Rsa learning center: Rsa Head Start | MONTGOMERY AL Day Care Centers
rsa – Exploring Montgomery
Was completed 2008ish, as one of the 7 large office buildings, 7 huge parking decks, child care center, an activity center, two public parks, two hotels, convention facilities, fully equipped theater, and considerable street work, all of which the RSA has funded in downtown Montgomery over the past 45 years. […]
in Commercial / RSA tagged headquarters / rsa
Tthe latest RSA endeavor stands defiantly at the head of Dexter and encompasses the old Supreme Court building (see below). Inside this 12 floor building is many office spaces and even a state of the art data center (also below). RSA Dexter is the third tallest building in the city. The shot allows […]
in RSA tagged dexter / jonah / rsa / supreme court / whale
All but the young will recognize this as the former St Margaret’s Hospital, which was turned to face Ripley Street in 1980, a decade before its demise. Today, thanks to the RSA, the property is the home of the State’s Departments of Corrections, Public Safety, and Pardons and Paroles. This […]
in Government / Religious tagged corrections / hospital / parole / public safety / rsa / st margaret
The ten-story RSA Union office building stands at the intersection of Monroe and Union streets, diagonally adjacent to and behind the State Capitol. It turned out to be my favorite of the Retirement Systems buildings which PH&J designed. Perhaps my favor resulted from its low-keyed elegance. Possibly it was […]
in RSA tagged rsa / union
This tiny odd-shaped park utilized the last scrap of land assembled by RSA for its mammoth Monroe Street undertaking in 1992. The park, dedicated in January of 2000, acknowledges Montgomery’s seven historical eras and honors six unsung heroes who contributed to the progress of each era. I am afraid that […]
in RSA tagged flags / heroes / park / pavilion / rsa
on Adams Avenue, was constructed by RSA in 1989 in the same contract with the RSA Plaza. The ACC was conceived as an appropriate venue in which to assemble all the State’s industry seeking arms, and to provide for them all the tools necessary for their success. Besides ADO, ADECA, […]
in RSA tagged center / commerce / rsa
5
While the six RSA office structures in Montgomery are clad in white pre-cast concrete (in deference to the six concrete State office buildings in the Capitol Complex), the Activity Center is red brick to compliment the Seed & Feed, which stands facing Dexter on the opposite end of the block. […]
in RSA tagged activity / center / rsa
1
What you see is the drop-off entrance and canopy, located on a private alley that runs between Hull and McDonough Streets. The center is one of the elements of the RSA’s Monroe Street project, the piece which secured Governor Hunt’ vital support of the massive undertaking (Hunt had opposed the […]
in Education / Government tagged helen hunt / learning / rsa
As Dr. Bronner outlined it early in 1992, the Monroe Street segment would consist of seven structures. Two major office buildings, three large parking decks, a child care center and an outlet mall. Three architectural firms would be included in the action–PH&J would design the two office buildings and the […]
in RSA tagged monroe / rsa / union
For at least a half-century, the lower end of Monroe Street had been the downtown domain of the black community. Located there were the stores which catered to a black trade, their own movie theater, barber shops, etc. Monroe Street was not a good address. When word went out that […]
in RSA tagged name / rsa / union
In 1990 no elected official in state government gave so much as lip service to the application of State-adopted rules to accommodate the handicapped, at least not to the buildings in the Capitol Complex. Not even when the Federal American Disabilities Act (ADA) was passed in July of 1990. That […]
in RSA tagged handicapped / problem / rsa / union / wheelchair
To assuage the Acting State Finance Director, Jimmy Rowell, Bronner agreed to build a stand-alone multistory parking deck just behind the Lurleen Wallace State Office Building and near the State Capitol. In turn the Finance Director agreed that the State would vacate its gravel parking lots on the block which […]
in RSA tagged rice / rsa / semple / tar / union
January 6, 2000, turned out to be a warm sunny day. Almost 300 people attended the celebration. The descendant families of five of the six honorees were present and basked in the glory being heaped on their ancestor. All three television stations had crews there and favorably reported on the […]
in RSA tagged dedication / pavilion / rsa
Our project suffered one delay after another. One year turned into two, and two into three. During that period the RSA’s Deputy Director, Bill Walsh, died and Dr. Bronner was suddenly beset with remorse over the way he had treated him. He directed that we name the park for him, […]
in RSA tagged greta / pavilion / rsa
The Bid The Park Project was bid on January 13, 1998. Upchurch Construction was low. Bear Brothers was second. Bear claimed the Upchurch bid was unethical and therefore illegal. A month-long fracas commenced. As background, you need to understand that the “wet trades” (i.e., masonry, hard tile, concrete finishing, plaster, […]
in RSA tagged bear brothers / bids / pavilion / rsa / upchurch
For a time it appeared that no suitable use could be found for the east end of the “C”, where the Rice-Semple House had sat on temporary supports for so many months. Then Dr. Bronner announced that this remnant parcel would be utilized for a maintenance building which would serve […]
in RSA tagged maintenance / pavilion / rsa
Six weeks before the dedication Montgomery elected itself a new mayor. In a startling upset, unassuming and inept attorney Bobby Bright bested incumbent Emory Folmar in a spirited run-off. My personal ogre was gone. Our city was heading down a new path, and all the RSA’s and my relationships with […]
in RSA tagged mayor / pavilion / rsa
Robert Lawrence “Larry” Godwin, the 60-year-old sculptor from Brundidge, Alabama, who designed and executed the bronze panels at the Pavilion Park, was an eccentric little man, as talented as he was strange. Larry Godwin’s contribution to our project was an essential part, and he carried it out with great zeal […]
in RSA tagged anxiety / pavilion / rsa / sculptor
Evil Dirt Once Again Just when we had almost completed out drawings for the park, the specter of the toxic plume arose again. You must remember that this abomination from below had previously cropped up under the Tower’s chiller plant, and the chiller building occupied the west end of this […]
in RSA tagged dirt / flume / pavilion / problems / rsa / toxic
As noted earlier, during the conceptual process, I constantly struggled with Larry over the political correctness of the history panels that he was creating. It seems strange for someone born and raised in the East Alabama Black Belt, but apparently Larry had this compulsion to ennoble the Indians, to aggrandize […]
in RSA tagged pavilion / prejudice / rsa
Now let’s forget all that ugly stuff and get back to park planning and research. Establishing the seven historic eras was not all that difficult, nor was thinking up the important events that might be depicted for each era. I started with the profound reference volume, “Know Alabama”, and quickly […]
in RSA tagged eras / pavilion / rsa / seven
This was a fairly routine aspect of our history concept for the park. I solicited help from Ann Tidmore, Montgomery’s flag lady extraordinaire for the past 35 years, to assist with the research. In no time we came up with an “official” list of flags which had flown over our […]
in RSA tagged flags / pavilion / rsa / seven
Dr. Bronner now acts like he thought up the park for the “six unsung heroes”, but that is not quite the truth. The six-honoree concept came very late in the process and, as you already know, only after a number of other approaches were considered and discarded. After much struggle […]
in RSA tagged honorees / pavilion / rsa / six
Now let’s back up a moment. A week or two after the final honoree concept was agreed on, at a time when I had given the actual selections only minimal thought, the park was announced to the press by the Retirement Systems. The press, including the Advertiser in particular, jumped […]
in RSA tagged attacks / history / pavilion / rsa
While we were still agonizing over a suitable theme for our pavilion structure, Dr. Bronner mentioned our struggle to his history-buff buddy, retired General Will Hill Tankersley. Will Hill declared that the park should feature the 75-foot-tall main mast of the Spanish man-of-war, Don Juan de Austria, salvaged from that […]
in RSA tagged mast / pavilion / rsa
The process by which our seven era-tablets were to be conceived and produced was a fairly complex one. I was to give Larry, the artist and sculptor, a general description of each era together with a list of possible subjects which might be included. Larry was to supply additional historical […]
in RSA tagged panel / panels / pavilion / rsa
For weeks after our maintenance building project was canceled, we all speculated about the fate of the east end of the C-shaped parcel. Some of us suggested to Bronner that it be utilized as additional parking space to support the Tower, but he would have none of that. He wanted […]
in RSA tagged concept / park / pavilion / rsa
NCRTM Resources
This section contains links to RSA’s technical assistance (TA) centers, RSA-funded projects, WIOA federal partners, other resources and research databases that offer information for users interested in additional rehabilitation training information.
Rehabilitation Services Administration (RSA) Portal
RSA is the principal federal agency of the Office of Special Education and Rehabilitative Services (OSERS) that provides leadership and resources to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence and integration into the community and the competitive labor market. The RSA Portal contains news and information about RSA; the Workforce Innovation and Opportunity Act (WIOA), grants and funding; research and statistics; reporting and monitoring; and other resources.
RSA TA CENTERS
Links to currently funded RSA technical assistance (TA) centers and resources.
American Indian Vocational Rehabilitation Training and Technical Assistance Center (AIVRTTAC)
AIVRTTAC provides intensive, targeted, and universal training and technical assistance (TA) to the American Indian Vocational Rehabilitation Services (AIVRS) programs. There are currently 88 AIVRS programs located on tribal lands in 26 states serving tribal members with disabilities to prepare for gainful employment. The Center also holds webinars, self-paced training, regional training, and develops quarterly evidence-based practice guides, on-line newsletters, videos, and FAQ documents for the AIVRS VR community.
National Technical Assistance Center on Transition: The Collaborative (NTACT:C)
National Technical Assistance Center on Transition: The Collaborative (NTACT:C) is jointly funded by RSA and OSEP and will assist States in their work to improve outcomes for students and youth with disabilities.
