This document provides a summary of a 3-day refresher training for out-of-school youths on life skills and child protection. Pre- and post-training tests showed an average improvement from 15% to 53%. Participants' fears about not being reimbursed or getting a certificate were addressed. Groups discussed cases of abuse they had assisted with and challenges faced. The training covered types of child abuse, response strategies, and legal protections for children. Participants reflected on past mistakes and decisions they now regret.
1) The training report summarizes a 3-day refresher training for out-of-school youth on life skills and child protection held in Nairobi, Kenya. 24 participants attended each day to refresh their skills from a previous 2014 training.
2) Participants engaged in group activities, discussions, and role-plays around topics like identifying life skills used, challenges faced assisting child abuse cases, legal instruments for child protection, and devolved government funds.
3) Feedback indicated the previous training helped participants address issues in their communities, though gaps around budgeting, business plans, and case follow-up were identified for future training.
Seminar on bullying for teachers by bien lugoBien Lugo
The document discusses bullying statistics and issues in schools. Some key points:
- Bullying affects millions of students every year, with many missing school due to fear of bullying. Cyberbullying is also increasing.
- Most students witness bullying, but teachers only intervene in a small percentage of cases. Bullying often goes unnoticed by adults.
- Bullying has serious negative impacts on both victims and bullies, including lower grades, depression, anxiety, and even suicide. It can continue into adulthood if left unaddressed.
- Schools need comprehensive anti-bullying programs and policies to protect students, including clear rules, adult supervision, and teaching students how to report issues safely.
Winton Woods Middle School- Child Abuse (Understanding the Problem)OCLRE
This document provides information on how to obtain child abuse and neglect registry checks in each U.S. state. It lists the contact phone numbers and websites for requesting checks from central registries in each state. For some states, it specifies how to submit written requests, including required information like names, dates of birth, and social security numbers. The purpose is to help individuals obtain information on whether applicants have a history of child abuse or neglect from registry records in any state where they have previously lived.
The Effects Of Bullying On The Gay Persons Self Esteemcw2001
Bullying has long lasting negative effects on the self-esteem of gay individuals. Studies have shown that nearly half of gay people experienced bullying in school, resulting in poor academic performance, truancy, dropping out, and increased rates of suicide attempts. The effects of bullying can continue into adulthood with higher rates of substance abuse, psychological distress, and poor mental health outcomes in those who were bullied. Bullying in any form, whether physical, verbal, or relational, significantly damages the well-being and development of gay youth.
Winton Woods Middle School- Child Abuse (Understanding the Problem)OCLRE
The document proposes a policy called "Live Safe" to address child abuse. The policy has three parts: 1) requiring a mental health check before parents can take a baby home from the hospital; 2) mandating in-home checks every other month for those convicted of abuse; and 3) requiring abused children and abusers to attend therapy programs. The policy aims to prevent abuse, help abusers address underlying issues, and support abused children. It is argued the policy could help end abuse by identifying and treating mental health problems, ensuring children's safety, and getting help for families and children. While some may resist aspects of the policy, similar checks and programs already exist, and the policy aims to protect welfare, which governments are
This document discusses bullying, including definitions, types, statistics, causes, effects, and responses. It defines bullying as severe or repeated abuse through verbal, written, electronic, or physical means. Bullying can occur in person or online (cyberbullying). Common types are physical, social, verbal, and psychological bullying. Bullying affects victims' self-esteem, mental health, and academic performance, and may lead to long-term issues like trauma, substance abuse, or suicidal thoughts. The document outlines steps schools and individuals should take to respond to and prevent bullying, such as informing authorities, ensuring safety, counseling, and criminal referral if needed.
The document discusses various types of school violence including bullying, peer pressure, harassment, underage drinking, drug abuse, fights, and shootings. It provides definitions and examples of each type. Specifically, it examines the Columbine school shooting in 1999 where Eric Harris and Dylan Klebold killed 13 people. The goal is to bring awareness to the broad scope of school violence beyond just shootings.
The document summarizes the results of a survey on school violence conducted at West High School. Most students reported observing bullying/harassment incidents. Many students had been personally threatened or had property damaged by other students. While some violence occurs, most students feel it is not major and the administration is aware and trying to address it. Statistics provided show school violence and crimes against students are more common than reported.
1) The training report summarizes a 3-day refresher training for out-of-school youth on life skills and child protection held in Nairobi, Kenya. 24 participants attended each day to refresh their skills from a previous 2014 training.
2) Participants engaged in group activities, discussions, and role-plays around topics like identifying life skills used, challenges faced assisting child abuse cases, legal instruments for child protection, and devolved government funds.
3) Feedback indicated the previous training helped participants address issues in their communities, though gaps around budgeting, business plans, and case follow-up were identified for future training.
Seminar on bullying for teachers by bien lugoBien Lugo
The document discusses bullying statistics and issues in schools. Some key points:
- Bullying affects millions of students every year, with many missing school due to fear of bullying. Cyberbullying is also increasing.
- Most students witness bullying, but teachers only intervene in a small percentage of cases. Bullying often goes unnoticed by adults.
- Bullying has serious negative impacts on both victims and bullies, including lower grades, depression, anxiety, and even suicide. It can continue into adulthood if left unaddressed.
- Schools need comprehensive anti-bullying programs and policies to protect students, including clear rules, adult supervision, and teaching students how to report issues safely.
Winton Woods Middle School- Child Abuse (Understanding the Problem)OCLRE
This document provides information on how to obtain child abuse and neglect registry checks in each U.S. state. It lists the contact phone numbers and websites for requesting checks from central registries in each state. For some states, it specifies how to submit written requests, including required information like names, dates of birth, and social security numbers. The purpose is to help individuals obtain information on whether applicants have a history of child abuse or neglect from registry records in any state where they have previously lived.
The Effects Of Bullying On The Gay Persons Self Esteemcw2001
Bullying has long lasting negative effects on the self-esteem of gay individuals. Studies have shown that nearly half of gay people experienced bullying in school, resulting in poor academic performance, truancy, dropping out, and increased rates of suicide attempts. The effects of bullying can continue into adulthood with higher rates of substance abuse, psychological distress, and poor mental health outcomes in those who were bullied. Bullying in any form, whether physical, verbal, or relational, significantly damages the well-being and development of gay youth.
