"Research Highlights from the Alberti Center for Bullying Abuse Prevention"
Presented by: Heather Cosgrove, Graduate Assistant with the Alberti Center; Michelle Serwacki, Graduate Assistant with the Alberti Center; and Bryan Blumlein, Graduate Student in the UB Graduate School of Education.
April 5, 2012
A guide for_school_administrators_-_spa_2010i4ppis
The document outlines a model for effective practice in schools with 4 levels of intervention. The first level involves creating a positive environment for the entire school community. The second level embeds social-emotional learning for all students and teachers. The third level provides targeted support for students showing signs of issues. The fourth level involves intensive assessment, planning, and interagency support for students with high needs.
This document discusses strategies for ensuring the social and academic inclusion of students with special learning needs in mainstream classrooms. It outlines some of the challenges teachers face in addressing problem behaviors. Contributing factors can include poverty, inconsistent discipline at home, and lack of support at school. The document recommends implementing Positive Behavior Support (PBS) at the school-wide, classroom, and individual student level. This involves clearly defining behavioral expectations, teaching appropriate behaviors, monitoring data, and developing behavior intervention plans for students who need additional support. Functional behavior assessments are used to identify the purpose or function of problem behaviors and to develop replacement behaviors.
Friendly schools plus 16pp sample booklet a4 covers v1 small for e copy[1]i4ppis
The document provides an overview of the Friendly Schools PLUS resource, which is designed to build social skills and reduce bullying in schools. It includes surveys, tools, and teacher materials to support a whole-school process for bullying prevention. The resource draws on extensive research and offers schools strategies and professional development to implement a multi-step process involving assessing needs, planning priorities, building skills, and reviewing outcomes to promote a friendly environment.
Wa pbs team workbook day 1 and 2 version march 20 2013i4ppis
This document provides an overview of Positive Behaviour Support (PBS) and introduces the PBS Team Training program. It discusses:
- PBS is a research-based, whole-school approach to improving student behaviour, learning, and safety through organizational change and individual behaviour supports.
- The PBS Team Training program guides school leadership teams through implementing the 7 essential PBS components over 4 workshops to establish positive behaviour management.
- Schools must commit to staff PBS awareness, leadership team selection, behaviour as a priority, and evaluation participation for effective PBS Team Training.
This document provides an overview and framework for effective school case management. It aims to strengthen mental health programs and support for secondary students with additional needs. The document contains three sections: 1) an overview of the MM+ case management project; 2) a framework for effective school case management outlining principles, definitions, aims and processes; and 3) a toolkit for schools to appraise and develop their case management systems and practices. The toolkit was developed through an extensive consensus-building process with health professionals, educators and experts in the field.
1) The study examined how changes in empowerment-related constructs like social responsibility and school attachment predicted changes in global self-concept for elementary students involved in student-led school health teams.
2) Using a regression model, increases in physical activity social responsibility and school attachment strongest predicted increases in post-test global self-concept scores, accounting for over a third of the variance.
3) The findings suggest empowering opportunities that enhance social responsibility and school connection can maximize students' self-concept, and student leaders may want to provide opportunities to students with initially lower self-concepts.
- The study assessed the parental involvement strategies of 237 junior high school students in Angat National High School and found that mentoring, parental involvement initiatives, awarding schemes, and achievement recognition were sometimes utilized by parents.
- The students' academic performance in mathematics was generally at the "approaching proficiency" level, with 23 students (9.7%) at an advanced level.
- Statistical analysis revealed that while the parental involvement strategies had a positive effect on academic performance, this effect was not statistically significant. The hypothesis that parental involvement strategies do not significantly affect academic achievement failed to be rejected.
Module 2 of PBIS training focuses on secondary implementation. The training is organized around the problem-solving model and reviewing data, systems, and practices to support students with at-risk behavior. At the end of the training, teams will use data to assess implementation, identify classroom management strategies, plan secondary systems, and update their action plan. The training covers collecting and using data to make decisions, effective classroom management strategies informed by brain science, and how to support students through targeted interventions.
A guide for_school_administrators_-_spa_2010i4ppis
The document outlines a model for effective practice in schools with 4 levels of intervention. The first level involves creating a positive environment for the entire school community. The second level embeds social-emotional learning for all students and teachers. The third level provides targeted support for students showing signs of issues. The fourth level involves intensive assessment, planning, and interagency support for students with high needs.
This document discusses strategies for ensuring the social and academic inclusion of students with special learning needs in mainstream classrooms. It outlines some of the challenges teachers face in addressing problem behaviors. Contributing factors can include poverty, inconsistent discipline at home, and lack of support at school. The document recommends implementing Positive Behavior Support (PBS) at the school-wide, classroom, and individual student level. This involves clearly defining behavioral expectations, teaching appropriate behaviors, monitoring data, and developing behavior intervention plans for students who need additional support. Functional behavior assessments are used to identify the purpose or function of problem behaviors and to develop replacement behaviors.
Friendly schools plus 16pp sample booklet a4 covers v1 small for e copy[1]i4ppis
The document provides an overview of the Friendly Schools PLUS resource, which is designed to build social skills and reduce bullying in schools. It includes surveys, tools, and teacher materials to support a whole-school process for bullying prevention. The resource draws on extensive research and offers schools strategies and professional development to implement a multi-step process involving assessing needs, planning priorities, building skills, and reviewing outcomes to promote a friendly environment.
Wa pbs team workbook day 1 and 2 version march 20 2013i4ppis
This document provides an overview of Positive Behaviour Support (PBS) and introduces the PBS Team Training program. It discusses:
- PBS is a research-based, whole-school approach to improving student behaviour, learning, and safety through organizational change and individual behaviour supports.
- The PBS Team Training program guides school leadership teams through implementing the 7 essential PBS components over 4 workshops to establish positive behaviour management.
- Schools must commit to staff PBS awareness, leadership team selection, behaviour as a priority, and evaluation participation for effective PBS Team Training.
This document provides an overview and framework for effective school case management. It aims to strengthen mental health programs and support for secondary students with additional needs. The document contains three sections: 1) an overview of the MM+ case management project; 2) a framework for effective school case management outlining principles, definitions, aims and processes; and 3) a toolkit for schools to appraise and develop their case management systems and practices. The toolkit was developed through an extensive consensus-building process with health professionals, educators and experts in the field.
1) The study examined how changes in empowerment-related constructs like social responsibility and school attachment predicted changes in global self-concept for elementary students involved in student-led school health teams.
2) Using a regression model, increases in physical activity social responsibility and school attachment strongest predicted increases in post-test global self-concept scores, accounting for over a third of the variance.
3) The findings suggest empowering opportunities that enhance social responsibility and school connection can maximize students' self-concept, and student leaders may want to provide opportunities to students with initially lower self-concepts.
- The study assessed the parental involvement strategies of 237 junior high school students in Angat National High School and found that mentoring, parental involvement initiatives, awarding schemes, and achievement recognition were sometimes utilized by parents.
- The students' academic performance in mathematics was generally at the "approaching proficiency" level, with 23 students (9.7%) at an advanced level.
- Statistical analysis revealed that while the parental involvement strategies had a positive effect on academic performance, this effect was not statistically significant. The hypothesis that parental involvement strategies do not significantly affect academic achievement failed to be rejected.
Module 2 of PBIS training focuses on secondary implementation. The training is organized around the problem-solving model and reviewing data, systems, and practices to support students with at-risk behavior. At the end of the training, teams will use data to assess implementation, identify classroom management strategies, plan secondary systems, and update their action plan. The training covers collecting and using data to make decisions, effective classroom management strategies informed by brain science, and how to support students through targeted interventions.
