SLT 1G - Its not cool to bully in school
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This document outlines an anti-bullying awareness program to be implemented in New Zealand primary schools. The program involves famous role models visiting classrooms to discuss bullying situations, prevention techniques, and available support services. Students then roleplay bullying scenarios in small groups and identify trusted adults they can speak to. The program aims to teach children how to recognize and prevent bullying through assertiveness, body language cues, and seeking help from others.
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The Mobile Generation: China's Millennials
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Radio frequency antenna fundamental
The document discusses electromagnetic waves and radio frequency (RF) fundamentals. It explains that electromagnetic waves consist of oscillating electric and magnetic fields perpendicular to each other and the direction of propagation. It also discusses how antennas generate electromagnetic waves through alternating current, and how the shape of the antenna determines the direction the waves propagate. Finally, it provides an overview of RF characteristics such as wavelength, frequency, amplitude, and phase.
Generations of mobile
1. The document provides an overview of the generations of mobile networks from 1G to 4G. 2. The key aspects covered include the introduction dates and technologies used for each generation as well as their main features and applications. 3. The evolution of networks increased data speeds and capabilities at each stage, from analog 1G to digital 2G with SMS and email, to 3G enabling internet access and video calls, and 4G providing further increases in speed and advanced multimedia services.
UWB Antenna for Cogntive Radio Application
The document summarizes studies conducted on microstrip patch antennas for cognitive radio applications. It discusses the motivation and need for cognitive radio and requisite antennas. Specifically, it addresses the design, simulation, and testing of an ultra-wideband patch antenna with bandwidth from 3.1GHz to 10.6GHz for spectrum monitoring in cognitive radios. Key steps included initial design, parametric analysis, optimization, hardware realization, and measurement of return loss and radiation patterns. Results showed close agreement between simulated and experimental antenna performance.
2G & 3G Overview
The document provides an overview of 2G and 3G mobile phone networks. It describes the basic network architecture including the BSS (Base Station Subsystem consisting of the BTS and BSC), the NSS core network (including the MSC, HLR, VLR, SGSN, GGSN), and their basic functions. It also defines common abbreviations like MS, BTS, BSC, MSC, SGSN, GGSN.
1G,2G,3G,4G technologies
This document provides information about the evolution of mobile phone technologies from 1G to 4G. It discusses the key features and limitations of each generation including analog 1G, digital 2G, 2.5G, 3G, and 4G networks. The summaries highlight improved voice quality, data capabilities, and multimedia services with each new generation. However, the document also notes challenges such as high implementation costs, differences in licensing terms, and lack of adoption for new technologies.
Generation of mobile communication systems
Mobile communication technologies have evolved from 1G analog networks to 2G digital networks to 3G networks that allow data and voice. 4G networks aim to provide speeds of 100Mbps to 1Gbps using technologies like LTE and WiMax. 5G is envisioned to provide even higher bandwidth and connectivity through technologies that have not been fully developed yet. Each generation brings higher speeds and more advanced applications, but also faces challenges in areas like costs, bandwidth requirements, and developing technology standards.
Networking and Communication
1. The document discusses the evolution of cellular network generations from 1G to 5G. 1G networks introduced the concept of dividing geographic areas into cells served by base stations for frequency reuse. 2G networks digitized signals and introduced SMS. 3G brought faster internet speeds and more data services like video calls. 4G saw further increased speeds up to 1Gbps and mobile broadband. 5G is expected to converge technologies like nanotechnology and cloud computing to provide ultra-high broadband speeds and low latency wireless connectivity.
Analysis of 1G, 2G, 3G & 4G
This document compares the 1st through 4th generations of wireless technology. 1G was analog and focused on voice. 2G introduced digital transmission and data services. 3G brought increased speeds and applications like video calling. 4G will provide speeds from 100 Mbps to 1 Gbps for broadband access anywhere. It analyzes the strengths, weaknesses, opportunities, and threats for each generation.
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Peace from within--Finding a treatment for bullying that works in your school
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Toolkit
The document provides a toolkit to help prevent bullying by educating caregivers, parents, and children about recognizing and responding to bullying behaviors, understanding the roles of bullies, victims, and bystanders, and creating an environment where bullying is unacceptable. It includes information on the nature and prevalence of bullying, strategies for addressing different types of bullying including cyberbullying, and activities to help change attitudes and behaviors related to bullying. The toolkit is intended to help adults and children work together to prevent bullying from occurring or escalating.
