BRIDGE Building: Engaging Religious, Spiritual, and Secular Identity
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2018 SLI Interfaith Youth Core's BRIDGE Building: Engaging Religious, Spiritual, and Secular Identity workshop
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The document describes The Alignment Network Project, which aims to create a network of emerging adults committed to living by seven principles connected to living with God. The project director hosts an online forum for network members and oversees the mostly volunteer-run organization. The project holds five-session discussion courses based on a book about knowing God, and those who complete a course are invited to join the network. The long-term goal is for the network to influence various communities through practicing principles like courage, love, and servant leadership.
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The document summarizes a day-long training for new peer advisors. It includes an agenda with sessions on job expectations, advising skills, communication, multiculturalism, and ethical dilemmas. Breakout activities are planned to discuss advising styles, non-verbal communication, cultural competence, and strengthening awareness as a tutor. The training aims to prepare advisors for their roles by developing important job skills and competencies for advising a diverse student population.
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This document discusses openly sharing formative feedback among tutors, peers, and students on a social media portfolio for a Postgraduate Certificate in Academic Practice programme. It outlines the benefits of openly shared feedback, including increased engagement with feedback, opportunities for wider feedback dialogues, and a more sustainable solution than individual formative feedback from tutors. Some challenges are identified, such as students feeling uncomfortable or judged by openly shared feedback. Possible solutions are discussed, such as emphasizing the developmental nature of feedback and creating guidelines for respectful feedback.
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Agenda
1. What is social media?
2. Why social media in training?
3. Which tool and choosing which one to use and when?
4. Getting started with social media
5. Disadvantages or issues?
6. What is social learning?
7. What’s the difference between regular/traditional/formal and social learning?
8. What does social learning look like?
9. Social learning: “how to do things” versus “how to get things done”
10. What’s the future?
Recommended
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The document describes The Alignment Network Project, which aims to create a network of emerging adults committed to living by seven principles connected to living with God. The project director hosts an online forum for network members and oversees the mostly volunteer-run organization. The project holds five-session discussion courses based on a book about knowing God, and those who complete a course are invited to join the network. The long-term goal is for the network to influence various communities through practicing principles like courage, love, and servant leadership.
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The document summarizes a day-long training for new peer advisors. It includes an agenda with sessions on job expectations, advising skills, communication, multiculturalism, and ethical dilemmas. Breakout activities are planned to discuss advising styles, non-verbal communication, cultural competence, and strengthening awareness as a tutor. The training aims to prepare advisors for their roles by developing important job skills and competencies for advising a diverse student population.
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Food Justice and Food Security: Moving from Service to Advocacy, The Congressional Hunger Center, 2017 Bonner Fall Directors and Coordinators Meeting
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Agenda
1. What is social media?
2. Why social media in training?
3. Which tool and choosing which one to use and when?
4. Getting started with social media
5. Disadvantages or issues?
6. What is social learning?
7. What’s the difference between regular/traditional/formal and social learning?
8. What does social learning look like?
9. Social learning: “how to do things” versus “how to get things done”
10. What’s the future?
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- Set up working sessions to come together periodically to share our findings, discuss connections to DAC, and identify gaps/new areas to explore
- Conduct interviews or focus groups with leaders in different contexts to learn what relational practices they use to increase direction, alignment and commitment in their organizations
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TAKE ACTION With SAGE’s Comprehensive Instructor
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Give your students the SAGE edge
SAGE edge for Instructors supports your teaching by making it easy to integrate
quality content and create a rich learning environment for students.
SAGE edge provides comprehensive and chapter-specific multimedia online resources
at edge.sagepub.com/nahavandi
Instructors Receive Full Access to the Password-Protected Instructor
Teaching Site
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http://edge.sagepub.com/nahavandi
• Test Bank in Word and Respondus
• PowerPoint
• Video Resources
• Audio Resources
• Chapter Lecture Notes
• Chapter Objectives
• Sample Syllabi
• Discussion Questions
• Ideas for Classroom Activities
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• ENGAGING Experiential Exercises
• SAGE Journal Articles
• Common Course Cartridges for Course Management Systems
• SAGE Handbook and Reference Links
• Real-World Research Articles From Pacific Standard Magazine
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TAKE ACTION With SAGE’s Comprehensive Student
Resources
Students Can Sharpen Their Skills With SAGE edge
SAGE edge for Students provides a personalized approach to help you accomplish
your coursework goals in an easy-to-use learning environment.
