This presentation is from the National Center for Campus Public Safety’s webinar, Sexual Assault: Courageous Conversations and Bystander Intervention. The prevalence and growing concern regarding sexual assault in higher education cannot be denied. In this webinar, Thomas R. Tremblay, retired Burlington, VT police chief and nationally recognized subject matter expert, advocates for having "courageous community conversations." This webinar is a call to action, encouraging listeners to be leaders in sexual assault awareness and prevention by standing up, speaking out, and engaging in courageous conversations that will make a difference.
These presentations are from the National Center for Campus Public Safety’s (NCCPS) inaugural webinar, Framing Three Key Issues in Campus Public Safety. In this May 2015 webinar, Director Kim Richmond provides an update on the NCCPS, Thomas R. Tremblay speaks on trauma-informed sexual assault investigations, Dr. Marisa Randazzo discusses behavioral threat assessment, and Steven J. Healy explores fair and impartial policing.
This presentation is from the National Center for Campus Public Safety’s webinar, The Implications of Social Media on Campus Safety and Security: The Role of Social Media Threat Alerts. In this webinar, Dr. Gary J. Margolis, co-founder of Margolis Healy and president and CEO of Social Sentinel, Inc., discusses the role and impact of social media on campus safety and security. Specifically, Gary discusses how the proliferation of social media has changed the way students, faculty, and staff communicate and the unique challenges this creates for those charged with the safety and security of college campuses including police, campus public safety, counseling services, residential life, threat assessment teams, student affairs, and others. This webinar explores the role of social media threat alerts as part of the overall safety and security strategy, and the way technology is changing to make social media threat alerts a more streamlined, effective process.
This National Center for Campus Public Safety (NCCPS) presentation is from the webinar, Findings of the 2016 National Higher Education Emergency Management Program Needs Assessment. In this presentation, André Le Duc, associate vice president of Safety and Risk Services and the chief resilience officer of the University of Oregon, discusses the five final recommendations of the 2016 National Higher Education Emergency Management Program Needs Assessment. The findings are part of a study requested and sponsored by the NCCPS, the Disaster Resilient Universities® Network, and the International Association of Emergency Managers-Universities and Colleges Caucus. Data was collected from a survey of emergency management practitioners at institutions of higher education (IHEs), targeted interviews, case studies, discussions at a summit of representatives from IHEs, and input from a project advisory committee. The assessment looked at campus emergency management needs from an all-hazards and all-phases (e.g. preparedness, threat assessment, mitigation, response, continuity, and recovery) perspective.
This presentation is part of the National Center for Campus Public Safety’s free webinar series, Campus Public Safety Online. David Closson, U.S. Army veteran and former campus police officer, shares personal experiences and stories of a new and innovative approach to alcohol and drug prevention on college campuses called motivational interviewing. This technique is effective at fostering long-term behavior change and lowering high-risk drinking behavior. Students report that being arrested or receiving a citation is one of the most negative drinking-related consequences, which suggests that the mere presence of a police officer may increase the student's own motivation to change. David highlights the benefits of bringing motivational interviewing to the front lines of campus policing, closing the time gap between the incident and the student conduct process, and providing consistent motivational interviewing throughout the entire conduct process.
Eliminating sexual violence on college campuses and in communities requires a comprehensive approach to primary prevention based on the best available research evidence. The Centers for Disease Control and Prevention (CDC), in partnership with federal and local partners, is committed to advancing the science of sexual violence prevention to inform the development of more effective strategies.
This presentation is from a webinar hosted by the National Center for Campus Public Safety and presented by Kathleen C. Basile, PhD, the Lead Behavioral Scientist of the Sexual Violence and Child Maltreatment Team in the Research and Evaluation Branch of the Division of Violence Prevention of the CDC’s National Center for Injury Prevention and Control. Kathleen provides an overview of the latest knowledge related to sexual violence, including risk and protective factors, evidence-based strategies, and the need for comprehensive, multi-level approaches that address the complexities of this problem.