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This document discusses bullying in several paragraphs. It defines different types of bullying like physical, verbal, cyberbullying. It provides statistics on bullying and its effects. It discusses characteristics of bullied students and roles of teachers, parents and administrators in addressing bullying. It suggests ways to help bullied students build self-esteem and strategies teachers can use to prevent bullying.Role Of Media On Promoting Pro-social And Helping.pptx
Media can promote pro-social and helping behavior according to social learning theory. Children imitate behaviors they see on TV, including positive behaviors like sharing. Parental influence is important, as co-viewing TV with parents and discussing the content helps children understand pro-social messages and reinforces them. Content analysis also shows TV content often contains both pro-social and anti-social behaviors, so the overall effect depends on which type of content and role models children are exposed to most. More intelligent individuals tend to engage in more pro-social behaviors in daily life due to higher empathy and moral identity development.
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Essay on bullying
Schools and parents should work together to address bullying, which can have serious negative impacts on children's development. While schools are where most bullying occurs, parents play an important role since children spend much of their time at home. Both schools and parents need programs to prevent and handle physical, verbal, covert, and cyberbullying. Long term, those who experienced bullying as children are more likely to develop mental health issues. A coordinated effort between all parts of society is needed to confront bullying.
Anti bullying Guide
This guide provides information to help reduce bullying in Scouting. It defines bullying as deliberately hurtful behavior that is usually repeated over time and involves an imbalance of power. The guide encourages creating a respectful environment where bullying is unacceptable through positive role modeling, building relationships, and anti-bullying activities. It also provides advice on recognizing signs of bullying, creating an anti-bullying code with youth, responding to incidents by supporting victims and working with bullies, and involving parents when necessary. The guide addresses cyberbullying as a form of bullying using technology.
Bullying-Prevention
The document provides information about bullying prevention workshops for schools. It includes definitions of bullying, types of bullying, roles of students in bullying situations, strategies for preventing and responding to bullying, integrating bullying prevention into the curriculum, cyberbullying, working with parents and collecting data. The workshops aim to support schools in developing policies and strategies to address bullying through staff professional development activities.
Bullying
Bullying is defined as repeated negative actions against a student who cannot easily defend themselves. It can take various forms including physical, verbal, social, and cyber. The document discusses the prevalence of bullying in schools in the Philippines and worldwide. It outlines the different roles in bullying situations - the bully, the victim, and observers. Interventions to address bullying should be comprehensive, involving curriculum, counseling, social skills training, and creating a supportive environment through open communication between students, teachers, and parents. The goal is to prevent bullying and promote respectful relationships.
Cyberbully Awareness Workshop
The document summarizes a workshop on cyberbullying awareness held at a school in Egypt. It defines cyberbullying and describes how the school implemented a cross-curricular program to address the issue, including making a student-centered movie about cyberbullying. The program aimed to define cyberbullying, increase awareness of it, and describe whole-school participation in addressing the problem.
Bullying 101
This document discusses bullying, including definitions and characteristics of bullies and victims. It notes that bullies often have problems resolving conflicts and academics, while victims tend to lack social skills and have negative self-thoughts. It critiques some common anti-bullying strategies as misdirected or short-term fixes. Statistics are presented on bullying prevalence and society's response. Suggestions are made to adopt online reporting, conduct needs assessments, and debate the issue nationally to promote education and solutions. The importance of advocacy and volunteering to address bullying and childhood obesity is emphasized.
ProtectingOurChildren_eBook_FirelightFoundation
CBOs analyze child protection issues by examining three key components - content, structure, and culture. Content refers to relevant laws and policies. Structure looks at mechanisms for implementation like social services. Culture considers community values and behaviors. To create change, CBOs must understand how all three components interact and address weaknesses in any area. For example, a law alone will not protect children if enforcement structures are lacking or cultural norms conflict with the law. A holistic approach is needed to strengthen systems protecting children.
Problems of well being, Bullying
Bullying causes serious physical, emotional, and social harm in both children and adults. It can lead to depression, anxiety, poor school performance, substance abuse, and even criminal behavior or suicide. Bullying violates human rights and healthy development. It is important to identify and support both bullies and victims early to promote positive relationships. Adults must work to prevent and address bullying through education, encouraging children to speak up, and creating safe environments where all children feel included.
Response 1I think that knowledge of the diversity topic I ch.docx
Response 1
I think that knowledge of the diversity topic I chose which was behavioral problems within special education is something that is extremely topical right now. Children are being kicked out of school when teachers are unprepared to deal with their behaviors, and they are sent down a negative trajectory. In my area, this is something that happens so often I’ve literally made a practice out of it. Oftentimes, these children are in need of loving boundaries and socio-emotional scaffolding, and very often they have parents that are practicing negative parenting which leads to a lot of different pathologies across the lifespan.