SAGE edge provides comprehensive multimedia online resources at
edge.sagepub.com/nahavandi
Students Benefit From the NO PASSCODE REQUIRED, NO
Additional Cost, Open Access Student Study Site
6
http://edge.sagepub.com/nahavandi
• Mobile-friendly eFlashcards
• Mobile-friendly Self-Quizzes
• Study Questions
• Web Exercises
• Video Resources
• Audio Resources
• Additional Web Resources
• Chapter Outlines
• SAGE Journal Articles
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• Real-World Research Articles From Pacific Standard Magazine
• SAGE Reference Articles
8
TAKE ACTION With SAGE’s Multimedia-Rich
INTERACTIVE eBook
Improves Student Performance—Fully Searchable, Fully Assignable
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with integrated links to engaging video and audio as well as access to complete
academic and professional articles, all from the same pages found in the printed text.
Students will also have immediate access to study tools such as highlighting,
bookmarking, note-taking, and more!
9
10
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Copyright © 2015 by SAGE Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or
mechanical, including photocopying, recording, or by a.
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1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
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More Related Content
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Share your assumptions with the larger group.
30
Ethical Dilemmas
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Confidentiality
Dual Relationships
Boundaries
Competence
Integrity
31
Confidentiality
Confidentiality is a core principle of advising and tutoring.
As advisors and tutors, students may share personal information with you. It is important that this information remains private unless:
- The student gives you permission to share the information
- There is risk of harm to the student or others
Some key points about confidentiality:
- Only share information with other advisors/staff on a "
Community of Inquiry
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
Coiro PDI Keynote 2018 keynote
Tuesday morning keynote for Summer Institute in Digital Literacy 2018 at the University of Rhode Island
From Issues to Impact: Meeting of the New Jersey Bonner Network
These slides are part of a presentation for the New Jersey Bonner Network's September 2016 gathering of Bonner Scholars, Bonner Leaders, and AmeriCorps members. Together, they will explore how to build cross-campus and multi-city collaboration that might strengthen the impact of civic engagement on issues like college access, literacy, adult education, and food insecurity. Presented by Bonner Foundation staff Bobby Hackett, Ariane Hoy, Kristi Cordier, and Elvis Diaz.
Relational DAC Practices Project
Here are a few ideas for how we could work on this research agenda together:
- Divide up the literature to review - different team members could each take responsibility for synthesizing a few key areas like team effectiveness, collaboration, family systems, etc.
- Set up working sessions to come together periodically to share our findings, discuss connections to DAC, and identify gaps/new areas to explore
- Conduct interviews or focus groups with leaders in different contexts to learn what relational practices they use to increase direction, alignment and commitment in their organizations
- Develop case studies that illustrate how relational leadership plays out in various settings not well represented in existing research
- Create a matrix or map linking relational practices to leadership outcomes
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Slides for ODU Libraries Liaison Librarians mini-retreat, November 14, 2022. Topics include duties of liaisons, mission/vision for the group, and how to align the department's work with university priorities
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presentation on connecting adult learning theories and progressive learning theories with new learning environments including those with OERs and MOOCs.
Peer Mentoring Booklet 2016
This document is a resource guide for peer educators in the Herberger Business School at St. Cloud State University. It provides an overview of the role and responsibilities of peer educators, including cultivating relationships with mentees and sharing experiences to help mentees adjust to college. It also covers developmental advising models and explains that peer educators should focus on sharing their experiences rather than giving direct advice. The guide reviews the liberal education and business core requirements for various business degrees and provides resources for peer educators to familiarize themselves with campus services and degree programs.
Psychology Club Enhancing the Experience of Online Adult Learners
This document discusses the World Campus Psychology Club (WCPC) at Penn State University, the first online psychology club. It provides background on the club's creation, mission, activities, and research conducted on its impact. Based on a survey of 11 club members, the research found the club helped create a sense of community and provided relevant academic and career resources. Some challenges included coordinating across time zones and maintaining active discussions. Overall, the club seemed to positively impact adult online learners.
History of Afterschool and the LIAS Learning Principles
For more information on the history and development of after school programs, visit www.learninginafterschool.org. After school programs have evolved over time in response to various social and economic issues. During WWI, large budget cuts impacted school programs. In the 1920s, after school activities helped introduce popular culture to immigrant youth and address children's emotional health. Over time, after school programs struggled with issues of identity, funding, professionalization, and defining their goals and outcomes. The website provides resources on the 5 core learning principles of after school programs and reflections on developing positive youth through experiential learning.
