Empowering Students through Train-the-Trainer Workshops
Case Study Presentation
Ms. Tahira Mohamad Abbas, RCE Greater Portland
8th Americas Regional Meeting
23-25 September, 2019, Burlington, USA
This document outlines a final presentation for Erika's Lighthouse, a non-profit organization dedicated to raising awareness of adolescent depression. The presentation agenda includes an overview of research conducted, deliverables created for Erika's Lighthouse, and the impact of the work. Key deliverables include a research report on outreach strategies, recommendations to target schools strategically and saturate districts, and a Salesforce training guide to help track outreach contacts. The work is intended to help Erika's Lighthouse scale their mental health program for schools.
Substance Use Prevention Education Case Study: Unplugged [UNESCO Expert Meeti...Mentor
Presentation by Jamila Boughelaf, ADEPIS Project Manager at the International Expert Meeting on Substance Use among Children and Young People, held in Istanbul by UNESCO, UNODC and WHO in October 2015.
Part of monthly Quality In Action Webinar Series hosted by Mentoring Partnership of Minnesota.
September 1, 2010 - Features Andrea Taylor., Ph.D., and Developer and Principal Investigator of Across Ages, a comprehensive, intergenerational mentoring program designed to reduce adolescent drug abuse among 9 to 13 year olds. Across Ages has been designated as a Model Program by the Substance Abuse and Mental Health Services Administration (SAMHSA) and is the only mentoring program to receive such a designation. In addition, the Across Ages model has been recognized as a Best Practice Model in Youth Violence Prevention by the Centers for Disease Control and Prevention; a Top 25 Youth Development Program by the U.S. Department of Health and Human Services; a Commendable Practice by the Child Welfare League of America; and a Model Program - Case Study for North America by the United Nations Office of Drug Control Programs. Across Ages has been replicated in more than 30 sites in 17 states. Dr. Taylor is also the keynote presenter for the 2010 Minnesota Mentoring Conference.
The document discusses professional standards that can be applied to support peer education programs. It identifies three key sources of standards: the Accreditation Association for Ambulatory Health Care, the Council for the Advancement of Standards, and the Standards of Practice for Health Promotion in Higher Education published by the American College Health Association. The document outlines each standard and provides examples of how peer education programs can apply the standards to strengthen programming, collaboration, cultural competence, theory-based practice, and evidence-based practice.
Gathering data on how teaching practices impact student well beinghealthycampuses
This document summarizes research on teaching practices that impact student mental health and wellbeing. The research included surveys of over 5,000 students in 2015 and 2016 asking about their experiences with different teaching practices and which ones positively impacted their wellbeing. Focus groups were also held with students. Interviews were conducted with instructors identified by students as supporting wellbeing. The research found that student wellbeing is supported by effective teaching strategies that motivate learning, a sense of belonging through connections to peers and instructors, and support for the whole student beyond academics. A teaching practices checklist was created to translate the findings into implementation.
Presentation by District Superintendant Bob Mistele and Assistant Principal Alex Chapman. How the school district and high school work to make students feel more connected and supported and build resiliency skills so they can handle stress.
This document outlines a final presentation for Erika's Lighthouse, a non-profit organization dedicated to raising awareness of adolescent depression. The presentation agenda includes an overview of research conducted, deliverables created for Erika's Lighthouse, and the impact of the work. Key deliverables include a research report on outreach strategies, recommendations to target schools strategically and saturate districts, and a Salesforce training guide to help track outreach contacts. The work is intended to help Erika's Lighthouse scale their mental health program for schools.
Substance Use Prevention Education Case Study: Unplugged [UNESCO Expert Meeti...Mentor
Presentation by Jamila Boughelaf, ADEPIS Project Manager at the International Expert Meeting on Substance Use among Children and Young People, held in Istanbul by UNESCO, UNODC and WHO in October 2015.
Part of monthly Quality In Action Webinar Series hosted by Mentoring Partnership of Minnesota.