Older Individuals who are Blind Technical Assistance Center (OIB-TAC)
The purpose of the Older Individuals who are Blind Technical Assistance Center (OIB-TAC) is to provide training and TA to designated State agencies (DSAs) (the State agencies that provide VR services to individuals who are blind) that receive grant funding under the Independent Living Services for Older Individuals who are Blind (OIB) program and to other service providers that receive OIB program funding from DSAs to provide services to consumers.
Vocational Rehabilitation Technical Assistance Center for Quality Employment (VRTAC-QE)
Vocational Rehabilitation Technical Assistance Center for Quality Employment (VRTAC-QE) project will upgrade and increase the competencies, skills, and knowledge of state VR agencies thereby allowing them to enhance their capacity to implement and sustain employment strategies and supporting practices to enable individuals with disabilities to achieve quality employment and career advancement.
Vocational Rehabilitation Technical Assistance Center for Quality Management (VRTAC-QM)
Vocational Rehabilitation Technical Assistance Center for Quality Management (VRTAC-QM) will provide TA and training on quality management strategies that will enable State VR agency personnel to improve resource management and effective service delivery, and increase the number and quality of employment outcomes for individuals with disabilities.
Links to previously funded RSA technical assistance (TA) centers and resources.
E3TC Vocational Rehabilitation Technical Assistance Center for Targeted Communities (VRTAC-TC) (Project E3)
The E3TC project period ended on 6/30/2021. The site will not be maintained but is viewable for reference purposes. The purpose of Project E3 is to provide technical assistance (TA) to State VR agencies and their partners to address barriers to VR participation and competitive integrated employment of historically underrepresented groups of individuals with disabilities.
Job-Driven Vocational Rehabilitation Technical Assistance Center (JD-VRTAC)
Though the project period for this TA Center ended, ExploreVR will continue to update this site. The Job-Driven Vocational Rehabilitation Technical Assistance Center (JD-VRTAC) was jointly funded by RSA and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) to identify, adapt, embed, and sustain job-driven practices that lead to improved employment outcomes for people with disabilities. Outcomes and strategies from the JD-VRTAC were designed around four topic areas: labor market information, services to employers, building and maintaining employer relations, and services to training providers.
National Technical Assistance Center on Transition (NTACT)
The NTACT project period ended on 12/31/2020. Key resources will continue to be archived or updated on the NTACT: The Collaborative website. The purpose of the NTACT was to assist state education agencies, local education agencies, State VR agencies and other VR service providers to implement evidence-based and promising practices to ensure students with disabilities, stay in school, progress in school, and graduate with knowledge, skills, and supports needed to succeed in postsecondary education and employment.
Technical Assistance Center for Program Evaluation and Quality Assurance (PEQA)
The PEQA project period ended on 6/30/2021. Key resources from this project are available in the NCRTM. The purpose of the Technical Assistance Center for Program Evaluation and Quality Assurance (PEQA) was to assist State VR agencies to improve performance management by building their capacity to carry out high-quality program evaluations and quality assurance practices that promote continuous program improvement.
Vocational Rehabilitation Technical Assistance Center for Youth with Disabilities (VR Y-TAC)
The VR Y-TAC project period ended on 12/31/2020. The site will not be maintained and is viewable for reference purposes. The purpose of the Vocational Rehabilitation Technical Assistance Center for Youth with Disabilities (VR Y-TAC) was to provide TA to State VR agencies to improve services to and outcomes of: (1) students with disabilities, as defined in section 7(37) of the Rehabilitation Act, who are in school and who are not receiving services under the IDEA; and (2) youth with disabilities, as defined in section 7(42) of the Rehabilitation Act, who are no longer in school and who are not employed, including dropouts.
Workforce Innovation Technical Assistance Center (WINTAC)
The WINTAC project period ended on 12/31/2020. The site will not be maintained and is viewable for reference purposes. The purpose of the Workforce Innovation Technical Assistance Center (WINTAC) was to provide training and TA to State VR agencies on the statutory requirements imposed by the Workforce Innovation and Opportunity Act (WIOA) of 2014. The WINTAC provided training and TA to State VR agency staff and related rehabilitation professionals and service providers to help them develop the skills and processes needed to meet the requirements of WIOA.
RSA-FUNDED PROJECTS
Links to RSA’s grant-funded projects.
Career Pathways for Individuals with Disabilities (CPID)
Career Pathways for Individuals with Disabilities (CPID) funds collaborative models and promising practices enabling individuals with disabilities, including youth with disabilities, to access existing or new career pathways to competitive integrated employment in high-demand occupations in Georgia, Kentucky, Nebraska, and Virginia. State VR agencies enable individuals to attain training, education and industry-recognized credentials through comprehensive supports and accommodations and partnerships with employers, secondary and postsecondary educational institutions, American Job Centers, workforce training providers and social and human service organizations.
Visit the centers’ websites:
Georgia
Kentucky
Nebraska
Virginia
Institute on Rehabilitation Issues (IRI) Index of Publications (1963-2015)
For over 50 years, RSA funded the Institute for Rehabilitation Issues (IRI) as a national forum for discussing the challenges facing the State Vocational Rehabilitation (VR) Services Program. IRI publications provide a unique perspective on emerging issues in vocational rehabilitation as both the topics and the content are developed by practitioners.
Interpreter Education Training
RSA funds interpreter education projects to increase the number of skilled interpreters throughout the country who can meet the communication needs of individuals who are deaf or hard-of-hearing and individuals who are deaf-blind. In 2017, RSA funded five new national projects, including an Experiential Learning Model Demonstration Center for novice interpreters and four projects focused on interpreter training in specialty areas.
Center for Atypical Language Interpreting (CALI) – Northeastern University
The project will address the growing demand for interpreters with specialized skills to serve Deaf and DeafBlind persons with atypical language and will continually update an annotated bibliography of print and video media dealing with atypical language, language dysfluency, and language deprivation. Building on this foundation and other effective practices research, a Program of Study will be created and offered to experienced interpreters beginning in 2018.
Cultivating Legal Interpreters from Minority Backgrounds (Project CLIMB) – University of Northern Colorado
This project serves to increase the number of interpreters of color and heritage signing backgrounds by creating career paths for specialization in legal interpreting for practitioners from these underrepresented communities. Project CLIMB will focus on the delivery of educational opportunities for minority group interpreters, within communities of practice created by a critical mass of interpreters who share similar backgrounds. The Project’s core consultants provide expertise in legal systems, instructional design, delivery and program evaluation.
DeafBlind Interpreting – Western Oregon University
The purpose DeafBlind Interpreting is to develop an Experiential Learning Model Demonstration Center for Novice Interpreters and Baccalaureate Degree ASL-English Interpretation Programs in order to increase the number of certified interpreters, reduce the average length of time it takes for novice interpreters to become nationally certified after graduating from baccalaureate degree ASL-English interpretation programs and increase the average number of hours that novice interpreters, through the experiential learning program, interact with and learn from the local deaf community.
Graduation to Certification – CATIE Center
The purpose of Graduation to Certification is to develop an Experiential Learning Model Demonstration Center for Novice Interpreters and Baccalaureate Degree ASL-English Interpretation Programs in order to increase the number of certified interpreters, reduce the average length of time it takes for novice interpreters to become nationally certified after graduating from baccalaureate degree ASL-English interpretation programs and increase the average number of hours that novice interpreters, through the experiential learning program, interact with and learn from the local deaf community.
Interpreting in Behavioral Health Settings – CATIE Center
This project helps interpreters add training on mental and behavioral health issues to their toolbox of knowledge and competencies. This project will increase the number and diversity of trained, credentialed interpreters who are ready to work in areas involving issues of mental health, addiction and recovery or domestic and sexual violence. It is not uncommon for an interpreter to be called to an emergency room and encounter a patient dealing with depression or acute mania. Or to find themselves working with a VR client struggling with PTSD or anxiety issues.
Parent Information and Training Programs
The program provides training and information to enable individuals with disabilities, and their parents, family members, guardians, advocates, or other authorized representatives, to participate more effectively in meeting their vocational, independent living, and rehabilitation needs. These projects are designed to meet the unique information and training needs of individuals with disabilities who live in the area to be served, particularly those who are members of populations who have been unserved or underserved.
Resources for Access, Independence, Self-Advocacy and Employment (RAISE)
Works with the seven RSA-funded Parent Training & Information Centers to develop and disseminate information and resources that increase their capacity to serve youth and young adults with disabilities and their families.
Tribal Vocational Rehabilitation (TVR) Institute
The Tribal Vocational Rehabilitation (TVR) Institute offers tribal vocational rehabilitation courses for vocational rehabilitation professionals to gain specific American Indian Vocational Rehabilitation Services (AIVRS) training and to earn a stand-alone credential in tribal vocational rehabilitation.
WIOA FEDERAL PARTNERS
Links to federal partners that comply with Workforce Innovation and Opportunity Act (WIOA) legislation.
Administration for Community Living (ACL)
The Department of Health and Human Services (HHS) Administration for Community Living (ACL) advocates across the federal government for older adults, people with disabilities and families and caregivers; funds services and supports provided by primarily by states and networks of community-based; and invests in training, education, research and innovation. ACL manages a variety of programs (authorized by several statutes), providing assistance on health and wellness, protecting rights and preventing abuse, supporting consumer control, strengthening the networks of community-based organizations, funding research and much more.
Community Services Block Grant (CSBG)
The Department of Health and Human Services (HHS) CSBG is a natural and important partner within the public workforce system and has a long history of collaborating with workforce partners under the precursor (the Workforce Investment Act (WIA)) to the WIOA law.
Department of Housing and Urban Development (HUD)
HUD creates strong, sustainable, inclusive communities and quality affordable homes for all U.S. workers.
Employment and Training Administration (ETA)
The Department of Labor (DOL) ETA is collaborating with other federal agencies to prepare everyone for the implementation of WIOA. ETA’s WIOA Resource Page provides information and resources for states, local areas, non-profits and other grantees and other stakeholders to assist with implementation of WIOA. This page is updated to reflect newly developed materials, including responses to frequently asked questions.