Winton Woods Middle School- Child Abuse (Understanding the Problem)OCLRE
The document proposes a policy called "Live Safe" to address child abuse. The policy has three parts: 1) requiring a mental health check before parents can take a baby home from the hospital; 2) mandating in-home checks every other month for those convicted of abuse; and 3) requiring abused children and abusers to attend therapy programs. The policy aims to prevent abuse, help abusers address underlying issues, and support abused children. It is argued the policy could help end abuse by identifying and treating mental health problems, ensuring children's safety, and getting help for families and children. While some may resist aspects of the policy, similar checks and programs already exist, and the policy aims to protect welfare, which governments are
This document discusses bullying, including definitions, types, statistics, causes, effects, and responses. It defines bullying as severe or repeated abuse through verbal, written, electronic, or physical means. Bullying can occur in person or online (cyberbullying). Common types are physical, social, verbal, and psychological bullying. Bullying affects victims' self-esteem, mental health, and academic performance, and may lead to long-term issues like trauma, substance abuse, or suicidal thoughts. The document outlines steps schools and individuals should take to respond to and prevent bullying, such as informing authorities, ensuring safety, counseling, and criminal referral if needed.
The document discusses various types of school violence including bullying, peer pressure, harassment, underage drinking, drug abuse, fights, and shootings. It provides definitions and examples of each type. Specifically, it examines the Columbine school shooting in 1999 where Eric Harris and Dylan Klebold killed 13 people. The goal is to bring awareness to the broad scope of school violence beyond just shootings.
The document summarizes the results of a survey on school violence conducted at West High School. Most students reported observing bullying/harassment incidents. Many students had been personally threatened or had property damaged by other students. While some violence occurs, most students feel it is not major and the administration is aware and trying to address it. Statistics provided show school violence and crimes against students are more common than reported.
Bullying negatively impacts students and the school environment. It takes many forms, from verbal to physical to cyber bullying. Students who are bullied may experience depression, low self-esteem, poor grades, and suicidal thoughts. Students who bully others are more likely to engage in risky behaviors and have negative perceptions of school. Witnesses to bullying also feel unsafe. When left unaddressed, bullying can create a climate of fear and disrespect in a school and interfere with learning. Schools can help prevent bullying by recognizing it, educating students and parents, and offering programs to promote a safe environment.
Violence in schools is a serious problem. According to statistics, about 628,200 students aged 12-18 experience violent crimes like assault and robbery in school each year. Bullying is also common, with 30% of students reporting being bullied. Those who bully are more likely to engage in other risky behaviors. Middle school students experience school violence more than high school students. The document discusses various types of school violence like bullying, gang activity, and assaults. It also debunks common myths about school shooters and profiles of perpetrators. Protecting students is important.
Presented by Me at the IFCW Forum.&Preventing Classroom Bullying & School Violence by Early Intervention &
Introduction of Character & Value Based Education."
This document discusses the causes, effects, and possible solutions to bullying in schools. It defines bullying and outlines the different types, including physical, verbal, relational, and cyberbullying. The document explores reasons why students bully, such as seeking power, enjoying causing harm, and being rewarded for their behavior. It also examines the effects of bullying on students' mental health. Finally, the document proposes solutions for schools, parents, and programs to address bullying.
bullying and the effects it has on studentschris18
The document discusses bullying and its effects on students based on survey responses. Key findings include that 66.7% of students said some kids get bullied while others don't, 100% said bullying has led to student suicides, and bullying can occur both inside and outside of school. Cyberbullying is also discussed as a form of bullying that occurs through technology and allows anonymity. The document encourages students to not bully and instead be nice.
This document discusses the 2007 Virginia Tech shooting by Asian American student Seung-Hui Cho and the mental health issues faced by Asian American students. It explores reasons for Cho's actions like bullying, depression, mutism, and loneliness. Asian American students often face pressure from parents, peers, and stereotypes. Suggestions are provided for teachers, parents, students, and others to help address these issues through communication, support systems, expressing love, and building confidence. The mental health of many Asian Americans is impacted by pressures from society and lack of understanding.
The document discusses bullying in schools including the types, causes, effects, and potential solutions. It defines bullying and explores the different types - physical, verbal, relational, and cyberbullying. Bullying is caused by students' needs for power, satisfaction in causing harm, and material rewards. The prevalence of bullying has increased in recent years. Potential solutions include anti-bullying programs and education, increasing supervision, and clear policies against bullying. Parents and schools both have important roles to play in addressing the problem.
A Florida A&M University drum major died from injuries sustained during a hazing ritual on a band bus, which led to criminal charges against 13 band members and a crisis for the university over its handling of hazing allegations and initial response. The university faced significant criticism from media, stakeholders, and the victim's family for denying responsibility and attempting to cover up details of its actions in the aftermath. Recommendations included improving anti-hazing education, monitoring of bands, and working with police to prevent future hazing incidents and tragedies.
Schools and parents should work together to address bullying, which can have serious negative impacts on children's development. While schools are where most bullying occurs, parents play an important role since children spend much of their time at home. Both schools and parents need programs to prevent and handle physical, verbal, covert, and cyberbullying. Long term, those who experienced bullying as children are more likely to develop mental health issues. A coordinated effort between all parts of society is needed to confront bullying.
OBJECTIVES:
To describe and explain Gen Z
To highlight the differences between Gen Z and Millennials
To explore the problems of Anxiety and Depression in this group
As a privately practicing psychologist, Dr. Grace Graham offers forensic evaluations and counseling for a variety of mental health issues. Dr. Grace Graham draws on an in-depth knowledge of bullying and its effects, having worked extensively with children and families for decades.
School conflicts such as intolerance, bullying, and violence can take many forms including clashes between individuals or groups, prejudice, stereotyping, and discrimination. Bullying specifically refers to one person or group hurting another repeatedly to feel superior, and may be due to factors like appearance, abilities, race, religion, socioeconomic status, or other attributes. Victims of bullying can experience low self-esteem, poor academic performance, and even retaliate through more severe violence. High-profile incidents like the Columbine shooting show how unresolved conflicts can escalate dangerously. Surveys find that half of students in the Philippines report being bullied, highlighting that effective anti-bullying policies and education are needed.