September 1, 2010 - Features Andrea Taylor., Ph.D., and Developer and Principal Investigator of Across Ages, a comprehensive, intergenerational mentoring program designed to reduce adolescent drug abuse among 9 to 13 year olds. Across Ages has been designated as a Model Program by the Substance Abuse and Mental Health Services Administration (SAMHSA) and is the only mentoring program to receive such a designation. In addition, the Across Ages model has been recognized as a Best Practice Model in Youth Violence Prevention by the Centers for Disease Control and Prevention; a Top 25 Youth Development Program by the U.S. Department of Health and Human Services; a Commendable Practice by the Child Welfare League of America; and a Model Program - Case Study for North America by the United Nations Office of Drug Control Programs. Across Ages has been replicated in more than 30 sites in 17 states. Dr. Taylor is also the keynote presenter for the 2010 Minnesota Mentoring Conference.
The document discusses professional standards that can be applied to support peer education programs. It identifies three key sources of standards: the Accreditation Association for Ambulatory Health Care, the Council for the Advancement of Standards, and the Standards of Practice for Health Promotion in Higher Education published by the American College Health Association. The document outlines each standard and provides examples of how peer education programs can apply the standards to strengthen programming, collaboration, cultural competence, theory-based practice, and evidence-based practice.
Gathering data on how teaching practices impact student well beinghealthycampuses
This document summarizes research on teaching practices that impact student mental health and wellbeing. The research included surveys of over 5,000 students in 2015 and 2016 asking about their experiences with different teaching practices and which ones positively impacted their wellbeing. Focus groups were also held with students. Interviews were conducted with instructors identified by students as supporting wellbeing. The research found that student wellbeing is supported by effective teaching strategies that motivate learning, a sense of belonging through connections to peers and instructors, and support for the whole student beyond academics. A teaching practices checklist was created to translate the findings into implementation.
Presentation by District Superintendant Bob Mistele and Assistant Principal Alex Chapman. How the school district and high school work to make students feel more connected and supported and build resiliency skills so they can handle stress.
The Response Ability initiative, developed by the Hunter Institute of Mental Health and funded by the Australian Government Department of Health, provides specialised resources and practical support to assist in the preparation of teachers and educators.
www.responseability.org
Issue 7: Cross-Age Peer Mentoring
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Presentaton from Mr Glenn Eales - Regional Manager and environmental educator EnviroCom Australia at The Waste management: best practice showcase 22 November 2018 .
Horner:Administrator Training MO SW-PBS SI 08Nanci Johnson
The document discusses implementing organizational change in schools through a multi-tiered system of support. It emphasizes investing in high-fidelity implementation of core initiatives, evaluating outcomes, and integrating or eliminating programs based on their effectiveness. Initiatives should be combined that have similar outcomes, target groups, and staff involvement. Leadership, funding, training, and data-driven decision making are essential to support sustainable systems-level change.
The document summarizes key points from a seminar on youth mentoring programs. It discusses the importance of mutual trust and empathy between mentors and mentees. A successful ratio of effort is recommended at 60-40 or 70-30 mentor to mentee. Program design, management, operations and evaluation are also outlined as important components. Best practices like screening mentors, training, and ongoing support are highlighted.
1) The document summarizes a study on the effectiveness of the Unplugged drug prevention program, which was tested on over 7,000 students across 7 European countries.
2) The study found that Unplugged led to reductions in daily smoking by 30%, recent drunkenness by 28%, and experimenting with cannabis by 23% among students three months after the program. The effects were larger for boys than girls.
3) Additional research found that Unplugged was equally effective for students from different backgrounds and socioeconomic statuses. It also had no unintended negative effects and was more effective in schools in underprivileged areas in reducing drinking.
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.
Rahwa Kibrom completed an exchange experience at the Comani Center in Mexico with the following goals: to gain practical experience in public health, learn about Mexican culture, and learn Spanish. As part of the experience, Rahwa developed an educational program for mothers of children at the Comani Center focused on social determinants of health and nutrition. Rahwa worked with ITSON students and exchange students on projects, conducted a needs assessment survey, and proposed offering training courses to mothers. Rahwa grew both personally and professionally from the international experience in public health and developed leadership, public speaking, and basic Spanish skills.