Food and Nutrition Service (FNS)
The Department Agriculture (USDA) FNS Supplemental Nutrition Assistance Program (SNAP) allows participants to improve skills that can lead to a career and financial independence. Individuals who receive nutrition assistance benefits qualify for many federal and state employment and training programs that help them obtain and retain employment.
Office of Career, Technical and Adult Education (OCTAE)
The Department of Education (ED) OCTAE is responsible for adult education, family literacy and helping all students acquire challenging academic, technical and employability skills to succeed in postsecondary education and in-demand careers.
Rehabilitation Services Administration (RSA)
WIOA is designed to strengthen and improve the nation’s public workforce development system by helping Americans with barriers to employment, including individuals with disabilities, achieve high quality careers and helping businesses hire and retain skilled workers. The RSA WIOA page offers resources related title IV of WIOA that amended the Rehabilitation Act of 1973.
TANF/WIOA Learning Community
The Department of Health and Human Services (HHS) TANF/WIOA Learning Community was developed in response to WIOA and offers an opportunity for significant and improved collaboration between workforce agency partners.
Workforce GPS/ION
The Innovation and Opportunity Network (ION) is a community of practitioners, program staff, partners, planners, industry leaders and stakeholders that strive for system improvement, capacity building and excellence in the public workforce system. The ION is a national, regional, state and local alliance that makes available the technical assistance, information sharing, and training needed to implement the vision of the Workforce Innovation and Opportunity Act (WIOA) that was signed into law in 2014.
OTHER RESOURCES
Links to other rehabilitation and disability resources and organizations including other federally-funded projects, professional and membership associations, advocacy and service-based organizations, and accreditation boards.
ADARA
ADARA facilitates excellence in human service delivery with individuals who are Deaf or Hard of Hearing. This mission is accomplished by enhancing the professional competencies of the membership, expanding opportunities for networking among ADARA colleagues and supporting positive public policies for individuals who are Deaf or Hard of Hearing.
American Association of the DeafBlind (AADB)
AADB is a national consumer organization of, by, and for deaf-blind Americans and their supporters. “Deaf-blind” includes all types and degrees of dual vision and hearing loss. Their membership consists of deaf-blind people from diverse backgrounds, as well as family members, professionals, interpreters, and other interested supporters.
American Council of the Blind (ACB)
The mission of the American Council of the Blind (ACB) is to increase the independence, security, equality of opportunity, and quality of life for all blind and visually impaired people.
American Rehabilitation Counseling Association (ARCA)
ARCA is an organization of rehabilitation counseling practitioners, educators, and students who are concerned with improving the lives of people with disabilities. The organization strives to enhance the development of people with disabilities throughout their life span and to promote excellence in the rehabilitation counseling profession.
Association of Community Rehabilitation Educators (ACRE)
ACRE is a national membership organization for trainers and educators who work in the field of employment for people with disabilities. Through competency-based training, ACRE promotes continuing education for professionals in order to raise the standard of employment services nationally.
Association on Higher Education and Disability (AHEAD)
AHEAD is an international professional membership organization for individuals involved in the development of policy and in the provision of quality services to meet the needs of persons with disabilities involved in all areas of higher education.
Center for Parent Information and Resources
This is the portal for resources and information relevant to the parent training and information centers funded by the Office of Special Education Programs and the RSA within the U.S.
Department of Education. Resources relevant to the rehabilitation community include self-advocacy, transition from school to work, college and career readiness, and postsecondary education.
Centers for Independent Living
The term “center for independent living” means a consumer controlled, community based, cross disability, nonresidential private nonprofit agency that is designed and operated within a local community by individuals with disabilities and provides an array of independent living services. This links to a listing of the centers, by state and territory.
Commission on Collegiate Interpreter Education (CCIE)
CCIE is the accreditation board for interpreter education programs. The commission was established by the collaboration of six stakeholder organizations and is a member of the Association of Specialized and Professional Accreditors (ASPA).
Commission on Rehabilitation Counselor Certification (CRCC)
CRCC sets the standard for quality rehabilitation counseling services in the United States and Canada. As an independent, not-for-profit organization, CRCC certifies rehabilitation counselors with its widely recognized, national Certified Rehabilitation Counselor (CRC) designation.
Conference of Interpreter Trainers (CIT)
CIT is a professional organization dedicated to laying the educational foundations for interpreters to build bridges of understanding. While focused primarily on interpreters working between American Sign Language and English, the conference welcomes educators who work with other languages, whether signed or spoken.
Consortia of Administrators for Native American Rehabilitation (CANAR)
CANAR is an organization under the American Indian Vocational Rehabilitation Services Program (AIVRS) and works to increase and enhance the quality of culturally relevant and appropriate services, resulting in employment and positive outcomes for Native Americans with disabilities.
Coronavirus (COVID-19)
The official U.S. government coronavirus website.
Council for Accreditation of Counseling and Related Educational Programs (CACREP)
The vision of CACREP is to provide leadership and to promote excellence in professional preparation through the accreditation of counseling and related educational programs. As an accrediting body, CACREP is committed to the development of standards and procedures that reflect the needs of a dynamic, diverse and complex society.
Council of State Administrators of Vocational Rehabilitation (CSAVR)
CSAVR is composed of the chief administrators of public rehabilitation agencies serving individuals with physical and mental disabilities in the United States, District of Columbia, and territories. The organization maintains a national program of public vocational rehabilitation services which empowers individuals with disabilities to achieve employment, economic self-sufficiency, independence, and inclusion and integration into our communities.
Independent Living Research Utilization (ILRU) Program
ILRU is a national center for information, training, research, and technical assistance in independent living. Its goal is to expand the body of knowledge in independent living and to improve utilization of results of research programs and demonstration projects in this field. Founded in 1977, ILRU provides research, education and consultation in the areas of independent living, home and community-based services, and the Americans with Disabilities Act.
International Association of Rehabilitation Professionals (IARP)
IARP is a global association for professionals involved in private rehabilitation. Leaders in case and disability management, forensics, vocational expertise, and life care planning are members of the IARP community known for diversity, mentoring, entrepreneurial approach and intellectual power.
Job Accommodation Network (JAN)
JAN is a source of free, expert, and confidential guidance on workplace accommodations and disability employment issues. Working toward practical solutions that benefit both employer and employee, JAN helps people with disabilities enhance their employability, and shows employers how to capitalize on the value and talent that people with disabilities add to the workplace.
Mano a Mano
As an organization of trilingual (Spanish-English-ASL) interpreters that believes in high quality services for Deaf and hearing stakeholders, it is the mission of Mano a Mano to provide an infrastructure for access to trilingual interpreting resources, support professional development for trilingual interpreters, educate the public about trilingual interpreting, and advocate for appropriate policies concerning the provision of trilingual interpretation.
National Alliance on Mental Illness (NAMI)
The nation’s largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness, NAMI is an association of hundreds of local affiliates, state organizations and volunteers who work in communities to raise awareness and provide support and education to those in need.
National Association of the Deaf (NAD)
NAD is the nation’s premier civil rights organization of, by, and for deaf and hard of hearing individuals in the United States. The non-profit works to preserve, protect and promote the civil, human and linguistic rights of deaf and hard of hearing people in the United States of America.
National Association of Multicultural Rehabilitation Concerns (NAMRC)
NAMRC is a professional association who promotes cultural diversity and disability through advocacy for excellence and equity in rehabilitation research, education, and practice. The purpose of this organization is to create an understanding of the barriers, impact and outcomes of cultural insensitivity; to ensure the provision of equitable and quality rehabilitation services; to provide professional development and enrichment of cultural competence.
National Association of Special Education Teachers (NASET)
NASET is a national membership organization dedicated to rendering support and assistance to those preparing for or teaching in the field of special education. The organization promotes the profession of special education, and provides a national forum for ideas involving special education.
National Association of State Directors of Special Education (NASDSE)
NASDSE provides services to state agencies to facilitate their efforts and maximize educational outcomes for individuals with disabilities. The association focuses on improving educational services and outcomes for children and youth with disabilities throughout the United States, the Department of Defense, the federated territories and the Freely Associated States of Palau, Micronesia and the Marshall Islands.
National Council on Disability (NCD)
NCD is an independent, federal agency charged with advising the President, Congress, and other federal agencies regarding policies, programs, practices, and procedures that affect people with disabilities.
National Council on Rehabilitation Education (NCRE)
NCRE is a professional organization of educators dedicated to quality services for persons with disabilities through education and research. The council advocates up-to-date education and training as well as the maintenance of professional standards in the field of rehabilitation.
National Council of State Agencies for the Blind (NCSAB)
NCSAB works to enable individuals who are blind and visually impaired to achieve personal and vocational independence through advocacy, coordination and education, as well as the delivery of specialized services.
National Federation of the Blind (NFB)
NFB believes in the full capacity of blind people. Their elected leaders and diverse nationwide membership are made up of blind people, families, and friends who support one another when encountering barriers or setbacks. Together, they engage in collective action to improve lives.
National Guideline Clearinghouse (NGC)
NGC is an initiative of the Agency for Healthcare Research and Quality (AHRQ), within the U.S. Department of Health and Human Services. NGC works to provide physicians and other health professionals, health care providers, health plans, integrated delivery systems, purchasers, and others an accessible mechanism for obtaining objective, detailed information on clinical practice guidelines and to further their dissemination, implementation, and use.
National Organization for Rare Disorders (NORD)
NORD is a patient advocacy organization that hosts information on over 1,000 rare genetic conditions and patient organizations and is committed to the identification, treatment, and cure of rare disorders through programs of education, advocacy, research, and patient services.