This document summarizes an action research study examining the effects of positive behavior reinforcement systems (PBRS) on student engagement. The study will take place over 9 weeks and collect data in two segments to compare the impact of a PBRS on student engagement, as measured by surveys, observations, and student records. A self-monitoring behavior system was chosen as the positive intervention for the study. The implications are that PBRS programs incorporating clear expectations and incentives can increase student engagement if implemented consistently.
The two-day PBIS training agenda covers reviewing universal practices on day one, along with classroom data collection and decision rules for evaluation. It also covers the referral process and intervention team systems. Day two focuses on effective classroom management strategies and small group social skills instruction, including check-in/check-out and mentoring practices. Both days conclude with evaluating implementation and developing action plans, with time for questions.
Hawe dh vic november 2011 school hp (pp tminimizer)sarahportphillip
Critically important whole school health promotion work has to be sustained: Shifting from program thinking to system thinking
Penny Hawe
Population Health Intervention Research Centre
University of Calgary , Canada
www.ucalgary.ca/PHIRC phawe@ucalgary.ca
The document describes a randomized controlled trial that evaluated the effectiveness of a systemic school-based intervention called Marte Meo and Coordination Meetings (MAC) compared to service as usual (SAU) in reducing disruptive behavior problems among children aged 3-12. The MAC intervention included coordination meetings between school and family and Marte Meo video feedback support for teachers. Teachers' and parents' ratings of children's behavior were collected before and after the interventions. The trial found that MAC was more effective than SAU at reducing disruptive behaviors based on teachers' reports, but both interventions had an equal effect according to parents' reports. The MAC intervention shows promise as an approach to support children's development and reduce behavior problems in school
This Chapter is about Prevention Programs in schools. It is derived from the book Special Programs & Services in Schools by Bonnie M. Beyer and Eileen S. Johnson.
The document discusses the history and current focus of prevention efforts, defining prevention as having dimensions like stopping problems, delaying onset, reducing impact, and strengthening well-being. Approaches range from universal to indicated based on risk levels. Effective prevention programs intervene across environments, use a continuum from broad to narrow prevention, and target various at-risk categories and behaviors like bullying. Specific roles in bullying are also outlined.
Presenters representing various perspectives (e.g., community-based agency,
Education, and Juvenile Justice) shared their experience of blending services and
dollars within the School-wide Positive Behavior Interventions and
Support (SWPBIS) framework to identify and provide rapid access to treatment to
students that would otherwise be fragmented. It is estimated that as many as one in every six children in the country has a developmental or behavioral disability. Yet, only one out of five of those children receive the mental health services they need. Of those children that receive services, approximately 80% do so within a school setting. The relationship between social and emotional development to achievement has been well-documented. Subsequently, there has been considerable attention on the development of models for mental health in schools, including social emotional learning, school-wide prevention systems and more timely and effective treatment options for youth with more intensive mental health challenges.
This document provides an overview of School-Wide Positive Behavioral Interventions and Supports (SWPBS) including its history, key foundations, implementation framework, and future directions. It discusses 12 basics of SWPBS including investing in prevention, teaching and reinforcing positive behaviors, using an implementation framework, and making data-driven decisions. The document emphasizes implementing evidence-based practices with fidelity and integrating academic and behavior supports. It examines current SWPBS practices and systems to help guide the approach going forward.
Secret Service Making schools safer_quick_reference_guide_2018_updateJA Larson
Ensuring safe learning environments is essential, and everyone has a role to play in identifying potential threats and sharing information. A single targeted school attack impacts the entire community. The U.S. Secret Service studied school violence and found that threat assessment and managing risks can help prevent attacks. Schools face challenges in addressing concerning behaviors with limited resources but can reduce risks by fostering respect, building relationships, promoting communication, identifying behaviors of concern, maintaining a threat assessment team, and reinforcing clear policies and procedures. More information is available from reports by the Secret Service and Department of Education.
This document discusses approaches to improving school-wide discipline through social-emotional learning programs. It notes that principals must implement programs to reduce problem behaviors, optimize student achievement, and meet the needs of difficult students. Effective programs incorporate efforts between the classroom, home, school, and district to teach social-emotional skills and promote success. Research shows that social-emotional variables have a profound impact on academic performance, and establishing nurturing learning environments improves student outcomes. Alternatives to suspension and expulsion, such as counseling, community service, and behavior monitoring are recommended to address problem behaviors in a constructive manner.
Dr. Hill Walker, Co-Director at the University of Oregon Institute on Violence and Destructive Behavior, at the 2011 Local Public Safety Coordinating Council of Multnomah County's "What Works" conference, "Juvenile Justice Grounded in Youth Development" December 9, 2011, Portland, OR. Audio concludes at slide #24.
The document provides an implementation guide for Vista Unified School District's Response to Instruction and Intervention (RtI2) framework. It acknowledges those involved in developing the guide and outlines the core components of RtI2, including high quality instruction, universal screening, progress monitoring, research-based interventions, and parent involvement. It also establishes guidelines for instructional time and curriculum to ensure strong core programs and support for students based on data analysis.
This document describes the FAB (Functionally Alert Behavior) Strategies approach to improving behavior in children and adolescents with complex behavioral challenges. FAB Strategies include environmental adaptations, sensory modulation techniques, positive behavioral support, and physical self-regulation strategies. They can be used by teachers, parents, and therapists to improve behavior in students with developmental, sensory processing, and mental health disorders. The strategies are individualized and aim to develop skills like attention, self-control, and functional communication to reduce aggression and interference with learning.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
This document discusses challenges districts face in implementing effective Response to Intervention (RtI) initiatives, with a focus on data use issues. It outlines key elements of successful district RtI rollouts, including strong leadership, school-based RtI teams, research-based interventions, and data management systems. Effective data collection and use is essential for screening, progress monitoring, and making instructional decisions within a multi-tiered system of support.
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...POSHAN
Presentation made at an IFPRI event on "What Lies Beneath: Women’s and Girls’ Wellbeing as a Critical Underpinning of India’s Nutritional Challenge" on December 10, 2018, in New Delhi
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
Jean Sutherland has over 22 years of experience in marketing, branding, and customer experience roles. She is currently looking for a new position that can utilize her expertise in developing growth strategies, implementing marketing concepts and brand strategies, and creating successful customer experience platforms. Throughout her career, she has consistently delivered results such as increased revenues, cost savings, and improved brand metrics. She is a proven leader seeking new challenges.
This document summarizes an action research study examining the effects of positive behavior reinforcement systems (PBRS) on student engagement. The study will take place over 9 weeks and collect data in two segments to compare the impact of a PBRS on student engagement, as measured by surveys, observations, and student records. A self-monitoring behavior system was chosen as the positive intervention for the study. The implications are that PBRS programs incorporating clear expectations and incentives can increase student engagement if implemented consistently.
The two-day PBIS training agenda covers reviewing universal practices on day one, along with classroom data collection and decision rules for evaluation. It also covers the referral process and intervention team systems. Day two focuses on effective classroom management strategies and small group social skills instruction, including check-in/check-out and mentoring practices. Both days conclude with evaluating implementation and developing action plans, with time for questions.