This document summarizes a train-the-trainer workshop on strategies for resilience and hope in the face of climate change. It provides details on the workshop such as funding from PCC's Green Initiative Fund, trainers in ecopsychology, objectives to teach self-care and build positive visions, and activities including training students and preparing them to conduct their own workshops. Feedback was positive and lessons learned include the strong need for this work, working closely with trainers, and considering longer workshops to fully address tough topics.
True North provides comprehensive student assistance and substance abuse treatment services through Educational Service District 113. The services include classroom presentations, screening and assessments, various support groups, and programs to help students develop healthy coping skills and prevent substance abuse. True North aims to help students discover harmful behaviors and make positive decisions. It has been providing these services since 1997 and is certified by the Division of Alcohol and Substance Abuse. The document provides an overview of True North's services and contact information for those seeking assistance.
Monthly webinar series hosted by Mentoring Partnership of Minnesota. #9 - Parental Involvement in Mentoring Programs with panelist Andrea Taylor, Ph.D., October 6, 2010
Developing Collaborative Policy and Practice to Tackle Child Neglect - Sharin...BASPCAN
This document summarizes research on early help for child neglect provided by universal services in England. It reports that professionals believe they have a role in identifying neglect and responding, though there is variation. Common responses include signposting and referral, while talking to children and monitoring are less common. Barriers include workload, multiagency working, and lack of training. Recommendations include clarifying role expectations, improving relational service provision, supporting professionals, and increasing resources for early help.
The document discusses several theories that are relevant to peer education programs aimed at behavior change. It describes theories such as the information deficit model, affective education model, health belief model, theory of reasoned action, diffusion of innovations theory, IMBR model, social ecological model, social learning theory, and theory of participatory education. It analyzes how concepts from each theory can inform peer education approaches. At the end, it poses the question of whether peer education is best guided by a single theory or a theoretical framework that draws from multiple theories.
Felecia Pullen is a results-oriented executive with extensive experience in non-profit administration and substance abuse prevention and counseling. She currently serves as the President of Let's Talk SAFETY, a community-based non-profit, where she developed their business plan and increased their reach from 1000 to over 30,000 teens. She is also the Program Director of SAFE in Harlem, where she works to reduce substance abuse among youth through collaboration between community organizations. Previously, she worked as a Substance Abuse Prevention Counselor at Fordham University.
Nikki McIntosh has over 10 years of experience working directly with children and families in behavioral healthcare settings. She has a Masters in Psychology and provides behavioral assessments, treatment programs, and case management for clients with conditions like ADHD, ARD, and ADD. Her strengths include establishing relationships, meeting deadlines, problem solving, and managing client care. Currently, she is seeking a direct position in behavioral healthcare to utilize her clinical skills and experience serving clients and families.
The document describes a new organizational assessment tool created by the Annie E. Casey Foundation to help nonprofits and schools strengthen parent engagement. The tool is organized around four domains of parent engagement practice and provides strategies at three levels of implementation within each domain. The webinar will provide an overview of the tool, resource guide, and interviews with two practitioners who discuss how using the tool helped improve their organizations' parent engagement.
Jerry Phelps has over 19 years of experience as a licensed psychologist in a variety of clinical settings. He has successfully led and managed multiple teams, delivering high quality outcomes through problem solving, collaboration, and relationship building. Phelps has experience integrating mental health technology into clinical services and developing screening programs, apps, and surveys. He provides clinical supervision and has expertise in areas like motivational interviewing, substance abuse, and student development. Phelps aims to meet students' needs through innovative service models and a focus on access, outreach, and reducing barriers to care.
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.
Michigan Model K 6 New Teacher One Day Training 08 09Wendy Sellers
Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.
The Response Ability initiative, developed by the Hunter Institute of Mental Health and funded by the Australian Government Department of Health, provides specialised resources and practical support to assist in the preparation of teachers and educators.
www.responseability.org
Issue 7: Cross-Age Peer Mentoring
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field.
Presentaton from Mr Glenn Eales - Regional Manager and environmental educator EnviroCom Australia at The Waste management: best practice showcase 22 November 2018 .