This presentation is from the National Center for Campus Public Safety’s webinar, Planning for the Safety of Minors: Routine and Emergency Situations. Anne H. Franke, president of Wise Results, LLC, brings attention to an issue that often goes unnoticed. Look around campus and you’ll notice lots of kids. They come without parents, particularly during the summer, to attend camps and academic enrichment programs. Many colleges and universities run year-round tutoring, both on- and off-campus, K-12 school partnerships, and other programs. Most institutions develop their safety and emergency protocols to meet the needs of college students and adult visitors. This webinar explores key questions surrounding the safety of minors on campus and provides practical options for resolving them.
This presentation is part of the National Center for Campus Public Safety’s (NCCPS) free webinar series, Campus Public Safety Online. In this webinar, Jeffrey J. Nolan, J.D., a faculty member for the NCCPS Trauma-Informed Sexual Assault Investigation and Adjudication Institute and attorney with Dinse Knapp McAndrew, discusses why campuses should conduct trauma-informed sexual assault investigations and adjudications. While a trauma-informed approach naturally promotes access for complainants by encouraging their participation, it also promotes accuracy by enabling investigators and decision-makers to ask appropriate questions and better understand evidence that may be affected by trauma. A more accurate understanding of evidence, such as interviews, in turn promotes fairness to all parties. Promising practices strongly suggest that a trauma-informed approach benefits complainants, respondents, and institutions of higher education.
This presentation is from the National Center for Campus Public Safety’s webinar, Sexual Assault: Courageous Conversations and Bystander Intervention. The prevalence and growing concern regarding sexual assault in higher education cannot be denied. In this webinar, Thomas R. Tremblay, retired Burlington, VT police chief and nationally recognized subject matter expert, advocates for having "courageous community conversations." This webinar is a call to action, encouraging listeners to be leaders in sexual assault awareness and prevention by standing up, speaking out, and engaging in courageous conversations that will make a difference.
These presentations are from the National Center for Campus Public Safety’s (NCCPS) inaugural webinar, Framing Three Key Issues in Campus Public Safety. In this May 2015 webinar, Director Kim Richmond provides an update on the NCCPS, Thomas R. Tremblay speaks on trauma-informed sexual assault investigations, Dr. Marisa Randazzo discusses behavioral threat assessment, and Steven J. Healy explores fair and impartial policing.
This presentation is from the National Center for Campus Public Safety’s webinar, The Implications of Social Media on Campus Safety and Security: The Role of Social Media Threat Alerts. In this webinar, Dr. Gary J. Margolis, co-founder of Margolis Healy and president and CEO of Social Sentinel, Inc., discusses the role and impact of social media on campus safety and security. Specifically, Gary discusses how the proliferation of social media has changed the way students, faculty, and staff communicate and the unique challenges this creates for those charged with the safety and security of college campuses including police, campus public safety, counseling services, residential life, threat assessment teams, student affairs, and others. This webinar explores the role of social media threat alerts as part of the overall safety and security strategy, and the way technology is changing to make social media threat alerts a more streamlined, effective process.
This National Center for Campus Public Safety (NCCPS) presentation is from the webinar, Findings of the 2016 National Higher Education Emergency Management Program Needs Assessment. In this presentation, André Le Duc, associate vice president of Safety and Risk Services and the chief resilience officer of the University of Oregon, discusses the five final recommendations of the 2016 National Higher Education Emergency Management Program Needs Assessment. The findings are part of a study requested and sponsored by the NCCPS, the Disaster Resilient Universities® Network, and the International Association of Emergency Managers-Universities and Colleges Caucus. Data was collected from a survey of emergency management practitioners at institutions of higher education (IHEs), targeted interviews, case studies, discussions at a summit of representatives from IHEs, and input from a project advisory committee. The assessment looked at campus emergency management needs from an all-hazards and all-phases (e.g. preparedness, threat assessment, mitigation, response, continuity, and recovery) perspective.
