This document provides training for mentors on their role as advocates for their Little matches. It defines mentors as friends, consistent supports focused on fun while maintaining appropriate boundaries. Advocates help others secure their rights and empower them. The training outlines how mentors can advocate in schools, communities, courts and social services. It provides an example of a mentor attending their Little's court date and helping the Little join sports and plan for college. Mentors are advised to contact agency staff with any questions and set up initial match meetings.
This document summarizes strategies for candidate recruitment discussed in a Democracy for America Night School session. It outlines identifying potential candidates from groups like current elected officials, community leaders, and activists. It recommends researching candidates and discussing the district, resources available, fundraising expectations, and timelines when recruiting. The goal is to have a credible candidate running in each district by November 2009 for the 2010 elections.
The document provides information on how to be a straight ally to the LGBTQ community. It defines a straight ally as someone who is supportive of LGBTQ individuals and advocates for them, even though they do not identify as LGBTQ. It discusses reasons why people become allies, such as having family members who are LGBTQ or believing it is the right thing to do. The document recommends starting by taking the Straight for Equality pledge and provides everyday actions allies can take, such as speaking up against anti-LGBTQ jokes or slurs, educating themselves, and advocating for inclusive policies.
The document discusses ways for citizens to get involved in and support their local community. It describes various roles like being a good neighbor, volunteering for local activities and organizations, serving as a school governor, supporting political parties, and helping with local services. It emphasizes the importance of civic duties like obeying laws, respecting others, and protecting the environment.
Bethany Krush is a sophomore from Rapid City, SD majoring in Elementary Education and Special Education at USD. She enjoys routines and organization. Her hobbies include her Alpha Phi sorority, spending time with family and friends, movies, community service, and softball. Her professional goals are to graduate from USD, become an elementary teacher in Houston, Texas. In 10 years, she wants to be a teacher living in Texas with her dream car, married, starting a family, and fulfilling her life goals.
Tim Ferret and Nathan Milner have known each other since 2007 when they both started working at Greenville College. Over the past 10+ years, Milner has observed Ferret grow into a passionate leader in student development. Ferret is known for challenging the status quo with new ideas and taking on significant responsibility in his projects. As a natural leader, Ferret brings people together and leads with integrity. Milner highly recommends Ferret and believes he would be an asset to any organization.
This document provides guidance and information for peer mentors at a university. It outlines the code of conduct for mentors and mentees, including expectations around confidentiality, appropriate communication, and inclusive language. It also covers topics like equality and diversity, safeguarding concerns, responsibilities of being a mentor, and feedback from previous years to improve the program. The overall purpose is to prepare new mentors for their role and responsibilities in supporting new students.
This lesson plan covers various activities to develop students' reading, speaking, listening and writing skills over 1-2 hours. It focuses on the issue of teenage pregnancy in the UK. Students will discuss reasons for high teenage pregnancy rates and potential solutions. They will then read two texts about a government plan to house teenage mothers in supervised homes called "foyers" and answer comprehension questions. Students will discuss whether they agree with this policy and write letters asking questions about the foyers or expressing their views to the relevant parties. Throughout, the lesson aims to improve students' abilities in areas such as predicting information, reading for gist and specific details, asking questions formally, and proofreading.
This document summarizes a team's week 3 report on customer development and market sizing for their social app concept for blind users. They conducted interviews with blind individuals to understand their needs and daily challenges. Their target user group is blind people aged 18-30 in China. The potential market size is 1.4 million for their specific target, 8.2 million if all ages in China, and 39 million worldwide.
This document summarizes strategies for candidate recruitment discussed in a Democracy for America Night School session. It outlines identifying potential candidates from groups like current elected officials, community leaders, and activists. It recommends researching candidates and discussing the district, resources available, fundraising expectations, and timelines when recruiting. The goal is to have a credible candidate running in each district by November 2009 for the 2010 elections.
The document provides information on how to be a straight ally to the LGBTQ community. It defines a straight ally as someone who is supportive of LGBTQ individuals and advocates for them, even though they do not identify as LGBTQ. It discusses reasons why people become allies, such as having family members who are LGBTQ or believing it is the right thing to do. The document recommends starting by taking the Straight for Equality pledge and provides everyday actions allies can take, such as speaking up against anti-LGBTQ jokes or slurs, educating themselves, and advocating for inclusive policies.
The document discusses ways for citizens to get involved in and support their local community. It describes various roles like being a good neighbor, volunteering for local activities and organizations, serving as a school governor, supporting political parties, and helping with local services. It emphasizes the importance of civic duties like obeying laws, respecting others, and protecting the environment.
Bethany Krush is a sophomore from Rapid City, SD majoring in Elementary Education and Special Education at USD. She enjoys routines and organization. Her hobbies include her Alpha Phi sorority, spending time with family and friends, movies, community service, and softball. Her professional goals are to graduate from USD, become an elementary teacher in Houston, Texas. In 10 years, she wants to be a teacher living in Texas with her dream car, married, starting a family, and fulfilling her life goals.
Tim Ferret and Nathan Milner have known each other since 2007 when they both started working at Greenville College. Over the past 10+ years, Milner has observed Ferret grow into a passionate leader in student development. Ferret is known for challenging the status quo with new ideas and taking on significant responsibility in his projects. As a natural leader, Ferret brings people together and leads with integrity. Milner highly recommends Ferret and believes he would be an asset to any organization.
This document provides guidance and information for peer mentors at a university. It outlines the code of conduct for mentors and mentees, including expectations around confidentiality, appropriate communication, and inclusive language. It also covers topics like equality and diversity, safeguarding concerns, responsibilities of being a mentor, and feedback from previous years to improve the program. The overall purpose is to prepare new mentors for their role and responsibilities in supporting new students.