Horner:Administrator Training MO SW-PBS SI 08Nanci Johnson
The document discusses implementing organizational change in schools through a multi-tiered system of support. It emphasizes investing in high-fidelity implementation of core initiatives, evaluating outcomes, and integrating or eliminating programs based on their effectiveness. Initiatives should be combined that have similar outcomes, target groups, and staff involvement. Leadership, funding, training, and data-driven decision making are essential to support sustainable systems-level change.
The document summarizes key points from a seminar on youth mentoring programs. It discusses the importance of mutual trust and empathy between mentors and mentees. A successful ratio of effort is recommended at 60-40 or 70-30 mentor to mentee. Program design, management, operations and evaluation are also outlined as important components. Best practices like screening mentors, training, and ongoing support are highlighted.
1) The document summarizes a study on the effectiveness of the Unplugged drug prevention program, which was tested on over 7,000 students across 7 European countries.
2) The study found that Unplugged led to reductions in daily smoking by 30%, recent drunkenness by 28%, and experimenting with cannabis by 23% among students three months after the program. The effects were larger for boys than girls.
3) Additional research found that Unplugged was equally effective for students from different backgrounds and socioeconomic statuses. It also had no unintended negative effects and was more effective in schools in underprivileged areas in reducing drinking.
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.
Rahwa Kibrom completed an exchange experience at the Comani Center in Mexico with the following goals: to gain practical experience in public health, learn about Mexican culture, and learn Spanish. As part of the experience, Rahwa developed an educational program for mothers of children at the Comani Center focused on social determinants of health and nutrition. Rahwa worked with ITSON students and exchange students on projects, conducted a needs assessment survey, and proposed offering training courses to mothers. Rahwa grew both personally and professionally from the international experience in public health and developed leadership, public speaking, and basic Spanish skills.
This document summarizes a train-the-trainer workshop on strategies for resilience and hope in the face of climate change. It provides details on the workshop such as funding from PCC's Green Initiative Fund, trainers in ecopsychology, objectives to teach self-care and build positive visions, and activities including training students and preparing them to conduct their own workshops. Feedback was positive and lessons learned include the strong need for this work, working closely with trainers, and considering longer workshops to fully address tough topics.
True North provides comprehensive student assistance and substance abuse treatment services through Educational Service District 113. The services include classroom presentations, screening and assessments, various support groups, and programs to help students develop healthy coping skills and prevent substance abuse. True North aims to help students discover harmful behaviors and make positive decisions. It has been providing these services since 1997 and is certified by the Division of Alcohol and Substance Abuse. The document provides an overview of True North's services and contact information for those seeking assistance.
Monthly webinar series hosted by Mentoring Partnership of Minnesota. #9 - Parental Involvement in Mentoring Programs with panelist Andrea Taylor, Ph.D., October 6, 2010
Developing Collaborative Policy and Practice to Tackle Child Neglect - Sharin...BASPCAN
This document summarizes research on early help for child neglect provided by universal services in England. It reports that professionals believe they have a role in identifying neglect and responding, though there is variation. Common responses include signposting and referral, while talking to children and monitoring are less common. Barriers include workload, multiagency working, and lack of training. Recommendations include clarifying role expectations, improving relational service provision, supporting professionals, and increasing resources for early help.
The document discusses several theories that are relevant to peer education programs aimed at behavior change. It describes theories such as the information deficit model, affective education model, health belief model, theory of reasoned action, diffusion of innovations theory, IMBR model, social ecological model, social learning theory, and theory of participatory education. It analyzes how concepts from each theory can inform peer education approaches. At the end, it poses the question of whether peer education is best guided by a single theory or a theoretical framework that draws from multiple theories.
Felecia Pullen is a results-oriented executive with extensive experience in non-profit administration and substance abuse prevention and counseling. She currently serves as the President of Let's Talk SAFETY, a community-based non-profit, where she developed their business plan and increased their reach from 1000 to over 30,000 teens. She is also the Program Director of SAFE in Harlem, where she works to reduce substance abuse among youth through collaboration between community organizations. Previously, she worked as a Substance Abuse Prevention Counselor at Fordham University.