This presentation is part of the National Center for Campus Public Safety’s free webinar series, Campus Public Safety Online. David Closson, U.S. Army veteran and former campus police officer, shares personal experiences and stories of a new and innovative approach to alcohol and drug prevention on college campuses called motivational interviewing. This technique is effective at fostering long-term behavior change and lowering high-risk drinking behavior. Students report that being arrested or receiving a citation is one of the most negative drinking-related consequences, which suggests that the mere presence of a police officer may increase the student's own motivation to change. David highlights the benefits of bringing motivational interviewing to the front lines of campus policing, closing the time gap between the incident and the student conduct process, and providing consistent motivational interviewing throughout the entire conduct process.
Eliminating sexual violence on college campuses and in communities requires a comprehensive approach to primary prevention based on the best available research evidence. The Centers for Disease Control and Prevention (CDC), in partnership with federal and local partners, is committed to advancing the science of sexual violence prevention to inform the development of more effective strategies.
This presentation is from a webinar hosted by the National Center for Campus Public Safety and presented by Kathleen C. Basile, PhD, the Lead Behavioral Scientist of the Sexual Violence and Child Maltreatment Team in the Research and Evaluation Branch of the Division of Violence Prevention of the CDC’s National Center for Injury Prevention and Control. Kathleen provides an overview of the latest knowledge related to sexual violence, including risk and protective factors, evidence-based strategies, and the need for comprehensive, multi-level approaches that address the complexities of this problem.
This presentation is from the National Center for Campus Public Safety’s webinar, Planning for the Safety of Minors: Routine and Emergency Situations. Anne H. Franke, president of Wise Results, LLC, brings attention to an issue that often goes unnoticed. Look around campus and you’ll notice lots of kids. They come without parents, particularly during the summer, to attend camps and academic enrichment programs. Many colleges and universities run year-round tutoring, both on- and off-campus, K-12 school partnerships, and other programs. Most institutions develop their safety and emergency protocols to meet the needs of college students and adult visitors. This webinar explores key questions surrounding the safety of minors on campus and provides practical options for resolving them.
This presentation is part of the National Center for Campus Public Safety’s (NCCPS) free webinar series, Campus Public Safety Online. In this webinar, Jeffrey J. Nolan, J.D., a faculty member for the NCCPS Trauma-Informed Sexual Assault Investigation and Adjudication Institute and attorney with Dinse Knapp McAndrew, discusses why campuses should conduct trauma-informed sexual assault investigations and adjudications. While a trauma-informed approach naturally promotes access for complainants by encouraging their participation, it also promotes accuracy by enabling investigators and decision-makers to ask appropriate questions and better understand evidence that may be affected by trauma. A more accurate understanding of evidence, such as interviews, in turn promotes fairness to all parties. Promising practices strongly suggest that a trauma-informed approach benefits complainants, respondents, and institutions of higher education.
In this webinar, Clery Center Executive Director Alison Kiss focuses on five key Clery Act challenges. Based on her years of experience working with colleges and universities throughout the country, Alison addresses specific areas such as timely warning policies and procedures; coordination between departments; and current findings through Department of Education (ED) Clery Act Compliance Team programs reviews and voluntary resolution agreements through ED’s Office for Civil Rights.
Since its launch in 2014, the National Center for Campus Public Safety (NCCPS) has provided resources and technical assistance to campus public safety professionals, emergency management officials, and senior leadership by creating professional development opportunities, examining emerging campus safety issues, and adding to our comprehensive online library of resources relevant to these communities.
This presentation is from a webinar on NCCPS activities including highlights from emerging issues forums on institutionalizing the Clery Act, global safety, policing off-campus communities, marijuana legalization, police and community relations, and campus carry; the Trauma-Informed Sexual Assault Investigation and Adjudication Institute; outcomes of a nationwide higher education emergency management needs assessment; and other projects. Director Kim Richmond also discusses future NCCPS activities and initiatives and solicites feedback from attendees on what topics of concern should be addressed in the future.