The National Rehabilitation Association (NRA)
NRA is a membership organization that promotes ethical and state of the art practice in rehabilitation with the goal of the personal and economic independence of persons with disabilities. As an advocate for the rights of persons with disabilities, the NRA’s mission is to provide advocacy, awareness and career advancement for professionals in the fields of rehabilitation.
Psychiatric Rehabilitation Association (PRA)
PRA is the premier source of learning, knowledge and research for the psychiatric rehabilitation profession, and provides resources, education, ideas and advocacy to enhance the power and performance of the recovery workforce. PRA represents more than 1,300 individual and organizational members, representing 8,000 psychiatric rehabilitation professionals.
Rehabilitation Research Training Centers (RRTCs)
These centers are funded by the National Institute on Disability, Independent Living and Rehabilitation Research (NIDILRR) to conduct coordinated and integrated advanced programs of research targeted toward the production of new knowledge in the disability and rehabilitation community. The centers work to improve rehabilitation methodology and service delivery systems, alleviate or stabilize disabling conditions, or promote maximum social and economic independence for persons with disabilities.
Registry of Interpreters for the Deaf (RID)
RID is a national membership organization that advocates for excellence in the delivery of interpretation and transliteration services between people who use sign language and people who use spoken language. RID supports members and encourages the growth of the profession through the establishment of a national standard for qualified sign language interpreters and transliterators, ongoing professional development and adherence to a code of professional conduct.
Section508.gov
Section 508 requires that Federal agencies’ electronic and information technology is accessible to people with disabilities. This site contains resources for understanding and implementing the requirements of Section 508.
TASH
TASH is an international leader in disability advocacy that advocates for human rights and inclusion for people with significant disabilities and support needs – those most vulnerable to segregation, abuse, neglect and institutionalization. The non-profit corporation works to advance inclusive communities through advocacy, research, professional development, policy, and information and resources for parents, families and self-advocates.
Ticket to Work Program
Ticket to Work and Self Sufficiency (Ticket) program is a Federal program designed to provide SSI and SSDI beneficiaries the choices, opportunities and support they need to enter and maintain employment. This site contains links to useful information for employers, rehabilitation counselors, and people with disabilities.
RESEARCH DATABASES
Links to key information databases focused on disability and rehabilitation.
Clearinghouse for Labor Evaluation and Research (CLEAR)
CLEAR’s mission is to make research on labor topics more accessible to practitioners, policymakers, researchers, and the public more broadly so that it can inform their decisions about labor policies and programs. CLEAR identifies and summarizes many types of research, including descriptive statistical studies and outcome analyses, implementation, and causal impact studies.
Education Resource Information Center (ERIC)
ERIC is an online database that provides access to educational literature and resources. The database is supported by the U.S. Department of Education’s Office of Educational Research and Improvement and is administered by the U.S. National Library of Education (NLE).
MEDLINE®/PubMed® Resources
MEDLINE® contains journal citations and abstracts for biomedical literature from around the world, and contains over 21 million references to biomedical and life sciences journal articles back to 1946. PubMed® provides free access to MEDLINE® and links to full text articles when possible.
National Rehabilitation Information Center (NARIC)
NARIC is the library of the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). NARIC collects, catalogs, and disseminates the articles, reports, curricula, guides, and other publications and products of the research projects funded by NIDILRR.
PsycINFO
PsycINFO is an expansive abstracting and indexing database with more than 3 million records devoted to peer-reviewed literature in the behavioral sciences and mental health, making it an ideal discovery and linking tool for scholarly research in a host of disciplines.
What Works Clearinghouse (WWC)
The WWC is an investment of the Institute of Education Sciences (IES) within the U.S. Department of Education that was established in 2002.WWC reviews the existing research on different programs, products, practices, and policies in education. to provide educators with the information they need to make evidence-based decisions.
Early Learning ACADEMY-RSA 300 Monroe St, Montgomery, AL 36104
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Child Care, Day Care Centers & Nurseries
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Phone: (334) 264-6511
Address: 300 Monroe St, Montgomery, AL 36104
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Rising Stars Academy | Private Islamic Daycare In Richardson
AGES 6 WEEKS TO 6 YEARS OLD
RISING STARS ACADEMY
Rising Stars Academy (RSA) is a certified Islamic daycare / Pre-school facility established in 2013 as a MAS Dallas project. The school focuses on offering quality care with age appropriate educational programs for children from 6 weeks to 6 years old. Our team of educators are committed to providing a safe and loving environment for families with tiny infants all the way through to kindergarten.
EDUCATION
Your child will learn in a safe, warm and loving environment. Our atmosphere enables children to respect themselves and others. Through diverse creative experiences, we enhance children’s ability to socialize with others, be creative, express themselves and develop self confidence. We provide high quality educational programs integrated with Islamic values.
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FUN WITH A PURPOSE
Play centers are important for children, they provide a space for kids to use their imagination and also be able to interact with other kids. Children playing together helps initiate friendships, they develop bonds, they learn, grow, and develop their social skills together. Playing promotes problem solving, it helps with learning to share, taking turns, strengthening their physical and mental abilities while promoting good health!
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PROGRAMS
Our classes are carefully crafted to meet the developmental needs of each child. Our educators and caregivers are highly trained and professional.
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Infants
Ages: 6 weeks to 18 months
A warm and nurturing atmosphere for infants to feel loved and secure
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Toddlers
Ages: 15 – 24 months
A program promoting hands-on activities and encouraging fine and gross motor skills
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Pre-K 2
Ages: 24 – 36 months
Children learn to gain a sense of independence by using creative materials and toys
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Pre-K 3
Ages: 3 – 4 years
A program designed to lay a strong foundation for children in practical self-help and self-discipline skills
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Pre-K 4
Ages: 4 – 5 years
A program designed to provide children a strong learning foundation in vocabulary and skills
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Kindergarten
Ages: 5 – 6 years
An educational curriculum focusing on reading and mathematics in preparation for first grade school age
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After-School Program
Ages: 5 – 8 Years Old
Assisting children with extra curricular activities
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Summer Camp
Ages: 3 – 5 years Old
Fun educational activities for young boys and girls
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COVID-19 ANNOUNCEMENT
For everyone’s safety, we’ve implemented the following measures:
- Limited classroom capacity in order to implement social distancing.
- Daily facility cleaning and sanitization after every use to provide a healthy and safe environment to our children.
- All students are subject to random screening when entering RSA
- Face mask are required during drop-off and pick-up.
- Parents must pack all necessary supplies for their children including clean clothes.
- Parents must provide food and water as we will only provide children with snack.
- Children are encouraged to not share food and wash/sanitize their hands frequently.
- Any person other than parents, caregivers, law enforcement officers, or licensed staff are prohibited from entering RSA.
- If you or your child are experiencing fever or signs or symptoms of respiratory infection, such as cough, shortness of breath, or sore throat, you must stay home and notify our office immediately.
- If you’ve been out of the state or country, you have to stay home for 2 weeks before returning to RSA.
2021/2022 RSA Academic Calendar
Click on calendar below to download
GALLERY
Every parent loves to see his or her children happy. So do we!
TESTIMONIALS
About the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR)
- Disability and Rehabilitation Research Program (DRRP) – Funds knowledge translation, building capacity for minority research entities, individual research projects, and other work.
- Rehabilitation Engineering Research Center Program (RERC) – Funds advanced engineering research and development of innovative technologies to solve rehabilitation problems or remove environmental barriers for people with disabilities.
- Switzer Research Fellowship Program – Provides grants for individuals to perform research on rehabilitation, independent living, and other experiences of people with disabilities.
- Field-Initiated Projects Program Rehabilitation Research (FIP) – Investigator-initiated research with projects to generate new knowledge.
- Model Systems Program – Provides coordinated systems of rehabilitation care and conduct research on recovery and long-term outcomes for spinal cord injury, traumatic brain injury, and burn injury.
- Advanced Rehabilitation Research and Training Program (ARRT) – Increases capacity for high-quality disability and rehabilitation research by supporting grants to institutions to provide advanced research training to individuals with doctorates or similar advanced degrees.
- Rehabilitation Research and Training Center Program (RRTC) – Conduct advanced research, training, and information sharing on topic areas for improving rehabilitation methodology and service delivery systems; improving health and function; and promoting employment, independent living, family support and economic and social self-sufficiency for people with disabilities.
- Small Business Innovation Research Program (SBIR) – Supports development of new ideas and projects useful to people with disabilities through grants to small business firms with strong research capabilities in science, engineering, or educational technology.
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Americans with Disabilities Act National Network – Funds 10 regional centers for providing information, training, and technical assistance to individuals, businesses, and agencies with rights and responsibilities under the Americans with Disabilities Act.
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NIDILRR Publications and Other Resources
For the latest information on NIDILRR publications and other resources, visit our NIDILRR Publications and Other Resources’ Page.
NIDILRR’s History
As a result of the Rehabilitation, Comprehensive Services, and Developmental Disabilities amendments of 1978 (P.L. 95—602), which amended the Rehabilitation Act of 1973, the National Institute on Handicapped Research (NIHR) was created.
NIHR was charged with the prime responsibility of providing the required knowledge for defining needs, and of identifying the means for improving services to individuals with disabilities. NIHR was the result of intense effort by voluntary agencies of and for persons with disabilities, Congress, and the administration of the time.
According to Leclair (1979), the original goal of NIHR was to focus in one agency a strong commitment to carry on a major program of research on all aspects of disability and the attendant socio-economic implications of the problems encountered by individuals with disabilities.
The scope of activities prescribed for NIHR was all encompassing and cut across practically every facet of rehabilitation and habilitation research activities imaginable, with no limitations in terms of type of disability, age, or intended goals. Finally NIHR was created, not to duplicate services but rather to ensure that NIHR could proceed with “full authority if research programs were found inadequate or non-existent in a specific area of concern.
