Follow West London Sport on TwitterFind us on Facebook Embed from Getty ImagesQPR are set to table a bid for Barnsley defender Andy Yiadom.The London-born former Hayes & Yeading player is among a number of full-backs Rangers have been considering making an offer for.They now intend to make a formal approach for Yiadom, 25, but expect Barnsley to be reluctant to sell. Several other clubs are understood to be interested in him.Barnsley are unhappy to lose Josh Scowen to Rangers, who will sign the midfielder when his Tykes contract expires this weekend.And QPR will also attempt to prise Ghana international Yiadom away from the Yorkshire club, who signed him from Barnet on a two-year contract in May 2016.One of the reasons Rangers want Yiadom is his versatility.Manager Ian Holloway wants to bring in players who can operate in different positions, particularly given the club’s current budgetary restrictions.Although primarily a right-back, Yiadom can also play at left-back or as a winger. Doughty completes moveEmbed from Getty ImagesPeterborough have completed the signing of Michael Doughty from QPR.West London Sport recently revealed that Posh were looking to sign the midfielder and also subsequently revealed that Rangers were ready to let him move to London Road.Doughty, 24, has moved for an undisclosed fee and has signed a three-year contract. He had a year of contract at QPR left to run.Rangers boss Ian Holloway recalled Doughty from a season-long loan at Swindon Town in January, insisting he rated him highly and wanted to give him a chance in the first team.However, Doughty started just two matches under Holloway – and made just 12 first-team appearances for Rangers in total, nine of them as a substitute.[interaction id=”5953819d4649b4e34eadd787″] Gladwin can prove critics wrong – MowbrayEmbed from Getty ImagesBlackburn Rovers boss Tony Mowbray believes Ben Gladwin can bounce back from his disappointing spell at QPR and prove he can play at a higher level.Gladwin, 25, completed a move from Rangers to Rovers on Wednesday after failing to impress at Loftus Road following his move from Swindon two years ago.West London Sport revealed that Mowbray was looking to sign the midfielder and subsequently revealed that the move was set to go through.Gladwin impressed for Swindon in League One and will return to the third tier for relegated Blackburn having been the target of much criticism from QPR fans.However, Mowbray is convinced the player is good enough to eventually prove himself in the Championship.“He is a different type of player this lad,” Mowbray told Blackburn’s website. “He’s 6’2” and a powerhouse of a footballer really.“When he gets in his stride and travelling with that ball he’s very difficult to stop. He can shoot off both feet, he can play wide, he can play down the middle, he’s just got all the raw assets really.“I think he’s lost his way a little bit at QPR, but he’s another player that I know can play at a higher level.“I felt his quality at Swindon, where he had a very, very talented coach working with him and they built a good passing team, similar to the way that I would like to put a team together, and I think he’s going to look forward to it.” Suckling leavesEmbed from Getty ImagesPerry Suckling has left his job as QPR academy boss to return to Tottenham.The former Crystal Palace goalkeeper, who joined Rangers from Spurs in 2015, has been given a role as academy coach at the north London club.