Hawe dh vic november 2011 school hp (pp tminimizer)sarahportphillip
Critically important whole school health promotion work has to be sustained: Shifting from program thinking to system thinking
Penny Hawe
Population Health Intervention Research Centre
University of Calgary , Canada
www.ucalgary.ca/PHIRC phawe@ucalgary.ca
The document describes a randomized controlled trial that evaluated the effectiveness of a systemic school-based intervention called Marte Meo and Coordination Meetings (MAC) compared to service as usual (SAU) in reducing disruptive behavior problems among children aged 3-12. The MAC intervention included coordination meetings between school and family and Marte Meo video feedback support for teachers. Teachers' and parents' ratings of children's behavior were collected before and after the interventions. The trial found that MAC was more effective than SAU at reducing disruptive behaviors based on teachers' reports, but both interventions had an equal effect according to parents' reports. The MAC intervention shows promise as an approach to support children's development and reduce behavior problems in school
This Chapter is about Prevention Programs in schools. It is derived from the book Special Programs & Services in Schools by Bonnie M. Beyer and Eileen S. Johnson.
The document discusses the history and current focus of prevention efforts, defining prevention as having dimensions like stopping problems, delaying onset, reducing impact, and strengthening well-being. Approaches range from universal to indicated based on risk levels. Effective prevention programs intervene across environments, use a continuum from broad to narrow prevention, and target various at-risk categories and behaviors like bullying. Specific roles in bullying are also outlined.
Presenters representing various perspectives (e.g., community-based agency,
Education, and Juvenile Justice) shared their experience of blending services and
dollars within the School-wide Positive Behavior Interventions and
Support (SWPBIS) framework to identify and provide rapid access to treatment to
students that would otherwise be fragmented. It is estimated that as many as one in every six children in the country has a developmental or behavioral disability. Yet, only one out of five of those children receive the mental health services they need. Of those children that receive services, approximately 80% do so within a school setting. The relationship between social and emotional development to achievement has been well-documented. Subsequently, there has been considerable attention on the development of models for mental health in schools, including social emotional learning, school-wide prevention systems and more timely and effective treatment options for youth with more intensive mental health challenges.
This document provides an overview of School-Wide Positive Behavioral Interventions and Supports (SWPBS) including its history, key foundations, implementation framework, and future directions. It discusses 12 basics of SWPBS including investing in prevention, teaching and reinforcing positive behaviors, using an implementation framework, and making data-driven decisions. The document emphasizes implementing evidence-based practices with fidelity and integrating academic and behavior supports. It examines current SWPBS practices and systems to help guide the approach going forward.
Secret Service Making schools safer_quick_reference_guide_2018_updateJA Larson
Ensuring safe learning environments is essential, and everyone has a role to play in identifying potential threats and sharing information. A single targeted school attack impacts the entire community. The U.S. Secret Service studied school violence and found that threat assessment and managing risks can help prevent attacks. Schools face challenges in addressing concerning behaviors with limited resources but can reduce risks by fostering respect, building relationships, promoting communication, identifying behaviors of concern, maintaining a threat assessment team, and reinforcing clear policies and procedures. More information is available from reports by the Secret Service and Department of Education.
This document discusses approaches to improving school-wide discipline through social-emotional learning programs. It notes that principals must implement programs to reduce problem behaviors, optimize student achievement, and meet the needs of difficult students. Effective programs incorporate efforts between the classroom, home, school, and district to teach social-emotional skills and promote success. Research shows that social-emotional variables have a profound impact on academic performance, and establishing nurturing learning environments improves student outcomes. Alternatives to suspension and expulsion, such as counseling, community service, and behavior monitoring are recommended to address problem behaviors in a constructive manner.
Dr. Hill Walker, Co-Director at the University of Oregon Institute on Violence and Destructive Behavior, at the 2011 Local Public Safety Coordinating Council of Multnomah County's "What Works" conference, "Juvenile Justice Grounded in Youth Development" December 9, 2011, Portland, OR. Audio concludes at slide #24.
The document provides an implementation guide for Vista Unified School District's Response to Instruction and Intervention (RtI2) framework. It acknowledges those involved in developing the guide and outlines the core components of RtI2, including high quality instruction, universal screening, progress monitoring, research-based interventions, and parent involvement. It also establishes guidelines for instructional time and curriculum to ensure strong core programs and support for students based on data analysis.
This document describes the FAB (Functionally Alert Behavior) Strategies approach to improving behavior in children and adolescents with complex behavioral challenges. FAB Strategies include environmental adaptations, sensory modulation techniques, positive behavioral support, and physical self-regulation strategies. They can be used by teachers, parents, and therapists to improve behavior in students with developmental, sensory processing, and mental health disorders. The strategies are individualized and aim to develop skills like attention, self-control, and functional communication to reduce aggression and interference with learning.
This document summarizes a master's thesis that evaluates a World Bank program called AGE in Mexico. The AGE program aimed to involve parents in school decision-making through grants to parent associations. The thesis used experimental data to examine if the program improved math scores or survey response rates as a measure of conscientiousness. It found the program had no significant impact on these outcomes. Indigenous students had higher response rates over time, but this was not due to the AGE program. In conclusion, increasing parental involvement through school grants did not improve cognitive or non-cognitive skills as measured.
This document discusses challenges districts face in implementing effective Response to Intervention (RtI) initiatives, with a focus on data use issues. It outlines key elements of successful district RtI rollouts, including strong leadership, school-based RtI teams, research-based interventions, and data management systems. Effective data collection and use is essential for screening, progress monitoring, and making instructional decisions within a multi-tiered system of support.
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...POSHAN
Presentation made at an IFPRI event on "What Lies Beneath: Women’s and Girls’ Wellbeing as a Critical Underpinning of India’s Nutritional Challenge" on December 10, 2018, in New Delhi
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
Jean Sutherland has over 22 years of experience in marketing, branding, and customer experience roles. She is currently looking for a new position that can utilize her expertise in developing growth strategies, implementing marketing concepts and brand strategies, and creating successful customer experience platforms. Throughout her career, she has consistently delivered results such as increased revenues, cost savings, and improved brand metrics. She is a proven leader seeking new challenges.
This document summarizes Direct Relief's efforts to strengthen the healthcare safety net in the United States and provide aid in Haiti. It discusses partnerships to provide diabetes testing supplies and medications to uninsured patients. It also details Direct Relief's response to the 2010 cholera outbreak in Haiti, providing over 150 tons of medical supplies. Direct Relief supports over 1,100 safety net clinics in the US and has delivered $225 million in medicines and supplies.
Obesità e stress ossidativo: una relazione pericolosa. CreAgri Europe
The document discusses how obesity leads to increased production of reactive oxygen species through the secretion of adipokines like leptin, TNF-α, and IL-6 from adipose tissue, which induce oxidative stress. Adipokines are bioactive substances produced by adipose tissue that regulate processes like food intake, insulin sensitivity, and inflammation. Chronic oxidative stress and reduced antioxidant defenses that result from obesity lead to endothelial dysfunction and increased risk of diseases like atherosclerosis.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides information about a research project assignment for a mythology in art and literature course. Students must write a five-page research essay about an artwork based on classical mythology. The essay must discuss the essential nature of myth for humans, background on the artwork and myth, symbols in the artwork, and themes in modern media. The document outlines the technical specifications for the essay, including formatting, citation style, sources, and due date.
The article discusses Salmonellosis, an important zoonotic disease caused by Salmonella bacteria. It causes heavy losses to poultry farmers through diseases like Pullorum disease and Fowl typhoid. In humans, it can cause foodborne illnesses. Strict biosecurity measures, vaccination, rodent control, and proper hygiene during meat processing and cooking can help control Salmonella. Left untreated, it poses a risk to both animal and human health.
Direct Relief - Healthy People, Better WorldDirect Relief
Direct Relief provided $274 million in medical aid in fiscal year 2011, delivering supplies to over 5,000 locations globally and in all 50 US states. They have provided $1.7 billion in medical aid since 2000. The response to the 2010 Haiti earthquake was their most comprehensive in history, delivering over 1,000 tons of supplies worth $70 million to 115 Haitian health facilities serving 4 million people. Direct Relief is committed to enabling 150,000 safe births in developing countries over the next five years and supports maternal health programs in high-need areas.