Campaign Proposal designed as part of course work for Senior Seminar in Public Relations (COMM483) at the University of Maryland.
Campaign proposal was to be designed around an anti-bullying theme. We were given the choice to select our own client (Prince George's County, MD) and publics and to devise a plan that would best suit our client.
Bullying is unwanted aggressive behavior among school-aged children involving a real or perceived power imbalance that is repeated over time. Bullying can negatively impact everyone involved, including those bullied who may experience depression, anxiety, health issues, and decreased academic performance. Witnessing bullying can also negatively impact children's mental health and increase risks like substance abuse and suicide. It is important to determine if a child is being bullied or experiencing other issues through open communication.
Geneseo hazing prevention advisors for slideshare sprg 2015SUNY Geneseo
The document provides information for SUNY Geneseo student organization advisors about their responsibilities regarding hazing prevention. It defines hazing, outlines New York state hazing laws, and discusses the college's hazing policy. Advisors are expected to be informed about hazing issues and policies, discuss hazing prevention with student organizations, and notify the college about any unacceptable behaviors. The document provides resources for advisors and organizations to promote a hazing-free environment.
New Zealand has passed new laws to address bullying and cyberbullying. The laws make it illegal to post grossly offensive, indecent or obscene online messages, with fines up to $2,000 or 3 months in prison. A new offense of incitement of suicide was also created, even if no attempt is made, carrying a maximum sentence of 3 years in prison. The document also discusses different types of bullying, including verbal, social, physical, and cyberbullying.
Hey guys! So for English class we had to get into groups and make a persuasive essay. My group and i decided to persuade against bullying. Along with out essay, we made a slide show for fun. This slide shows true facts that were researched. I really hope Lexi Saal can see this!
Bullying has negative effects on children's development, causing issues like depression, anxiety, poor academic performance, and increased risk of suicide. Verbal, physical, emotional, and cyber bullying can all negatively impact victims. Preventing bullying through programs and policies aims to support children's healthy social and emotional growth.
This document discusses school violence in three paragraphs. It defines school violence as physical attacks between students or against teachers that can cause mental and physical trauma. It explores some causes of school violence, like viewing violence in media, feeling hopeless, and being a victim of bullying. It also notes some effects of school violence like students feeling depressed, uncomfortable at school, and potentially becoming violent themselves. Finally, it suggests some solutions like limiting violent media, teaching non-violence in families and schools, and providing extracurricular activities to help prevent conflicts from escalating.
Bullying negatively impacts students and the school environment. It takes many forms, from verbal to physical to cyber bullying. Students who are bullied may experience depression, low self-esteem, poor grades, and suicidal thoughts. Students who bully others are more likely to engage in risky behaviors and have negative perceptions of school. Witnesses to bullying also feel unsafe. When left unaddressed, bullying can create a climate of fear and disrespect in a school and interfere with learning. Schools can help prevent bullying by recognizing it, educating students and parents, and offering programs to promote a safe environment.
Violence in schools is a serious problem. According to statistics, about 628,200 students aged 12-18 experience violent crimes like assault and robbery in school each year. Bullying is also common, with 30% of students reporting being bullied. Those who bully are more likely to engage in other risky behaviors. Middle school students experience school violence more than high school students. The document discusses various types of school violence like bullying, gang activity, and assaults. It also debunks common myths about school shooters and profiles of perpetrators. Protecting students is important.
Presented by Me at the IFCW Forum.&Preventing Classroom Bullying & School Violence by Early Intervention &
Introduction of Character & Value Based Education."
This document discusses the causes, effects, and possible solutions to bullying in schools. It defines bullying and outlines the different types, including physical, verbal, relational, and cyberbullying. The document explores reasons why students bully, such as seeking power, enjoying causing harm, and being rewarded for their behavior. It also examines the effects of bullying on students' mental health. Finally, the document proposes solutions for schools, parents, and programs to address bullying.
bullying and the effects it has on studentschris18
The document discusses bullying and its effects on students based on survey responses. Key findings include that 66.7% of students said some kids get bullied while others don't, 100% said bullying has led to student suicides, and bullying can occur both inside and outside of school. Cyberbullying is also discussed as a form of bullying that occurs through technology and allows anonymity. The document encourages students to not bully and instead be nice.
This document discusses the 2007 Virginia Tech shooting by Asian American student Seung-Hui Cho and the mental health issues faced by Asian American students. It explores reasons for Cho's actions like bullying, depression, mutism, and loneliness. Asian American students often face pressure from parents, peers, and stereotypes. Suggestions are provided for teachers, parents, students, and others to help address these issues through communication, support systems, expressing love, and building confidence. The mental health of many Asian Americans is impacted by pressures from society and lack of understanding.
The document discusses bullying in schools including the types, causes, effects, and potential solutions. It defines bullying and explores the different types - physical, verbal, relational, and cyberbullying. Bullying is caused by students' needs for power, satisfaction in causing harm, and material rewards. The prevalence of bullying has increased in recent years. Potential solutions include anti-bullying programs and education, increasing supervision, and clear policies against bullying. Parents and schools both have important roles to play in addressing the problem.
A Florida A&M University drum major died from injuries sustained during a hazing ritual on a band bus, which led to criminal charges against 13 band members and a crisis for the university over its handling of hazing allegations and initial response. The university faced significant criticism from media, stakeholders, and the victim's family for denying responsibility and attempting to cover up details of its actions in the aftermath. Recommendations included improving anti-hazing education, monitoring of bands, and working with police to prevent future hazing incidents and tragedies.
Schools and parents should work together to address bullying, which can have serious negative impacts on children's development. While schools are where most bullying occurs, parents play an important role since children spend much of their time at home. Both schools and parents need programs to prevent and handle physical, verbal, covert, and cyberbullying. Long term, those who experienced bullying as children are more likely to develop mental health issues. A coordinated effort between all parts of society is needed to confront bullying.
