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Use the following steps to replace the default barcode font in reports with barcode ... Note that Infor's support of barcode font Code128 prints only the characters ... In Crystal Reports, open the .rpt file in which you want to substitute barcode font ...

Professional Responsibility in Teacher Consultation Practitioners accept responsibility for their decisions and the consequences of their actions (EP Principles A and B; NASP-PPE, III, A, #1), and they work to offset any harmful consequences of decisions made School psychologists modify or terminate the treatment plan when the data indicate the plan is not achieving the desired goals (NASP-PPE, IV, C, #6) Models of consultation typically include four stages: an entry phase and the stages of problem identification/clarification, intervention/ problem solution, and evaluation The fourth stage of the consultation process, evaluation, encourages professional responsibility on the part of both the psychologist and consultee During this stage, the consultant and consultee assess whether the intervention was successful in meeting the agreed-on goals, and if not, the consultant and consultee recycle back to the stage of problem identification/clarification or intervention/solution.

If there are several screen sessions running, screen -r won t work. For example, this shows what happens when two detached screen sessions are running:

However, in the course of the consultative process, it may become apparent to the psychologist that he or she is unable to assist the consultee If so, he or she is obligated ethically to refer the consultee to another professional This could occur when the consultee has emotional difficulties that interfere with effective functioning As noted earlier, the practitioner generally must avoid the dual roles of consultant and counselor/ therapist to the teacher (Gutkin & Curtis, 1999) It may also become apparent during the consultative process that another professional is better able to assist the consultee (eg, another psychologist with different skills, or perhaps a well-respected teacher with special expertise in the problem area) (NASP-PPE, III, E, #2) Special problems with regard to professional responsibility sometimes occur when the practitioner steps into the role of consultant-trainer and provides in-service to teachers in the school or district.

Although at first it might seem that the use of informational methods such as in-service raises no special ethical concerns, problems may arise when there is no planned follow-up on the ways in which the information provided is understood and used by teachers or other staff For example, a number of writers have noted that brief workshop methods of teaching applied behavior analysis techniques to teachers are inadequate and may result in unintended harmful consequences for pupils As Conoley and Conoley suggest, consultant-trainers are welladvised to view in-service training as a means, not an end (1982, p 134) A number of options exist for follow-up consultation that help to ensure new ideas and techniques introduced during in-service training are used appropriately in the classroom (see Hansen et al, 1990, for suggestions)..

(January/February 1991), 12 13.

notion of a topological order is de ned in De nition 4.1.12 on page 100. the rst part of the proof is dealt with somewhat casually in [Lauritzen 1996] (which we follow for the proofs of some of the other theorems), so that we decided to give a di erent proof. It is based strongly on the proof of Theorem 4.1.20.

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