NIHR retained most of the programs originally conducted by the Rehabilitation Services Administration (RSA) such as the Rehabilitation Engineering Centers (RECs), the Research and Training Centers (RTC), and the array of discrete psycho-social, vocational, and medical project grants that RSA and its predecessors had been conducting, in one form or other, since 1935.
Some new initiatives and changes that NIHR spear-headed included, but were not limited to:
- Research that improved the rehabilitation and habilitation of children with disabilities as well as older Americans with disabilities
- Conduct of model research and training centers on innovative programs and techniques for evaluating, training, and placing individuals with disabilities in productive work;
- Conduct of a research program to determine ways to train and retain rehabilitation professionals to serve in rural areas;
- Development and implementation of a public education program, based on research results, to inform the public about the needs, concerns and problems of individuals with disabilities including information relating to family care, self-care, and preventative aspects of rehabilitation and habilitation;
- Establishment of a program to improve the development, evaluation, production, and distribution of technological systems and devices that could improve the quality of life of persons with disabilities;
- Development, in conjunction with other federal agencies, of statistical reports on the employment, health, income, and other demographic characteristics of individuals with disabilities; and
- The conduct of projects by private profit-making organizations, non-profit public entities, as well with universities.
In 1986, again as a result of amendments to the Rehabilitation Act, NIHR would become known as the National Institute on Disability and Rehabilitation Research (NIDRR). Since its initial creation as NIHR in 1978, and its name change and expansion to NIDRR in 1986, NIDRR’s basic purpose and reason for being has not changed much. Expressed using updated terminology to reflect current times, NIDRR’s mission still remains to generate new knowledge and to promote its effective use to improve the abilities of people with disabilities to perform activities of their choice in the community. NIDRR still sponsors research and development in broad outcome domains of health and function, employment, and participation and community living. And ultimately NIDRR still remains committed to expanding society’s capacity to provide full opportunities and accommodations for its citizens with disabilities
And now, with the passage of the Workforce Innovation Opportunity Act, NIDRR has a new home in the Administration for Community Living within the Department of Human Services as well as a new name — the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR).
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NIDILRR Planning Documents
NIDILRR has several documents that inform and guide its planning efforts; they are each described in a section below.
NIDILRR’s Long-Range Plan
The legislative requirements governing NIDILRRs Long Range plan are described in 29 U.S.C. 762(h). Note: Scroll down to Section (h) of this page.
The National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) at ACL has published a new Long-Range Plan for 2018-2023.
NIDILRR’s 2018-2023 Long-Range Plan presents a five-year agenda that will advance applied disability, independent living, and rehabilitation research. NIDILRR intends for this plan to emphasize consumer relevance and scientific rigor, to present an agenda that is scientifically sound and accountable and, as a result, to contribute to the refinement of national policy affecting people with disabilities.
The new Long-Range Plan builds on the work of the 2013–2017 Long-Range Plan while responding to new developments in the disability, independent living, and rehabilitation research field and in government. It continues to stress the importance of NIDILRR’s significant role as a research institute in the public interest, carrying out a scientific research agenda to meet the diverse needs of people with disabilities.
The new Long-Range Plan extends NIDILRR’s emphasis on research outcome domains of community living and participation, health and function, and employment. It also reinforces the need for investment in three areas that support outcomes across these domains: technology for access and function; disability statistics; and a nationwide network of technical assistance, training, and research centers to support implementation of the Americans with Disabilities Act (ADA). Activities that promote the quality and use of NIDILRR-sponsored research—capacity building and knowledge translation—will also continue under the new Long-Range Plan.
The new Long-Range Plan also includes themes that emerged from public input, the state of people with disabilities in the U.S., federal research planning, key accomplishments of NIDILRR grantees since the last plan, and a detailed research agenda.
View NIDILRR’s 2018-2023 Long-Range Plan.
Read NIDILRR’s previous Long-Range Plan for Fiscal Years 2013-2017.
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NIDILRR’s Logic Model
The logic model was designed by Dr. Margaret Campbell, former NIDILRR Senior Scientist and Evaluation Lead with assistance from Dr. William Schutz , back in 2005. The logic model is composed of various elements and the interrelationships among them.
The entire logic model focuses on NIDILRR’s targeted outcome arenas and does not provide information on inputs, activities, and outputs. The omission of these other elements found in traditional logic models was intentional because at the time our goal was to develop a one-page tool that helped us visualize our outcomes. Additionally, we intended to add information on inputs, activities, outputs, but did not include them because that section of the logic of the logic model had not been fully developed at the time of publication in the Federal Register.
NIDILRR’s Logic Model, (formerly NIDRR in 2006) was included in our 2005-2009 Long-Range Plan as an appendix. The entire Long-Range Plan was published in Volume 71, Number 31 of the Federal Register on Wednesday February 15, 2006.
A textual description of the logic model is presented below for visitors using assistive technologies such as screen readers
- The NIDILRR logic identifies NIDILRR’s targeted outcome arenas. The first textbox at the top of says situation: significant gaps exist in knowledge, skills, policy, and practice and system capacity that prevent people with disabilities from having equal opportunities for employment, health and function and participation.
- Now going from left to right there are six text boxes with forward-pointing arrows connecting them.
- The first box is labeled Short-term outcome arenas which are advances in understanding, knowledge, skills, and learning systems that happen via our capacity building, research and development, and knowledge translation efforts. Our research and development efforts produce discoveries, theories, measures, and methods, and interventions, devices, and environmental adaptations.
- The second textbox is labeled intermediate Beneficiaries which include researchers, clinicians, service providers, educators, policy experts, federal and non-federal partners, industry representatives and product developers, employers, media, consumer advocates, and people with disabilities and family members. In short, intermediate beneficiaries re those that benefit from our short-term outcome arenas.
- The third text box is labeled Intermediate Outcome Arenas which show adoption and use of new knowledge leading to changes and improvements in policy, practice, behavior, and system capacity.
- The fourth text box is labeled Intended Beneficiaries which are people with disabilities and family members.
- The fifth text box is labeled Long-Term Outcome Arenas which is where changes in overall conditions happen. Changes in overall conditions include the elimination of disparities between people with disabilities and the general population in the following areas employment, participation and community living, and health and function.
- The sixth and final text box is labeled Major Domains of NIDILRR’s mission. A Venn diagram with three intersecting circles represent our major life domains: employment, participation and community living, and health and function. And this Venn diagram is encircled by the domains of technology and demographics because these last domains affect three major life domains in the Venn diagram.
- At the bottom of those six main boxes is a long rectangular box labeled performance assessment and outcomes evaluation. This long rectangular box has arrows pointing upward to the six text boxes.
- And just below the box labeled performance assessment and outcomes evaluation is an even longer rectangular box (with arrows pointing upward) labeled contextual factors. Contextual factors include variable funding; scientific and technological advancements; societal attitudes; economic conditions; changing public policies; coordination and cooperation with other government entities.
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NIDILRR’s Research and Development Frameworks
NIDILRR funds research and development efforts that are aimed at generating new knowledge and promoting its use and adoption among a variety of internal and external stakeholders that make up the disability and rehabilitation community.
These research and development efforts must be guided and informed by the use of frameworks. NIDILRR has one framework to guide its research-funded efforts and one framework to guide its development-funded efforts.
To learn more about these frameworks visit NIDILRR’s Frameworks’ page
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NIDILRR’s Legislation and Policy Regulations
The Basic Business of NIDILRR According to Its Legislative Mandate
The core business of NIDILRR is to award grants and contracts to “states and public or private agencies and organizations, including institutions of higher education, Indian tribes and tribal organizations.” These entities are then supposed to use this money to plan and conduct research, demonstration projects, training and related activities designed to:
– Develop methods, procedures, and rehabilitation technology, that maximize the full inclusion and integration into society, employment, independent living, family support, and economic and social self-sufficiency of individuals with disabilities, especially individuals with the most significant disabilities; and
– Improve the effectiveness of vocational rehabilitation and other rehabilitation services. Source: 29 USC Section 764.
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The Rules that Help Translate the Intent of the Law Into Agency Operating Guidelines
The Code of Federal Regulations (known as CFR) are the rules that help translate the intent of a Law into broad agency operating guidelines. With its move to the Administration for Community Living within the U.S. Department of Health and Human Services, the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) consolidated its Code of Federal Regulations in one place. This new place is 45 CFR Part 1330. Read about the U.S. Department of Health and Human Services’ Final Rule that created these new regulations.
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The Creation of NIDILRR and Its Legislative Mandate
The National Institute on Disability and Rehabilitation Research (NIDILRR) is a federal government agency that came into existence in 1978 within the U.S. Department of Education, and continues to operate today under a federal law known as Title II of the Rehabilitation Act of 1973. This law became part of the United States Code (USC) and NIDILRR’s mandate and mission is described in Title 29, Chapter 16, Subchapter II, Section 762. .
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NIDILRR’s Leadership and Staff
The Director of the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) is Dr. Anjali Forber-Pratt. Dr. Forber-Pratt’s biography is available on the Administration for Community Living’s Leadership Page. If you would like to contact any member of NIDILRR’s leadership, you can send an email to NIDILRR’s general email box at [email protected]
Dr. Kristi Hill is NIDILRR’s Deputy Director.
Dr. Phillip Beatty is NIDILRR’s Director of the Office of Research Sciences.
Dr. Pimjai Sudsawad is NIDILRR’s Associate Director of the Office of Research Sciences.
Lavonnia Villanueva is NIDILRR Director of the Office of Research Administration
NIDILRR Staff are administratively assigned to one of three NIDILRR offices: the Office of the Director, the Office of Research Sciences, and the Office of Research Administration. However, the day-to-day functioning at NIDILRR is tightly integrated, and staff work together across NIDILRR and all of ACL to achieve agency goals and objectives.