Sophomore Advisee Handbook
This document provides guidance and resources for sophomore students at Brown University. It outlines key timelines, goals for liberal learning, the process for declaring a concentration, various advising resources, support services, curricular options like independent study and research opportunities, and Brown's writing requirement. The guide is intended to help sophomores navigate their academic and personal development during this year.
ILA Slides Personal Digital Inquiry Coiro Dobler Pelekis
This document discusses personal digital inquiry (PDI) as a way to foster curiosity and deep learning. PDI emphasizes developing personal relationships between teachers and students and giving students agency in the learning process. It involves using digital tools and texts for student-led inquiry projects. The document provides examples of PDI projects at different grade levels, from a garden inquiry in 1st grade to advocating for global issues in 12th grade. It also offers tools like a PDI planning guide to help teachers design personalized inquiry experiences for students.
OCRA NewTeacher & PLN preso
Orange County Reading Association’s
47th Annual Fall Conference
*Educators/Administrators * Student Teachers
Saturday, October 23, 2010
Cal State University, Fullerton
Titan Pavilion
800 N. State College Blvd.
Fullerton, CA 92834
Lisa Michelle Dabbs, Educational Coach & Consultant
@teachingwthsoul on Twitter
New Teacher Survival Kit & How to Build Your Personal Learning Network (K-12)
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
TAKE ACTION with Abundant Critical Thinking andSkill Dev.docx
TAKE ACTION with Abundant Critical Thinking and
Skill Development Exercises
What Would You Do? features present hypothetical scenarios that require students
to immediately interact with a chapter concept and connect it to their own behavior.
What Do You Think? features challenge students to exercise critical thinking.
2
TAKE ACTION With SAGE’s Comprehensive Instructor
Resources
Give your students the SAGE edge
SAGE edge for Instructors supports your teaching by making it easy to integrate
quality content and create a rich learning environment for students.
SAGE edge provides comprehensive and chapter-specific multimedia online resources
at edge.sagepub.com/nahavandi
Instructors Receive Full Access to the Password-Protected Instructor
Teaching Site
3
http://edge.sagepub.com/nahavandi
• Test Bank in Word and Respondus
• PowerPoint
• Video Resources
• Audio Resources
• Chapter Lecture Notes
• Chapter Objectives
• Sample Syllabi
• Discussion Questions
• Ideas for Classroom Activities
4
• ENGAGING Experiential Exercises
• SAGE Journal Articles
• Common Course Cartridges for Course Management Systems
• SAGE Handbook and Reference Links
• Real-World Research Articles From Pacific Standard Magazine
5
TAKE ACTION With SAGE’s Comprehensive Student
Resources
Students Can Sharpen Their Skills With SAGE edge
SAGE edge for Students provides a personalized approach to help you accomplish
your coursework goals in an easy-to-use learning environment.
SAGE edge provides comprehensive multimedia online resources at
edge.sagepub.com/nahavandi
Students Benefit From the NO PASSCODE REQUIRED, NO
Additional Cost, Open Access Student Study Site
6
http://edge.sagepub.com/nahavandi
• Mobile-friendly eFlashcards
• Mobile-friendly Self-Quizzes
• Study Questions
• Web Exercises
• Video Resources
• Audio Resources
• Additional Web Resources
• Chapter Outlines
• SAGE Journal Articles
7
• Real-World Research Articles From Pacific Standard Magazine
• SAGE Reference Articles
8
TAKE ACTION With SAGE’s Multimedia-Rich
INTERACTIVE eBook
Improves Student Performance—Fully Searchable, Fully Assignable
This dynamic new Interactive eBook version of Organizational Behavior is ideal for
students in online and traditional courses who prefer a more contemporary,
multimedia-integrated presentation for learning. Fully searchable, it provides students
with integrated links to engaging video and audio as well as access to complete
academic and professional articles, all from the same pages found in the printed text.
Students will also have immediate access to study tools such as highlighting,
bookmarking, note-taking, and more!
9
10
11
12
13
Copyright © 2015 by SAGE Publications, Inc.
All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or
mechanical, including photocopying, recording, or by a.
Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...