This lesson plan covers various activities to develop students' reading, speaking, listening and writing skills over 1-2 hours. It focuses on the issue of teenage pregnancy in the UK. Students will discuss reasons for high teenage pregnancy rates and potential solutions. They will then read two texts about a government plan to house teenage mothers in supervised homes called "foyers" and answer comprehension questions. Students will discuss whether they agree with this policy and write letters asking questions about the foyers or expressing their views to the relevant parties. Throughout, the lesson aims to improve students' abilities in areas such as predicting information, reading for gist and specific details, asking questions formally, and proofreading.
This document summarizes a team's week 3 report on customer development and market sizing for their social app concept for blind users. They conducted interviews with blind individuals to understand their needs and daily challenges. Their target user group is blind people aged 18-30 in China. The potential market size is 1.4 million for their specific target, 8.2 million if all ages in China, and 39 million worldwide.
We would like to welcome you to new issue of Advocacy Update which highlights the events that took place from January to April 2013. The issue presents the advocacy strategies taken by WOREC NEPAL at national and international level. It highlights the activities on National Consultation on Violence against Women, Human Rights assessment instrument on Domestic Violence (DOVA), discussion on need of Fast Track Court in Nepal and celebration of international women’s day.
Social media has become an important space for political advocacy and debate. Platforms like Facebook and Twitter allow politicians, activists, and regular users to connect with many others and spread their political messages. However, some argue that the anonymity and lack of fact-checking on social media has contributed to the spread of misinformation and made political discourse more polarized.
This document provides guidance for conducting mock trials for law students. It explains that mock trials are simulated exercises that train potential lawyers in trial advocacy skills. Various types of mock trials are described, including criminal, civil, tribunal and arbitration cases. The document outlines how to plan a mock trial competition between student teams, including developing a simple case plot, assigning roles, setting time limits, and establishing evaluation criteria. Procedures for conducting the mock trial are also specified, such as administering oaths to witnesses, permissible types of questions, and rules for objections. The goal is to give students practical experience in trial skills through participating in simulated court proceedings.
This document provides advocacy tips for library staff to help promote the value of public libraries. It outlines key talking points about how libraries provide free access to knowledge and resources for communities, including computers and internet access, books and materials, educational support, and genealogy resources, while only costing taxpayers a small amount each year. Staff are encouraged to advocate to local government and community influencers by sharing these messages about the positive impact and return on investment of public libraries.
This document provides an overview of advocacy and community organizing. It defines advocacy as speaking on behalf of yourself and others to support rights and solve problems. Effective advocates build a support network of people who share their purpose of reflecting their community's needs and dreams. The community is bigger than any single advocacy purpose, so advocates must let the community guide their work and be willing to change their advocacy to fit the community's journey. Overall, advocates act as stewards of their community's assets, preserving and expanding them for the benefit of the community.
The document discusses the nine themes of digital citizenship which are: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. It provides links to additional resources on each theme and discusses issues related to things like the digital divide, cyberbullying, plagiarism, internet filters, and cyber awareness at different education levels.
This document provides an overview of the advocacy and legislative process in Utah. It discusses how a bill becomes law, including the committee process in the House and Senate and obtaining the Governor's signature. It also outlines the appropriations process. The document then provides guidance on advocacy tactics like calling legislators, writing letters, scheduling visits, and testifying. It encourages using the state's legislative website and provides contact information for the Utah Community Action Partnership Association.
This document provides guidance on effective citizen advocacy and influencing legislators. It discusses the current political landscape, challenges facing Congress, and tools for engagement like lobbying and communications. It emphasizes building relationships with members of Congress and staff through regular communication, using social and traditional media, and in-person meetings. The document provides tips for meetings, including preparing, making an ask, and following up. It also discusses crafting an effective elevator speech and role playing citizen advocacy. Finally, it covers logistics for an upcoming Capitol Hill day visit.
Multi agency approach to Domestic Abuse (WS52)Iriss
An overview of the work of West Lothian’s Domestic and Sexual Abuse Team’s multi agency approach to Domestic Abuse. Including innovations developed by the team – court advocacy for women, support for victims who have experienced rape/sexual assault and preventative education programmes for schools.
Contributor: West Lothian Council
The document discusses the importance of advocacy planning. It notes that advocacy planning is important because it helps: 1) head in the right direction by breaking goals into manageable steps, 2) use scarce resources wisely through strategic choices, and 3) counter any potential opposition. The document also outlines common problems with poor advocacy planning like unclear objectives. Finally, it presents the advocacy planning cycle as a series of logical questions to analyze issues, set goals, develop strategies, and monitor outcomes.
The 10-step document outlines a process for effective advocacy work. It begins with bringing like-minded people together to work on a common problem. The second step is to clearly identify the problem and develop a strategic objective that proposes a solution. The third step is to gather relevant facts to make a strong case. The remaining steps include identifying decision-makers, determining methods of influence, engaging allies, selecting advocacy methods, reviewing progress, and celebrating successes. The overall process provides a framework to work towards policy and program changes.
Advocacy planning model based on information gathered through primary and secondary research. It seeks to empower persons affected by the problem to contribute to the solution.
This document outlines essential elements and strategies for advocacy. It defines advocacy and distinguishes it from related concepts like noise making and agitation. The document discusses the purpose and objectives of advocacy, as well as the qualities needed in an advocate. It examines stakeholders that may support or oppose advocacy goals. Methods of advocacy discussed include lobbying, collaborating with partners, using media, and campaigning. Direct and indirect lobbying strategies are presented, as well as how to lobby community leaders and influence public opinion.