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Several ways exist to contact NIDILRR.
Via Web Form: Since NIDILRR is part of the Administration for Community Living, you can use ACL’s Contact Us Form. Note: This contact us form is monitored by ACL. When you submit a request through this form, the request will get routed to most appropriate NIDILRR staff person.
Call ACL/NIDILRR: You can call ACL’s main number (202) 401-4634. Select Option5 (National Institute on Disability, Independent Living, and Rehabilitation Research when prompted. Your call will be routed to a NIDILRR staff person who can provide you with further information, or direct you to the appropriate NIDILRR staff person who can assist you further.
By Fax: Our fax number is 202-205-0392
Email NIDILRR To email NIDILRR directly, you can send an email to NIDILRR’s general email box at nidilrr-mailbox@acl. hhs.gov. When you send an email to this email address, your request is analyzed and directed to the most appropriate NIDILRR staff person for further action.
By Mail: Our mailing address is:
National Institute on Disability, Independent Living, and Rehabilitation Research
Administration for Community Living
U.S. Department of Health and Human Services
330 C Street SW, Room 1304
Washington, DC 20201
In-Person: All visits to our physical location must be previously arranged with ACL/NIDILRR. If you are interested in arranging an in-person visit, call (202) 401-4634. Select Option 5 (National Institute on Disability, Independent Living, and Rehabilitation Research) when prompted. Your call will be routed to a NIDILRR staff person who will work with you to set-up an in-person visit. If you do not wish to call to arrange an in-person visit, you can email NIDILRR directly at nidilrr-mailbox@acl. hhs.gov.
Questions about NIDILRR-related publications, our Program Directory, NIDILRR-funded resources, or general questions about disability information: You may wish to contact the NIDILRR-funded National Rehabilitation Information Center (NARIC). If you want to contact a NARIC Information Specialist, visit their AskMe Page for more information.
Need Information About Services and Supports: We suggest that you consult ACL’s Finding Help for Yourself or a Loved One Page.
General Inquiries About ACL: If you have a general inquiry about ACL, you may use ACL’s Contact Us Form. Your inquiry will be routed to the most appropriate ACL staff person for further action.
Still Cannot Find You Are Looking For on this Page or the ACL.gov Website: try ACL’s A to Z Topic Index Page. Still need more help finding what you are looking for? Email [email protected].
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NIDILRR’s Library and National Information Center
The National Rehabilitation Information Center (NARIC) is NIDILRR’s library and national information center. NARIC works for NIDILRR under Contract No. To learn more about what they can do for you, view their entry in NIDILRR’s Online Program Directory.
If you want the help of a NARIC Information Specialist, you might want to consult their AskMe Page.
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Project Launch – PACER Center
For transition-age youth and young adults with disabilities, success often depends on having the right services in place to support employment, education, and inclusion in the community. Fortunately, there are laws that help.
The Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act, the Workforce Investment Act, and the Americans with Disabilities Act (ADA) guarantee people with disabilities a free and appropriate education, ensure civil rights, and protect young adults from employment discrimination based on their disabilities.
Funded by the Rehabilitation Act, Project Launch works in partnership with parent centers in Indiana, Kentucky, and Ohio to help youth, adults, families, professionals, and employers understand how these laws can help individuals with disabilities create a positive future.
How Project Launch Helps
Through individual assistance, workshops, resources, and more, Project Launch helps youth and young adults with disabilities pursue meaningful careers, live as independently as possible, and enjoy inclusion at work and in the community.
Project Launch provides a practical website and an array of helpful publications, webinars, parent tip sheets, and videos on disability-related topics.
Guidance and information is also offered on transition, employment, and the role of vocational rehabilitation counselors and rehabilitation services.
Transition Resources
Project Launch provides transition-age youth and their families:
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Employment Resources
Project Launch offers many employment resources:
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Parent Center Partners
Project Launch works in partnership with parent centers in Indiana (IN*Source), Kentucky (KY-SPIN), and Ohio (OCECD).
In October of 2020, PACER Center received the Project Launch grant from the Rehabilitation Services Administration to develop and implement rural and urban parent and youth trainings in an 8-state area.
Learn more about our Parent Center Partners.
Video Resources
The Individualized Plan for Employment (IPE)
Amy Scherer of the National Disability Rights Network Provides information on the IPE. This is a Raise webinar funded by the Rehabilitation Services Administration. (13 minutes)
Social Security Disability: Applying and Qualifying for Benefits
Sara Cavallo, Work incentive Coordinator of the Social Security Administration, and Sarah Dicks, Medical Relations Officer of the MN Disability Determination Services, provide information on qualifying for benefits. (52 minutes).
Introduction to Work Incentives
Sara Cavallo, Work incentive Coordinator of the Social Security Administration, and Sarah Dicks, Medical Relations Officer of the MN Disability Determination Services, provide information on using Social Security Work Incentives. (12 minutes).
Social Security Representative Payees
Sara Cavallo, Work incentive Coordinator of the Social Security Administration, and Sarah Dicks, Medical Relations Officer of the MN Disability Determination Services, provide information on being a Social Security Representative Payee. (3 minutes).
Uncovering the Mysteries of Vocational Rehabilitation Services (VRS) and Work
Kristina Petronko, Supervising Attorney, and Delaine Remes of the Minnesota Disability Law Center provide information on VRS and work (56 minutes).
The Ins and Outs of Community Resources
Community Capacity Builders, Marcy LaCroix and Lauren Gower, provide information on the Disability Hub MN, a free statewide resource network that helps navigate the system and plan for the future (49 minutes).
Social Security Disability: Qualifying for benefits
Applying for Social Security Disability benefits is confusing. This video will give you an inside look at how the Minnesota Disability Determination Services decides who qualifies for benefits and what is needed in an effective application.
How Parents Can Help Their Youth Find Employment Success
This video series provides parents with five practical strategies for helping their youth be successful when first looking for employment.
Workplace Accommodations– Project Launch
In this 8:40-minute video, excerpted from a recent parent training, Anne Robertson Esq., staff attorney at the Minnesota Disability Law Center, discusses workplace accommodations ideas for youth with disabilities.
The Keys to Job Success: Tools to support executive function – Project Launch
In this 19:30-minute video, excerpted from a recent parent training, Sarah Giffen-Hunter, AssistiveTechnology Specialist at PACER’s Simon Technology Center, discusses employment tools to support executive function.
Collection of PACER’s & Our Partners’ Youth Resources
Youth development and self-advocacy is an important skill to develop during the transition years. Moving into adulthood can be overwhelming. It’s important to know that there are supports to help youth set and reach their own goals for independence, education, and careers. The following resource collection is focused on understanding, developing, and facilitating youth self-advocacy, leadership, and goals.
- Youth Advisory Board Toolkit
Children’s Mental Health and Emotional or Behavioral Disorders Project Youth Advisory Board Toolkit is a prototype to help your organization or group benefit from the youth voice. - Transition IEP Checklist
WI FACETS’ Transition IEP checklist, their Project Launch Center of Expertise product, takes you through three step: preparing for, participating in, and following up after the IEP. - National Parent Center on Transition and Employment
The road to adulthood for youth with disabilities is filled with opportunity, and parents play a key role. PACER’s National Parent Center on Transition and Employment is ready with the information families want, presented in a way families can use. - Student and Young Adult
The Students and Young Adults section has information to help youth develop self-advocacy skills and gain a better understanding of how they can more effectively participate to increase success in the classroom, at home, and in the community. - Into Adulthood: Your Guide to Disability Access
The Minnesota Disability Law Center (MDLC) put together this guide to help young people with disabilities ages 14-24 and their families understand some of the programs and services that are available beyond high school. This guide can help youth and their families figure out if a program or service may be helpful. - Top 10 Self-Advocacy Tips for Receiving Services from Vocational Rehabilitation Services (VRS) or State Services for the Blind (SSB)
The Minnesota Disability Law Center (MDLC) put together these tips and basic rights for receiving Vocational Rehabilitation Services or State Services for the Blind. - Vocational Rehabilitation Services (VHS): Connecting students to work
VHS partners with high schools and community partners to provide job exploration and other work-related services at no charge to students.
The National Resources for Advocacy, Independence, Self-determination and Employment (RAISE) Technical Assistance Center works with the eight Rehabilitation Service Administration (RSA) – funded Parent Training & Information Centers to develop and disseminate information and resources that increase their capacity to serve youth and young adults with disabilities and their families. Ultimately ensuring that organizations create programs and supports that are not doing things “to” or “for” a youth, but “with” them. Some of RAISE’s resources include:
- Youth Engagement Toolkit
The RSA RAISE Center created the Youth Engagement Toolkit Series to help inform the staff who are supporting youth engagement efforts and provide strategies and tips that help their respective organizations to implement or improve their youth engagement practices. - Raise webinars
RAISE hosts webinars for the RSA PTIs, individuals with disabilities and their families, and for our partners. Recordings of the webinar are available here and on our YouTube page. Each webinar is accompanied by a PowerPoint slide deck, a list of relevant resources, and other handouts for use by participants. Click on any title below to view that webinar in more detail.
Project Launch is a project of PACER Center and is reported by the US Department of Education’s Rehabilitation Service Administration. The contents of this resource were developed under a cooperative agreement with the US Department of Education h33F140021. However, the contents do not necessarily represent the policy of the Department of Education and should not assume endorsement by the federal government.
ANO DPO UMC RSA INTERCON-INTELLECT, Moscow (TIN 7723404135), details, extract from the Unified State Register of Legal Entities, address, mail, website, phone, financial indicators
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Company ANO DPO UMC RSA INTERCON-INTELLIGENCE, address: Moscow, st. Seleznevskaya, 32 office 105 was registered on 08/12/2015. The organization was assigned TIN 7723404135, OGRN 1157700012964, KPP 770701001. The main activity is professional additional education, in total 6 types of activity are registered according to OKVED. Has connections with 1 company.
