What does KNAER's Well-Being Network do? KNAER-RECRAE
KNAER supports three thematic (the forth will be announced soon) networks. One of network is titled Knowledge Network for Student Well-Being. This presentation discuss how KNAR connects educators, school administrators and support staff with researchers in student well-being.
Counter-terrorism and Security Act 2015: What schools need to know - Hayley R...Browne Jacobson LLP
Hayley Roberts looks at what schools need to know about the Counter-terrorism and Security Act 2015, covering the legislation and statutory guidance, the new Act, the ‘prevent duty’ statutory guidance, the duty to promote ‘British values’, compliance with the new duty, what the impact of non-compliance will be and how Ofsted are considering this in inspections.
'Learning from disaster' study launch presentationALNAP
This presentation outlines the main findings of 'Learning from disaster'. This ALNAP study explores how national disaster management authorities and other state actors learn and improve their humanitarian response activities with a view to identifying current practice, challenges that impeded learning and improvement and ways in which collaboration with others has assisted in overcoming these.
Presented at the ACRL Scholarly Communication 101 Road Show at The Ohio State University in Newark, Ohio on June 7, 2011; sponsored by the Academic Library Association of Ohio (ALAO) and OhioLINK
Human Rights Guiding Principles on State obligations regarding private school...Sylvain Aubry
Introductory slides to the Human Rights Guiding Principles on State obligations regarding private schools and the consultation process. It reviews the key concepts, concept, purpose, and development process of these Guiding Principles. For more information, see http://bit.ly/GPprivatisation.
Defining human rights Guiding Principles on States’ obligations regarding pri...Sylvain Aubry
Presentation at ANCEFA policy forum on the concept and process for the development of Guiding Principles on the role of States with regards to private actors in education
What does KNAER's Well-Being Network do? KNAER-RECRAE
KNAER supports three thematic (the forth will be announced soon) networks. One of network is titled Knowledge Network for Student Well-Being. This presentation discuss how KNAR connects educators, school administrators and support staff with researchers in student well-being.
Counter-terrorism and Security Act 2015: What schools need to know - Hayley R...Browne Jacobson LLP
Hayley Roberts looks at what schools need to know about the Counter-terrorism and Security Act 2015, covering the legislation and statutory guidance, the new Act, the ‘prevent duty’ statutory guidance, the duty to promote ‘British values’, compliance with the new duty, what the impact of non-compliance will be and how Ofsted are considering this in inspections.
'Learning from disaster' study launch presentationALNAP
This presentation outlines the main findings of 'Learning from disaster'. This ALNAP study explores how national disaster management authorities and other state actors learn and improve their humanitarian response activities with a view to identifying current practice, challenges that impeded learning and improvement and ways in which collaboration with others has assisted in overcoming these.
Presented at the ACRL Scholarly Communication 101 Road Show at The Ohio State University in Newark, Ohio on June 7, 2011; sponsored by the Academic Library Association of Ohio (ALAO) and OhioLINK
Human Rights Guiding Principles on State obligations regarding private school...Sylvain Aubry
Introductory slides to the Human Rights Guiding Principles on State obligations regarding private schools and the consultation process. It reviews the key concepts, concept, purpose, and development process of these Guiding Principles. For more information, see http://bit.ly/GPprivatisation.
Defining human rights Guiding Principles on States’ obligations regarding pri...Sylvain Aubry
Presentation at ANCEFA policy forum on the concept and process for the development of Guiding Principles on the role of States with regards to private actors in education
This study builds on a recent host governments’ forum on humanitarian response organised by ALNAP, which brought together senior representatives from governments across the globe to share experience and learning on responding to disasters. It explores the ways NDMAs and other state actors learn and improve their humanitarian response activities, with a view to identifying current practices, challenges that impede learning and improvement and ways in which collaboration with others has helped overcome these
challenges.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
Center for Scholastic Journalism's information about what it takes for student media to be a forum for student expression and project to map compilation of such schools.
Giving direction to policies and manuals: high school journalism ethicsmarinabooh
Presentation from "Walk the Talk: Developing a Staff Manual Based on Ethical Guidelines and Editorial Policy," AEJMC Scholastic Journalism Division Teach-In, 8/5/15
A scholastic media program needs a firm foundation. This presentation at the JEA Adviser Institute (2017) talks about writing a mission, a policy, ethical guidelines and staff procedures for such a program.
This study builds on a recent host governments’ forum on humanitarian response organised by ALNAP, which brought together senior representatives from governments across the globe to share experience and learning on responding to disasters. It explores the ways NDMAs and other state actors learn and improve their humanitarian response activities, with a view to identifying current practices, challenges that impede learning and improvement and ways in which collaboration with others has helped overcome these
challenges.