Nikki McIntosh has over 10 years of experience working directly with children and families in behavioral healthcare settings. She has a Masters in Psychology and provides behavioral assessments, treatment programs, and case management for clients with conditions like ADHD, ARD, and ADD. Her strengths include establishing relationships, meeting deadlines, problem solving, and managing client care. Currently, she is seeking a direct position in behavioral healthcare to utilize her clinical skills and experience serving clients and families.
The document describes a new organizational assessment tool created by the Annie E. Casey Foundation to help nonprofits and schools strengthen parent engagement. The tool is organized around four domains of parent engagement practice and provides strategies at three levels of implementation within each domain. The webinar will provide an overview of the tool, resource guide, and interviews with two practitioners who discuss how using the tool helped improve their organizations' parent engagement.
Jerry Phelps has over 19 years of experience as a licensed psychologist in a variety of clinical settings. He has successfully led and managed multiple teams, delivering high quality outcomes through problem solving, collaboration, and relationship building. Phelps has experience integrating mental health technology into clinical services and developing screening programs, apps, and surveys. He provides clinical supervision and has expertise in areas like motivational interviewing, substance abuse, and student development. Phelps aims to meet students' needs through innovative service models and a focus on access, outreach, and reducing barriers to care.
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.
Michigan Model K 6 New Teacher One Day Training 08 09Wendy Sellers
Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.
The document summarizes the mission, history, activities, and future plans of the Public Health Awareness and Mobilization (PHAM) student group at a university. PHAM's mission is to promote campus health and wellness through educational outreach, community support, and adoption of healthy behaviors. Formed in 2010-2011, PHAM has 21 members and organizes events on topics like alcohol awareness, flu prevention, sexual health testing, and relationship violence prevention. Looking ahead, PHAM interns plan to focus more on mental health and nutrition while continuing signature programs and revising existing campaigns.
Learning for Sustainable Living and Emotional Well-being Seminars Werner Sattmann-Frese
Recent research projects have deepened our understanding of the complex links between the mental and physical health of individuals and the current levels of community and global health. There is, however, still a dearth of courses that not only teach individuals sustainable living skills, but that also enable them to understand the physio-emotional, psychosocial and ecological causes of their struggles with sustainable living. The 'Learning for Sustainable Living and Emotional Well-being' seminar series described in this PowerPoint presentation is an initiative designed to address this shortcoming. Please contact the seminar facilitator Dr Werner Sattmann-Frese if you are interested in this initiative. Contact details can be found in the presentation.
Interested in Student Health?
Join us as we present initial findings that uncover how mobile technology can support student engagement and health.
What you'll learn:
Learn how expert researchers from Duke University Medical Center, in partnership with Ready Education, created a series of resources to proactively provide students with behavioral health information
Learn new strategies to improve mental health and well-being for first year students
Learn how to increase your students' awareness of mental health issues and other high-risk behaviours
Learn best practices on effective implementation and alignment of stakeholders around mental health interventions
Child Survival & Health Grants_ Jenn Wiess_10.14.11CORE Group
The KabehoMwana consortium implemented child survival programs in Rwanda from 2007-2011, covering 20% of the country. It was a partnership between Concern Worldwide, the International Rescue Committee, and World Relief to reduce child mortality. Each agency led programs in two districts with technical support from other members. The consortium approach strengthened implementation through shared resources, learning, advocacy, and expanded scale. However, individual agency visibility decreased over the branded program. Maintaining principles like transparency, communication and respect between diverse partners was key to success but also challenging.
The Buffalo Rider School Based Early Intervention program was developed to address substance abuse issues among First Nations youth through a school-based prevention program. The program provides 25 culturally-relevant sessions on topics like emotional literacy, resilience, and peer resistance for grades 7-8 students. It began as a pilot in Manitoba in 2011 and now offers national training. The program is designed to build community capacity and utilizes assessments, individual screening tools, and curriculum delivery strategies. Evaluations found it exceeded targets and communities adapted content for other age groups. The program aims to improve early intervention access and capacity while decreasing demand for long-term treatment.
1) The document summarizes research on building community and sense of belonging for youth. It discusses how connectedness to families, schools, and communities leads to better health outcomes and less risky behaviors for adolescents.