El documento habla sobre las funciones y usos de los teléfonos móviles, incluyendo la capacidad de comunicarse con otras personas a distancia, descargar aplicaciones populares como Facebook y Twitter desde tiendas de aplicaciones, y la opción de comprarlos con tarjetas de crédito o débito.
The document provides details about the Aiducation Auction including the schedule of events, descriptions of grand auction items, silent auction items, and contact information. Some of the grand auction items include an insider tour of the House of Lords, a behind-the-scenes tour of Channel 4 News, and lunch with a vice chairman of Ogilvy & Mather. Silent auction items include salsa lessons, dinner at local restaurants, and various experiences. The goal is to raise funds for 5 Aiducation scholarships through bidding on these donated items and experiences.
The document describes a typical day for someone, including waking up at 8am, having breakfast at 8:15am, cleaning their teeth at 8:25am, getting dressed at 8:30am, going to school at 8:35am, finishing school at 2pm, having lunch at 2:30pm, doing homework at 4pm, going out with friends at 6pm, walking the dog at 8:30pm, having a shower at 9pm, eating dinner at 9:30pm, and going to sleep at 10:30pm.
The document discusses Tausug beliefs and practices regarding superstitions, burial rites, and baptism. Some superstitions include not cutting nails at night or sweeping at night. Burial practices involve cleaning and bathing the corpse by religious figures, wrapping the body, and placing it in a shroud. Baptism, called paggunting, involves dipping strands of the child's hair in holy water and perfuming the child.
Performance Metrics for your Build Pipeline - presented at Vienna WebPerf Oct...Andreas Grabner
Software Performance Metrics that you should look at throughout your Build Pipeline and not just when your app crashes in productiong.
Find performance and scalability problems as soon as executing your first Unit Test. Simply focus on metrics such as #SQLs, #LogMessages, #Objects on Heap, ...
The Alberti Center for Bullying Abuse Prevention is located within the Graduate School of Education at the University at Buffalo. The Center seeks to reduce bullying in schools through research-based tools and resources to change attitudes and behaviors around bullying. It provides information to educators, parents, students, and the wider community to further understanding and prevention of bullying abuse. The Center is directed by Dr. Amanda Nickerson and includes graduate assistants who compile research and resources on bullying prevention.
This document provides guidance on building scalable, high-performance SharePoint applications. It discusses considerations for working with SharePoint lists, accessing list data efficiently from code, updating lists in batches, and designing high-performing web parts. The document also provides links to additional resources and demonstrates monitoring and optimizing SharePoint resource usage.
This presentation provides information to parents on bullying prevention. It defines bullying and different types. It outlines signs that a child may be bullying others or being bullied. The presentation teaches parents how to "bullyproof" their child by being positive role models, getting involved in their child's life, and teaching good social skills. It provides guidance on what to do if a parent suspects their child is bullying others or being bullied, including working with the school and seeking outside help. Resources for help with bullying situations are also listed.
The document reviews various methods for assessing and intervening in school bullying. It summarizes several bullying intervention programs that focus on educating students, addressing aggressive behaviors, and creating a shared responsibility among students and teachers. The conclusion emphasizes the importance of addressing bullying and determining the most effective prevention and intervention methods.
School-related gender-based violence: evidence of effective interventionsConcernWorldwide
This presentation outlines Concern Worldwide's education programme approach and outcomes, key questions, challenges and findings within the context of gender-based violence. It was presented at at the Global Education Conference in Oxford in September 2013.
Running Head PROGRAM EVALUATON PLAN FOR EDUCATION .docxjeanettehully
Running Head: PROGRAM EVALUATON PLAN FOR EDUCATION 1
PROGRAM EVALUATON PLAN FOR EDUCATION 6
Program Evaluation Plan for Education
Lauren Klevis
EDU: 571
Professor: Anthony Jacob
October 18th, 2019
In any education set up, a program evaluation plan is necessary since it provides an excellent roadmap to clarify the steps required to assess the process and progress of an outcome. Therefore, the following article gives a useful program evaluation plan, which is based on anti-bullying in many high schools. It sets an effective program for anti-bullying in schools and addresses the following; the elements of a worthy object for program evaluation, the program’s history, and reasons for choosing the program. It also gives the advantages for evaluating the program and the limitations encountered in conducting the program evaluation.
The Elements for Program Evaluation
The most widely-spread and dangerous type of violence that has affected many high school students is known as bullying. It affects the students’ psychological and emotional state and has resulted in terrible long-term adverse consequences (Ansary, Elias, Greene & Green, 2015. Therefore, the program evaluation focuses on anti-bullying as a type of violence that seems to have grown out of control despite efforts by various parties. The issues relating to anti-bullying are addressed by the disciplinary department in the school and headed by the deputy principle. The target population consists mostly of the victims of bullying are the newly admitted students aged between thirteen to fifteen years old. The department for disciplinary actions also forms an integral source of information for the evaluation program.
The Program’s History, Primary Purpose, Expected Outcomes
First, bullying refers to a type of violence that is initiated by one or more students against another who becomes the victim. It includes all forms of physical or psychological intimidation. It affects many high school students, which led to the formation of the anti-bullying department. The department receives and investigates cases of bullying among students. Despite the efforts of the department, it remains a menace that interferes with the learning program of many students (Ansary et al., 2015). Therefore, the program aims at finding out the steps developed by the anti-bullying department and how efficient they help reduce cases of school dropouts due to bullying. The anticipated results are that; accurate and regular measures would be put in place by every department in charge of anti-bullying in schools.
Reasons for Choosing the Program
The effects of bullying have, over time, had detrimental acts that cause psychological, emotional, and physical harassment among students. As a result, program evaluation is conducted due to the following reasons. First, the program assesses the challenges that anti-disc ...
This document discusses using prevention science to guide community violence prevention efforts. It outlines that longitudinal studies have identified risk and protective factors that predict problems like delinquency and violence. Effective prevention programs target these factors. Some examples of effective programs described are Nurse-Family Partnership, Promoting Alternative Thinking Strategies (PATHS), the Bullying Prevention Program, and the Seattle Social Development Project. Research has shown these programs reduce risks like child abuse and improve outcomes such as school bonding and graduation rates. The document advocates using science-based approaches proven to work rather than unproven strategies that are more commonly used.
This document provides guidelines and strategies for intervening in bullying situations. It discusses the spectrum of aggressive behaviors that constitute bullying and the consequences for both victims and bullies. Recommended interventions include establishing a positive school culture with clear behavioral expectations, teaching social-emotional skills, and providing individualized support for both bullies and victims. Strategies target universal prevention, early intervention, and intensive one-on-one support. The goals are to stop all bullying immediately and help all students develop positive behaviors and relationships.
This document proposes an educational program for students at Transitions Learning Center to address conflict management. The program will incorporate team building exercises and education on bullying and conflict resolution over three weeks. An assessment found bullying is prevalent at the school. The program aims to educate 85 students on bullying types and have 55 students demonstrate conflict management skills through group activities. It will be evaluated through pre- and post-tests. The program addresses a need, as students at the alternative school have experienced bullying and violence issues. It will use the Precaution Adoption Process Model to change students' beliefs about conflict management.
Bullying prevention programs can be successful if certain criteria are met. Effective programs establish clear rules against bullying with consistent enforcement of consequences, educate students and staff, and integrate anti-bullying lessons into the regular curriculum. They also assess the scope of bullying issues before beginning and implement solutions school-wide from an early age. In contrast, programs relying only on zero-tolerance policies or focusing only on conflict resolution without addressing underlying behaviors are less likely to successfully reduce bullying.