OBJECTIVES:
To describe and explain Gen Z
To highlight the differences between Gen Z and Millennials
To explore the problems of Anxiety and Depression in this group
As a privately practicing psychologist, Dr. Grace Graham offers forensic evaluations and counseling for a variety of mental health issues. Dr. Grace Graham draws on an in-depth knowledge of bullying and its effects, having worked extensively with children and families for decades.
School conflicts such as intolerance, bullying, and violence can take many forms including clashes between individuals or groups, prejudice, stereotyping, and discrimination. Bullying specifically refers to one person or group hurting another repeatedly to feel superior, and may be due to factors like appearance, abilities, race, religion, socioeconomic status, or other attributes. Victims of bullying can experience low self-esteem, poor academic performance, and even retaliate through more severe violence. High-profile incidents like the Columbine shooting show how unresolved conflicts can escalate dangerously. Surveys find that half of students in the Philippines report being bullied, highlighting that effective anti-bullying policies and education are needed.
Campaign Proposal designed as part of course work for Senior Seminar in Public Relations (COMM483) at the University of Maryland.
Campaign proposal was to be designed around an anti-bullying theme. We were given the choice to select our own client (Prince George's County, MD) and publics and to devise a plan that would best suit our client.
Bullying is unwanted aggressive behavior among school-aged children involving a real or perceived power imbalance that is repeated over time. Bullying can negatively impact everyone involved, including those bullied who may experience depression, anxiety, health issues, and decreased academic performance. Witnessing bullying can also negatively impact children's mental health and increase risks like substance abuse and suicide. It is important to determine if a child is being bullied or experiencing other issues through open communication.
Geneseo hazing prevention advisors for slideshare sprg 2015SUNY Geneseo
The document provides information for SUNY Geneseo student organization advisors about their responsibilities regarding hazing prevention. It defines hazing, outlines New York state hazing laws, and discusses the college's hazing policy. Advisors are expected to be informed about hazing issues and policies, discuss hazing prevention with student organizations, and notify the college about any unacceptable behaviors. The document provides resources for advisors and organizations to promote a hazing-free environment.
New Zealand has passed new laws to address bullying and cyberbullying. The laws make it illegal to post grossly offensive, indecent or obscene online messages, with fines up to $2,000 or 3 months in prison. A new offense of incitement of suicide was also created, even if no attempt is made, carrying a maximum sentence of 3 years in prison. The document also discusses different types of bullying, including verbal, social, physical, and cyberbullying.
Hey guys! So for English class we had to get into groups and make a persuasive essay. My group and i decided to persuade against bullying. Along with out essay, we made a slide show for fun. This slide shows true facts that were researched. I really hope Lexi Saal can see this!
Bullying has negative effects on children's development, causing issues like depression, anxiety, poor academic performance, and increased risk of suicide. Verbal, physical, emotional, and cyber bullying can all negatively impact victims. Preventing bullying through programs and policies aims to support children's healthy social and emotional growth.
This document discusses school violence in three paragraphs. It defines school violence as physical attacks between students or against teachers that can cause mental and physical trauma. It explores some causes of school violence, like viewing violence in media, feeling hopeless, and being a victim of bullying. It also notes some effects of school violence like students feeling depressed, uncomfortable at school, and potentially becoming violent themselves. Finally, it suggests some solutions like limiting violent media, teaching non-violence in families and schools, and providing extracurricular activities to help prevent conflicts from escalating.
The rough story board introduces the title sequence of a Zodiac film featuring rotating inkblot-like stars and space imagery over titles. Scenes of blood in water allude to a possible murder related to astrological signs like Aquarius, establishing the serial killer theme of a murderer whose crimes correspond to star signs. Additional shots develop the murder scenes at lakes and introduce detectives investigating clues on a board to identify the links between the murders, using imagery from the title sequence as evidence photos.
This document outlines a training program for performance royalties. It covers determining song and composition ownership, registering titles with Performing Rights Organizations (PROs), searching for performances, submitting claims to PROs, and analyzing royalty distributions. The six lessons include music agreements, PRO membership, song registration, finding performances through codes and digital systems, submitting claims to US PROs, and reviewing distributions. The goal is to provide skills to track performances and ensure proper payment of royalties when compositions are publicly performed.
The document discusses film distribution and provides examples of both successful and unsuccessful distribution strategies. It explains that distribution is key to a film's success and involves negotiating deals with agencies to show the film in cinemas and on home video. A success story describes how Lionsgate's distribution of The Hunger Games propelled it to major studio status. A failure story outlines how a last-minute change to a one-day cinema release for Iron Sky hurt its earnings potential.
This executive summary outlines plans for a new lemonade business aiming to provide high quality natural lemonade. The business aims to generate $100,000 in profit within the first 6 months by targeting anyone aged 4+ using cartoon mascots and social media marketing. It plans to price lemonade at $3.69 with a cost of $2.21 per unit, yielding a $1.48 profit per unit. To break even the business needs to sell 11,261 units per month, and its marketing objective is to sell 67,568 units within 180 days.
1. Regulations are in place to protect electricians from electrocution when working on live circuits. The circuit must be tested to ensure it is dead before working and proper protective equipment like insulated gloves must be worn if working live.
2. When inspecting a new or retested building, all circuits must be tested to ensure live conductors are terminated correctly and systems are safe for customers to use.
3. Initial inspections of new installations require checking every circuit to ensure everything is 100% safe before turning the power on. Periodic inspections are also required to ensure safety is maintained over time.
Erfolgsfaktor Ladezeit - Antrieb für neue Geschäftesixclicks GmbH
Seit mehr als 13 Jahren beschäftige ich mich mit der Performance von Onlineangeboten. Grundlegende Erfolgsbausteine im eBusiness, wie Verfügbarkeit, Effizienz
oder Potenzial werden nach wie vor unterschätzt. Gerade kleine oder mittelständische Unternehmen können hier den Erfolgsfaktor Ladezeit effizient für sich nutzen.
1. The document provides specifications for the electrical installation of a proposed new highways depot. It lists tasks to complete the design project, including selecting wiring systems, showing circuit layouts, determining circuit information, and sizing conductors.
