The primary aims of restorative justice:
Where an injustice has been made, instead of making amends to the school through various forms of punishment, strategies are used that include both the offender and the victim with the aim of repairing the damage done to the relationship and help the accused learn from the situation.
Restorative justice addresses adolescent delinquency in social work and criminal justice, and schools who are willing to adapt their discipline programs.
Schools that have set in motion Restorative practices have experienced significant decreases in delinquency, suspensions, and reductions in repeat offenses and victimization of other students.
Dr. Hill Walker, Co-Director at the University of Oregon Institute on Violence and Destructive Behavior, at the 2011 Local Public Safety Coordinating Council of Multnomah County's "What Works" conference, "Juvenile Justice Grounded in Youth Development" December 9, 2011, Portland, OR. Audio concludes at slide #24.
The primary aims of restorative justice:
Where an injustice has been made, instead of making amends to the school through various forms of punishment, strategies are used that include both the offender and the victim with the aim of repairing the damage done to the relationship and help the accused learn from the situation.
Restorative justice addresses adolescent delinquency in social work and criminal justice, and schools who are willing to adapt their discipline programs.
Schools that have set in motion Restorative practices have experienced significant decreases in delinquency, suspensions, and reductions in repeat offenses and victimization of other students.
Dr. Hill Walker, Co-Director at the University of Oregon Institute on Violence and Destructive Behavior, at the 2011 Local Public Safety Coordinating Council of Multnomah County's "What Works" conference, "Juvenile Justice Grounded in Youth Development" December 9, 2011, Portland, OR. Audio concludes at slide #24.
"Research Highlights from the Alberti Center for Bullying Abuse Prevention"
Presented by: Heather Cosgrove, Graduate Assistant with the Alberti Center; Michelle Serwacki, Graduate Assistant with the Alberti Center; and Bryan Blumlein, Graduate Student in the UB Graduate School of Education.
April 5, 2012
School-related gender-based violence: evidence of effective interventionsConcernWorldwide
This presentation outlines Concern Worldwide's education programme approach and outcomes, key questions, challenges and findings within the context of gender-based violence. It was presented at at the Global Education Conference in Oxford in September 2013.
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
I wanted to raise awareness of this council. We are a local voice to the school board. Please feel free to let me know if you would like something presented to the council for discussion.
This Chapter is about Prevention Programs in schools. It is derived from the book Special Programs & Services in Schools by Bonnie M. Beyer and Eileen S. Johnson.
"Research Highlights from the Alberti Center for Bullying Abuse Prevention"
Presented by: Heather Cosgrove, Graduate Assistant with the Alberti Center; Michelle Serwacki, Graduate Assistant with the Alberti Center; and Bryan Blumlein, Graduate Student in the UB Graduate School of Education.
April 5, 2012
School-related gender-based violence: evidence of effective interventionsConcernWorldwide
This presentation outlines Concern Worldwide's education programme approach and outcomes, key questions, challenges and findings within the context of gender-based violence. It was presented at at the Global Education Conference in Oxford in September 2013.
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
I wanted to raise awareness of this council. We are a local voice to the school board. Please feel free to let me know if you would like something presented to the council for discussion.
This Chapter is about Prevention Programs in schools. It is derived from the book Special Programs & Services in Schools by Bonnie M. Beyer and Eileen S. Johnson.
Challenges in the linguistic exploitation of specialized republishable web co...Adrien Barbaresi
Talk at RESAW conference 2015 on web crawling and web corpus construction. Challenges to tackle: metadata extraction, quality assessment, and licensing.
Much work flows into ensuring the “scientificity” of web texts and making the texts not only available but also citable in a scholarly sense.
Life Skills introduction.
Skills-based health education including life skills. Making the links. Unicef, New York. Also go to http://www.unicef.org/programme/lifeskills/mainmenu.html ...