This session prompts participants to reflect upon their existing professional work through several different lenses, then uses those as entry points into the SAIL framework and language. Participants will engage with their own work and with others, and come away with new professional connections and a meaningful learning opportunity mapped to the SAIL framework.
ISSN 101 Summer 2017
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...
This document outlines 10 best practices for teaching great online courses:
1. Be present at the course site every day to engage with students.
2. Create a supportive online learning community by balancing faculty-led and peer-to-peer dialogue.
3. Develop clear expectations about communication, participation, and time commitments.
4. Design a variety of individual, small group, and large group learning activities to prevent isolation.
5. Include both synchronous and asynchronous learning experiences.
6. Ask for informal feedback early in the course to identify and address problems.
7. Craft discussion posts that encourage critical thinking, exploration, and real-world connections.
8. Design wrap-up discussions to help students
Personal Digital Inquiry Summer Institute in Digital Literacy 2019
This document discusses designing opportunities for personal digital inquiry in classrooms. It begins by asking how student-driven inquiry fits into digital literacy and what role the teacher plays in the inquiry process. It discusses choosing technologies that can deepen learning in meaningful ways. Personal digital inquiry is explored at different grade levels from K-12. The document emphasizes building a classroom culture of inquiry before introducing technology, with a focus on curiosity, relationship building, and student voice. It provides examples of personal digital inquiry projects across grade levels and discusses using technology to support knowledge building and creation. The goal is to move from teacher-guided to more learner-guided inquiry using technology purposefully.
Inclusive school contexts
Presenting research findings from a project exploring inclusive school practices across 7 schools in Queensland Australia
Similar to BRIDGE Building: Engaging Religious, Spiritual, and Secular Identity (20)
From Issues to Impact: Meeting of the New Jersey Bonner Network
From Issues to Impact: Meeting of the New Jersey Bonner Network
Psychology Club Enhancing the Experience of Online Adult Learners
Psychology Club Enhancing the Experience of Online Adult Learners
History of Afterschool and the LIAS Learning Principles
History of Afterschool and the LIAS Learning Principles
ILA Slides Personal Digital Inquiry Coiro Dobler Pelekis
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Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...
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Intersections Between Your Domain and SAIL - May 1, 2018 "Learning Everywhere...
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Ten Best Practices for Teaching Online. Designing and Teaching Online Learnin...
Personal Digital Inquiry Summer Institute in Digital Literacy 2019
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about career goals, academic study, service experience, career
support, and group discussions based on career interests.
2023 Bonner Congress Opening Slides
This opening session sets the stage for a dynamic and informative
conference focused on driving positive social change. We'll be
inspired and rooted in a sense of place by President Floyd and our
student speakers then dive into two frameworks focused on
equipping individuals to be change agents in their communities.
Participants can expect to gain valuable insights, engage in
thought-provoking discussions and be inspired by the stories of
those who work towards moving the metaphorical mountains of
social inequality, injustice, and systemic challenges.
This is What Democracy Looks Like Powerbuilding -- Cali VanCleve
Community organizing has always played a prominent role in the nonprofit world. But what about long-term, sustainable activism work? Power building is a newer sect of community organizing in which people can organize around a certain issue creating power within targeted communities. The Tennessee Immigrant and Refugee Rights Coalition (TIRRC) and its 501(c)(4) TIRRC Votes has created a movement across the state, and they build power within our immigrant and refugee communities through voter engagement and services such as legal aid, educational resources, etc. It is vital to recognize the diverse forms in which we can organize around election cycles beyond simply registering people to vote. If you're interested in either immigrant and refugee rights, voter engagement, or unconventional means of organizing, this would be the place for you!
SIT's Navigating Global Horizons.pdf
Are you aspiring to build an exciting career on the global stage? Do you dream of working across borders, cultures, and continents? In an increasingly interconnected world, an international career offers unparalleled opportunities for personal and professional growth. Join us to discuss how you can leverage your Bonner experience in a global context and to explore a wide array of international opportunities.
Prioritizing Bonner How to Support the Student Journey (1).pptx
This workshop focuses on how to support students as they go through their undergraduate programs not only in the Bonner Program but in their academic and personal lives as well. Students experience a lot of changes and stress during the transitions of college, and we will be discussing some structures and strategies to support them to grow into accountable leaders while still prioritizing their wellbeing.