The tragedy at Virginia Tech occurred on April 16, 2007 and led to the tragic loss of 32 students and faculty members. This tragedy has had a significant impact on thinking around campus policies and practice related to students with mental health or behavioral challenges. Schools have reconsidered mandatory medical leaves, parental notification, student at risk and care management teams, and gatekeeper training in light of this tragic incident. In this presentation, Victor Schwartz, M.D., clinical associate professor of psychiatry at the New York University School of Medicine and chief medical officer for The Jed Foundation, reviews the state of college student mental health, the events surrounding the Virginia Tech tragedy, and the changes that have occurred in the aforementioned areas of concern over the past 10 years.
In this presentation hosted by the National Center for Campus Public Safety (NCCPS), Dr. Gary J. Margolis – founder and CEO of Social Sentinel, Inc., co-founder and director of Margolis Healy, and former University of Vermont police chief – discusses alerts to threats shared socially and bringing the digital conversation into your campus safety operations. Gary also provides insight into what happened in 2016 when the American Civil Liberties Union raised concerns with the largest social media services over law enforcement’s use of their data to monitor users’ social media posts, and discusses how campus officials can receive threat alert information.
Led by law enforcement professionals working in partnership with victim advocates and experts in the field of sexual assault response and prevention, the aim of the You Have Options Program (YHOP) is to make the law enforcement response to sexual assault more effective. This presentation is from the National Center for Campus Public Safety’s (NCCPS) webinar, You Have Options: An Overview of the National Law Enforcement Sexual Assault Reporting Program. In this webinar, Detective Carrie Hull, YHOP program director, and Christia Currie, training and information specialist, discuss the 20 Elements of the YHOP, as well as the implementation process for participating law enforcement agencies, including sworn campus law enforcement agencies.
In this 90-minute webinar, Dr. Frank Straub and Jeff Allison provide an overview of the Office of Community Oriented Policing Services-funded Averted School Violence (ASV) database and its application to higher education. The database is a free resource for those who play a role in school safety across the country at both the K-12 and higher education levels. The ASV database is used to collect, analyze, and share information on both averted and completed acts of violence in schools that have occurred post-Columbine. Frank discusses key findings from the ASV database and from a National Police Foundation study that compared averted incidents of school violence to completed incidents. Kristina Anderson, a Virginia Tech shooting survivor, shares lessons learned from the Virginia Tech shooting. Her powerful story, including insight about threat assessment and other key areas of violence prevention, are valuable for anyone involved in campus safety.
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
This was a presentation before the Michigan Association of Community Colleges on how to respond to a crisis and what to do before their campus ever has a crisis.
Sexual Assault Prevention for Community Colleges WebinarMaria Candelaria
This webinar focuses on sexual assault prevention for community colleges, sharing new data insights about students, and actionable strategies from practitioners to help you craft an effective prevention strategy that is focused on the specific needs and strengths of your students and your institution.
In this webinar, Clery Center Executive Director Alison Kiss focuses on five key Clery Act challenges. Based on her years of experience working with colleges and universities throughout the country, Alison addresses specific areas such as timely warning policies and procedures; coordination between departments; and current findings through Department of Education (ED) Clery Act Compliance Team programs reviews and voluntary resolution agreements through ED’s Office for Civil Rights.
Since its launch in 2014, the National Center for Campus Public Safety (NCCPS) has provided resources and technical assistance to campus public safety professionals, emergency management officials, and senior leadership by creating professional development opportunities, examining emerging campus safety issues, and adding to our comprehensive online library of resources relevant to these communities.
This presentation is from a webinar on NCCPS activities including highlights from emerging issues forums on institutionalizing the Clery Act, global safety, policing off-campus communities, marijuana legalization, police and community relations, and campus carry; the Trauma-Informed Sexual Assault Investigation and Adjudication Institute; outcomes of a nationwide higher education emergency management needs assessment; and other projects. Director Kim Richmond also discusses future NCCPS activities and initiatives and solicites feedback from attendees on what topics of concern should be addressed in the future.