2. The responses provide details of the circuit designs for the depot, including wiring routes, circuit identification, protective device selection, demand calculations, and conductor sizing. Tables and drawings are referenced.
3. Requirements for a trunking run are determined, with the minimum 100mm x 38mm trunking size selected based on the total cable fill factor.
Este documento resume cuatro historias de la serie de cómics El Cid de Antonio Hernández Palacios. Cada historia resume brevemente la trama y los eventos históricos cubiertos. También proporciona información sobre los principales personajes, el contexto histórico de cada libro y detalles sobre batallas, tácticas militares, castillos y otros aspectos de la época. El documento ofrece una visión general de la obra y el contexto histórico que sirve de telón de fondo a las aventuras de El Cid y Sancho
El documento resume los principales monumentos históricos de Ciudad Real de la Edad Media y Moderna. Destaca la Puerta de Toledo del siglo XIV, las iglesias góticas de San Pedro, Santiago y la Catedral, así como otros edificios como el Hospital de la Misericordia, la Iglesia y Convento de la Merced, y la Casa de Hernán Pérez del Pulgar. El documento describe la arquitectura y características destacadas de cada monumento.
Mini conférence Salon du Végétal 2012 Espace Prospectives végétales
Intervenant : Catherine Garnier et Jean René Debaisieux de l’Agence Canelle - Réseau Hortea.
A tous les niveaux de la filière horticole, mieux connaître ses clients – qu’ils soient distributeurs jardin spécialisés, GSB, GSA, grossistes, paysagistes, collectivités locales, consommateurs jardiniers, … - permet, bien souvent, de répondre aux questions que l’on se pose. L’étude de marché, sous ses diverses formes, constitue l’un des outils privilégiés. Comment aborder une telle démarche ? Quelles questions préalables pour bien amorcer les travaux ? Points de repère et exemples concrets au travers de cas sur le marché de l’horticulture et du végétal.
The document discusses characterisation in films. It defines characterisation as how a film reveals the personality of characters, which can be done directly by telling the audience or indirectly by showing things that reveal personality through speech, thoughts, effects on others, actions, and looks. Examples are provided from films like Se7en and Mean Girls to illustrate indirect and direct characterisation. The document also discusses how protagonists and antagonists are characterized at the beginning of films to establish them as the "good guy" or "bad guy."
This three-day training was held from July 7th to 9th at Focus Centre in Kasarani for staff from charitable children's institutions. 19 participants attended the full training. Pre- and post-tests showed an average improvement of 12 percentage points. Topics covered included identifying child vulnerabilities, life skills, self-esteem, empathy, and effective communication. Activities included navigating obstacles, a critical thinking puzzle, and exercises to experience challenges from others' perspectives. Participants discussed challenges their institutions face and how to address them. The training aimed to equip attendees with skills to better care for and protect orphaned and vulnerable children.
Safeguarding Children - Tallis CPD 2015Jon Nicholls
The document provides guidance on various safeguarding policies and procedures for staff at a school. It discusses how to handle student referrals and disclosures of abuse, outlines the different types of abuse, and provides contacts for the designated safeguarding leads. New areas that staff must be aware of include child sexual exploitation, female genital mutilation, preventing radicalization, and promoting fundamental British values.
Forensic Investigative Techniques In Court Related Child AbuseJohn K. Johnson
This document discusses forensic investigative techniques used in court cases involving child abuse. It provides statistical background on reported child abuse cases in the US. Different types of abuse like physical, sexual and psychological abuse are defined. The roles of investigators in custody cases, abuse cases and criminal cases are outlined. Interview techniques used by forensic investigators are described in a step-wise process.
Love of the Child with support from Children At Risk Action Network organized and trained 16 community adults from Katanga in child protection for the period of 3 days.
Training Objectives.
The training was aimed at educating the participants about child rights and how they can ensure that issues concerning children are addressed. Creating awareness about child protection was the major goal of this training and at the end of the training, there was need to have a community based child protection committee created and linked to existing legal and social frameworks in the Katanga community to enable them spearhead efforts to protect children from any forms of abuse of their rights, freedom and responsibilities
This presentation was prepared as part of a group consultation assignment in the psychiatric mental-health nurse practitioner program at University of Tennessee Health Sciences Center.
ALTRUISM IN SOCIETY CAMPAIGN AND PRESENTATION2ALTRUISM IN SOCIE.docxnettletondevon
This document discusses a campaign and presentation on altruism in society. It begins by introducing the topic of child abuse, its history, impacts, and intervention methods. It then provides details on the nature and history of child abuse, including statistics on reported cases in the US. The document discusses the impacts of child abuse on victims and society. It proposes elements of persuasion to include in an advocacy campaign, such as direct communication and increasing access to counseling services. The justification of these elements is that they demonstrate altruism by responding to the needs of victims. The implications of this strategy are that intervention and prevention efforts could help victims regain normalcy and deter future abuse.
Child Safeguarding Training for Schools is an Excellence Foundation for South Sudan presentation for school teachers to help them better understand the concept.
This document discusses the role of social workers in assisting sexually abused females and children. It outlines various negative effects of sexual abuse on victims, including low self-esteem, depression, anxiety, and promiscuity. The document then describes how social workers can help victims by developing support systems, safety plans, and trusting relationships. Social workers also aim to help victims control their symptoms and environment. Finally, the document provides guidance for social workers on immediate and long-term actions when assisting child victims of sexual abuse, such as interviewing the child separately from parents and ensuring any other children are safe.
This powerpoint was for a subject i did in 2008, based around how to identify children crying out for help after they have been abused in a number of different ways.
The document is a research study on bullying among students at Princes Town West Secondary that examines the causes and effects of bullying through a questionnaire. It finds that verbal and physical bullying are most common, negatively impacting students' self-esteem, with 45% of bullied students believing the bullying is true. The study aims to understand bullying's effects to help address the issue and improve students' well-being.
This document discusses children's rights and an event held by students at The Winchester School in Jebel Ali to raise awareness about children's rights. It provides information on the UN Convention on the Rights of the Child, which established specific rights for children, as well as examples of rights violations children still face around the world. The event included activities where students memorized and discussed children's rights, ranked their importance, and considered responsibilities that come with ensuring each right. The goal was to support children whose rights are being neglected and give them the lives they deserve.