Director – Melnikova Natalya Evgenievna. The size of the authorized capital is 10,000 rubles.
ANO DPO UMC RSA INTERCON-INTELLECT took part in 3 tenders. There are no enforcement proceedings against the company. ANO DPO UMC RSA INTERCON-INTELLECT participated in 1 arbitration case.
Details of ANO DPO UMC RSA INTERCON-INTELLECT, legal address, official website and extract from the Unified State Register of Legal Entities are available in the SPARK system (demo access is free).
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ANO DPO “UMC RSA “INTERCON-INTELLECT”, Moscow, TIN 7723404135, contacts, details, financial statements and extract from the Unified State Register of Legal Entities
+7 495 782-58-87
+7 499 110-35-10
+7 495 780-20-04
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Legal address
127473, Moscow, st. Seleznevskaya, 32, office 105
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PSRN | 1157700012964 |
TIN | 7723404135 |
gearbox | 770701001 |
OKPO | 58112318 |
OKOGU code | 4210014
Organizations founded by legal entities or citizens, or legal entities and citizens jointly |
OKOPF code | 71400
Autonomous non-profit organizations |
Code OKFS | 16
Private property |
OKATO code | 45286585000
Tverskoy |
OKTMO code | 45382000000
municipal district Tverskoy |
Registration with the Federal Tax Service
Registration number 1157700012964 dated August 12, 2015
Department of the Federal Tax Service for Moscow
Registration with the FIU
Registration number 087101153380 dated April 18, 2018
State Institution – Main Directorate of the Pension Fund of the Russian Federation No. 10 Office No. 1 for Moscow and the Moscow Region Municipal District of Tverskoy, Moscow
Registration in the FSS
Registration number 772708036777271 dated August 13, 2015
Branch No. 27 of the State Institution – Moscow Regional Branch of the Social Insurance Fund of the Russian Federation
85.42 | Additional vocational education BASIC |
85.42.9 | Other activities for additional professional education, not included in other groups |
85.41.9 | Other additional education for children and adults, not included in other groups |
69.10 | Legal activities |
70.22 | Business and management consulting |
73.20.1 | Market Research |
Financial statements of ANO DPO “UMC RSA “INTERCON-INTELLECT” according to the data of the Federal Tax Service and Rosstat for 2014-2021
Financial results for 2021
Revenue | Net profit | Capital |
---|---|---|
26. 7 mln ₽ 18% |
-3.7 million ₽ 9% |
– |
Accounting statements for all available periods
Financial indicators for 2021
-
Coefficient of autonomy (financial independence)
— -
Working capital ratio
—
-
Investment coverage ratio
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-
Current liquidity ratio
— -
Quick liquidity ratio
—
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Absolute liquidity ratio
—
-
Profitability of sales
-13. 9% -
Return on assets
-98.2%
-
Return on equity
—
Comparative financial analysis for 2021NEW
NON-STATE EDUCATIONAL INSTITUTION “EDUCATIONAL AND METHODOLOGICAL CENTER OF THE MOSCOW AUDIT CHAMBER “INTERCON-INTELLECT” |
Head of ANO DPO “UMC RSA “INTERCON-INTELLECT” is also the head or founder of 5 other organizations Financial audit activities
Melnikova Natalya Evgenievna
127473, Moscow, st. Seleznevskaya, 32, office 203
Other scientific research and development in the field of natural and technical sciences
Melnikova Natalya Evgenievna
107497, Moscow, Khabarovskaya st., 5, apt. 120
Financial audit activities
Melnikova Natalya Evgenievna
+ 2 more
According to the Unified State Register of Legal Entities from the Federal Tax Service, ANO DPO “UMC RSA “INTERCON-INTELLECT” has 2 licenses
Educational activities carried out by educational organizations, organizations providing training, as well as individual entrepreneurs, with the exception of individual entrepreneurs directly engaged in educational activities, the licensing of which is carried out by the executive authorities of the constituent entities of the Russian Federation, exercising the delegated powers of the Russian Federation in the field of education | 2 |
Type | Quantity | Total amount |
---|---|---|
94-FZ | – | – |
44-FZ | – | – |
223-FZ | – | – |
Type | Quantity | Total amount |
---|---|---|
94-FZ | – | – |
44-FZ | – | – |
223-FZ | 2 | 842 thousand ₽ |
Complete chronology of important events since August 12, 2015
04/17/2018 gearbox changed from 772301001 to 770701001 |
|
Legal address changed from 109390, Moscow, st. Artyukhina, d. 6, building. 1, office 603 at 127473, Moscow, st. Seleznevskaya, 32, office 105 |
|
04/18/2018 Registration with the FIU, registration number 087101153380 assigned |
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04/02/2019 Financial statements for 2018 submitted |
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11/06/2019 The record about the founder SELF-REGULATED ORGANIZATION OF AUDITORS “RUSSIAN SOYUZ AUDITOROV” (ASSOCIATION) has been deleted |
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03/11/2020 Financial statements for 2019 submitted |
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03/24/2021 Financial statements for 2020 submitted |
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12/15/2021 Deleted the record about the founder Melnikova Natalya Evgenievna Deleted record about the founder Smagina Natalia Vladimirovna Deleted record about the founder Mikhailova Yulia Vladimirovna |
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Moscow | 12/05/2022 — 12/16/2022 | Mon.-Fri. 09.30-12.40 |
UMTs 038. NIGHT DPO “CPP “STEK” 2.1.4. Accounting: innovations and problems of the reporting year |
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UMTs 038. NOCHU DPO “TsPP “STEK” |
The ROBOT Attack – how it works and countermeasures
Sometimes things happen in the IT industry that could serve as the basis for a zombie series. The return of Bleichenbacher’s Oracle Threat is just such a case.
Daniel Bleichenbacher and the attack on SSL
In 1998, when SSL 3.0 is used everywhere, and somewhere 2.0, researcher Daniel Bleichenbacher from Switzerland, who at that time had just received a Ph.D. at the Swiss Federal Institute of Technology in Zurich , and, working at Bell Labs, publishes a document from which it follows that previously known only on paper attacks of class adaptive chosen-ciphertext attack can be implemented in practice.
The idea is quite simple – to find a server that uses the RSA algorithm, according to PKCS1 v1.5, to work with the key material of the SSL session, and sequentially feed test requests to it, analyzing the response – this is called an adaptive attack based on a chosen ciphertext (sometimes used reduction CCA2
– “second variant of the chosen-ciphertext attack”). By the speed and reaction of the server to the data being sent, it will be possible to guess (if the server does not, as in the OpenSSL implementation, try to hide it), due to which error a particular option was discarded, and take this into account in further enumeration.
Due to the use of various crutches and protective measures that reduce the likelihood of this attack and complicate the analysis of the server response, the threat is transferred to the class of “difficult to implement in practice” and the problem subsides for a while.
Almost 20 years later, a new opportunity for this class of attacks appears – and it is called the Return Of Bleichenbacher’s Oracle Threat, or ROBOT.
Let’s figure out what and how.
Relevance of the ROBOT attack
The mass of systems potentially vulnerable to The ROBOT is quite impressive – these are devices from Cisco, F5, Palo Alto Networks and others, software from IBM and Citrix. Despite the fact that the general mechanism for exploiting the vulnerability has been known for almost 20 years, the same company IBM closes this hole in February 2018.
What does the ROBOT attack have to do with Oracle? The abbreviation ROBOT is derived from the abbreviation of the phrase
R eturn O f B leichenbacher’s O racle T hreat. Oracle here is not a company name, but a term from the theory of algorithms, denoting an abstract machine that can confirm or refute your formalized assumption. ROBOT is the “return of the Bleichenbacher attack associated with the use of the “oracle”, i.e. repeated testing of the remote system with the result “guessed / not guessed”.
Is ROBOT vulnerable to RSA hardness?
No. There are no new claims from the ROBOT attack to the RSA algorithm itself. The attack exploits the fact that it is possible to “poke” a server that uses RSA many times to create the key material of a particular session.
It should be very clear that RSA can be used in SSL/TLS in different parts of the task of establishing a secure connection:
- As the algorithm needed to authenticate the server/client;
- As the algorithm needed to generate session keys;
The first use is the normal and mandatory validation of the server certificate. With the exception of the rarest option “certificate with DSA”, RSA signature is the most common case.
In the second, this is one of the variants of the algorithm used to generate the key material. Attack is possible only in this variant. The fact that the x.509v3 server certificate has an RSA key has no effect on The ROBOT Attack .
How can I check if my server is vulnerable?
The robotattack.org site has a built-in form for checking hosts for vulnerability to The ROBOT Attack. A good site looks like this:
, not very good like this:
How to protect yourself from ROBOT at the settings level?
Very simple – don’t use cipher suites starting with TLS_RSA . Like these ones:
The modern version is TLS_ECDHE , RSA algorithm is not used in it to work with key material.
One subtlety must be taken into account – according to the TLS 1.2 standard, the server must support, among others, TLS_RSA_WITH_AES_128_CBC_SHA
(see the article about configuring TLS). Its support can be disabled for all modern systems. they have cipher suites and better – but formally, disabling this option in order to protect against The ROBOT, you make the system incompatible with TLS 1.2. This will not affect the actual use, because. clients now support many session security options, but from the point of view of the standard, a “minimal TLS 1.2 client” may only be able to use this option and, as a result, will not be able to connect. However, no such clients were found – TLS 1.2 has been regularly supported in Microsoft OS for a decade, with Windows 7 / Server 2008 R2, and even in them the choice of cipher suites is very large-scale.
How to protect yourself from this class of attacks?
It is best not to use any symmetric cryptalgorithms – any – in the CBC mode. All adventures with padding and subsequent troubles are repelled precisely from the specifics of this mode of operation of algorithms with a secret key. Use the same algorithms but with GCM.