Preparing a strong personal statement_fall_2023_grad_general.pptx
Thinking about applying to graduate school? Join Executive Director of Admissions and Enrollment, Ivone Foisy from Emory University’s Rollins School of Public Health to learn how to make your personal statement stand out to admissions committees. She will address your questions and offer examples of strong personal statements.
Current Communication Apps and Their Uses in Bonner.pdf
Ariel introduces communication apps Discord and Notion that can be used by Bonner programs. Discord is an instant messaging platform that allows users to communicate via voice/video calls and text messaging in private chats or servers. Notion is a versatile organizational software. Ariel provides an overview of how to set up and customize servers/templates on each platform to meet a program's needs, including examples of useful channel types for Discord and templates for Notion. Participants are invited to ask questions and provide feedback via a form.
'23 NSO - Cornerstones Activities
The document outlines the key activities and components of the Bonner Cornerstones program, including orientation, first and second year trips, capstone projects, presentations of learning, and one-on-one advising meetings. It provides examples of how different Bonner programs implement each component, with an emphasis on community building, exploring identity and social issues, and integrating service experience with academic learning. Small group discussions are included to allow participants to discuss strategies for improving or establishing these program elements at their institutions.
'23 NSO - Accountability, Tracking, Visibility
An overview of the student tracking systems for the Bonner Program and approaches for increasing the visibility of the program and campus-wide center.
'23 NSO - BSP Recruitment & Funding.pdf
The document provides an overview of the recruitment, selection, and funding process for Bonner Scholars. It outlines how to promote and recruit students, with a target estimated family contribution of less than $15,000. It then details the various sources of funding Bonners receive, including annual scholarships of $6,000 on average, summer stipends, and other program support. Schools must submit student rosters and funding requests to the Bonner Foundation for approval each semester through an online system.
'23 NSO - Community Partnerships
This document discusses managing community partnerships for service learning programs. It provides guidance on identifying lead community partners, writing position descriptions, matching students to placements, orienting students and partners, and supporting students throughout their service. It emphasizes developing long-term, reciprocal partnerships and using a developmental model where students take on increased responsibility over multiple years. It also covers managing summer service placements, including application materials and ensuring placements align with students' interests and skill levels. The goal is to create high-quality service experiences that benefit both students and community partners.
'23 NSO - Campus-Wide Engagement
This document discusses strategies for creating a campus-wide center to promote community engagement across an institution. It addresses collaborating with various campus departments, developing community-engaged learning and faculty involvement, strategic planning, and operations. The center aims to link civic engagement to the curriculum, mobilize students, foster global and career opportunities, build inclusion, and institutionalize community engagement through communications, tracking, and assessing impact. Strategic goals and initiatives could include engaging stakeholders, linking the center's work to the institution's mission, and developing a 3-5 year written strategic plan with objectives and measures of success.
'23 NSO - Other Foundation Initiatives & Support.pdf
A summary of the various campus-wide and national initiatives by the Bonner Foundation, as well as the ways we support campus staff.
More from Bonner Foundation (20)
Best Practices - Building a Coalition of Student-Led Service Projects.pdf
Best Practices - Building a Coalition of Student-Led Service Projects.pdf
Fall Network Meeting Community Partnerships & Projects Session.pdf
Fall Network Meeting Community Partnerships & Projects Session.pdf
Leveraging Data to Make the Case for Bonner Like Programs.pdf
Leveraging Data to Make the Case for Bonner Like Programs.pdf
This is What Democracy Looks Like Powerbuilding -- Cali VanCleve
This is What Democracy Looks Like Powerbuilding -- Cali VanCleve
Prioritizing Bonner How to Support the Student Journey (1).pptx
Prioritizing Bonner How to Support the Student Journey (1).pptx
Preparing a strong personal statement_fall_2023_grad_general.pptx
Preparing a strong personal statement_fall_2023_grad_general.pptx
Current Communication Apps and Their Uses in Bonner.pdf
Current Communication Apps and Their Uses in Bonner.pdf
'23 NSO - Other Foundation Initiatives & Support.pdf
'23 NSO - Other Foundation Initiatives & Support.pdf
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在线办理(西班牙UPV毕业证书)瓦伦西亚理工大学毕业证毕业完成信一模一样
学校原件一模一样【微信：741003700 】《(西班牙UPV毕业证书)瓦伦西亚理工大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Milton Keynes Hospital Charity - A guide to leaving a gift in your Will
A forever thank you in your Will to Milton Keynes University Hospital can change lives for years to come.