2) Positive youth development programs that provide a supportive environment for youth have shown small benefits for academic achievement and psychological adjustment compared to programs focused solely on activities.
3) Community interventions like parenting programs that encourage collaboration and mutual support between community members have been associated with positive outcomes for families and youth.
This document provides an overview and agenda for training modules on monitoring and evaluation of Population, Health and Environment (PHE) programs. It outlines 7 training modules that cover topics such as conceptual and logic model frameworks, indicators, evaluation design, and more. The target audience is staff involved in monitoring and evaluation of integrated PHE programs. The objectives are to increase understanding of monitoring and evaluation approaches for PHE programs and to gain experience designing M&E plans for such programs. Learning methods include lectures, exercises, small group work and presentations.
This presentation was given at the International Family Planning conference in Kampala, Uganda in November 2009 by IRH Georgetown and the Extending Service Delivery (ESD) Project.
Navigating Change: Recommendations for Advancing Undergraduate PR EducationSarah Jackson
The report provides recommendations for advancing undergraduate public relations education to prepare students for an evolving field and workplace. Key findings include:
1) Educators and practitioners should promote the six essential courses of study (principles, research, writing, campaigns, internship, and ethics) and increase experiential learning opportunities.
2) Critical strategic thinking must be explicitly taught across the curriculum using models like DASA (Detect, Analyze, Strategize, Act).
3) Students must have grounding in data analytics, research, and alignment of data to objectives to address demands of practice related to technology and AI.
4) Ethics education is still lacking and should be a required course, and educators must prepare students to
This document discusses research on why youth mentoring relationships end. It finds that about half of formal mentoring relationships last less than a few months. Relationship failures can potentially harm youth. The document examines factors related to youth, mentors, the relationship process, and programs that may contribute to early relationship endings, such as lack of training, expectations, cultural differences, and program support. Preventing relationship failures requires screening mentors, setting clear expectations, providing ongoing support and training, and discussing closure from the start of the match.
Global Topic will be World Hunger, I will be representing the pers.docxwhittemorelucilla
Global Topic will be World Hunger, I will be representing the perspective of Confucianism and Daoism
Prepare and present a multi-media Interfaith Initiative OR a Joint Resolution providing your group's solution to a real Global Issue that has been identified by the United Nations as needing major solutions in this day and age. The purpose of your task is to role play in such a way as though you are making a formal presentation of your solution to the United Nations Assembly. The key being that each person in your Group will represent at least one religious viewpoint from among those studied in this class and you must stay faithful to the beliefs and characteristics of your religion in developing your solution with the Group. Your Group will need to complete its work and the Leader post your work on or before Thursday of Week #8 in the weekly Forum for review by the class. You will need to reply to at least two other Group Projects.
As a result, your Interfaith Initiative OR Joint Resolution should include the following components:
· A brief Introduction that identifies the Global Issue presented by the United Nations as to the background information, history, and current status of the issue in the world today.
· Identification of the major components offered by each individual in the Group representing their specific religious beliefs and characteristics in direct relation to this issue alone.
· Presentation of your Group's Interfaith Initiative OR Joint Resolution which will include the specific directives of your solution, reasoning for the directives, and a brief plan for implementation by the United Nations.
· A Summary Statement briefly wrapping up your presentation and progress made for addressing this Global Issue.
· Be sure to include MLA citations and a Works Cited Page for inclusion of all resources used in each slide and in your presentation to avoid plagiarism.
· Failure to participate in the formation of this statement with your Group will result in major deductions as Group Leaders will be tasked with submitting participation completions or failures to participate.
Running head: GEORGIA SCHOOLS PUNISHMENT SYSTEM PROGRAM EVALUATION 1
GEORGIA SCHOOLS PUNISHMENT SYSTEM PROGRAM EVALUATION 4
Georgia Schools Punishment System Program Evaluation
Vibert Jacob
South University
Program Evaluation Criteria
The following five criteria are used in evaluating Georgia schools punishment system as a program: relevance, efficiency, effectiveness, impact and sustainability (Posavac, 2015). Relevance is a measure or criterion of the extent to which the punishment program meets the needs of the teachers, students and other important state education stakeholders, and the needs are consistent with the policies of the education administration in Georgia. For instance, a common question that can be asked under thi ...