The second option is to implement TLS 1.3 as soon as possible; it has no problem with this class of attacks.
You can use the ATcmd utility to remove cipher suites based on the criteria “those that use CBC”. To do this, after launching and switching to context tls
and ciphersuites
, you need to request a list of currently used cipher suites with the command list
:
, and then remove all those that use CBC mode:
This step will certainly remove the ability to attack The ROBOT as a class, but may have side effects in the form of inoperability of protocols that use hard-coded algorithms and do not have the ability to switch to others. An example is SSTP, it has hard-coded cipher suites that can be used, so disabling all cipher suites with CBC will cause problems when installing an SSTP-based VPN. So take big steps with caution and a good understanding of the consequences.
Everything in a nutshell.
Good luck and safe networks!
You may also be interested in reading other articles about TLS on our Knowledge Base
History – LENAVTOTRANS
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1990
In the Main Order of the Red Banner of Labor, the Leningrad Department of Road Transport (Glavlenavtotrans) created a training department for labor protection. -
1995
In connection with the approval of Federal Law No. 196 “On Road Safety”, the training department of Glavlenavtotrans began training specialists of motor transport enterprises in the field of road safety. -
2002
In the process of reorganization, the creation by Glavlenavtotrans of an independent organization of additional professional education – the Non-State Educational Institution “Educational and Methodological Center “Lenavtotrans” (UMC “LENAVTOTRANS”). -
2003
Membership in the Regional Union of Motorists of St. Petersburg and the Leningrad Region. -
2005
Signing of the social charter of the Russian business of the Russian Union of Industrialists and Entrepreneurs of the RSPP. -
2005
Entry of UMC “LENAVTOTRANS” into the members of the Russian Association of Professional Transport Education ROSPROFTRANSSOBR. -
2012
Awarding the staff of the training center with the Certificate of Honor of the Russian Motor Transport Union. -
2016
Awarding of the founder of UMTs “LENAVTOTRANS” Yakovlev V. M. with the medal of the Ministry of Transport of the Russian Federation “For merits in the development of road transport”. -
2017
Registration of a new version of the Charter of the Private Educational Institution of Additional Professional Education. -
2018
obtaining the UMC “LENAVTOTRANS” of the partner certificate of the “Klin Institute of Labor Protection” -
2019
Joining the Association “Associations of organizations providing services in the field of labor protection”
Employees of the LENAVTOTRANS training center for their labor achievements and many years of conscientious work in the motor transport industry were awarded:
— diploma of the Ministry of Science and Education of the Russian Federation employee of the Russian Motor Transport Union” 2 people
– thanks to the Minister of Transport of the Russian Federation 2 people
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Badge Honorary Worker of the RAS
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Member of the Social Charter of Russian Business
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Yakovlev V. M. with the Minister of Transport Levitin I.E.
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Member of SRO “AOOOT”
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Honorary Diploma from Deputy Minister of Transport
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Badge Honorary Worker of the RAS
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Certificate of Appreciation from the Minister of Transport
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Badge Honorary motor transporter
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Members of the Russian Association for Professional Transport Education
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Award Order
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Honorary Diploma of RAS
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Yakovlev V. M. with the Minister of Highways Nikolaev A.A.
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Certificate of membership in the RSA
PCA Skin summer peels
- Summer cosmeceuticals
- Soft TCA peeling – Sensi Peel and its features
- Jessner Summer Peel
- Retinoic peels for radiant skin
- Alternative therapy for summer skin care
Based on the materials of the PCA Skin training seminar on the features of the use of professional cosmeceuticals and peels in the summer.
Seminar Schedule: Moscow | St. Petersburg
Training center of the official distributor of PCA Skin company Medi Spa Technology in Moscow
In June 2013, a seminar “PCA SKIN. Mature skin. The chief cosmetologist of ST Technology, Inna Shiryaeva, focused on summer PCA peels and spoke in detail about the features of each type of therapy allowed in the summer.
Pictured: PCA Skin poster at the training center
It should be noted that the training center on Pavlovskaya Street is exemplarily equipped. Cosmetology equipment (Sharplight multifunctional machine, beauty couches and hairdressing chairs) allows for convenient workshops on various procedures, and all lines of professional cosmetics and cosmeceuticals supplied by Medi Spa Technology are always at hand, so training in beauty product techniques can be done directly. at the distributor’s office.
In the photo: Medi Spa Technology Training Center has all the necessary facilities for demonstration and training
PCA Skin is an American cosmeceutical brand for aesthetic issues. When developing drugs, a strictly scientific approach is used, and the produced cosmeceuticals and chemical peels have been considered the gold standard in the treatment of acne, hyperpigmentation, and scarring of the skin for many years. They also show high efficiency in the correction of photo- and chronoaging.
Peels and cosmeceuticals allowed in summer
For demonstration during the seminar, the representative of the company, cosmetologist Inna Shiryaeva, chose several products among Jessner peels, TCA peels (based on trichloroacetic acid) and retinoic formulations. All of them met one main criterion: the ability to use in the summer. These were the gentle Sensi Peel, the hydroquinone-free Jessner Peel, the miraculous Ultra Peel II, the more serious Estetique, as well as excellent alternative therapies and therapeutic salicylic masks.
In the photo: PCA Skin line of professional products designed to care for various skin types
There are several contraindications to the use of peels in the summer. Among them: the presence and tendency to form hyperpigmentation, IV, V and VI skin phototypes according to Fitzpatrick.
The use of median peels in the summer season is contraindicated. There is a simple explanation for this, because the purpose of this procedure is neocollagenesis, which occurs due to the fact that a chemical burn has a stimulating effect on collagen-producing fibroblasts. However, the same stressful effect also stimulates melanocytes, provoking them to increase the production of melanin. In sunny summer weather, this can lead to the formation of hyperpigmentation.
Due to the increased risk of complications in the summer, all of the above remedies are superficial and affect only the level of the stratum corneum. They contain powerful inhibitors of melanogenesis. But even despite their presence, the use of sunscreen SPF in post-peel care is mandatory.
In the photo: Impressive results of using Sensi Peel in the treatment of rosacea were demonstrated on the monitor screen
Soft TCA peeling – Sensi Peel and its features
The first of the products demonstrated: Sensi Peel – a mild TCA peel with only 6% trichloroacetic acid. The main purpose of TCA peels is to correct age-related changes. They work with the texture of the skin: they cause narrowing of pores, reduction of fine wrinkles, correction of post-acne and even scars. And if earlier doctors avoided them because of aggressive water-based formulations, now the situation has changed: the basis of TCA peels has become gel, the texture has become colloidal. Due to this, the release of TCA molecules is now slower, and their penetration through the horny barrier is much softer. For this reason, TCA peels are now not only used everywhere, but also safe even for sensitive skin.
Sensi Peel is great for treating acne tarda (late acne) and rosacea on sensitive mature skin. This peeling will strengthen and brighten the skin, affect the signs of photoaging and other types of hyperpigmentation: kojic and azelaic acids, together with arbutin, actively suppress melanogenesis (kojic acid inhibits the production of melanin, and arbutin inhibits melanocyte DNA).
In the photo: Inna Shiryaeva, Chief Cosmetologist of ST Technology, demonstrates the rules for using professional products supplied by Medi Spa Technology in the summer
Jessner Summer Peel
The next product under the scrutiny of the PCA workshop is the hydroquinone-free Jessner peel. Jessner peels are best for oily skin with acne and/or hyperpigmentation. They restore the disturbed process of keratinization (exfoliation), opening the pores sealed with comedones. Hydroquinone-free Jessner Peel is primarily a gentle treatment for hyperpigmentation in the summer. Such therapy also contributes to the normalization of the secretion of the sebaceous glands, the elimination of acne manifestations and skin rejuvenation.
In the photo: Inna Shiryaeva clearly explains the advantages of using PCA Skin products
Retinoic peels for radiant skin
Next in line are retinoic (yellow) peels. A big plus of these peels, according to Inna, is that they are atraumatic, painless, non-keratolytic and inhibit melanogenesis. But at the same time, vitamin A (retinol) increases photosensitivity. In summer, only soft Ultra Peel II with 10% retinol is allowed.
Ultra Peel II contains ingredients that cause active stimulation of fibroblasts. Resverotrop (red grape skin extract) not only stimulates fibroblasts, but also prolongs cell life. Equally important is the DHEA component (DHEA: Dehydroepiandrosterone). The skin is the most hormone-dependent organ, Inna teaches. DHEA just provokes a hormonal response of the skin, thereby causing collagenogenesis in mature skin. The phytohormone isoflavonoid genistein, which is part of the product, also has a similar effect. Inna claims that although Ultra Peel II is a superficial peel, it produces the same strong cell stimulation as with a medium peel.
In the photo: soft Ultra Peel II with 10% retinol
Ultra Peel II can be used to improve the texture and color of the skin. After the procedures, they promise an amazing healthy glow of the skin, which no other peeling gives. Indications: mature, dry or sensitive skin. A tougher version of yellow peeling is Esthetique Peel. However, it is not suitable for use in the summer, and is only briefly mentioned in the seminar as a peeling with severe flaking, indicated for both mature skin and skin with acne. It is also recommended to combine TCA and retinol in one procedure to enhance the effect of the compounds.
In the photo: Tanamera ecological SPA cosmetics stand
Alternative therapy for summer skin care
Recommended alternative therapies include: Detox Gel and Oxygen Treatments, indicated for refreshing any skin type. Detox gel is a good alternative to mechanical cleaning, recommended for use in conjunction with ultrasonic cleaning, approved for use in summer. Oxygen treatments are aesthetic procedures to improve the overall quality of the skin, fight the skin of a smoker / office manager (according to Inna, this is almost the same sight).