Teenage pregnancy and condom use is a highly debated issue. While some believe that comprehensive sex education can help reduce teen pregnancies, others argue that it encourages early sexual activity. Both sides agree that the current rate of teen pregnancy needs to be reduced. While opposing early sex education, opponents must acknowledge that teens have access to information from various sources. Therefore, providing reliable information through sex education may help teens make wiser choices about their sexuality rather than leaving them vulnerable to misinformation.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
This document discusses child abuse in Pakistan. It begins with an introduction to different types of child abuse such as physical, sexual, psychological, and neglect. It then provides a brief worldwide history of awareness around child abuse. The document outlines current issues related to child abuse in Pakistan such as poverty, lack of education, and domestic violence. It also discusses the role of the Pakistani government and organizations like UNICEF in addressing child abuse. Finally, it proposes some precautionary measures that individuals and communities can take to help prevent child abuse.
A Slideshow Presentation on Bullying made for an assignment on AC-1201 UBD,
Ugh some of the font is messed up.
There were 9 slideshow altogether, but I decided to compile all of them in one.
The first slide was suppose to have hyperlinks to the rest of the slides.
Varsha chauhan COMMUNITY OUTREACH PORTFOLIOvarsha chauhan
Under the supervision of Dr. Prashant R Chauhan, Varsha Chauhan and Abhishek Sharma organized a workshop on "good touch and bad touch" for school students as part of their community outreach program. The workshop aimed to spread awareness about different types of child abuse including emotional, physical, and sexual abuse. They discussed signs of abuse in children and long term impacts of abuse. The workshop also focused on building trust with the community and understanding barriers to reduce abuse.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
This document provides training on safeguarding and child protection for staff. It outlines the training outcomes which are for staff to understand the importance of safeguarding, recognize signs of abuse, feel confident dealing with concerns, and know referral procedures. It discusses key guidance documents and definitions of safeguarding and child protection. Signs of different types of abuse are described. The school's procedure for raising and recording concerns is outlined in 4 steps. Key topics covered include child sexual exploitation, sexting, and honour-based violence.
1. TRAINING REPORT
LIFESKILLS PROMOTERS
Out of School Youth Refresher Training
Held on
28th
-30th
April 2015
At Amusha Hall, Mukuru Kwa Njenga estate
Facilitated by: Charity Kariba
Report Compiled by: Ernest Kirui
……………………Sign...…... Date …….....
Program Coordinator/Program Manager
2. INTRODUCTION
This was a three-day refresher training for out of school youths from Amusha,
Moonson and Upendo groups who had attended at least 75% of the previous
training last year. The youth were from Mukuru Kwa Njenga and were working
in these communities. The training workshop took place at Amusha Hall,
Mukuru Kwa Njenga estate from 28/4/2015 to 30/4/2015. It was attended by
49, 45 and 43 participants on the first, second and third days respectively. The
participants were drawn from the registered groups within the area. A total of
37 participants attended for the three days without missing. From the
interactions with the participants the life skills training had helped them as
individuals and also as groups. The groups are now sensitive to issues of child
protection.
Pre and post test results
The pre-test was administered at the start of the training shortly after
introduction and after the participants had expressed their fears and
expectations with regard to the training. A total of 44 participants sat the pre-
test and the average of the class was 0.91/6 (15.15%).
On the last day, a total of 43 participants sat for the post test. The average of
the class was 3.19/6 (53.1%).
NAME GENDER PRE TEST
SCORE (out
of 6)
POST TEST
SCORE (out
of 6)
DEVIATION
(POST-PRE
TEST SCORE)
Alex Maroga M 2 4 2
Alice Kwamboka F 1 3 2
Anami Daudi M 0 2 2
Ann Kaluki F - 2 -
Ann Musau F 0 - -
Ann Shirima F 1 4 3
Caroline Adhiambo F 1 3 2
Catherine Safuu F 1 1 0
Cecilia Wambua F 0 - -
Chadly Moziah M 0 6 6
3. Dorcas Nzilani F 2 3 1
Dorcas Wanjiku F 1 2 1
Edina Kwamboka F 1 2 1
Edinah Bonareri F 1 2 1
Elizabeth Kavee F 1 3 2
Eric Otieno M 2 5 3
Esther Akinyi F 0 4 3
Faith Nthenya F 1 6 5
Felister Kalimi F 1 5 4
Francis Bett M 1 4 3
Gladys Ndinda F 0 1 1
Hezinah Moraa F 2 2 0
Hillary Giro M 0 6 6
Ismail Otieno M 1 - -
Jackline Mwende F - 1 -
Janeth Bahati F 0 5 5
Jonathan Mbithi M 0 4 4
Josephine Waviti F 3 2 -1
Julius Kafwa M 0 1 1
Lilian Mwende F 2 - -
Luchie Martiny M 2 5 3
Mariam Akech F 0 - -
Mary Wanza F - 2 -
Mercy Akinyi F 0 5 5
Milly Akinyi F 2 5 3
Mourine Iminza F 0 2 2
Pamela Muimia F 1 2 1
4. Paul Kinyanjui M 2 - -
Perpetual Nduku F 2 - -
Purity Mutethya F 0 1 1
Ramadhan Jumah M 1 5 4
Rhoda Indimuli F - 1 -
Ruth Mutheu F - 4 -
Scholar Mueni F 2 3 1
Susan Hamisi F 1 2 1
Susan Nyapera F 0 6 6
Veronica Kemuma F 0 2 2
Veronica
Nyaboroyo
F 1 3 2
Vhanicy Moraa F 1 2 1
William Kiiyungi M - 5 -
Over 75% of those who sat the pre-test scored 1 out of 6, while only 55.8%
attained the pass grade in the post test. Most students failed questions 2, 5
and 6.
Participants’ Fears
Not being transreimbursed.
Not getting a certificate after the training.
Participants’ Expectations
To refresh on earlier lessons.
To gain more life skills.
To get a certificate at the end of the training.
To learn more about youth empowerment.
To be a life skills trainer.
To interact, socialize and network with people.
To be a good decision maker.