Bullying in schools continues to be a problem despite prevention efforts. Bullying can have both short-term effects like unhappiness and long-term impacts including loss of confidence and increased risk of substance abuse and criminal behavior. Successful bullying prevention requires a comprehensive, school-wide program that establishes clear rules and consequences, educates students and staff, integrates anti-bullying lessons into the curriculum, assesses the scope of the problem, and engages students over the long-term rather than just relying on punitive zero-tolerance policies.
The Process of Programming: Exploring Best Practices for Effective Prevention...Kyle Brown
This document discusses best practices for effective prevention programs. It begins by outlining some of the greatest challenges faced by prevention programs, including lack of resources and student engagement. The document then discusses EverFi's framework for comprehensive prevention, which incorporates programming, policy, critical processes, and institutionalization. It provides guidance on domains to consider for effective programming, such as targeted populations and theoretical underpinnings. Principles of effective prevention include varied teaching methods, sufficient dosage, being theory-driven, and outcome evaluation. The document concludes by discussing insights from the field on effectively implementing specific prevention strategies and supporting the student voice in program design and delivery.
The document outlines a program to prevent sexual violence on college campuses. It identifies sexual violence as a complex problem requiring multi-faceted solutions. The program's goal is to reduce sexual violence incidents against students. Key interventions include building bystander responsibility, empowering women, engaging men as allies, and mapping high-risk areas. The program will be evaluated by comparing outcomes to effective programs, using a campus climate survey and data from studies on college sexual victimization. The program aims to enhance existing strategies through improved training, education, support staff, and statistical evaluation of results.
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
This document describes ChildFund International's School-Based Violence Prevention (SBVP) program model. The model was developed based on evidence and best practices from programs in over 20 countries. It incorporates social-emotional learning and self-protection skills for children, the Miles de Manos methodology for educators and caregivers, and activities to promote safe and protective school and community environments. The goal is to reduce multiple forms of violence experienced by children ages 6-12 and improve learning outcomes. Evaluation of pilot projects found positive trends related to safety, though more years of implementation are needed to fully assess the model's impact.
The document discusses early intervention strategies for at-risk students using a Response to Instruction and Intervention (RtI2) model. It outlines the key components of RtI2 including universal screening, high-quality instruction, evidence-based practices, and tiered interventions. Research shows RtI2 can improve academic performance for at-risk students and reduce disproportionate representation in special education when implemented effectively in general education.
Addressing Bullying in Our school community maithaalm14
The document discusses addressing bullying in schools. It states that bullying can take many forms, both physical and online, and has major negative effects on students' mental health and learning. To effectively tackle bullying, schools need to establish clear anti-bullying policies with defined consequences and reporting procedures. They also need to promote an inclusive and welcoming environment for students with parental involvement and extracurricular activities to foster personal development and reduce bullying. A thorough, cooperative approach is needed between support services, school culture, regulations, and activities to end bullying and improve the school community.
Preventative Behaviours programs at school. Keith Gregory
Child sexual abuse (CSA) prevention is dominated by a focus on child education.
However, evidence that this education reduces CSA risk is limited and mixed.
In the area of violence prevention, the need for programs in schools and other institutions that work with youth has increased at a faster pace than the availability of solid evaluation research. Source: https://ebookscheaper.com/2021/01/21/effective-school-based-violence-prevention/
EVERFI: Beyond Freshman Year: Engaging Students in Ongoing Sexual Violence Pr...Michele Collu
The document discusses the importance of ongoing sexual violence prevention education beyond a single initial training. It notes that regulations require both primary prevention training for incoming students and employees, as well as annual ongoing education. An effective approach incorporates evolving research, demonstrates institutional commitment over multiple years, and uses data to target trainings. The EVERFI approach to ongoing education leverages active learning techniques, positive framing, and inclusive content centered around student empowerment. Course development involves subject matter experts, research collaboration, and student focus groups to ensure alignment with best practices.
Social and emotional learning (SEL) involves developing skills like self-awareness, relationship skills, and responsible decision-making. The document discusses how SEL benefits children in several ways: it improves school performance, relationships, emotional adjustment, and mental health. SEL is especially important for children in contexts of violence or conflict, as it helps build resilience. Effective SEL programs aim to empower children and promote skills like conflict resolution. Integrating SEL into education can help children cope with adversity and prevent future conflicts. Teachers play a key role in SEL by supporting safe, caring classrooms that foster social and emotional development along with academic learning.
The document describes a professional development program called Effective Interventions for Behaviour Challenges (EIBC) developed in New Zealand to improve services for children with challenging behaviors. The program used a blended learning model including block courses, case study discussions, and mentoring. Evaluations found improvements in case reports over time and high satisfaction ratings among participants, demonstrating the program was an effective approach for developing education consultants' skills. Critical factors for success included an evidence base, linking course content to real cases, and collaborative problem-solving through study groups.
Similar to 19th Annual UB Graduate School of Education Graduate Student Research Symposium (20)
This document provides strategies for school staff to prevent and intervene in bullying situations. It begins with definitions of bullying and harassment. It then discusses the school culture and social dynamics that can contribute to bullying, including power imbalances and social hierarchies. The document outlines different roles in bullying situations, including perpetrators, targets, bully-victims, and bystanders. It provides warning signs for each of these roles. Finally, the document discusses strategies for intervening, including addressing the behavior immediately, supporting the target, applying consequences to the perpetrator, and enlisting parent support.
This document provides an overview presentation on bullying prevention tips for parents. It discusses the social world of youth and how peer relationships develop from infancy through adolescence. It defines bullying and different types. Warning signs of bullying others and being bullied are outlined. Tips are provided for preventing bullying and cyberbullying. The document also offers guidance for what parents should do if their child is bullying, being bullied, or witnessing bullying.
This document summarizes information about bullying prevention presented by Amanda Nickerson, Ph.D. It begins by defining bullying and describing its types. It then discusses factors that contribute to bullying and warning signs in bullies and targets. The short and long-term consequences of bullying are outlined. The presentation emphasizes using a whole-school approach to prevention, including collecting data, implementing policy, teaching social skills, increasing supervision, responding appropriately, and involving parents. It also discusses the importance of bystander intervention in stopping bullying.
This document summarizes a presentation on distinguishing between bullying, drama, aggression, and conflict among adolescents. It begins with definitions of these concepts, including relational aggression, mean vs fun teasing, and bullying. It discusses prevalence, gender differences, forms and content of bullying. Signs of being bullied and being a bully are provided. Causes and reasons students bully are explored. The document then defines drama and contrasts it with bullying. It acknowledges drama, aggression, bullying, and conflict exist within a complex social milieu among youth. A case study example is also presented.
This document provides an overview of best practices for preventing and intervening in bullying for K-12 school staff. It defines bullying, outlines warning signs, and describes the complexity of factors involved. It recommends implementing a comprehensive anti-bullying program that includes teaching social-emotional skills, increasing supervision, collecting data, establishing clear policies, responding appropriately to incidents, educating parents, and empowering bystanders to intervene. The goal is to foster a positive school climate where all students feel safe, valued and respected.
The document provides an overview of best practices for preventing and intervening in bullying based on an presentation given to the East Aurora School District. It defines bullying and harassment, outlines the requirements of the Dignity for All Students Act, and discusses signs of bullying/being bullied. The presentation recommends adopting a whole-school anti-bullying policy, increasing awareness and supervision, responding appropriately to incidents, empowering bystanders, communicating with parents, and providing targeted interventions for bullies and targets. The goal is to promote dignity for all students through prevention and response.