Share Facebook Twitter Google + LinkedIn Pinterest On September 24 and 25 the West Holmes FFA chapter helped carve 700 pumpkins to use at the first ever Harvest Glow, held at the Harvest Ridge Fairgrounds. This event was held September 27 to September 28.On the Sept. 28, West Holmes FFA chapter and the Triway FFA chapter got together to compete in the Ag Olympics. Events held during this were: bale toss, pumpkin toss, pie eating, apple bobbing, shucking and husking corn, milk the cow, sack race, and finally an obstacle course.After all the events were done the scores were tallied up. Winning the 2019 Ag Olympics was the West Holmes FFA chapter! The chapter was given $300 and were given a rotating trophy that they would get their chapters name engraved on. read more
This week at Mobile World Congress in Barcelona, Adobe provided an update on how its Flash and AIR technologies have performed over the course of 2010, specifically in terms of penetration results. Thanks in no small part to the rise of Android devices, Flash adoption has topped Adobe’s earlier forecasts. At the Adobe MAX Developer Conference earlier last year, Adobe had forecasted 9% of mobile phones would support Flash in 2010, but as of year-end, the actual number was 12%.There are now 35+ certified mobile devices that support Flash, says Adobe, and 20 million mobile phones running the plugin.During Adobe MAX, the number of Flash Player downloads were around 2 to 2.5 million, but by year-end, that number had reached 6 million. Video in particular is driving demand for the plugin, as people browsing the Web on their mobile phones “want to have access to the sort of content they’re used to being able to access,” says Adobe’s Anup Murarka, Director of Product Marketing, a none too subtle jab at Apple, whose mobile devices notably do not support Flash.On the desktop and mobile platforms combined, there has been over 100% year-over-year growth in video streamed over Flash, or 120 petabytes per month on both platforms combined. The number for mobile Flash video alone is not yet available, we’re told.As far as Adobe AIR, there are now over 1,500 AIR apps in the Android Market, according to data collected by third-party service AppBrain, which Adobe is using to provide these figures. By the end of 2010, AIR was a supported technology on 84 million smartphones worldwide.2011 ForecastAfter wrapping up last year’s trends, Murarka looked ahead to 2011. He says that Adobe is expecting “more dramatic growth” this year. By the end of 2011, over 132 million phones will support Flash, representing over 600% growth. Not only is Android contributing to this rise, but Murarka says that Adobe is expecting to see more Flash-capable devices come online during the course of the year from RIM, HP (webOS) and Microsoft (and now Nokia’s) Windows Phone 7. Also, that answers a question about whether HP would follow more in Apple’s footsteps when it comes to its newly launched webOS phones and tablet, or if it would conform to what the rest of the industry seems to be doing – that being supporting Flash.This year, around one-third (roughly 36%) of smartphones will support Flash and more than 50 tablets will either ship with Flash built in or will be able to download the plugin.Despite this growth, Adobe seems to know that Flash adoption won’t continue indefinitely – it still needs a way to provide value that complements or go beyond what Web technologies can provide. In 2011, Murarka says Adobe is “going back to its roots” to focus on what made Flash successful over the years. This includes areas such as games, copy protection for video content and the ability to build complex and rich applications.Adobe will focus on 3D gaming and will also add new codecs this year, including webM. With Flash 10.2, which Adobe is now showcasing, a new feature called Stage Video will bring hardware acceleration to Flash on mobile devices, desktops and TVs, while also reducing processor and memory usage. Adobe says it delivers over 80% CPU savings for 1080p video on Windows and Mac computers. It will also be supported on tablet operating systems like Google Android 3.0 “Honeycomb” and BlackBerry’s tablet OS. However, there’s no word on what the CPU savings are on those devices. sarah perez Related Posts Why IoT Apps are Eating Device Interfaces Tags:#mobile#news Role of Mobile App Analytics In-App Engagement What it Takes to Build a Highly Secure FinTech … The Rise and Rise of Mobile Payment Technology read more
This image was purchased by MFLNMC from iStock.com under member ID 8085767. Return to article. Long Description Chart created in Word Doc. Return to article. Long DescriptionWritten by: Lakshmi Mahadevan, Ph.D., Associate Professor and Extension Specialist – Special Populations, Texas A&M AgriLife Extension Service.DefinitionsSection 504Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination on the basis of disability in programs and activities, public or private, that receive federal financial assistance. This law conforms to the definition of disability under the Americans with Disabilities Act Amendments Act (ADAAA). Section 504, defines a person as having a disability if he or she:has a physical or mental impairment which substantially limits one or more major life activities,has a record of such an impairment, oris regarded as having such an impairment. 