Indira awas yojana housing scheme renamed as PMAY
Indira Awas Yojana (IAY) played a significant role in addressing rural housing needs in India. It emerged as a comprehensive program for affordable housing solutions in rural areas, predating the government’s broader focus on mass housing initiatives.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
原版制作(Hope毕业证书)利物浦霍普大学毕业证文凭证书一模一样
学校原件一模一样【微信：741003700 】《(Hope毕业证书)利物浦霍普大学毕业证文凭证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Border towns and spaces of (in)visibility.pdf
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
2024: The FAR - Federal Acquisition Regulations, Part 42
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
一比一原版(theauckland毕业证书)新西兰奥克兰大学毕业证成绩单如何办理
原版定制【微信:741003700】《(theauckland毕业证书)新西兰奥克兰大学毕业证学位证成绩单》【微信:741003700】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份毕业证【Q微信741003700】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【Q微信741003700】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
在线办理美国乔治华盛顿大学毕业证（gwu毕业证书）学历学位证书原版一模一样
原版一模一样【微信：741003700 】【美国乔治华盛顿大学毕业证（gwu毕业证书）学历学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
AHMR volume 10 number 1 January-April 2024
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
快速办理(UVM毕业证书)佛蒙特大学毕业证学位证一模一样
学校原件一模一样【微信：741003700 】《(UVM毕业证书)佛蒙特大学毕业证学位证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Contributi dei parlamentari del PD - Contributi L. 3/2019
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RFP for Reno's Community Assistance Center
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BRIDGE Building: Engaging Religious, Spiritual, and Secular Identity
- 1. BRIDGE Building: Engaging Religious, Spiritual, and Secular Identity Brian Anderson Bonner Summer Leadership Institute 2018
- 2. Defining Worldview A guiding life philosophy, which may be based on a particular religious tradition, spiritual orientation, non-religious perspective, or some combination of these. The foundational outlook you have on life that helps you make sense of the world around you 2
- 3. Establishing Community Agreements Dialogue not debate Use “I Statements” Show respect Others? 3
- 5. Concentric Circles Conversation: Question 1 When do you feel most part of a community? 5
- 6. Concentric Circles Conversation: Question 2 How does your worldview inform how you understand other parts of your identity? 6
- 7. Concentric Circles Conversation: Question 3 Who is one leader from another worldview that you admire? What do you admire about them? 7
- 8. Concentric Circles Conversation: Question 4 What’s one thing you wish other people knew about your worldview? 8
- 9. Concentric Circles Conversation: Reflection What is something you learned about another worldview? What is something you found inspiring from another worldview? What is something you found surprising, or challenging? 9
- 10. Debrief
- 11. There is a gap between the aspiration to engage religious diversity and action to do so. 58% of the Campus Interfaith Inventory* participating campuses have interfaith cooperation named as an institutional priority But only 34% consistently address religion in all diversity policies And only 21% offer religious diversity training at least as frequently as other diversity trainings And only 5-7% offer annual religious diversity training for students, staff, faculty *Campus Interfaith Inventory; https://www.ifyc.org/inventory; report linked here
- 12. Why religious diversity training matters IDEALS* research shows that most first year students have heard insensitive comments about their worldview: 78% from peers 45% from faculty 37% from staff/administrators A range of people and departments across campus will be in a position to support students as they make meaning of these experiences. *Interfaith Diversity Experiences & Attitudes Longitudinal Survey; https://www.ifyc.org/ideals; report linked here
- 13. Conversation How did your experience in the Concentric Circles Conversation prompt your thinking about building capacity to engage religious diversity in your campus community? 13
- 14. BRIDGE Curriculum (ifyc.org/bridge) Modeled after Safezone Modular – designed to be customized by educators on campus Tools – Facilitator’s Guide, curricular overviews, activity sheets – all available online Campus examples: California Lutheran University – targeted training series, expanding each BRIDGE module to a full training experience Doane University – broad-scale training for multiple audiences 14
- 15. Questions Contact us: Brian Anderson - Brian@ifyc.org Student Leadership Manager Mary Ellen Giess - Maryellen@ifyc.org Sr. Director of Co-Curricular Partnerships Ben Correia-Harker – Ben@ifyc.org Director of Assessment & Research 15