File link: http://www.unicef.org/lifeskills/files/lifeskills-intro-slides.ppt
Pedagogical analysis of the factors contributing to aggressive behavior in school-age children, and the role of educators in helping to mitigate its negative effects.
Leadership Advocacy For Early Childhood Education - ebookschoice.comnoblex1
Early childhood development and education has been a major topic of discussion and planning at all levels—federal, state, and local communities — not only because of the widespread recognition of the research base on the importance of early development to long-term schooling success, but as a critical national investment strategy for the future of the nation in the 21st Century global economy.
Source: https://ebookschoice.com/leadership-advocacy-for-early-childhood-education/
Lachman a parenting programme to reduce child maltreatmentYoung Lives Oxford
Development of a parenting programme to reduce risk of child maltreatment in South Africa (pilot randomised controlled trial) - presentation by Jamie Lachman in Oxford seminar series on Children and Youth in a Changing World
The Power of the School – Community – University PartnershipMarion H. Martinez
The Power of the School – Community – University Partnership Binghamton City School District - Binghamton University
Citizen Action – Alliance for Quality Education
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Prevention Programs Defined
•Reduce or eliminate a nationally social ill
•Often targeted toward the middle class population
•Public schools the venue
teach academics
develop healthy, happy and productive citizens
socialize children
trained teachers and resources (logical place)
•Target students before they develop the behavior
3. Intentions of Prevention Programs
-Research on prevention is multidisciplinary
-Primary prevention- decrease behavior
-Universal prevention (no consideration for risk
factors)
-Selective Prevention (biological, psychological, or
social risk factors)
4. Substance Abuse Prevention Programs
Past two decades surfacing of prevention programs
Mandates prior to No Child Left Behind (2001)
-Elementary Secondary Act of 1964
-Drug Free Schools and Communities Act of 1986
-Improving America’s Schools Act of 1994
Knowledge/informational approach
-factual information
-scare tactics http://youtu.be/nl5gBJGnaXs
http://youtu.be/dC4KJ9Nd3EQ
Affective approach
-improving interpersonal skills
-no reference to drugs or other substances
Social Influences approach
-peer pressure and societal influences
http://youtu.be/icqbYMXXtGs
Ecological approach http://youtu.be/UoYRiZHPy8M
-interaction among many factors
-SAMHSA www.SAMHSA.gov
-36 model substance abuse prevention programs
5. Violence Prevention Programs
Increase in severity and intensity of violence
Drug Free Schools and Communities Act of 1994
-violence prevention
-disciplines environment conducive to learning
-federal funding for effective and research based programs
Classification of Violence Prevention Programs:
-School management programs
-student behavior and policy
-cooperation with law enforcement
-Environmental modification programs
-modify physical and social environment
-metal detectors, video cameras
-smaller school and class sizes
-Educational and curricular
-knowledge and skill development
-teach empathy, anger management, social problem-solving,
nonviolent conflict resolution strategies
6. Violence Prevention Programs
Effective programs
-learning and well being of students
-foster caring, positive learning environments
Ineffective programs
-Zero-tolerance policy
-rigid adherence to
-strict enforcement of
-harsh disciplinary tactics
7. Violence Prevention Programs
Factors that predispose or buffer against school violence
-Predispose
-poor design and use of school space
-overcrowding
-harsh disciplinary procedure
-insensitivity to multicultural factors
-student alienation
-rejections of at-risk students
-anger or resentment among students
-Buffer against
-a positive school climate
-clear goals and high expectations
-inclusive values and practices
-high levels of school attachment
-strong parental involvement
-social development and interpersonal skills
8. Dropout Prevention Programs
National concern
-limited earning potentials and overreliance on public
assistance
-at risk population increasing in schools
-greater accountability
Individual and contextual risk factors
-school failure
-low test scores
-retention in a grade (most significant)
3 times more likely to drop out
-school as non-supportive
-education as irrelevant
Family, school and community risk factors
-uninvolved parents
-schools with little consistency in policies, teachers, policies
-lack support systems for minority or low income
Latino and Native Americans have the highest dropout rates.
