank you for your support.
19. You are dear to me.
20. You are my sunshine!
21. You make me smile.
22. You light up my life.
23. You light up my day.
24. You make my heart dance!
25. You bring out the best in me.
26. You're the perfect one for me.
27. I can't live without you.
28. My heart can't live without you.
29. My life is beautiful because of you.
30. I want to always make you smile.
31. I love seeing you happy.
32. I love you just the way you are.
33. I love you more than you love me.
34. I'm nobody without you.
35. I can't imagine what life would be without you.
36. My heart will be dark without you.
37. Every time I see you, I fall in love all over again.
38. You make me feel the luckiest person in the world.
39. You make me always wanna be at my best.
40. Your love is precious to me.
41. You are my everything.
42. You are mine, I am yours.
43. Life without you has no meaning.
44. You have an incredible way to make me happy.
45. You are the best thing that ever happened to me.
46. I love you so much.
47. I just want to say I love you.
48. I will always love you.
49. I will always be with you.
50. You will always be a part of me.
51. My love for you is never ending.
52. I promise you I will love you with all my heart.
53. My heart for you will never break.
54. I will do whatever it takes to make you happy.
55. Please stay with me forever.
56. You are my hopes, my dreams, my everything.
57. I love you more than you will ever know.
58. I'm so lucky to have you.
59. Love you now and forever.
61. I will stand by you forever.
62. I just want you to know how much I love you.
63. Will you accept me to be your man?
64. Will you marry me?
You bring out the best of me.


text:
'Wednesday' retains #1 spot in Netflix top 10 English TV shows (Nov 28 – Dec 4)
Tim Burton-helmed supernatural comedy series 'Wednesday' continued its dominance in Netflix's list of top 10 English TV shows for Nov 28 – Dec 4. The reimagined Addams Family series collected a total of 411.29 million watch hours, which is considerably higher than last week's 341.23 million.
Position #2 on the list was also retained by '1899' which raked in 44.62 million hours, followed by 'Firefly Lane' season 2 with 29.01 million hours.
'The Crown' season 5 (27.79 million) and 'Crime Scene: The Texas Killing Fields' (23.88 million) closed out the top 5.
The final spots on the list were taken by 'Dead to Me' season 3 (19.54 million), 'Manifest' season 4 (15.38 million), 'Blood & Water' season 3 (12.69 million), 'Manifest' (11.66 million), and 'Little Angel' (11.18 million).
Also Read: 'The Unbroken Voice' leads Netflix top 10 non-English TV shows (Nov 28 – Dec 4)


text:
Burgliebenau is een plaats en voormalige gemeente in de Duitse deelstaat Saksen-Anhalt, en maakt deel uit van de Landkreis Saalekreis.
Burgliebenau telt 384 inwoners.

Plaats in Saksen-Anhalt
Voormalige gemeente in Saksen-Anhalt
Schkopau


text:
Q: how to implement slider in overlay?? flutter, dart Hi im new to flutter and making a drawing app. I making a Icon button that show overlay implemented Slider widget.
this is my code and Im using a Provider package.

main.dart

    void main() {
      runApp(MyApp());
    }

    class MyApp extends StatefulWidget {
      const MyApp({Key? key}) : super(key: key);

      @override
      State<MyApp> createState() => _MyAppState();
    }

    class _MyAppState extends State<MyApp> {
      @override
      Widget build(BuildContext context) {
        return MaterialApp(
          home:
              ChangeNotifierProvider(
               create: (context) => DrawingProvider(),
               child: BlankPage()),
          ),
        );
      }

// Main Page

class BlankPage extends StatefulWidget {
  const BlankPage({Key? key}) : super(key: key);

  @override
  State<BlankPage> createState() => _BlankPageState();
}

class _BlankPageState extends State<BlankPage> {
  @override
  Widget build(BuildContext context) {
    var p = Provider.of<DrawingProvider>(context);
 return GestureDetector(
      child: Scaffold(
          appBar: AppBar(title: Text('Workbook Test')),
          body: Column(
            children: [
              Container(
                width: double.infinity,
                height: 50,
                child: Row(
                  mainAxisAlignment: MainAxisAlignment.center,
                  crossAxisAlignment: CrossAxisAlignment.center,
                  children: [
                    penWidget(p: p),
                    highlighterWidget(p: p),
                    erasePenWidget(p: p),
                    SliderOverlayWidget(),
                            .
                            .
                            .