The document outlines 8 key steps in advocacy:
1. Coming together by reaching out to relevant groups to discuss concerns and develop solutions.
2. Setting specific and achievable objectives that all involved agree on, such as treating everyone with HIV/AIDS.
3. Getting facts by researching available public health data and policies to write a background paper.
4. Deciding who to influence by identifying decision-makers and understanding what might motivate them, such as gaining public support.
The document discusses violence against women in India. It defines gender-based violence and outlines various forms such as domestic, sexual, physical, cultural, religious, and socio-economic violence. It also examines the situation of violence against women in India, including gender discrimination, caste discrimination, and impacts of economic policies. The document analyzes the effects of family violence on women's lives and children. It provides statistics on violence against women in India from sources like NFHS and NCRB. It discusses laws and initiatives to protect women from domestic violence.
Carolyn Thomas was shot in the face by her abusive ex-boyfriend, who also killed her mother. She underwent several reconstructive surgeries to repair damage to her jaw, eye socket, nose, and upper lip. Though she now must use a trachea tube and synthetic nose, Carolyn has become an advocate against domestic violence, sharing her story to educate and empower women.
Burson-Marsteller DC Advocacy Groups Social Media Study FinalBurson-Marsteller
Burson-Marsteller selected 34 U.S.-based political advocacy groups to evaluate how these groups utilize social media to communicate, specifically Twitter, Facebook and YouTube.
Napoleon was a great military leader who modernized the French army and established the Napoleonic Code. He rose to power as a general during the French Revolution and established himself as emperor of France through a series of military victories across Europe. However, his overconfidence led to his downfall, as he was eventually defeated and exiled due to overextending his armies.
"Tips for Writing Powerful College Application Essays: Dr. Rebecca Joseph, Associate Professor at California State
University and college essay and admission expert, will present information to assist you with writing your UC personal insight questions as well as essays for a variety of college
applications. Parents are welcome." Presentation in spring 2019.
We would like to welcome you to new issue of Advocacy Update which highlights the events that took place from January to April 2013. The issue presents the advocacy strategies taken by WOREC NEPAL at national and international level. It highlights the activities on National Consultation on Violence against Women, Human Rights assessment instrument on Domestic Violence (DOVA), discussion on need of Fast Track Court in Nepal and celebration of international women’s day.
Social media has become an important space for political advocacy and debate. Platforms like Facebook and Twitter allow politicians, activists, and regular users to connect with many others and spread their political messages. However, some argue that the anonymity and lack of fact-checking on social media has contributed to the spread of misinformation and made political discourse more polarized.
This document provides guidance for conducting mock trials for law students. It explains that mock trials are simulated exercises that train potential lawyers in trial advocacy skills. Various types of mock trials are described, including criminal, civil, tribunal and arbitration cases. The document outlines how to plan a mock trial competition between student teams, including developing a simple case plot, assigning roles, setting time limits, and establishing evaluation criteria. Procedures for conducting the mock trial are also specified, such as administering oaths to witnesses, permissible types of questions, and rules for objections. The goal is to give students practical experience in trial skills through participating in simulated court proceedings.
This document provides advocacy tips for library staff to help promote the value of public libraries. It outlines key talking points about how libraries provide free access to knowledge and resources for communities, including computers and internet access, books and materials, educational support, and genealogy resources, while only costing taxpayers a small amount each year. Staff are encouraged to advocate to local government and community influencers by sharing these messages about the positive impact and return on investment of public libraries.
This document provides an overview of advocacy and community organizing. It defines advocacy as speaking on behalf of yourself and others to support rights and solve problems. Effective advocates build a support network of people who share their purpose of reflecting their community's needs and dreams. The community is bigger than any single advocacy purpose, so advocates must let the community guide their work and be willing to change their advocacy to fit the community's journey. Overall, advocates act as stewards of their community's assets, preserving and expanding them for the benefit of the community.
The document discusses the nine themes of digital citizenship which are: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. It provides links to additional resources on each theme and discusses issues related to things like the digital divide, cyberbullying, plagiarism, internet filters, and cyber awareness at different education levels.
This document provides an overview of the advocacy and legislative process in Utah. It discusses how a bill becomes law, including the committee process in the House and Senate and obtaining the Governor's signature. It also outlines the appropriations process. The document then provides guidance on advocacy tactics like calling legislators, writing letters, scheduling visits, and testifying. It encourages using the state's legislative website and provides contact information for the Utah Community Action Partnership Association.
This document provides guidance on effective citizen advocacy and influencing legislators. It discusses the current political landscape, challenges facing Congress, and tools for engagement like lobbying and communications. It emphasizes building relationships with members of Congress and staff through regular communication, using social and traditional media, and in-person meetings. The document provides tips for meetings, including preparing, making an ask, and following up. It also discusses crafting an effective elevator speech and role playing citizen advocacy. Finally, it covers logistics for an upcoming Capitol Hill day visit.
Multi agency approach to Domestic Abuse (WS52)Iriss
An overview of the work of West Lothian’s Domestic and Sexual Abuse Team’s multi agency approach to Domestic Abuse. Including innovations developed by the team – court advocacy for women, support for victims who have experienced rape/sexual assault and preventative education programmes for schools.