The tragedy at Virginia Tech occurred on April 16, 2007 and led to the tragic loss of 32 students and faculty members. This tragedy has had a significant impact on thinking around campus policies and practice related to students with mental health or behavioral challenges. Schools have reconsidered mandatory medical leaves, parental notification, student at risk and care management teams, and gatekeeper training in light of this tragic incident. In this presentation, Victor Schwartz, M.D., clinical associate professor of psychiatry at the New York University School of Medicine and chief medical officer for The Jed Foundation, reviews the state of college student mental health, the events surrounding the Virginia Tech tragedy, and the changes that have occurred in the aforementioned areas of concern over the past 10 years.
In this presentation hosted by the National Center for Campus Public Safety (NCCPS), Dr. Gary J. Margolis – founder and CEO of Social Sentinel, Inc., co-founder and director of Margolis Healy, and former University of Vermont police chief – discusses alerts to threats shared socially and bringing the digital conversation into your campus safety operations. Gary also provides insight into what happened in 2016 when the American Civil Liberties Union raised concerns with the largest social media services over law enforcement’s use of their data to monitor users’ social media posts, and discusses how campus officials can receive threat alert information.
Led by law enforcement professionals working in partnership with victim advocates and experts in the field of sexual assault response and prevention, the aim of the You Have Options Program (YHOP) is to make the law enforcement response to sexual assault more effective. This presentation is from the National Center for Campus Public Safety’s (NCCPS) webinar, You Have Options: An Overview of the National Law Enforcement Sexual Assault Reporting Program. In this webinar, Detective Carrie Hull, YHOP program director, and Christia Currie, training and information specialist, discuss the 20 Elements of the YHOP, as well as the implementation process for participating law enforcement agencies, including sworn campus law enforcement agencies.
In this 90-minute webinar, Dr. Frank Straub and Jeff Allison provide an overview of the Office of Community Oriented Policing Services-funded Averted School Violence (ASV) database and its application to higher education. The database is a free resource for those who play a role in school safety across the country at both the K-12 and higher education levels. The ASV database is used to collect, analyze, and share information on both averted and completed acts of violence in schools that have occurred post-Columbine. Frank discusses key findings from the ASV database and from a National Police Foundation study that compared averted incidents of school violence to completed incidents. Kristina Anderson, a Virginia Tech shooting survivor, shares lessons learned from the Virginia Tech shooting. Her powerful story, including insight about threat assessment and other key areas of violence prevention, are valuable for anyone involved in campus safety.
These PowerPoint presentations are intended for use by crime prevention practitioners who bring their experience and expertise to each topic. The presentations are not intended for public use or by individuals with no training or expertise in crime prevention. Each presentation is intended to educate, increase awareness, and teach prevention strategies. Presenters must discern whether their audiences require a more basic or advanced level of information.
NCPC welcomes your input and would like your assistance in tracking the use of these topical presentations. Please email NCPC at trainings@ncpc.org with information about when and how the presentations were used. If you like, we will also place you in a database to receive updates of the PowerPoint presentations and additional training information. We encourage you to visit www.ncpc.org to find additional information on these topics. We also invite you to send in your own trainer notes, handouts, pictures, and anecdotes to share with others on www.ncpc.org.
This was a presentation before the Michigan Association of Community Colleges on how to respond to a crisis and what to do before their campus ever has a crisis.
Sexual Assault Prevention for Community Colleges WebinarMaria Candelaria
This webinar focuses on sexual assault prevention for community colleges, sharing new data insights about students, and actionable strategies from practitioners to help you craft an effective prevention strategy that is focused on the specific needs and strengths of your students and your institution.
What Is Trauma & Why Must We Address It? (Part 2: Implications for Work With ...MFLNFamilyDevelopmnt
This 2 hour webinar will highlight various types of trauma that impact children. The presenters will provide an introduction to trauma-informed care for children and highlight benefits in utilizing this treatment approach for prevention and intervention work.
Presentation on August 20, 2020 - Back to School 2020: Maximizing District Budgets to Support Student Safety and Distance Learning. Hosted by edWeb.net and sponsored by Gaggle.
How to Teach Creativity?
Get students out of their comfort zone as part of your
lessons in order to encourage student flexibility, resiliency,
and intellect.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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?
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
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
School Violence Toolkit
1. Title Here
October 9, 2015
Fatal School Violence Toolkit:
Before/During/After
ACSA Leadership Summit
November 2018, San Diego
http://bit.ly/ACSASummit2018
2.