The document discusses bullying, including what it is, different types of bullying, characteristics of bullies and victims, and ways to prevent and address bullying. It defines bullying as intentional hurtful behavior that happens repeatedly. Bullying can be physical, verbal, indirect, or cyber in nature. The document provides strategies for preventing bullying, helping oneself if being bullied, and helping others who are being bullied. It emphasizes treating others with respect, reporting bullying to trusted adults, and not joining in or watching without intervening.
The document provides an overview of research on preventing bullying abuse and school violence. It discusses facts and figures about bullying including prevalence, types, gender differences, and consequences. It also discusses prevention and intervention strategies including developing anti-bullying policies, training staff, working with parents, responding to incidents, and ongoing support. Effective anti-bullying programs are intensive, carefully monitored, and include parent training. Brief awareness events and zero-tolerance policies are less effective. The Alberti Center conducts research to understand and reduce bullying through providing research-based tools.
"Prospective Associations Between Aggression and Peer Victimization"
Jamie M. Ostrov, Ph.D., Associate Professor of Psychology, University at Buffalo
April 19, 2012
"Research and Practice Highlights: Preventing Bullying Abuse and School Violence"
Presented by Amanda Nickerson, Ph.D., Director of the Alberti Center for Bullying Abuse Prevention. February 15, 2012.
This document summarizes a presentation given by Dr. Amanda Nickerson on bullying. It defines bullying as intentional, repeated acts of aggression where one person has power over another. It discusses the roles of parents, peers, schools and communities in addressing bullying. It provides statistics on who engages in and is targeted by bullying. The document outlines recommendations for parents, schools, peers and individuals to prevent and respond to bullying.
"Bullying as a Public Health Issue"
A presentation by Amanda Nickerson, Ph.D., Director of the Alberti Center for Bullying Abuse Prevention
March 5, 2012
"Supporting LGBT Youth in Our Community: Words and Actions Matter"
Presented by Amy L. Reynolds, Ph.D., Associate Professor in the Department of Counseling, School, and Educational Psychology at the University at Buffalo
February 16, 2012
This document provides an overview of bullying presented at a UB Employee Assistance Program Workshop. It defines bullying, discusses the roles of bullies, targets, bystanders, families and schools. It outlines strategies that parents can use to prevent and intervene in bullying situations, including modeling respect, avoiding derogatory language, supervising internet use, listening to children, and working with schools.
This document provides an overview of bullying presented by Amanda Nickerson at the University at Buffalo. It defines bullying, discusses prevalence rates and characteristics of both bullies and victims. It also examines the social context of bullying including the role of bystanders, school environment, families and school staff. Key aspects of effective anti-bullying programs and what does not work are outlined. The document concludes with information on responding to bullied children and bullies as well as details about the Dignity for All Students Act.
The document discusses bullying prevention from the perspective of the Alberti Center at the University at Buffalo. It summarizes the center's viewpoints on key issues regarding bullying, including how to define and identify it, whether it is inevitable or preventable, and who is responsible for addressing it. The summary also outlines the center's perspective on "reframing" conventional wisdom about the roles of bullies, targets, bystanders, parents, school staff, and policymakers in bullying situations.
This document provides an overview of bullying, including definitions, types, prevalence, characteristics of students who bully and are victimized, risk factors, and approaches to prevention and intervention. It discusses definitions of bullying, teasing, and conflict; estimates that 20-25% of students bully and 5-20% bully consistently; risk factors for students who bully like desire for power and control; and effective intervention strategies like school-wide programs that are intensive, carefully monitored, and include parent training.
The document summarizes a presentation given by Amanda Nickerson, the director of the Alberti Center for Bullying Abuse Prevention at the University at Buffalo, to the Professional Staff Senate on November 17, 2011. The presentation provided an overview of the Alberti Center's mission to research and disseminate resources on bullying prevention and intervention. It also described current and upcoming projects, including research studies on risk and protective factors related to bullying, and prevention conferences and workshops for parents and educators.
Dr. Amanda Nickerson presented on her research related to school bullying prevention and intervention. Her research focuses on school crisis prevention, the role of parents and peers in prevention, and assessment and intervention for children with behavioral issues. She discussed definitions of bullying, types of bullying, characteristics of those who bully and are bullied, and factors in families, schools, peers, and communities that influence bullying. Effective prevention and intervention includes establishing clear policies, promoting warmth and supervision in families and schools, addressing individual needs of those bullied and doing, and monitoring outcomes over time.
More from UB Alberti Center for Bullying Abuse Prevention (20)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
19th Annual UB Graduate School of Education Graduate Student Research Symposium
1. RESEARCH FINDINGS FROM THE
ALBERTI CENTER FOR BULLYING
ABUSE PREVENTION
Heather Cosgrove, Michelle Serwacki, and Bryan
Blumlein
Moderator: Dr. Amanda Nickerson
GSE Research Symposium
April 5, 2012
2. Overview of Presentation
About the Alberti Center for Bullying Abuse
Prevention
Needs Assessment Findings
Development of School-Wide Bullying
Prevention Program Guide
Evaluation of the PREPaRE: School Crisis
Prevention and Intervention Training Curriculum
3. About the Alberti Center
for Bullying Abuse Prevention
Amanda B. Nickerson, Ph.D.
4. About the Alberti Center
Officially launched in July 2011
Benefactor: Jean M. Alberti, Ph.D.
Director: Amanda B.
Nickerson, Ph.D.
Mission Statement:
The Alberti Center for Bullying
Abuse Prevention will reduce
bullying abuse in schools by
contributing knowledge and
providing research-based tools to
actively change the
language, attitudes, and behaviors
of Dr. Jean M. Alberti
educators, parents, students, and
6. Purpose
Identify current state of affairs in regards to
bullying prevention and intervention in greater
Buffalo region
Implemented as part of the start-up phase for the
Alberti Center for Bullying Abuse Prevention
Find potential gaps in services and needs
8. Quantitative Measure
Adapted from the Survey of Bullying and
Harassment Prevention and Intervention
Strategies (Sherer & Nickerson, 2010)
31items assessing frequency of use of
prevention/intervention strategies
Levelof concern about different types of bullying
Formal anti-bullying programming in schools
Need for improvement in schools
Conference interest and type preferences
9. Survey Results
Type of Not Slightly Concerne Strongly Mean
Bullying Concerne Concerne d Concerne
d d d
Physical 9 (5.5%) 70 (42.4%) 63 (38.2%) 20 (12.1%) 2.58 (.78)
Verbal 1 (0.6%) 13 (7.9%) 63 (38.2%) 86 (52.1%) 3.44 (.67)
Relational 2 (1.2%) 25 (15.2%) 77 (46.7%) 58 (35.2%) 3.18 (.73)
Cyberbullyin 6 (3.6%) 22 (13.3%) 40 (24.2%) 93 (56.4%) 3.37 (.86)
g
Formal programs being used:
Olweus Bullying Prevention Program
Positive Behavioral Interventions and Supports
(PBIS)
Rachel’s Challenge
10. Survey Results
Conference findings:
Peerrelationships and bullying
Parents and bullying
Cyberbullying
12. Conclusions
Strong concern for verbal, relational, and
cyberbullying
Common strategies: staff intervention and
disciplinary consequences
Student involvement and parent/education
training used less
Themes: more education, additional
funding, access to resources
Desire for events centering on peer
relationships, cyberbullying, and parents and
bullying
14. AVAILABLE AT:
http://gse.buffalo.edu/albertic
enter/resources/educators
Additional resources available for
Educators/Parents/Kids and
Teens/Researchers:
Understanding Bullying
Measuring Bullying
Social Emotional Learning and
Bullying Prevention
Dignity for All Students Act
Bullying and Harassment
Teaching Tools: Respect for
Diversity and LBGTQ Youth
Bullying and State Legislation
Bullying and Suicide
School Safety and Crisis
Resources
Cyberbullying
Videos and Webisodes;
informational and teaching tools
16. Increase
Skill
Awareness &
Development
Supervision
Whole-
Respond
School Anti-
Along
Bullying
Continuum
Policy
Bullying
Include
Collect Data Prevention Parents
in Schools
Hazler, R.J., & Carney, J.V. (2012) Critical characteristics of effective bullying prevention programs. In: Jimerson SR, Nickerson AB, Mayer MJ, Furlong M, eds.