Contributor: West Lothian Council
The document discusses the importance of advocacy planning. It notes that advocacy planning is important because it helps: 1) head in the right direction by breaking goals into manageable steps, 2) use scarce resources wisely through strategic choices, and 3) counter any potential opposition. The document also outlines common problems with poor advocacy planning like unclear objectives. Finally, it presents the advocacy planning cycle as a series of logical questions to analyze issues, set goals, develop strategies, and monitor outcomes.
The 10-step document outlines a process for effective advocacy work. It begins with bringing like-minded people together to work on a common problem. The second step is to clearly identify the problem and develop a strategic objective that proposes a solution. The third step is to gather relevant facts to make a strong case. The remaining steps include identifying decision-makers, determining methods of influence, engaging allies, selecting advocacy methods, reviewing progress, and celebrating successes. The overall process provides a framework to work towards policy and program changes.
Advocacy planning model based on information gathered through primary and secondary research. It seeks to empower persons affected by the problem to contribute to the solution.
This document outlines essential elements and strategies for advocacy. It defines advocacy and distinguishes it from related concepts like noise making and agitation. The document discusses the purpose and objectives of advocacy, as well as the qualities needed in an advocate. It examines stakeholders that may support or oppose advocacy goals. Methods of advocacy discussed include lobbying, collaborating with partners, using media, and campaigning. Direct and indirect lobbying strategies are presented, as well as how to lobby community leaders and influence public opinion.
The document outlines 8 key steps in advocacy:
1. Coming together by reaching out to relevant groups to discuss concerns and develop solutions.
2. Setting specific and achievable objectives that all involved agree on, such as treating everyone with HIV/AIDS.
3. Getting facts by researching available public health data and policies to write a background paper.
4. Deciding who to influence by identifying decision-makers and understanding what might motivate them, such as gaining public support.
The document discusses violence against women in India. It defines gender-based violence and outlines various forms such as domestic, sexual, physical, cultural, religious, and socio-economic violence. It also examines the situation of violence against women in India, including gender discrimination, caste discrimination, and impacts of economic policies. The document analyzes the effects of family violence on women's lives and children. It provides statistics on violence against women in India from sources like NFHS and NCRB. It discusses laws and initiatives to protect women from domestic violence.
Carolyn Thomas was shot in the face by her abusive ex-boyfriend, who also killed her mother. She underwent several reconstructive surgeries to repair damage to her jaw, eye socket, nose, and upper lip. Though she now must use a trachea tube and synthetic nose, Carolyn has become an advocate against domestic violence, sharing her story to educate and empower women.
Burson-Marsteller DC Advocacy Groups Social Media Study FinalBurson-Marsteller
Burson-Marsteller selected 34 U.S.-based political advocacy groups to evaluate how these groups utilize social media to communicate, specifically Twitter, Facebook and YouTube.
Napoleon was a great military leader who modernized the French army and established the Napoleonic Code. He rose to power as a general during the French Revolution and established himself as emperor of France through a series of military victories across Europe. However, his overconfidence led to his downfall, as he was eventually defeated and exiled due to overextending his armies.
"Tips for Writing Powerful College Application Essays: Dr. Rebecca Joseph, Associate Professor at California State
University and college essay and admission expert, will present information to assist you with writing your UC personal insight questions as well as essays for a variety of college
applications. Parents are welcome." Presentation in spring 2019.
Connecting Communities to Drive MembershipEva Hunter
This document provides guidance on connecting with organizations in the community to promote membership growth. It instructs the reader to research 5 potential partner organizations, identifying how their missions align. The reader is told to draft an outreach email introducing their initiative and requesting a meeting. Sample meeting tips include learning about the organization's goals, clearly defining what can be offered to help them, and following up on next steps like setting a start date or arranging another meeting. Maintaining relationships over time through thank you notes, check-ins and future collaborations is emphasized.
This document discusses healthy relationships and communication skills. It provides information on:
1) The importance of family, peer, and community relationships and traits like mutual respect, honesty, dependability, and commitment that support healthy relationships.
2) Communication styles like passive, aggressive, and assertive and tips for active listening skills.
3) Causes of conflict like power struggles, jealousy, and property disputes and methods for resolving conflicts through cooperation, clarification, and compromise.
4) Additional relationship topics like abuse, peer pressure, manipulation, and dating. The document emphasizes building character, resolving differences respectfully, and avoiding risky behaviors.
The document provides tips for boosting parent participation in PTAs through motivating behavior change and effective communication strategies. It recommends (1) using a volunteer survey to understand parents' interests and availability, (2) communicating in ways that appeal to motivators like belonging, freedom, power and fun, and (3) recognizing volunteers with feedback and thanks to encourage continued participation. The presenters emphasize the benefits of parent involvement and providing flexible, relevant volunteer opportunities to engage more families.
This document provides guidance for Child Care Advocates (CCAs) on their roles as mentors. As a CCA, their main roles are to create a supportive learning space for peer educators, assist in peer educator sessions, and provide information to peer educators. Some key responsibilities include facilitating sessions, developing life skills, and referring peer educators when needed. The document emphasizes establishing clear boundaries in the role of a CCA to avoid potential issues like interference with personal or family time. It also provides tips on effective facilitation skills like respect, communication, questioning, and listening.
6 peer responses due in 24 hoursPost Your Introduction [WLromeliadoan
The document contains posts from four classmates - Arkia, Lisa, Gloria, and Carmen - introducing themselves and responding to prompts about their backgrounds, interests, goals for the course, and concerns. Carmen then posts a response about two planning theories - advocacy and transactive - that relate to her current work in behavioral health. She provides an example of how these theories could be applied. Gloria responds, selecting advocacy and radical planning and discussing how they could relate to her desired career as a juvenile probation officer. Thashina also selects two theories - synoptic and incremental planning - and analyzes how they fit with the complex, changing nature of human services work.