28 CFR Sec. 36.104Under the regulation, learning, reading, thinking and concentrating among others listed in the ADAAA are all considered major life activities. As a general rule, if a child is eligible for services under IDEA, he or she qualifies for protection under Section 504. However, not all students covered by Section 504 are eligible for IDEA-related services. Section 504 has much broader definitions of disability and so it pertains to many more people.Individualized Education Plan or Program (IEP)An individualized education program (IEP) is a required step in the process of receiving special education services. A student’s parents, teachers, and other service providers meet to come to a consensus about the educational accommodations necessary to assist the student in meeting the objectives. This group of professionals and parents are known as the IEP team. Before an IEP can be written a student must be identified as needing services, evaluated, and found eligible (as defined by the Individuals with Disability Education Act, IDEA) for services. Parents/guardians and school personnel (and if applicable the students) must approve the IEP before services can be provided. All are provided with a copy of the IEP. Progress is reported regularly so parents/guardians know if the objectives for the year will be met. At least once a year the IEP team meets to review. During reviews, school personnel and parents/guardians (and student if it’s appropriate) evaluate the progress and decide if revisions should be made. If they’re unable to come to consensus, the parents/guardians may ask for mediation or a due process hearing.What’s the difference between 504 Plans and IEPs?While the procedures are different, the goal is the same: to ensure that students with disabilities have access to a free and appropriate public education that is comparable to the education available to students without disabilities.IEP plans under IDEA cover students who qualify for Special Education. Section 504 covers students who don’t meet the criteria for special education but who still require some accommodations. A student is eligible as long he/she currently has or has had a physical or mental impairment which substantially limits a major life activity. For e.g. students who have Attention Deficit Hyperactive Disorder (ADHD) may qualify if their ADHD “substantially limits” their ability to learn.Students who qualify under Section 504 are required to have a plan that specifies any accommodations that will be made in the classroom. Section 504 plans aren’t part of special education, so they don’t provide individualized instruction, like IEPs do. 504 plans list strategies like extended time on tests or the ability to leave the classroom for short breaks; and related services such as speech-language therapy or study skills classes.Typical conditions that may receive 504 accommodations include but are not limited to, Allergies, Arthritis, Asthma, ADD/ADHD, Bipolar Disorder, Cancer, Cystic Fibrosis, Diabetes, Epilepsy, Hearing Impairment, Certain Learning Disabilities, Orthopedically Impaired Student with health needs, Tourette’s Syndrome Traumatic Brain Injury, Tuberculosis, Visual Impairment and /or Weight issues (obesity, anorexia, bulimia). Since conditions vary and there are no set rules for what a 504 plan should look like, schools do not typically provide for an individualized Section 504 committee. Special education teachers, case managers and teachers can serve as 504 planners. Public schools are however required to write down their policies on 504 plans detailing who formulates them, implements them and under what conditions. Click here to download a sample 504 plan for a child with ADHD.Which is better for my child?At the assessment meeting, parents/guardians are entitled to have all assessment information explained to them before the next meeting at which IEP or 504 accommodations and services are to be determined. Under IDEA parents/guardians’ participation in the IEP process is required. With 504 plans, parents don’t have a law-specified “right” to participate, although it’s best practice for schools to include them. Some school teams may assess the child and make their recommendations of 504 Plan services without parents’ input.Parents/guardians should ask many questions regarding the assessment for e.g.:What is the diagnosis?What level of impairment and what academic areas are impacted by the disability?Will there be a time when a switch will be made for e.g. from an IEP over to 504 or vice versa?How will you be informed about progress?Will there be a re-evaluation and when?What if I disagree? (504 plan failing?)Both 504 plans and IEPs can be very effective when educating children with disabilities. A 504 Plan is a better option when the student can function well in a regular education environment with accommodations. The 504 is generally less restrictive than the IEP, and also less stigmatizing.An IEP is a better option for students with a disability that is adversely impacting education. Eligibility in Special Education opens the door to a variety of related services and supports.Due to the informality of the 504 plans, the legal requirements for implementation are fewer. Parents/guardians have lesser recourse if they disagree with the 504 plan. IDEA has much stronger protections for parents and students, and many more options if there is a dispute. Parents/guardians should consider this when deciding between 504 plans and IEPs. For a free chart comparing IEPs to 504 plans click here. read more