Introduction to the Quality Improvement Center on Early Childhoodk.stepleton
The document summarizes the Quality Improvement Center on Early Childhood (QIC-EC), a 5-year cooperative agreement between the Children's Bureau and the Center for the Study of Social Policy. The QIC-EC aims to generate evidence and new knowledge on child maltreatment prevention and optimal child development outcomes. It will fund research and demonstration projects and dissertation work. The expected long-term outcomes include improved child development, reduced child maltreatment, and strengthened collaborations across child services.
Issue #4: Fostering Close and Effective Relationships in Youth Mentoring Programs.
This series was developed by MENTOR and translates the latest mentoring research into tangible strategies for mentoring practitioners. Research In Action (RIA) makes the best available research accessible and relevant to the mentoring field
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Proyecto Boost - Promoting Environmental Education For Sustainability in the ...ESD UNU-IAS
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Mikel Ballesteros Garcia (Basque Department of Economic Development, Sustainability and Environment)
Europe Regional Meeting 2023
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RCE South PL is a regional partnership in Southern Poland consisting of 66 partners from 17 NGOs, 13 schools, 12 public administration offices, 11 companies, and 9 universities. The partnership aims to support education for sustainable development in the region by translating global sustainability goals into local actions while considering national strategies. It serves as a practical model that brings together universities, industry, government, civil society, and the natural environment to find feasible, anticipatory, and resilient solutions on multi-stakeholder, multi-sectoral, and multi-task platforms.
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Jana Dlouha (RCE Czechia)
Europe Regional Meeting 2023
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This document discusses a professorship on "Pedagogy for democratic and sustainable societies" established by NHL Stenden University of Applied Sciences. The professorship is led by Jose Middendorp and works with various stakeholder groups on common themes. Pedagogy is seen as key to managing transitions toward sustainability. The professorship intends to participate in an upcoming education conference on "Education in an age of uncertainty" and is seeking interested Regional Centres of Expertise to collaborate.
How Can We Support Education Professionals in (Re)Designing Education for Sus...ESD UNU-IAS
Educators can support education professionals in redesigning education for sustainable development by designing transformative learning environments that focus on sustainable development goals, celebrate current successes, and define additional goals to develop the region. They can also focus on goals for personal and professional development of students and teachers and stimulate a continuous dialogue across departments to discuss innovative ideas, objectives, difficulties and provide inspiration and support.
Monitoring and Evaluating Education for Sustainable DevelopmentESD UNU-IAS
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Role of Youth in Climate Action: Creating a Multistakeholdership in JapanESD UNU-IAS
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RCE Youth Webinar: Igniting Changes for a Sustainable World - Embracing Intersectionality in Sustainability and Local Community Actions
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Stakeholder Identification in Net Zero InitiativesESD UNU-IAS
"Stakeholder Identification in Net Zero Initiatives", presented by Dr. Shengru Li and Mr. Jerome Silla (UNU-IAS) at the 2022 ProSPER.Net Leadership Programme, 5 December, 2022.
This document provides an overview of Result Based Project Design and Management (RBM). RBM is a project management strategy used by the UN to ensure activities contribute to desired results. It measures actual changes rather than just outputs, and includes all stakeholders. The RBM cycle includes setting a vision based on data, defining a results framework with inputs, activities, outputs and outcomes, and planning monitoring with indicators, targets and verification. The document provides examples of an RBM results framework and steps for applying RBM to project design, including identifying issues, developing the framework, and monitoring planning.
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Lê Công Anh
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
United Nations World Oceans Day 2024; June 8th " Awaken new dephts".Christina Parmionova
The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
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.
Indira awas yojana housing scheme renamed as PMAYnarinav14
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.Christina Parmionova
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.