Persuasive Essay On Religion In Public SchoolsEllen Blackburn
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Receive the paper and ensure it meets expectations, authorizing payment if pleased. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized work. The process aims to match clients with qualified writers and provide original, high-quality content through revisions.
This document provides an overview of Big Brothers Big Sisters, a mentoring program that matches youth with adult volunteers. It discusses the history and growth of the program from its start in 1904 pairing boys with mentors. The summary highlights that the program now serves over 200 youth annually in the local area and discusses the application and matching process for volunteers. It also reviews the positive impacts of mentoring on youth participants and volunteer experiences.
The document is a personal statement, resume, and reflections from Beth Strickland for her undergraduate ePortfolio. Some key points:
- Beth grew up in an abusive home and wants to become a sex therapist to help victims of sexual trauma like her sister.
- She has worked in childcare centers for many years and also did accounting work.
- Beth is earning her BA in Psychology and wants to attend graduate school to become a licensed sex therapist.
- Her reflections discuss learning from her experiences at university and her commitment to lifelong learning.
The document discusses managing severe speech anxiety, outlining current trends such as cognitive behavioral therapy and exposure therapy to help speakers replace negative thoughts with positive ones. It also notes a recent study showing that virtual reality can be as effective as real audiences for exposing anxious speakers to public situations. Preparation and practice are presented as common methods for overcoming minor cases of public speaking anxiety.
2010 Fifa World Cup Essay. Online assignment writing service.Ashley Hernandez
The document describes the steps involved in requesting and receiving writing assistance from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a refund offered for plagiarized work.
Compare And Contrast Thesis Statements For EssaysCrystal Wright
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until fully satisfied, with the option of a full refund for plagiarized work.
The document discusses the command relationships during Hurricane Katrina, noting that political differences between President Bush and Louisiana Governor Kathleen Blanco over who should command the National Guard, delays at the National Guard Bureau in deploying troops and equipment, and a failure to create unity of effort between National Guard and active duty forces led to failures in the command relationships. It provides context about the hurricane's impact and destruction in New Orleans before outlining how disagreements and a lack of coordination hindered the response efforts.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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2. Training Objectives
By the end of this training, we hope that you will
have a clear understanding of:
- Your enhanced mentoring role
- What it means to be an advocate
- Ways that you can support your Little
- The importance of boundaries
3. What is a mentor?
A Mentor is… A Mentor is not…
4. What is a mentor?
A Mentor is… A Mentor is not a…
-A friend and support
-Consistent and
dependable
-Focused on fun
-Able to set limits
-Aware of their Little’s
safety and well-being
-Substitute parent
-Babysitter
-Financial Support
-Taxi Service
-Therapist
-Peer
5. Definition of an Advocate
An advocate is someone who takes action to
help people say what they want to say, who
helps others secure their rights, helps to
obtain needed services, works in partnership
with others, and empowers others to help
themselves.
6. For example, advocate
mentors can:
Identify and engage in supporting strengths of their
little and empower them to recognize their strengths
and overcome their challenges.
Partner with Little’s family and school.
Find activities in the community to support their
Little’s strengths.
Assist their Little’s family in navigating school, court,
and/or entitlement programs.
7. Boundaries
Spending Money
Meeting more frequently than program
guidelines recommend
Sharing too much personal information, too
soon
Solving all your Little’s problems
8. Strengths-Based Approach
Focus on Little’s talents or special skills
Encouraging interests
Understanding the 40 Developmental Assets
List of developmental assets
9. Working as a team- with your Little
Learn about your Little’s interests
Talk about your Little’s goals and dreams
Ask your Little if they are comfortable with you
helping them
Come up with action steps together
Reflect on your experiences together
10. Working as a Team- with Parents
- Matches are a partnership between the Big,
Little, Parent and agency
- Each partnership will look different
- Parents are the experts on their child
- Need to coordinate with parents
- Develop communication pattern that works
for you
11. Working as a team- with Bigs
All matches have an assigned match support
specialist
Connect you with community resources and
programs
Let you know about upcoming activities
Partner for problem solving, venting, etc
Provide quarterly trainings and networking
opportunities
12. What does Advocacy Look Like?
Advocacy takes many forms, in many
different settings.
Schools
Community
Your work, school, etc.
Courts
Human Services
13. Advocacy In Schools
Checking in on how things are going
Discussing importance of attendance
Homework help
Contact with teachers
Helping in the classroom
Parent/Teacher conferences
IEPs and 504 Plans
Disciplinary hearings
14. Advocacy in the Community
Exploring businesses, festivals
Targeting your Little’s interests
Connecting with colleges and universities
Community service and volunteerism
Connecting with local youth or civic organizations
Utilizing community agencies and services
15. Advocacy in Your Work/School
Talking about careers/paths of study
Cheering favorite college sports teams
Bring your Little to Work or School
Exploring career interests
16. Advocacy in the Courts
Researching information about child and family
rights
Discussing or debriefing contact with legal system
Contact with court officer
Acting as a reference
Attending a court date with the family or child
17. Advocacy in the Human Service
System
Researching community programs
Connecting families to local resources
Researching steps on obtaining services
Discuss and help families understand programs,
eligibility and requirements
Offering to assist with paperwork
19. Chaz and Bob
Chaz and Bob have been matched together for two years. Last summer was
hard for Bob; he had a couple suspensions at the end of eighth grade and in
May he was ticketed for becoming aggressive with a police officer when
CPS removed his little sister from the home.