Framework for an Ethics of Open EducationRobert Farrow
A presentation on the role of ethics of open education from the Open Education Global 2016 conference held in Krakow, Poland. The full paper can be found in Open Praxis from May 2016 via http://dx.doi.org/10.5944/openpraxis.8.2.291
When participating online, individuals draw on the limited cues they have available to create for themselves an imagined audience (Litt, 2012). Such audiences shape users’ social media practices, and thus the expression of identity online (Marwick & boyd, 2011). In this research we posed the following questions: (1) how do scholars conceptualize their audiences when participating on social media, and (2) how does that conceptualization impact their self-expression online? By answering these questions, we aim to provide a more nuanced picture of scholars’ social media practices and experiences. The audiences imagined by the scholars we interviewed appear to be well defined rather than the nebulous constructions often described in previous studies (e.g. Brake, 2012; Vitak, 2012). While scholar indicated that some audiences were unknown, none noted that their audience was unfamiliar. This study also shows that a misalignment exists between the audiences that scholars imagine encountering online and the audiences that higher education institutions imagine their scholars encountering online.
Center for Scholastic Journalism's information about what it takes for student media to be a forum for student expression and project to map compilation of such schools.
Giving direction to policies and manuals: high school journalism ethicsmarinabooh
Presentation from "Walk the Talk: Developing a Staff Manual Based on Ethical Guidelines and Editorial Policy," AEJMC Scholastic Journalism Division Teach-In, 8/5/15
A scholastic media program needs a firm foundation. This presentation at the JEA Adviser Institute (2017) talks about writing a mission, a policy, ethical guidelines and staff procedures for such a program.
Hello,I have a paper with 1400 words i want to paraghrase it and a.docxtrappiteboni
Hello,
I have a paper with 1400 words i want to paraghrase it and and 600 words and make it a an A paper and this is the sample:
Academic institutions have policies and regulations in place to uphold educational standards as well as to ensure the safety and fair treatment of all students.
While those policies are usually well intended, some policies do not work as expected because of the ways in which they are designed, phrased or implemented. The same policy may also affect different people in different ways, and some policies that are helpful for some people may not be well received by others. People who are affected by these policies might respond in a number of ways: some may accept the policies as they are and abide by them regardless of how they feel about them, while others might try to change them by persuading those in power to change or abolish the policies--or at least change the ways they are implemented. If the policies are well designed and implemented but widely misunderstood, it is also possible to communicate with those who are affected to clarify the misunderstanding, providing a different way of seeing the current situation.
The goal of this project is to address a policy issue that affects members of the campus community--students, faculty, staff and administrators. What are some of the current issues and concerns that members of your institution are discussing? What are some of the controversies that are being covered by student newspapers and other campus publications? What policies are in place--or not in place--that may be related to those issues? Who are the stakeholders being affected by those policies and in what ways? Could the situation be improved by creating a new policy, or modifying or abolishing the current policy? Could the issue be resolved by changing the ways in which current policies are implemented? Or could it be addressed by raising the awareness among the stakeholders?
Once you have identified a policy issue, find out as much information as you can about the policy. Possible sources of information could include policy documents, policy makers, people who implement or enforce the policy and people who are affected by the policy. You may choose to interview or survey some of the people involved. You may also find relevant information in local publications, such as campus newspapers and websites.
As you do your research, consider the following questions: What is the policy? Who created it and for what purpose? How effective is the policy? How is it implemented? Which members of the community are being affected by it and how? How is the policy or the implementation perceived by the members of the community? What solutions have already been proposed? What other possible solutions can you think of? If policy changes are needed, who are in the position to create, change, or abolish relevant policies?
If the issue you have chosen is
not
related to a current policy, but you feel that one needs to be creat.
Developing Social Media Policies for Universities: Best Practices and Pitfalls."Larry Catá Backer
The presentation highlighted the social media policies of US universities. The object was to catalog, make accessible, and provide a basis for comparison and discussion of policies. The ultimate objective will be to develop a model set of social media policy guidelines that balances the legitimate duty of universities with the human dignity and academic freedom rights of individuals.
MIT’s administrative community demonstrated that it’s already off to the races when it comes to invention. The jam-packed annual poster session on October 14 brought together 26 sponsoring DLCs and hundreds of Institute community members eager for a preview of what’s next at MIT.
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
Diversity in Legal Education: Considering the Hollow Spaces Between Speech an...Larry Catá Backer
Prepared for Event: All in at Penn State Law: Addressing Diversity & Implicit Bias; Sponsored by the Diversity Committee Penn State Law. March 16, 2017.
Institutions of post secondary education, has been struggling with the very hard work of moving from the embrace of flowery statements of solidarity respecting diversity to actually making it a lived reality in the environment in which students, staff, faculty and particularly administrators operate. (Statement From the Penn State University Faculty Senate Chair ). Much of the discussion has focused on obligation centers--students, faculty and others at the lowest end of the institutional pyramid. But fairly little attention has been paid to responsibility centers--middle Managers (deans and their staff), central university administrators. Is it time to refocus the analysis of diversity and diversity related programs from conformity at the bottom to shaping responsibility at the top? How does an institution create robust measures to assess and discipline those whose responsibility is to shape the organizational cultures of their units?
It's hard to move from print deadlines to the 24/7 on the web. What are some ways high school news staffs can attract eyes and still not have a staff of hundreds?