5. TRAINING OBJECTIVES
1. To equip the participants with knowledge issues of child protection so
that they can actively take part in detecting, preventing and
responding to violence against children in the community.
2. To identify children safety networks available and their mandate.
3. To inform the youth of available funds and opportunities in the
devolved government.
CONTENT OF THE TRAINING
The participants were divided into five groups then asked to answer the
following questions.
Group 1: 2 life skills learnt that were easy to put into practice.
Self-esteem: When one has low self-esteem, he/she gives up easily in
life and thus makes wrong choices which end up causing more harm
than good.
Assertiveness: The ability to take a firm stand and be self-confident. If
you believe in yourself and in your capabilities, then pushing for child
issues becomes easy.
Group 2: Identify 2 life skills learnt that were challenging to put into practice.
Stress management: sometimes we are faced with stressful situations
and we fail to tackle it with sobriety. For example, a child has been
sent home for school fees which might not be readily available; the
parent will find it hard to cope with the stress.
Decision making: ‘I decided to chew miraa instead of engaging myself
in criminal activities’; one youth explained how it has been hard for
him to disengage the vice.
Group 3: Identify cases of abuse that you have been able to assist as
groups/individuals.
They were able to assist a number of cases;
Corporal punishment at home: Amusha group member handled a care
where a mother was flogging her 9-year old kid for accompanying his
friends to the playground. The child was taken to the health facility for
treatment.
Being denied access to education: Alex Maroga, a member of Moonson
group addressed a case of a child whose parents had refused to take her
to school on claim that they weren’t able to raise her fees.
6. Child labour/ employment: Moonson handled a case of child labour
which they first reported to the chief who told them to exploit the child
officer for appropriate action.
Child defilement: A father was found defiling his 13-year old daughter,
arrested and taken to police station. The girl was immediately taken to
the hospital for treatment thereafter counselled.
Early marriage: Upendo group handled a case where a middle-aged man
had locked up a teenage girl on claims that the latter was his wife. The
man was arrested and the girl was forced to go back to school.
Group 4: Identify challenges faced in assisting cases of child abuse and
possible strategies used to address these challenges.
a) Challenges
Lack of witness, evidence or supporting documents in court.
Bribery and corrupt enforcement officers.
Poverty and insufficient funds to support those in need.
Threats and fear of reporting where affected children are threatened by
the attacker not to reveal acts of rape and the identity of the attacker.
Lack of co-operation from the victim’s parents in matters of child safety.
Ignorance of the public on child safety issues and how to bring them up
in the right manner.
b) Possible strategies
Ensure there is recorded evidence either audio or video clips to use
during case hearing.
Make follow-up on reported cases to ensure action is done before it’s too
late.
They would organize community dialogue forums and build good rapport
with the enforcement authorities.
Awareness creation to empower community members on the need to
protect children’s rights.
Counsel the survivors and forcibly take them for medication.
Group 5: Discuss how the life skills learnt can help in addressing cases of
child protection
Self-esteem instils confidence in addressing child issues and in making
right decisions for instance, not to engage in crime or drug abuse.
Effective communication is paramount in addressing the community and
convincing them to stop cases child abuse.
They admitted that negotiation skills have helped them a great deal when
it comes to peaceful conflict resolutions.
7. Child protection
There was a heated debate on whether a child exposed to pornographic
images and videos is sexually or emotionally abused. Majority, however,
insisted that it’s a form of emotional abuse. However, the facilitator had to
cut the arguments short then let them know that pornography is a form of
sexual abuse since it inclines the one involved to acts of sex.
The participants were then put into three groups and asked to undertake
the following activities;
Group 1: Identify types and forms of child protection.
Children are protected from;
a) Physical abuse such as torture, assault
b) Emotional/psychological abuse e.g. when one’s loved family member dies,
when couples separate children become devastated.
c) Sexual abuse such as children married off at tender ages or luring them
to engage in prostitution.
d) Neglect where children miss to obtain parental love; may lead to school
drop outs and criminal activities.
Group 2: Outline the response in case of child abuse.
Educational programmes to enlighten the community on child safety
networks.
Report the matter to the chief or child officer.
Source for funds to support those in need. NGOs in collaboration with
registered CBOs have been swift in responding to these matters.
Arrest the culprit and take him/her to the police station.
Talk to the affected child and possibly take him/her for medication.
Group 3: Identify legal instruments in defence of children’s rights.
The participants claimed to have little knowledge on the legal instruments in
place though they eventually came up with;
The constitution; which provides for protection of children against any
form of abuse.
The Children’s Act; embraces the whole idea of children’s rights as
paramount.
The participants then mentioned the places below as points where help could
be sought in case of child abuse
Mikato
Both within Mukuru Kwa Njenga
Mukuru Promotion Centre
8. Personal development
The participants then shared the worst decisions they ever made that have left
them regret to date. Most of them regretted failing in High School; made most
of them to stay at home since they couldn’t make to university as Government
Sponsored students. Most young men also regretted marrying and siring
children early. One of them shared that he attacked his neighbour after
discovering that his wife had been having a secret affair with him, an act that
landed him in jail for one year. Alex Maroga attested that he used to smoke
Bhang, which he refers to as ‘weed’ but discerned the act and join Karate Club.
He’s in fact recruited his children to the club. Luchie got into chewing miraa
and smoking Bhang instead of joining dangerous gangs; he’s since been
addicted.
Luchie would like to stop chewing miraa and Bhang smoking.
Alex would like his children not to be drug abusers.
Milly would like to do her best in sports and compete internationally.
Ramadhan Juma would love to stop taking alcohol and empower his age-
mates.
Janeth Bahati would consider going back to school.
Plans to overcome challenges encountered in pushing for issues of child
protection.
The participants acknowledged that advocating for children’s rights isn’t always
a walk in the park but is a very demanding task. However, here are some of the
ways they mentioned as strategies they employ to improve child protection.
a. Be good role models so that children grow knowing what’s good for them.
b. Develop a positive personal relationship with children; this way a child is
able to share his/her experiences more freely.
c. Make sure evidence is not tampered with in cases of rape.
d. Create more networking and cooperation in addressing child issues.
e. Ensure proper referral system for the victims.
f. Make a positive behaviour change and encourage children.
g. Develop mentorship programmes.
h. Raise more awareness on issues of child protection.
i. Advocate for children’s rights more vibrantly.
j. Make proper follow-ups to ensure that files are not closed.