3. Outcomes….
• Build your own capacity and that of your staff
• Review recent data of school violence and why fatal
school violence is impacting the work we do around
safety
• Delve into the online toolkit and become familiar with the
resources in it
• Familiarization with the National Center for School Crisis
and Bereavement and its resources/services
• Take a look at a resource from a school district used to
communicate and reassure
4. Today’s Presenters..
• Sandy Clifton – ACSA Past President
• Dr. Lisa Gonzales – ACSA Past President, Asst Sup –
Dublin USD
• Jesus Montana – Administrative Sargeant, San Diego
USD Police Department
• Dean Waddell - Keenan
6. Data Source: James Alan Fox and Emma E. Fridel, “The Three R’s of School Shootings: Risk, Readiness,
and Response,” in H. Shapiro, ed., The Wiley Handbook on Violence in Education: Forms, Factors, and
Preventions, New York: Wiley/Blackwell Publishers, June 2018.
Let’s start with
data…..
7. Data Source: The Washington Post, “Scarred by School Shootings.” March 25, 2018. Article by John
Woodrow Cox and Stephen Rich.
8. Data Source: The Washington Post, “Eighteen Years of Gun Violence in US Schools, Mapped.” Feb 14, 2018.
By Philip Bump.
9. A snapshot of 2018
As of May 2018, there was
an average of one school
shooting per month including:
- Palmdale, CA
- Santa Fe, TX
- Lexington Park, MD
- Birmingham, AL
- Parkland, FL
- Nashville, TN
- Los Angeles, CA
- Philadelphia, PA
Data Source: The
Washington Post, “Eighteen
Years of Gun Violence in US
Schools, Mapped.” Feb 14,
2018. By Philip Bump.
10. With that said….
● Mass school shootings are incredibly
rare events.
● Shooting incidents involving students
have been declining since the 1990s.
● More students die in bike accidents and
pool drownings.
● But….
11.
12.
13.
14.
15.
16. School communities are
forever changed...
What those figures fail to capture, though, is the collateral
damage of this uniquely American crisis. Beginning with
Columbine in 1999, more than 187,000 students attending at
least 193 primary or secondary schools have experienced a
shooting on campus during school hours, according to a
year-long Washington Post analysis. This means that the
number of children who have been shaken by gunfire in the
places they go to learn exceeds the population of Eugene,
Ore., or Fort Lauderdale, Fla.
Many are never the same.
17.
18. What does Gen Z
say?
● Gun violence is the top stressor among all generations
● 74% of parents report shootings as a top concern
Gen Z specific:
● 75% reported mass shootings as a significant source of
stress
● School measures to improve safety have reduced stress in
37% of students; 22% reported increased stress
● More likely than any other generation to report mental
health concerns/ 37% getting some type of help
● 45% feel judged on social media platforms
19. What is believed to be
behind school violence?
Five Factors of Violence:
1. Predatory bullying & marginalization
2. Weaponized social media
3. Inadequate access to mental health
support
4. Media coverage
5. Firearms
24. Fatal School Violence
Task Force –
Who Created the Toolkit
ACSA Officers/Members: Ted Alejandre, Kristie Bennett, Mike
Berg (facilitator), Sandy Clifton, Holly Edds, Rick Fitzpatrick, Lisa
Gonzales, Robert Haley, Debra Kubin, Clarissa McNally, Frank
Ohnesorgen, Megan Rinaldi, Corrina Santiago, Blair Wilkins
ACSA Staff: Ivan Carrillo, Jason Henderson
Partners: Tom DeLapp (Communication Resources for Schools),
Jesus Montana (Police - San Diego USD), Joseph Paulino
(Police - San Bernardino City USD), Dianna McDonald (PTA),
Dean Waddell (Keenan)
25.