The Antyodaya Saral Haryana Portal is a pioneering initiative by the Government of Haryana aimed at providing citizens with seamless access to a wide range of government services
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
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
Empowering Students through Train-the-Trainer Workshops
1. 8th RCE Americas Conference:
“Human Health & The Environment”
September 23-25, 2019
Burlington, VT
Empowering Students Through Train-the-Trainer Workshops
Tahira M.Abbas, M.A
RCE Greater Portland
abbas.m.tahira@gmail.com
2. Mental Health & Well-being
Mental health effects: integral parts of the overall
climate-related human health impacts
Lack of visibility: “not merely the absence of disease”
SDG 3 / Target 3.4 : 1st time explicitly on a global agenda
Prioritizing mental health: central to achieving the SDGs
3. Linking the physical and psychological impacts of
climate change. (INFOGRAPHIC BY ECOAMERICA)
4. The Narrative
Media and culture
representations
Routine exposure to risk
messages: doom & gloom
Climate skepticism
5. Adverse Effects
Routine exposure to information about
overarching threats : adverse
Sense of cynicism, hopelessness,
fatalism, heightened risk perceptions,
etc.
Eroded sense of self and collective
control; anxiety disorders
Psychological barrier to active
involvement: solutions seem insignificant
to scale and magnitude of threats.
6. How To Address
Challenges?
How do we overcome psychological
barriers that inhibit engagement and
build awareness to empower students?
GPSEN collaborated with experts to
design trainings addressing sustainability
issues through eco-psychology and social
justice lenses.
Trainings created by:
Kathy Stanley, M.A.
Rebecca Lexa, M.A.
Kevin Thomas, M.A.
8. Structure & Curriculum:
GPSEN Motto
EDUCATE: Grounded in educational foundations
EMPOWER: Promote attitudes and tools to make a difference
ENGAGE: Provide proactive strategies and pathways
9. Train-the-Trainer Workshop Series
“Strategies for Hope and Resilience” (Piloted February, 2017)
“Facing Climate Change” (Piloted April, 2017)
"Empowering Students for Environmental Justice“ (Piloted May, 2019)
10. Funded by:
Portland Community College’s Green Initiative Fund (TGIF)
PCC’s Student Government Eco-Social Justice Initiative
Funds supported trainer fees, course materials,
operations & refreshments
Administered by GPSEN
11. Outcomes
70 students attended PCC workshops
45 Oregon Department of Environmental
Quality employees trained
45 participants in AASHE presentation
9 participants in AASHE pre-conference
workshop
50 people attended Global RCE workshop in
Japan (2017)
12. Lessons Learned:
A strong need for these lessons
A collaborative community is needed for this work
Work closely with trainers to achieve desired outcomes
Include more interactive activities
Provide more time to dig into tough topics
Next Steps:
Requests to offer each of the workshops in the coming year
Will continue to revise and improve workshops
Collaborate with student clubs for leadership development
Increase community partnerships
Align workshops with SDGs
13. GAP Priority Action Areas
3: Building Capacities of Educators and Trainers
4: Empowering and Mobilizing Youth
5: Accelerating sustainable solutions at the local level
14. Upcoming project:
Research-Practice-Policy
SDGs Meet-ups
Bridging the gap between
sustainability stakeholders in
research, practice, and policy
on each of the SDGs
GAP 1: Advancing policy
GAP 5: Accelerating sustainable
solutions at the local level
15. Current GPSEN Initiatives
Governance: strategic plan; apply for grants
Outreach & Communications: advance partnerships
Research & Curriculum: expand Fellows program
Programs & Events: UN Days; Fall EcoChallenge;
Train-the-Trainer Workshops; Sustainability
Symposium; and Networking Socials
Mentoring new RCEs in US
For more: visit RCE Portal/GPSEN website:
www.gpsen.org
16. Future
partnerships
Focus on partnerships with private
sector
Portland’s largest employers are
health care providers: OHSU,
Providence health, KAISER Permanente
Exploring opportunities for
partnerships with local health care
providers
KAISER report on climate action (2019)
In addition to partnerships with:
Technology Industries
Media Stations
K-12 Schools
17. Thank You!
Questions or Comments?
Tahira M. Abbas, M.A.
abbas.m.tahira@gmail.com
www.gpsen.org