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Developing an editorial
policy
No matter what platform you use, the choice
of an editorial policy can make or break your
publication(s) – and consistency is highly
recommended. What you select, and why,
does make a difference
2. Consider this policy:
―XXXX is created by the XXXX City Schools and
published under the auspices of the Board of
Education. XXXX is a curriculum taken for
academic credit and has educational purposes
as a regular classroom activity. No material shall
be considered for publication that is libelous,
obscene, profane, biased, prejudiced, unsuitable
for its readers, or that defames character,
encourages violation of laws or would cause
disruption or material interference with the
orderly operation and discipline of the school.‖
3. Key words to note
―XXXX is created by the XXXX City Schools and
published under the auspices of the Board of
Education. XXXX is a curriculum taken for
academic credit and has educational
purposes as a regular classroom activity. No
material shall be considered for publication that
is libelous, obscene, profane, biased,
prejudiced, unsuitable for its readers, or that
defames character, encourages violation of laws
or would cause disruption or material
interference with the orderly operation and
discipline of the school.‖
4. Additional issues?
The principal has the responsibility to monitor student
verbal and written expression. Students who violate
the standards for verbal and written expression will
be subject to corrective action or discipline.
The student publications instructor or adviser has the
primary authority for supervising student publications
and to see that the provisions incorporated into this
policy and regulation are met and will, if necessary,
edit, remove, or revise the content to ensure
compliance therewith or for any other valid
pedagogical reason.
5. What should a solid policy
include:
First, note that all policies, no matter the
platform, should be consistent in wording and
intent.
Several models exist and each have plusses and
minuses. More on that soon.
All no matter their source, should be precisely
worded policies that protect all parties – as well
as protect student freedoms and encourage
journalistic responsibility.
6. Our recommendations:
• Statement of mission and journalistic principles
• Statement of forum status/prior review
• Role of the publication/media
• Role of the adviser/school system
• Rights and responsibilities of the student staff
• Who makes final decisions of all content
• Letters to the editor, advertisement policy, how to
handle death reporting, use of others’ images,
photo-manipulation
• Comments policy, takedown policy
7. What do we mean by a
forum?Closed forum
Limited forum
Designated open forum for student expression
Forums by policy/forums by practice
Do you know which type you are – and why?
Why is the designation important?
Hint: 2nd Circuit decision—Ithaca; Seattle; Dean and
Lange
New rule: ―designated public forum‖ & state clearly
that ―students make all final decisions of content‖
8. Takedown policy
Leave everything as is, if: the request is
designed to avoid embarrassment, image; truth;
credibility; no factual issue; historical record must
be maintained based on your mission.
Publish corrections, retractions or updates, if:
info is factually or legally deficient when
published; transparency of source inaccuracy;
provide context and perspective; clarify or
update; gray area solved by compromise.
Take down information, if: info is fabricated; to
protect sources; one-time reasons.
9. Models to build from:
JEA Model Guidelines
http://jeasprc.org/wp-
content/uploads/2009/10/jeamodeleditpolicy-2013.pdf
JEA Digital Model Guidelines
http://www.jeadigitalmedia.org/2011/07/11/schools-
should-consider-collapsing-multiple-editorial-policies-
into-one-media-policy/
SPLC Model Guidelines
http://www.splc.org/knowyourrights/legalresearch.asp
?id=6
Each has plusses and minuses
10. Your roles might be
changing8 new functions for journalism
Authenticator
Sense maker
Investigator
Witness bearer
Empowerer
Smart aggregator
Forum organizer
Role model
11. Wording to avoid:
“When questions
of good taste arise,
or those which
surpass social
norms of good taste
and decency, they
shall be resolved in
consultation with
the involved
reporter(s), the
managing editor,
the executive editor
and the advisers.”
“material not
generally
acceptable
to this
community”
or “significant
minority or the
majority of the
community.”
“To create a
wholesome
school spirit
and to support
the best
traditions of the
school;
“ The XXXXXX adviser and/or
editors have the right to deny
publication of any editorial,
column, review, or comment.”
Wording like
publication is “ an
open forum” but
superintendent has
final say, etc
Develop acceptable methods for
preserving the constitutional provision
for free speech.”
“material that endorses any
candidate for public office or
takes a political stand on any
issue.”
To promote and
encourage school-
sponsored activities;
• To serve as public
relations media
To promote cooperation among
taxpayers, parents, the school and
its students
12. Adviser Code of Ethics
• Model standards of professional journalistic conduct to
students, administrators and others
• Empower students to make decisions of style, structure
and content by creating a learning atmosphere where
students will actively practice critical thinking and
decision making
• Encourage students to seek out points of view and to
explore a variety of information sources in their decision
making
• Support and defend a free, robust and active forum for
student expression without prior review or restraint
• Emphasize the importance of accuracy, balance and
clarity in all aspects of news gathering and reporting
13. Adviser Code of Ethics
• Show trust in students as they carry out their
responsibilities by encouraging and supporting them in a
caring, learning environment
• Remain informed on press rights and responsibilities
• Advise, not act as censors or decisions makers
• Display professional and personal integrity in situations
which might be construed as potential conflicts of
interest
• Support free expression for others in local and larger
communities
• Model effective communications skills by continuously
updating knowledge of media education