Handbook of school violence and school safety: International research and practice. 2nd ed. New York; NY: Routledge; 357-368.
Rigby K. (2000). Effects of peer victimization in schools and perceived social support on adolescent well-being. Journal of Adolescence, 23(1):57-68.
Ttofi, M.M., & Farrington, D.P., (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental
Criminology, 7(1):27-56.
Swearer, S.M., Espelage, D.L., Napolitano, S.A. (2009). Bullying prevention & intervention: Realistic strategies for schools. New York, NY US: Guilford Press.
17. Purpose
To provide educators guidance on how to
choose from the many bullying prevention
programs available
Need identified from focus groups from 2010
Alberti Center Symposium
Focus on programs that reflect evidence-based
practice
Focus on programs that provide
universal, school-wide support
18. Selection Criteria
Be geared toward PreK- 12 students
Include content focused mainly on bullying prevention
alone or in combination with skills needed for social-
emotional success
Programs
Be based on solid research and theory
must…
Include universal (school-wide) interventions
Be researched and evaluated in the United States
19. Steps for Successful
Implementation
Needs assessment: identify nature and extent of the problem
Select programs based on needs and feasibility
Implement programs with fidelity
Monitor and evaluate fidelity of implementation
Evaluate program outcomes
Use data to improve practice
Mihalic, S.(n.d.). Implementation fidelity: Blueprints for Violence Prevention.
Safe Schools Healthy Students (2010). Evidenced-based program home. Retrieved from http://sshs.promoteprevent.org/node/4789. Accessed March 9, 2012.
Smith, D.J., Schneider, B.H., Smith, P.K., & Ananiadou, K. (2004). The effectiveness of whole-school antibullying programs: A synthesis of evaluation
research. School Psychology Review, 33(4), 547-560.
20. Content of Guide
Overview
Selection of Programs
Considerations in Selecting and Implementing
Programs
Programs
Publisher/Author
Website
Targeted Grades/Ages
Summary of program goals, curriculum, and materials
Cost(s)
Evaluations/Reviews of program from other organizations
Empirical References
References
21. Final Programs Included:
Al’s Pals: Kids Making Healthy Choices
Bully Busters
Bullying Prevention in Positive Behavioral
Intervention and Support
Bullying-Proofing Your School
Creating a Safe School
Get Real About Violence
Olweus Bullying Prevention Program
Second Step: A Violence Prevention Curriculum
Steps to Respect: A Bullying Prevention Program
22. AVAILABLE AT:
http://gse.buffalo.edu/albertic
enter/resources/educators
Additional resources available for
Educators/Parents/Kids and
Teens/Researchers:
Understanding Bullying
Measuring Bullying
Social Emotional Learning and
Bullying Prevention
Dignity for All Students Act
Bullying and Harassment
Teaching Tools: Respect for
Diversity and LBGTQ Youth
Bullying and State Legislation
Bullying and Suicide
School Safety and Crisis
Resources
Cyberbullying
Videos and Webisodes;
informational and teaching tools
23. Evaluation of the PREPaRE: Crisis
Prevention and Intervention Training
Curriculum
Michelle L. Serwacki
24. School Crisis Prevention and
Intervention
revent and prepare for psychological trauma
eaffirm physical health, security, and safety
valuate psychological trauma
rovide information
nd
espond to psychological needs and,
xamine the effectiveness of prevention and
intervention efforts
25. Training
Workshop 1 Workshop 2
Crisis Prevention and Crisis Intervention and Recovery:
Preparedness: The Roles of the School-based
The Comprehensive School Crisis Mental Health Professional
Team Two day training
Full day training School crisis team members
School-based mental health
professionals, administrators,
Format: professionals, and
security
educators
*Workshops offered nationally by trainers and program
authors
Pre-test
Manualized curriculum
PowerPoint
Role play activities
Handouts
Post-test
Evaluation form
26. Rationale
Crisis/Trauma Effective
prevention or
intervention:
Increased Restored
competence in child
crisis academic and
management emotional
Increased functioning
Knowledge in
and Attitude
toward crisis
PREPaREmanagement
Program
Evaluation
27. Program Evaluation
Final Sample Workshop 1
Workshop 1 Mental
Evaluations: N= 515 Health
Pre-Post Tests: N=760 Educators
Workshop 2: Health Care
Evaluations: N=505
Pre-Post Tests: N=1089
Missing Data Workshop 2
Excluded if missing pre or
Mental Health
post test
Educators
Missing data on pre-post
knowledge items were Health Care
assumed incorrect Safety
Pairwise deletion used for Other
missing data on attitude
items
28. Participant Satisfaction
Recommend trainers
Recommend workshop All items on a 1-4
scale, with 1 meaning
Able to apply skills/information strongly disagree and 4
meaning strongly agree
Workshop increased my…
Trainer facilitated participation
Workshop materials faciliated… Workshop 1
(N=515,M=
Trainer well organized 3.55, SD=.60)
Materials well organized
Workshop 2
Content clear and…
(N=761, M=3.63,
Objectives clearly stated SD=.65)
1 1.5 2 2.5 3 3.5 4
29. Evaluation: Workshop 1
Crisis Prevention and
Preparedness
Attitude Knowledge
Significant Improvement Significant Improvement
(t(742) =20.45, p < .001, d=.77 ) (t (759)= -33.10, p <.001, d=1.55 )
5 10
9 8.26
4 3.79 8
3.32 7
3 6 5.32
5
2 4
3 2.09
1 0.65 2 1.69
0.57
1
0 0
PRE POST PRE POST
MEAN SD MEAN SD
30. Evaluation: Workshop 2
Crisis Intervention and Recovery
Attitude Knowledge
Significant Improvement Significant Improvement
(t (1017) =34.68, p<.001, d=1.10 ) (t (1087)= 42.88, p <.001, d=1.61 )
13
4 3.7 12
11 10.53
2.99 10
3 9
8 7.29
7
2 6
5
4
1 0.77 3
0.49 1.99 2.03
2
1
0 0
PRE POST PRE POST
MEAN SD MEAN SD
31. Future Directions
Continued evaluation of training
Current data collected from November 2009 though May 2011
Additional data to be added from June 2011- November 2011
Follow-up evaluation and support
Implementation
Barriers to implementation
PREPaRE Edition 2 (2011)
WS1: Crisis Prevention and Preparedness: Comprehensive
School Safety Planning
WS2: Crisis Intervention and Recovery: The Roles of School-
Based Mental Health Professionals
More information available at
http://www.nasponline.org/prepare/index.aspx
Table 1 -Higher scores indicate greater concern for specific type of bullying (4-point scale 1->4) -Highest concern for Verbal Bullying followed by CyberbullyingTable 2 -Higher scores indicate more frequent implementation of the prevention/intervention strategy -Participants endorsed staff intervention (example question: “School staff talking with victims following incidents”) as being utilized most frequently. Staff are also more likely to contact parents of victims and bullies following incidents. Participants indicated that student-led interventions such as having students act as peer mentors or school welcomers are least likely to be seen in their school
In terms of events, there was great interested in the topics of peer relationships and bullying, parents and bullying, and cyberbullying. Nearly 75% of respondents preferred a half-day format for conferences, and there was a preference for conferences to be held during the academic year, particularly in the fall.