When Chaz found out what was going on, he called his Match Support
Specialist. The Match Support Specialist tracked down the phone number of
the Juvenile Court Officer and Bob’s court date. Chaz spoke with the court
officer and decided that he wanted to attend Bob’s court date so that Bob
had moral support at the hearing. When the Juvenile Court Officer read his
report, he mentioned Bob’s strong friendship with Chad as a great strength.
Based on the report, the judge waived the community service component of
Bob’s probation.
That fall, Bob’s mom was able to get him into a new, high performing school
district. Bob tried out as a freshman, but made the varsity football team and
broke the school’s 40-yard record. Chaz met with Bob before the season
started, and they decided that Chaz would take video of Bob’s games to be
used for college recruitment. Chaz and Bob are planning to visit colleges
together next year.
21. What would you do?
Six months into your match, you find out that
your Little loves to write poetry, but is shy
about sharing her writing. One day over
lunch, she tells you that she really wants to
be a writer when she grows up, but doesn't
think she will be able to because her family
can’t afford to send her to college.
22. What would you do?
Whenever you ask your Little Brother how
school is going, he just says, “Fine.” The day
before your next visit, your Little’s mom gives
you a call to let you know that he is home
suspended for getting into a fight, and just
found out that he is failing his math class. His
mom says that she does not know what to do
with him now that he home alone, all day.
23. Review
Your role is to be a mentor first.
You have a special opportunity to advocate
on behalf of your Little
The agency is here to support you and
provide additional training
Boundaries will help ensure match success
Reach out to your Match Support Specialist
with questions.
24. Next steps
Once you have completed your answer
guide, email or fax it back to the agency staff
that sent it to you
Agency staff will follow up with you about
setting up a match meeting, if you have not
yet met your Little
Agency staff will follow up with you as
quarterly trainings become available
25. Additional Questions
Regarding this Training or
BBBS Michigan Capital Region:
Alicia Barajas
Alicia.Barajas@bbbsmcr.org
517-372-0160
BBBS Metro Detroit:
Beth O’Connor
Beth.OConnor@bbbsdetroit.org
313-309-9229
Editor's Notes
Welcome to the online training as part of your mentoring enhancement. We know that you have already completed several hours of online and in-person training. That training was designed to prepare you as a mentor in the Big Brothers Big Sisters program. However, since you have also been selected as part of the study of enhanced mentoring, we have created this additional one hour of training so you have a good idea of how your role is enhanced, and how so much of what you have learned already will stay the same.
My name is Alicia and I am a staff member at Big Brothers Big Sisters Michigan Capital Region. This enhancement program is a collaboration between two Big Brothers Big Sisters agencies- Big Brothers Big Sisters Metro Detroit and Michigan Capital Region. Over the last year, we have been working together to design the enhancements you will be learning more about. Our hope is that, by the end of this online training, we have met the following objectives: You understand what is expected of you as part of the mentoring enhancement project. You have a clear idea of what it means to take on an advocacy, or teaching, function in your match. You can identify settings or ways that you can incorporate the advocacy function. You understand the importance of boundaries in the match. Some of the mentors being matched in this program are completing this training in-person. We understand that scheduling and availability conflicts prevent you from meeting in a group setting, but we think it ’s important that you don’t miss out on the interaction and reflection that can make a training more meaningful. In order to simulate this experience, you have an answer guide that we will be referring to throughout the presentation. We ask that you record your ideas, thought or questions on this form. When you have completed the training, please email or fax the guide back to agency staff. This will let us know that you have completed the training, and we will be able to address any follow up questions you may have.
First, let ’s think back to the online training you have already completed. I would like to review the role of a mentor, or “Big”, in our program. On the answer guide, please take a minute to fill what you recall about the role of a mentor. When you have finished writing down your answers, go ahead and move to the next slide.
Here are some of the things that a mentor is and is not. Your answers might be the same as what we have listed, you might be missing some of what we have listed, or you might have come up with answers that are different that we have put in the chart. That ’s okay. What is important about this exercise is that you understand that your role is first and foremost to be a mentor, and you do not have to be everything to your Little. If you still have questions about your role as a mentor, please let agency staff know. We would love to take the time to clear up any questions you might have about what it means to be a Big. Now, you are in the enhanced program. Even as you take on a slightly advanced role, the characteristics above are still true. There will just be an additional way that we plan to support you in supporting your Little. In your enhanced role, we aim to help you to advocate on behalf of your Little. We have developed what this means in greater detail on the next slide.
Here is the definition of an advocate that we will be using in our program. Advocate can be a scary word because there are so many meanings of the word. We do not expect to you be lobbying at the state capital or at school board meetings. We see this as the little, everyday things that you can do to help your Little. We have found over time that many mentors do this naturally, without additional training or being asked to do so. Our hope is that by training you, you will be prepared to advocate on behalf of your mentee. In your role as an advocate mentor, we want to emphasize the unique position you are in as a mentor to be a resource and support for your Little. This can take a lot of forms, but we imagine that most often you will be teaching your Little how to stand up for themselves and their rights, partnering with parents and schools, or helping to find additional services or opportunities that could be of benefit. Keep in mind that you are not alone in this, Big Brothers Big Sisters will serve as a strong support and resource to you as you fulfill your role in the life of your Little. On the next slide, we get into what this could look like.
Just as there is no one right way to be a mentor, there is not one single way for you to take on an advocacy role with your Little. In your match, we know that it can take time to get to know your Little, their family and their needs. Our hope is that as you get to know them, you lean on the agency to help you, help them. This could take many forms and shapes, and all of them are correct as long as you are staying within your role as a mentor.