9. National Dropout Prevention Center/Network (NDPC/N)
Strategies to reduce dropout rates
-school community collaboration
-safe environments with belonging and acceptance
-improvement in family engagement
-early literacy interventions
-individualized or differentiated instruction
-active and authentic learning
-ongoing professional development for at-risk
teachers
-relevant curricula and instruction
-student support (mentoring, tutoring, service
learning)
10. Health Related Issues
Healthy People 2010-specific goals for education and school based health programs
Obesity
-tripled in past three decades (Center for Disease Control and Prevention)
-Increased risk of health issues and developing psychological problems and
disorders
Prevention Programs
-increase physical activity
-improve nutritional quality of food
-educate students on health decisions
-emphasize the whole-person approach
-base goals of a program on the existing health status
-stress the health factor and eating and exercise
Program by Michigan Department of Education, the Michigan Department of
Community Health, the Governor’s Council of Physical Fitness, Health and Sports,
the Michigan Fitness Council and the American Obesity Association (2002, p. 150).
11. Health Related Issues
Unintended Pregnancy, HIV/AIDS and other STDs
1970s, legislation in 20 states abolished sex education programs
Late 1970s, only three states required sex education
1980s HIV/AIDS increased health threat sex education again required
1990s significant limitation on instructional content
-abstinence until marriage
-no instruction on contraception
Vast improvements in effectiveness and prevention programs
Effective Programs include:
-narrow focus on reducing risk-taking behaviors
-based on social learning theory/social influences on behavior
-basic, accurate information about risks of behaviors
-reinforced specific values and norms
-provided modeling and practice in communication and negotiation
skills
-activities to address social and media influences
12. Prevention of Suicide and Other Mental Health Problems
1960 and 1990- suicide rate of ages 15 to 19 tripled
Since 1980 suicide rate of ages 10 to 14 increased 120 percent
1999- Surgeon General’s Call to Action to Prevent Suicide developed AIM-
Awareness, Intervention, Methodology
Intention to increase public knowledge
- risk factors associated with suicide
-effective prevention strategies
-resources within the community
-suicide prevention
-assessment and treatment
Intervention for schools (p. 153)
Risk Factors- vary by age, sex and ethnicity (p. 153)
Protective factors-(p. 153)
Program components
-training for school gatekeepers
-general suicide education
-screening programs
-general prevention programs
-information for parents
-Intervention plan to cope with the crisis
13. Student Intervention and Crisis Management
Crisis Intervention Team (Office for Victims of Crime-OVC)
•Crisis Team Chairperson
•Assistant Team Chairperson
•Coordinator of Counseling
•Staff Notification Coordinator
•Communication Coordinator
•Media Coordinator
•Crowd Management Coordinator
Crisis best handled by a crisis team approach-
-the death of a student, staff member or community member that
affects a significant portion of the student body
-major environmental disaster
-potential threat to physical safety or emotional well-being of
students
14. Current Controversies and Future Trends
Extent to which programs belong in public schools
-time spent in school
-seek out school staff and peers
-primary responsibility of school to educate and socialize
Lack of Evidence they are based on
-expert opinion or political ideology
-little evidence of long-term outcome
-need is met in order for time and resources to be well spent
Future Trends
-based on sound theories of child and organizational development
-recognition of interrelationship between many problem behaviors
-implemented on a continuous basis
-meet the cultural, community, and developmental needs of all
15. Administrative and Personal Issues
Essential to Success
-clearly stated goals and outcomes aligned with needs of all
-buy-in from the administration and staff as a whole
-need for prevention
-priority within the school
-staff must be selected, trained and supported ongoing
-exceptional interpersonal skills
-ability to convey meaningful, empathetic and effective
content
-administrator
-effectively communicate goals and intended outcomes
-outcomes extend beyond the program itself
-positive school climate
-mentoring and service learning