26. Supporting students and staff
in the aftermath of crisis
David J Schonfeld, MD, FAAP
Suzanne Dworak-Peck
School of Social Work and Pediatrics
University of Southern California and
Children’s Hospital Los Angeles
Schonfel@usc.edu
Director, National Center for School Crisis and Bereavement
www.schoolcrisiscenter.org
1-877-536-NCSCB (1-877-536-2722)
27. National Center for School Crisis and Bereavement
A B
C
D E
F
G
H
I
A = baseline functioning
B = event
C = vulnerable state
D = usual coping mechanisms fail
E = helplessness, hopelessness
F = improved functioning
G = continued impairment
H = return to baseline
I = post-traumatic growth
Adjustment Over Time in Crisis
28. National Center for School Crisis and Bereavement
Through an interdisciplinary team of medical, mental
health, and school professionals, the NCSCB provides:
• Confidential on-site/remote technical assistance and
consultation for school leadership and professionals
• Practical and timely advice via a 24/7 toll-free
number and email
• Ongoing support in the immediate aftermath of a
crisis and throughout the long-term recovery period
• Educational resources and crisis management tools
• School staff training and community presentations;
professional development for range of professional
audiences
29. National Center for School Crisis and Bereavement
• Help meet needs, both short- and long-term
• Advise on models of crisis mental health services,
staffing, training, policies, etc.
• Offer staff support; HR issues
• Address individual staff needs
• Prepare them to address educational impact and
academic supports
• Suicide postvention
• Commemoration and memorialization
What do we do when we consult?
30. National Center for School Crisis and Bereavement
www.schoolcrisiscenter.org
31. OMSD’S CURRENT SAFETY PRACTICES
✕ Relationships/Culture
✕ Visibility/Vigilance
✕ Review Norms/Protocols
✕ Ongoing Training/Practice Drills and
Evaluation of Process for responding to
various incidents:
➢Social Media
➢Earthquake
➢Medical Emergencies
➢Fire Safety Procedures
➢Drills / Emergency Response
➢Disruptive or Threatening Behavior
➢Lockdowns/Precautionary Lockdowns
✕ Partnership with Local Law
Enforcement & First Responders
(911-local PD trainings)
✕ Locked Rooms/Gates
✕ Fingerprint screening of
employee/volunteer/contractor
✕ Regular Safety Committee and
District Risk Management Team
Meetings to discuss best safety
practices
✕ Improved Communication Tools
(Text Messages/Training Manuals)
✕ Safety Campaign
“See Something, Hear Something, Say
Something”
PBIS/CPI
Restorative Practices
✕ Internal Alert System
✕ Visitor Management System
✕ Protocols & Trainings
✕ Additional Installation of
Gates/Fences
✕ Updated Video Camera
Surveillance/Radios (Virtual Patrol)
32. PARTNERSHIPS WITH LOCAL LAW
ENFORCEMENT/FIRST RESPONDERS
✕ Alignment of protocols (citation authority, common
practices and vocabulary, etc.) with CJUHSD, local law
enforcement agencies (Ontario & Montclair PDs), and
County law enforcement agencies (Sheriffs
Department)
✕ 24 hour access to OMSD staff
✕ Regular Meetings
✕ Training with OMSD Safety Department
✕ PD has virtual access to OMSD cameras
✕ Dedicated Resource Officers at Middle
Schools
32
33. PARTNERSHIPS WITH LOCAL LAW
ENFORCEMENT/FIRST RESPONDERS
✕ Site assessments
✕ Mapping of school sites/facilities provided to First
Responders (updated annually)
✕ Lock box access (Fire Department)
✕ Ongoing updates on laws and regulation
✕ Regular advisement/consults on a school matter
✕ Emergency contacts and procedure updates
✕ Transition & support of students from OMSD to high
school
✕ Attend local law enforcement workshops/trainings
33
34. What is ACSA doing?
● Getting the word out - sharing the toolkit
○ Does your region need a presentation?
● Webinar - Wednesday, December 12th - AM
● Publishing articles on school safety
● Partnering with like-minded organizations to further the
legislation, advocacy
● Intentional national lobbying - March and September
visits to Washington DC
35. What is ACSA doing?
● Reviewing legislation
● Legislative platform and priorities