It ’s important to remember that, even as you become an advocate for your Little, you maintain good boundaries. Boundaries are important because they reinforce the expectations and role that you are taking in the life of your Little. Boundaries are not always easy to maintain, because sometimes we want to do more for those people we care about. We have found that matches are stronger when boundaries are strong. Some ways that you might be able to establish and maintain boundaries are: Spending Money: this could include buying gifts, buying essential items that you might see your Little needs, or being asked by the family to help with an electric bill Meeting Frequently: Our guidelines recommend that you are getting together 2-4 times a month. You and your little might get along great, and want to get together more. We recommend that you stay within this guideline because it can be hard to maintain meeting more frequently, and because it could cause you to become over involved. Sharing personal information- We know that in order to establish a friendship, you need to share information to get to know each other. Be mindful of what you are showing and the appropriateness of content. You might not want to share very personal details right away. Intervening- There is not an expectation that you will solve your Little ’s problems for them. However, you can be a great resource by putting the family in touch with programs and agencies in the community that can be of help. Balancing boundaries and advocacy is not always easy. We know that as we ask you to support and empower your little, it may be hard to maintain these boundaries. We don ’t want you to feel over extended or like you have to fix everything that might come up for your Little. For example, if your Little’s family was facing a shut-off notice, it’s not your job to pay the bill. However, you could advocate on behalf of the family by connecting them with a community program that can provide funding. Just as you have the opportunity to be a resource for your Little ’s family, your Big Brothers Big Sisters agency is always a resource for you. If you are ever not sure how to handle a situation, or if you are not sure if an action crosses boundaries, contact your match support specialist. We can talk through the situation, give you advice and connect you to needed resources. On your answer guide, please take a moment to reflect on what boundaries you feel are most important to maintain? Are there any boundaries that you think might be hard to maintain? Why?
One of the most exciting parts of the advocacy function is focusing on and emphasizing the unique strengths of the Little you are matched with. Rather than focusing on the risk factors or obstacles facing your Little, we encourage you to seek out their talents, interests and skills. Your activities can be based around maximizing and developing these strengths, rather than trying to “fix” something. To learn more about a strengths based approach, I encourage you to take a moment and explore the link to the list of 40 developmental assets. On your answer guide, take a moment to list any strengths that are a surprise or that you did not think of. Is there anything you think the list misses? After you have reflected on your guide, continue on to the next slide.
As part of a strengths based approach, partnerships are key. Sometimes it ’s easy to overlook your little as a partner and resource in your match. If you want to build on the strengths of your little, first you need to know more about them. You also need to have a good idea of your Little’s goals and needs so that you can figure out the best way to advocate and empower them. Getting to know each other like this will naturally occur as the two of you spend time together doing fun and rewarding activities. Here are some steps you can take to work with your Little as a team mate. Looking at this list are there any steps that seem like they would be easy or natural to occur when you are with your Little? Are there any steps that seem like they would be harder, or a challenge? Take a moment on your guide to reflect on the ways that you can partner with your Little Brother or Sister.
Partnerships with parents can make or break a match. Each parent will take a slightly different role in the match of their child. Some parents are a little more hands off and will be fine with you setting up plans directly with your little. Other parents will expect that you are contacting them first to set up any meeting or activity plans. Some are in between. One role is not necessarily better than the other, but even more hands off parents can still be a valueable partner and resource. They know the most about what their child likes and dislikes, how they are doing in school and home, and any behavior issues that might be occurring. This information is vital as you try to find ways to support and advocate for your Little ’s needs. Parents may also, over time, feel comfortable coming to you with issues that they might be experiencing or ideas of how you might be able to support their child. It is very important that no matter what the style of the parent your are working with you are coordinating with parents. Ultimately, they need to know what their child is doing, where they are at, and who they are with. This can be as simple as a check in before you leave, a quick text or a short email. It is important that you and your Little ’s parent figure out the method of communication that works best for the two of you. As communication develops, so will a strong match that ends is positive results. Do you have any initial concerns or worries about communicating with parents? What are some ideas that you can come up with now about how to build strong patterns of communication?
Just as you are there as a resource for your Little, your Big Brothers Big Sisters agency and your Match Support Specialist are also on hand as a resource to you. Think of our job as helping you, help your Little. In order to achieve this goal, we will be in contact at least monthly in order to check in on the progress if your match. We can also provide you with information and resources that you can use in you advocacy role; let you know about free and low cost activities; and listen to any issues you might be experiencing to try to solve it. We can ’t help you with an issues going on in your match if we don’t know about it, so we encourage you to lean on your agency and the experience and knowledge that we have gained over the last 100 years. Now on your answer guide, take moment to write about: In your own words, how can your MSS be an asset to you? What questions do you still have about the relationship with the MSS?
As I mentioned earlier, there is more than one way that you can advocate for and with your mentee. We don ’t expect that you, as a mentor, will necessarily work to support and empower your Little in every category, or in every possible capacity that we will list. What we do want is for you to be aware of the ways that you are able to be an advocate and helper based on your strengths, the strengths of your Little and the unique needs of your family. As we go through each of these categories, it is also important to remember that the ways you might get involved fall along a spectrum. In some instances, your support and advocacy might only go as far as a conversations, where in other cases there might be an opportunity to take a greater or more involved role. In each circumstance, it is important for you to maintain your boundaries and stay within your comfort level. Your match support specialist is always available to help you work through any situations that might come up. Now I will go through some examples of advocacy functions you might take in the school, community, work or school, courts or human services arena. This is not an exhaustive list, but merely some potential examples.
