Individuals with Down syndrome and other disabilities have historically faced discrimination in the organ transplant system as a result of both willful and unintended discrimination. The National Down Syndrome Society (NDSS) believes that all individuals with Down syndrome deserve to access a healthcare system free from discrimination that assures them of their human rights and welcomes them into a more inclusive society. In line with this vision, NDSS champions organ transplant discrimination prevention legislation at both the state and federal level. The toolkit below is intended to support community advocates who wish to get involved with organ transplant discrimination prevention advocacy efforts.
At the federal level, NDSS champions the Charlotte Woodward Organ Transplant Discrimination Prevention Act (H.R. 2706/S. 1183). The bill is named after Charlotte Woodward, an advocate with Down syndrome and member of the NDSS staff who received a life-saving heart transplant a decade ago. Since then, she has advocated tirelessly to ensure others with Down syndrome and other disabilities have the same access to life-saving care that she did. NDSS supports this legislation because it would prevent discrimination based solely on disability in the organ transplantation process and provides additional legal recourse to people with Down syndrome and other disabilities should they experience discrimination.
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Organ transplant discrimination laws are essential at the state level because they create a uniform and consistent framework for ensuring fairness and equal treatment in organ transplantation within the state's healthcare system. While federal laws like the Americans with Disabilities Act (ADA) provide important protections, state-level laws can address specific regional concerns and tailor solutions to meet the unique needs of their communities.
Additionally, state-level laws enable more immediate and accessible avenues for advocacy and enforcement. By focusing on state legislatures, advocates can work closely with local policymakers, community groups, and medical professionals to raise awareness and drive change effectively. This proximity to decision-makers allows for quicker responses to emerging issues and the ability to tailor laws to address local challenges.
A toolkit to support organisations who want to foster positive connections and conversations in their groups and communities. The activities encourage people to share stories, and to do this we use different objects to prompt people to talk about memories and experiences.
Video introduces ways in which you can gather objects for future events. It introduces places and routes into sourcing objects (that are cost effective) as well as an activity that gets people thinking about what would be good objects to bring along and source themselves, or inspiration for you as to what objects would be good to use. Download this activity's work sheet (PDF).
This activity is based upon having a table of objects on display which people can look through and choose which objects sparks memories, or associations for them. This works best with slightly more established groups as you need volunteers to start the session with their own reflections, which can then be the basis for sharing and wider group discussion and reflections. Download this activity's work sheet (PDF).
This activity is a more focused object-based activity where you choose a theme to centre the stories on. These themes can eb generated by your group or you can choose one and can really be tailored to your specific group as well as the aims you might have in forming or running a group. Download this activity's work sheet (PDF).
A range of possible activities that you can do based upon a display of a range of objects. This involves lateral and creative ways of approaching objects and can work well either as a fun icebreaker for a new group or for a more established group where this is trust and confidence to be more open to new ways of thinking. Download this activity's work sheet (PDF).
Sophie Woodward is a Professor of Sociology at the University of Manchester. Her research focuses on material culture, everyday life and consumption using a range of creative research methods. Professor Woodward is also a Co-Investigator at NCRM.
To create a fair process team or organisation requires more than the ambitions of a single leader or a few members to introduce and implement fair process behaviour. Rather, the entire team or organisation needs to develop communication norms, routines or processes that encourage the consistent application of fair process. When this occurs, companies and teams will notice an improvement in their work effectiveness, organisational culture, and overall performance.
FPL is a means to an end and not simply a goal in itself. To help prepare for effective FPL communication and to monitor its implementation, the toolkit also provides a diagnostic assessment. This tool acts as a guidepost or benchmark from which teams and leaders can calibrate their results over time to assess progress.
It is important to note that fair process leadership is authentically collaborative and must be perceived to be so by all stakeholders. This may require some tradeoffs, such as the extra time required to make inclusive and consultative decisions.
Be respectful, open and objective; listen actively, ask more, tell less; discuss and decide constructively and clearly; develop and role model mutually agreed protocols; and connect in accessible ways and means for all involved.
is Professor of Management Practice in Organisational Behaviour, and the director of the Advanced Management Programme as well as Leadership Communication with Impact in INSEAD.
1555 EP
1557 HP
This course focuses on the critical development of the actor. Students will learn about contemporary and classical performance literature through monologue and scene study. This course will introduce the student to playwrights and genres not covered in Beginning Acting. Students will study advanced acting methods and techniques, that will culminate into a final showcase. To receive HP credit for this class, students will participate in directing for the stage. Students will learn about the role and function of the director. They will also learn the basic tools for blocking and staging, including composition, movement, and picturization. Students will learn how to teach basic actor coaching techniques, and there will be some script analysis.
This course is designed to offer the highly motivated student a yearlong study of ceramics. Students will be introduced to a variety of wheel-throwing techniques. Students will utilize the pottery wheel to generate ceramic pieces and explore altering and combining wheel-thrown and hand-built elements to create new sculptural forms. Glazes, alternative firing techniques, and surface treatments will also be explored. Prerequisite: Ceramics 1 and 2, and at least 1 Semester of another Visual Arts course.
Yearly
1643 HP
This is an audition-only group composed of members of the Woodward Academy Dance Ensemble. In addition to a regularly scheduled class for instruction in technique, members meet on Monday and Wednesday after school. Students in this ensemble must have previous experience at a highly advanced level. A full year of commitment is expected. Performance participation is mandatory.
Note: Enrollment in this course and level requires an audition and permission from the instructor.
This course is designed to offer the highly motivated student continued study of jewelry design and metalsmithing. Alternative techniques and new materials will be explored to enable individual exploration and experimentation. Students are encouraged to develop and pursue personal style and direction.
Yearly
1765 HP
This course is designed to offer the highly motivated student in a yearlong study of jewelry design and metalsmithing. Alternative techniques and new materials will be explored to enable individual exploration and experimentation. Prerequisite: Jewelry 1 and Jewelry 2 and permission of the Instructor and Department Chair.
This is a year-long course whose topics include order of operations, writing algebraic expression and equations, solving
linear equations and inequalities, graphs of linear functions,
graphs of linear inequalities, solving systems of linear equations and inequalities, calculating slope, meaning and properties of exponents, and solving absolute value equations.
This course is the completion of a single two-year course
(started in the course called GAT). It is an exercise-driven
course in algebra, analytical geometry, trigonometry, and
pre-calculus. This course makes extensive use of both inductive and deductive reasoning (i.e., creation and derivation and
appropriate use of technology. Topics include one variable
statistics, linear regression, exponential, polynomial, rational
and logarithmic functions, 3-D vectors, and conics.
This is a yearlong course whose topics include limits, the derivative and its applications, and the integral and its applications. A national, standardized examination for possible college credit is required for completion of the course.
This year-long course is an extension of the AP AB Calculus course. The BC Calculus topics include derivative and integral applications of polar and parametric functions, advanced integral techniques, improper integrals, polynomial approximations and series, infinite series, and vector defined motion. In addition, students will have the opportunity to study other topics commonly included in a second course in calculus at the college level. These topics may include integration by trigonometric substitution, integration of powers of trigonometric functions, hyperbolic functions, work, centers of mass, moments of inertia, surfaces of revolution, vectors, and first order linear differential equations. The national, standardized examination AP Calculus BC for possible college credit is required for completion of the course. 152ee80cbc
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