9. Record keeping
The groups claimed to keep different types of records and hence do not have a
specific format to use. The records they mentioned include: sales and
purchases records, expenditures, membership registration records, minutes of
meetings, e.t.c.
GROUP DYNAMICS
The participants conducted a simulation exercise in groups using stale
newspapers. The facilitator told them to completely disarrange the pages as
much as they could then swap them amongst the groups. Consequently, the
facilitator asked the participants to draw conclusions thus;
Putting back the newspaper in order took more time: the trainees
compared this to process of forming a group which takes time and is
quite demanding.
Disorganizing the newspaper took little time. The team likened this to
the process of bringing down a group which is fast and only happens
with little misunderstanding.
Moonson and Amusha groups believed that they are at performing stage while
Upendo which is still operating under Moonson is at norming stage and will
soon perform.
Amusha advocated for water and sanitation issues; now they man
several water points within the estate. Waste collection is also
undertaken by its members. They also actively participate in sports and
have a team of group members and a welfare programme.
Moonson petitioned a case in court and managed to stop the demolition
of the entire estate. They jointly agitated for water provision with
Amusha.
10. DEVOLVED FUNDS
Only Amusha has ever borrowed from Uwezo Fund. Upendo and Moonson
claimed that they fear being denied the loan after applying. We can’t trust one
another and repaying the loan is a tricky affair.
Discuss how you will budget for Kshs. 100,000 and your payback strategy.
Group 1: Chicken business (Layers)
Purchase 300 chicks @100 = 30,000
2 bags of chick mash @800 = 1,600
1 structure @13,000 = 13,000
Solar panel for 30,000 = 30,000
Drugs/medicine = 4,000
Trays = 6,000
Every group member is entitled to Kshs. 3,000 monthly motivation fee while
50% of the remaining profit will be used to repay the loan.
Group 2: Baby care unit
Rent 2 rooms @1,500
Materials (furniture, bedding, utensils, food, etc) 35,800
Salaries for 3 people @4,000/month
They anticipated to get 70,000 per month; proposed to pay 81,100 (70,000 +
savings) the first month and 6,000 monthly thereafter.
Group 3: Selling petrol
Purchase 1 pump 50,000
4 drums @1,500
Packaging material 500
Power 400
Detergents 300
Rent 1000
11. Stock 800 litres at sh. 40/litre
They proposed to work with a 2 year repayment period of Kshs. 5,000 monthly.
Group 4: Laundry machine
Purchase the machine 50,000
Rent a room 3,500
Iron board and Iron box 5,000
Hangers 1,000
Wrapping material 1,000
Detergents 4,000
Electricity 500
Salary 10,000
Water 500
Licenses 10,000
Transport 5,000
Receipt book 300
Note book 150
They proposed to adopt a five month repayment period of Kshs. 20,000/month.
Group 5: Rental house purchase
Built house with 12 rooms 80,000
Renovation 5,000
Insurance 5,000
Electricity and other expenses 5,000
Every month, each member is entitled to Kshs. 2,000 dividends. Repayment
strategy proposed was 5-month of 20,000/month.
The facilitator also enquired for those who had joined NYS, KEPSA and any
other government initiated project and the numbers were as follows;
NYS- 16 members
KEPSA- 0 members
12. GAPS IDENTIFIED
1. The levels of education for most trainees were low hence could not easily
understand the trainer/facilitator.
2. They have little skills in drawing business plans and budget making.
3. They condemned corrupt police officers and chiefs.
4. They require more training on related topics.
5. Most group members are inactively involved.
6. There has been no proper follow up on reported cases.
SUCCESS OF THE TRAINING
1. A total of 37 participants attended the training for all the three days.
2. Majority of the respondents recorded a positive knowledge gain based on
pre-test and post-test results.
3. The groups were able to identify some of the safety networks within the
community that they can network with.
4. The youth got a chance to share their experiences and challenge each
other.
SUCCESS STORIES
It was evident that the previous training had an impact on the young and they
were utilising the skills acquired to change their communities. Here are some
of the things the youth shared as part of what they did after the training.
Many youth have started their own businesses because they got inspired
from the previous life skills’ training that they had.
Luchie, Chadly and Ramadhan boldly declared that they had chosen to
chew Miraa, smoke Bhang and take alcohol instead of engaging in crime.
However, after the training the trio chose to disengage the vices and start
businesses.
Alex Maroga took the girl to a nearby primary school, talked to the head
teacher and the girl was sponsored to study.
CHALLENGES
1. The first day began late with most of the participants coming later than
expected. The issue of only training participants who had successfully
completed 75 of the first training took a lot of time. Eliminating those
who were not in the register was a hard task.
2. Some participants missed tea on the first day.
3. The participants complained the food and transport reimbursement was
too little.
13. RECOMMENDATIONS
1. They need more training on budget, writing business plans and good
payback strategies.
2. Structure the training in a way that it can involve the participants who
cannot attend full day.
3. Review the transreimbursent of the participants.
4. Enough drinking water should be provided for rehydration during
training.
5. Constant regular training necessary to keep the groups on toes.
CONCLUSIONS
Most participants agreed that the training was relevant to their needs and that
the content was well organised and easy to follow. The class was well behaved
and could do assigned tasks with minimum supervision. They enjoyed their
class and the facilitator’s ability to relate life skills to real life situations. The
training met most of the participants’ expectations as well. Thus, the training
objectives were adequately met.
Respective groups availed their action plans on sheets of paper.
Amusha
Child protection focal person: Anami Daudi (0711545096)
Meeting day: Friday 8 am.
Upendo
Child protection focal person: Cecilia Wambua (0728116777)
Meeting day: Saturday 4 pm.
Moonson
Child protection focal person: Alex Maroga (0718447926)
Meeting day: Saturday 3 pm
APPENDICES
Training programme (provided at invitation/ beginning of workshop)
Evaluations
Pre and Post test
Daily attendance sheets