// ... Slider Overlay Widget I tried to make
class SliderOverlayWidget extends StatefulWidget {
const SliderOverlayWidget({
    Key? key,
  }) : super(key: key);

  @override
  State<SliderOverlayWidget> createState() => _SliderOverlayWidgetState();
}

class _SliderOverlayWidgetState extends State<SliderOverlayWidget> {

  OverlayEntry? entry;

  @override
  void initState() {
    super.initState();
    WidgetsBinding.instance!.addPostFrameCallback((_) => showOverlay() );
  }

  @override
  Widget build(BuildContext context) {
    return Container(
      width: 60,
      child: FittedBox(
        fit: BoxFit.fitWidth,
        child: GestureDetector(
          onTap: () {
            showOverlay();
          },
          child: Icon(
            Icons.horizontal_rule_rounded,
            color: Colors.black54,
          ),
        ),
      ),
    );
  }

  void showOverlay() {
    final overlay = Overlay.of(context)!;
    entry = OverlayEntry(builder: (context) =>  buildSliderOverlay(),);
    overlay.insert(entry!);
  }
}

StatefulWidget buildSliderOverlay() {
  return StatefulBuilder(
    builder: (context, setState) {
      var p = Provider.of<DrawingProvider>(context);
      return Container(
        width: 100,
        child: Row(
          children: [
            Slider(value: p.penSize, onChanged: (size) {
              p.changePenSize = size;
            },
            min: 3,
            max: 15,)
          ],
        ),
      );
    },

  );
}

DrawingProvider.dart

class DrawingProvider extends ChangeNotifier {
// pen size
double _penSize = 3;
double get penSize => _penSize;

set changePenSize(double size) {
    _penSize = penSize;
    notifyListeners();
  }

when I run the App, errors are like

Erros

Error: Could not find the correct Provider<DrawingProvider> above this StatefulBuilder Widget

This happens because you used a `BuildContext` that does not include the provider
of your choice. There are a few common scenarios:

- You added a new provider in your `main.dart` and performed a hot-reload.
  To fix, perform a hot-restart.

- The provider you are trying to read is in a different route.

  Providers are "scoped". So if you insert of provider inside a route, then
  other routes will not be able to access that provider.

- You used a `BuildContext` that is an ancestor of the provider you are trying to read.

  Make sure that StatefulBuilder is under your MultiProvider/Provider<DrawingProvider>.
  This usually happens when you are creating a provider and trying to read it immediately.

  For example, instead of:

  ```
  Widget build(BuildContext context) {
    return Provider<Example>(
      create: (_) => Example(),
      // Will throw a ProviderNotFoundError, because `context` is associated
      // to the widget that is the parent of `Provider<Example>`
      child: Text(context.watch<Example>().toString()),
    );
  }
  ```

  consider using `builder` like so:

  ```
  Widget build(BuildContext context) {
    return Provider<Example>(
      create: (_) => Example(),
      // we use `builder` to obtain a new `BuildContext` that has access to the provider
      builder: (context, child) {
        // No longer throws
        return Text(context.watch<Example>().toString());
      }
    );
  }
  ```

If none of these solutions work, consider asking for help on StackOverflow:

Thank you
I referenced this
https://www.youtube.com/watch?v=OOEyJ0ct0Sg
How to show Slider dialog widget in flutter

redpajama_set_name: RedPajamaStackExchange


I'm lucky enough to get spring break off of work each year. This year's spring break is very exciting as Kathryn and I are headed up to my parents house in Vermont!
Since E. J. doesn't have the same luxury of "free-time" off, it's just going to be the two of us.
Thank you. You have no idea how much I'll appreciate that.
Actually, I'm probably the only person on our flights hoping for an out-of-control crazy kid, infant, or baby...as long as its not mine.
I can totally deal with a random screaming baby as long as Kathryn is sitting in my lap just playing with one of the noise-free toys that I'll be carting along for her entertainment.
I must be living in a dream world. I'm taking a 10-month-old on a flight and all she currently wants to do is crawl around and get into EVERYTHING! My daughter is not a fan of just sitting in my, or any one's lap for that matter...at least not for 2.5 hours on one of the flights and then another 2 hours on another. Our first flight is only 25 minutes, so surely we can handle that one??
Again, this is your cue to throw in some more prayers for a pleasant or even a tolerable day of traveling.
But after 8 hours of airports and airplanes, it will all be worth it to get off the plane and see my parents :).
She doesn't even use binky's, but I packed some just in case...better to over-prepare!
...and the bag is packed, along with the carry-on diaper bag filled with everything under the sun.
Yes! That's right, I managed to only pack/check one suitcase that has both of our clothes in it. Translation: I'll pretty much be wearing sweatpants all week. Sounds like perfection to me!
Although he's completely capable of cooking, it appears he's going to miss my cooking.
I don't plan on blogging for the next 10 days since my parents still have dial-up. DIAL-UP!! I might try to blog from my phone, but there's no guarantee that will be successful.
Actually, I'm looking forward to not using the computer on this trip. I honestly can't even remember the last trip home I took without my laptop because I always had homework that took away from just hanging out with my family. Thank goodness that is behind me!
So, here we go! Early tomorrow morning, Kathryn will embark on her second trip to New England while I hope to just keep my sanity. But, after the flight is over, it's time to enjoy a precious week at home.