MICHELLE**mention authorship
MICHELLEThere are some common guidelines that research supports for individualized bullying prevention efforts within schools-Collect dataunderstand nature and extent of the problemDevelop and implement effective whole-school anti-bullying policycontinuum recognizing complexity of behaviorsEmphasize skill developmentpersonal, social, and conflict resolutionIncrease awareness of bullying and preventionstudents, parents, and communityIncrease supervision or restructure “hot spots”(THE IDEA IS NOT THAT IF YOU CAN’T AFFORD A PROGRAM THAT YOU DO THESE THINGS; RATHER, THESE ARE GUIDELINES FOR ALL SCHOOLS TO HAVE; AND BULLYING PREVENTION PROGRAMS CAN ASSIST WITH/COMPLEMENT THESE EFFORTS. OriginalCollect reliable, valid data about the nature and extent of the problem in the school setting.Develop and implement an effective whole-school anti-bullying policy.Emphasize personal, social, and conflict resolution skill development.Increase awareness about bullying and how to prevent it by integrating this within the curriculum.Increase supervision or restructure “hot spots” where bullying is most likely to occur.Respond to incidents in a clear, fair, and appropriate manner within a continuum that recognizes the complexity of bullying behaviors.Reach beyond the school to include parents.
BRYAN
MICHELLEIn order to include a program in this guide, the program needed to:B)This excluded social-emotional learning programs such as the incredible years and promoting alternative thinking strategiesD) Primary prevention to promote wellness and prevent problems in the general student populationE)as evidenced by at least on peer-reviewed publication or comprehensive report
BRYANSelecting a plan is not just a means to an end; it requires sufficient planning and monitoring Research based implementation Vs. Real world implementation Programs implemented by schools and community agencies are complicated by issues such aslimited capacity, insufficient preparation, or lack of readinessImplementation fidelityThe closeness between the implementation of the program and the original designprograms that were implemented with integrity and systematically evaluated reported the most positive outcomesSteps for Successful ImplementationCareful selection, planning, preparation and monitoring of intervention practices E.g. Safe Schools/Healthy Students Initiative used a needs assessment to identify the gaps in the school and community practice
MICHELLE
BRYAN-A quick overview of the progams that met all criteria-For additional information…
MichelleFree download
major effects the program is trying to produce include: Improving competence, providing school-based professionals with the information to best utilize their skill sets within a multidisciplinary team tailored to their school, and to maintain student mental health and academic functioning.
(violence, threat, natural disaster, accidents, severe illness)
**Add effect sizes!Mention demographic differences during presentationAttitudesAn exploration of the association of demographic factors with changes in attitude found a significant difference between participants reporting different occupations (F(4,729)=4.97, p=.001). Specifically, health professionals (nurses) reported significantly greater improvements in attitudes toward crisis prevention and preparedness than mental no other significant differencesWorkshop 1 participant responses across pre-tests and post-tests indicated significant increases in knowledge (t (759)= -33.10, p =.000; Pre-test M = 5.32 out of 10; SD = 1.69; Post-test M = 8.26 out of 10; SD = 2.09). There were no significant differences found between participants in knowledge gained of crisis intervention and prevention as a function of years spent in their current profession (F(3,749)=1.54, ns), amount of previous school crisis training (F(3, 747)=1.60, ns), or amount of previous school crisis training (F(3, 747)=1.60, ns). Furthermore, there were no significant effects found for the amount of knowledge gained based on the participants reported professions (F(4,742)=.826, ns). Interestingly, there were significant differences found in the amount of knowledge gained between graduate students and working professionals (t(704)=-2.94, p=.003), with working professionals gaining significantly more knowledge than students.
**Add effect sizes!Mention demographic differences during presentationTable 4 offers descriptive statistics for the pre- and post- workshop questions asked of participants to assess their attitudes toward crisis prevention and preparedness. The overall mean attitude toward crisis intervention and prevention work increased significantly (became more favorable, t (1017) =34.68, p<.000 from the pre-test (M = 2.99 out of 4, SD = .77) to the post-test (M = 3.70 out of 4; SD = .49). An exploration of the association of demographic factors with changes in attitude found a significant relationshipbetween the amount of time spent in the current profession and gains in attitude (F(3,1004)=37.73, p=.000), with those reporting fewer years in the profession making significantly larger gains in attitude toward crisis prevention and intervention than those with more years. Similarly, graduate students reported significantly larger positive changes than other participants (t(925)=7.44, p=.000). Furthermore, there were significant differences found for gains in attitudes (F(3,994)24.06, p=.000) according to their previous experience with school crisis training. On average, those with 11 or more prior hours were significantly less likely to experience gains in attitudes than other participants. There were no significant effects found in difference of attitude change based on the participant’s reported occupation (F(4,997)=1.64, ns).Workshop 2 participant responses indicated significant increases in knowledge (t (1087)= 42.88, p =.000) from pre-test (M = 7.29 out of 13; SD = 1.99) to post-test (M = 10.53 out of 13; SD = 2.03). Results indicated that the relationship between the amount of time spent in the current profession and gains in knowledge (F(3,1072)=4.01, p=.007) was significant. One significant difference was found between groups in change in knowledge; those with 0 years in their current profession were more likely to experience a smaller gain in knowledge than those with 1-5 years (Mean difference= .77, p=.013). There were no significant differences between participants based on occupation [F(4,1064)=1.93, ns], amount of previous school crisis training (F(3,1062)=1.54, ns), or student status (t(987)=1.39, ns) in knowledge gains in crisis intervention.
Is edition 2 2012 or 2011?2011Amanda- Is there any document detailing the differences between editions 1 and 2? I don’t think I’d have time to cover that in any depth here, but I’m curious in general.I CAN SEND YOU THE TRAINER RENEWAL THAT DETAILS DIFFERENCES BETWEEN EDITIONS 1 AND 2, BUT THAT MAY BE MORE DETAIL THAN YOU WANT. A QUICK OVERVIEW OF DIFFERENCES IS THAT, IN RESPONSE TO OUR LIT REVIEW FROM THE PREPARE BOOK AND FROM TRAINER FEEDBACK, WE MADE THE FOLLOWING CHANGES:INCLUDED MORE ACTIVITIES/INTERACTION AND MULTIMEDIA (WE NOW HAVE MORE GRAPHICS ON SLIDES AND VIDEOS ARE USED IN WS 1)WS 1 HAS A GREATER EMPHASIS ON HOW THE MODEL FITS WITH OVERALL SCHOOL SAFETY AND CLIMATE ISSUES (HOW IT WORKS WITH OTHER PREVENTION INITIATIVES, NOT JUST “CRISIS,” PER SESPECIAL CONSIDERATIONS IN CRISIS PLANS NOW INCLUDED (E.G., CRISIS COMMUNICATION, MEMORIALS, PLANNING FOR CONTINUITY IF SCHOOLS CLOSED FOR LONG PERIOD OF TIME, ETC.)WE ADDED AN INTERVENTION IN WS 2 OF CLASSROOM MEETINGS (COMMUNICATING TO STUDENTS WHAT HAPPENED WITHOUT GOING INTO DEPTH ABOUT POSSIBLE CRISIS REACTIONS AS IS DONE IN PSYCHOEDUCATION)THOSE ARE THE MAIN THINGS I CAN THINK OF OFF THE TOP OF MY HEAD; WE PROBABLY SHOULD COME UP WITH A DOCUMENT HIGHLIGHTING THE MAJOR CHANGES.