The school is often the easiest place to become an advocate, simply because you ’re probably already asking your little about how things are going in school every time you get together. There is a wide array of ways that you can advocate for your Little’s education, starting from checking in all the way to attending school meetings alongside the parent. So here is a list of some ideas of how you might get involved, from less to more direct advocacy roles: Checking in on how things are going Discussing importance of attendance Homework help Contact with teachers Helping in the classroom Parent/Teacher conferences IEPs and 504 Plans Disciplinary hearings Because so many mentors are involved in school and education, we will have an upcoming in-person training focused specifically on advocacy in schools. Take a moment to reflect on your guide: One a scale of 1 to 10, how comfortable do you feel about being involved in the school setting? Explain why.
Previously, we mentioned that advocate-mentors take a strengths based approach when working with their mentee. By being aware of your Little ’s strengths, as well as the assets in the community, making connections between the two can be a fun and easy way to engage your Little while providing advocacy and empowerment opportunities. Some examples of ways that you can be an advocate for your Little in the community are: Exploring businesses, festivals Targeting activities around your Little ’s interests Connecting with colleges and universities Community service and volunteerism Connecting with local youth or civic organizations Utilizing community agencies and services Take a moment to reflect on your guide: One a scale of 1 to 10, how comfortable do you feel with being an advocate in the community? Explain why.
Just as you can use your community assets to build your Little ’s strengths, you are also a new and powerful force in your mentee’s life. Think of yourself as one of your little’s strengths– even looking at the 40 Developmental Assets we can see that positive adults outside the family are a powerful force in the life of a child. By utilizing your own strengths and sharing experiences, natural connections can be made. Here are some ideas of how you can use yourself and experience in advocacy: Talking about careers/paths of study Cheering favorite college sports teams Bring your Little to Work or School Exploring career interests Take a moment to reflect on your guide: One a scale of 1 to 10, how comfortable do you involving your Little and being an advocate in your own work and school setting? Explain why.
Not all mentors will ever experience or deal with a Little ’s involvement in the juvenile justice system or family courts. However, as you will see in an upcoming case example, this is one area where the role of an advocate can be extremely powerful. If and when you find yourself advocating in the courts, make sure to connect withy you match support specialist. In preparation, here are some ways that a mentor might be able to take an advocacy role within the justice system, on behalf of their Little: Researching information about child and family rights Discussing or debriefing contact with legal system Contact with court officer Acting as a reference Attending a court date with the family or child Take a moment to reflect on your guide: One a scale of 1 to 10, how comfortable do you feel about being an advocate in the courts? Explain why.
The majority of the time you spend with your Little is going to be based on having fun and building their strengths. At times, you will probably identify needs of the family and child. Rather than try to meet these needs on your own, we hope that as an advocacy you can aid the child or family to learn about resources and opportunities they may qualify and benefit from. By partnering to explore these opportunities, rather than just meeting the need yourself, you are empowering the child and family for the next time they have an issue or crisis to be met. Ways that, as an advocate, you can empower your Little and their family include, but are not limited to: Researching community programs Connecting families to local resources Researching steps on obtaining services Discuss and help families understand programs, eligibility and requirements Offering to assist with paperwork or connecting with an agency that offers this service Take a moment to reflect on your guide: One a scale of 1 to 10, how comfortable do you feel helping your little and their family gain needed services? Explain why.
Now we are going to take a look at a real match example, and the ways that a mentor can act as an advocate on behalf of their mentee. After you read the example on the next slide, please consider a few questions about what you have read. Take some time to write a reflection on the following questions: In what ways did the mentor take on an advocacy role? Do you think that the mentor maintained boundaries? What, if anything, would you do differently? Is there anything else that you would have done in this situation? If so, what would you have done? Do you have any additional questions after reading the case example?
N/A.
Now that you have looked at an example of what another mentor has done, I want to present you with some of the kids of situations that you might encounter as a mentor. Keeping in mind your advocacy role, the importance of boundaries, and building on your Little ’s strengths, read each of the two sections. On your answer guide, please write a reflection on the following: What strengths can you identify in this situation? What are some ways that you might be able to act as an advocate on behalf of your Little? What resources or information would you need to act? How would you maintain appropriate boundaries? What additional questions do you have about the scenario or your role in this situation?
Read this case example. Once you have completed your answer guide reflection questions, move along to the next slide.
Please read this example, and don ’t forget to record your reflections on your answer guide.
That concludes our initial presentation about your enhanced role as an advocate for your Little. As we finish this session, there are a few points that I would like to recap: Your role is to be a mentor first. Building a strong friendship with your Little, focusing on their strengths and partnering w You have a special opportunity as part of this enhancement project to advocate on behalf of your Little The agency is here to support you and provide additional training Boundaries will help ensure match success Reach out to your Match Support Specialist with questions.
Congratulations. You have now completed your one hour course on advocacy and mentoring. Once you have completed your answer guide, email or fax it back to the agency staff that sent it to you. You should have that contact information in the email this document was sent to you in. However, if you have lost it, we have contact information on the next slide. From here, you can expect that agency staff will follow up with you about setting up a match meeting, if you have not yet met your Little. Once you and your Little start meeting, we will be in at least monthly contact with you about your match. Agency staff will follow up with you as quarterly trainings become available. You are expected to attend the in-person quarterly trainings, and your match support specialist will work with you to make sure that you are able to attend.
If you have additional questions, please feel free to contact the appropriate contact person at your agency. We appreciate you taking the time to go through this training, and your dedication to being a positive influence in the life of a child. We wish you the best of luck in your match, and please take some time to share your success stories as they come up. Thank you!