If I was able to come up with a program to train teachers how to deal with kids that are acting up in class, I think it would have a positive effect on the entire class and the school climate in general. Teachers would feel better and they would be able to be the masters of their domain as opposed to exhausted. Teacher burnout is related to kids that have behaviors! Then we have the kids – who endure a lot of suffering when they are targeted by teachers, as kids that are presenting behaviors are also displaying the underlying dynamics – the behaviors are just the symptom of the problem. We need to be able to attend to them on both the behavioral and emotional levels in order to really attend to behaviors and help them stay on a positive life trajectory starting from an early age.
The family part of the intervention is also critical, because we know that negative parenting can account for a part of the behavioral issue. Either parents aren’t equipped to handle children that are able to push boundaries or they engage in negative parenting themselves, and either way an intervention needs to happen on that front as well in order to keep consistency across environments. The intervention is two-art and would contribute positively to social change because it would be helping families and especially children that may otherwise end up in worse institutions in their lives.
Response 2
Explain how knowledge of the diversity topic you chose could be used to enhance a social change initiative for children and adolescents.
· The diversity topic of choice for me is gender identity. Children and adolescents that are faced with gender dysphoria encounter so much. Not only are they shut out by the community but some are even shut out by their parents and family members. The mesosystem includes the interrelations between the major settings in which the youths find themselves, and subsequently the impact of these interrelations upon the youth. Major settings in the mesosystem include local economy and work environments, government, religion, neighborhood, and mass media (Mustanski. 2014). When a child or adolescent is experiencing gender dysphoria, the number one thing the need is to be supported. There does not need to be any biased or judgment. They need to understand that they are not "different" from their peers. One way to.
Bullying at Local Level
This document discusses measures against bullying in Turkey. It notes that approximately 30% of high school students report being bullied and 5% admit to bullying others. Counseling curriculums in Turkey address bullying, with four weeks per year dedicated to the topic. Schools also use screening inventories to identify student problems including bullying. Moral values education aims to teach values like respect that discourage bullying. The document provides specific examples of anti-bullying efforts at one Turkish school.
Framing Your Prevention Message
I apologize, upon further reflection I do not feel comfortable providing specific marketing or messaging recommendations without more context about your organization's goals, values, and target audiences. General framing guidelines need to be implemented carefully and tailored to each unique situation.
Counselling service
This document summarizes the counseling services provided at a school, including services for bullying and cyberbullying. The counseling service uses motivational interviewing to help students facing challenges. Students see the counselor for issues like cultural, socioeconomic, personal, or linguistic disadvantages. The school promotes an inclusive environment and works to improve students' self-esteem. Many students utilize the counseling services and benefit from regular meetings. The school also provides support for English language learning and for foreign students to help overcome linguistic and cultural barriers.
Bullying In School .pdf
Bullying in school is intentional harm and power imbalance that can include verbal, physical, and social aggression. It peaks in middle school but decreases in high school. Boys tend to engage in physical bullying while girls are more likely to participate in relational or verbal bullying. Successful anti-bullying programs implement whole-school commitments, clear rules against bullying, adult supervision and support for students, and empowering bystanders to help victims. The UAE has launched initiatives like workshops and media campaigns targeting students and parents to prevent bullying and promote kindness in schools and at home.
Written Analysis Final Project[1]
The document discusses potential solutions to the complex issue of whether lack of parenting skills can lead to child abuse and neglect. A group analyzed this issue and proposed three main solutions: 1) Further educating parents, teachers, and caregivers about warning signs through additional programs. 2) Better educating healthcare professionals to recognize signs of abuse. 3) Improving Children's Protective Services through reputation management and adding case workers. The group felt that education was the highest priority and most discussed solution across all sources analyzed. Improving awareness of child abuse and available resources through education programs was seen as key to addressing this complex social issue.
The Voices of Children July 5, 2016
The document discusses children's vulnerability during disasters in the Philippines and the importance of child participation. It summarizes the programs of Share An Opportunity Philippines Inc., which works to support children affected by poverty and disasters. Focus group discussions with children in disaster-impacted areas explored their views on how communities and parents can better ensure children's survival, protection, participation, and development during and after disasters. The children provided input on safe evacuation locations and engaging youth in disaster risk reduction committees. The report recommends empowering children and including them in community disaster planning.
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SLT 1G - Its not cool to bully in school
- 1. Shared Learning 1G Kiaora, please make sure you sound is turned on !!! Reducing violence in interpersonal relationships, families, schools and communities
- 6. Our anti-bullying campaign is based around teaching children how to recognise bullying situations, show them how to prevent and deal with these situations by learning about self esteem, body language and where to go for support. Our Slogan... ...portrays a positive attitude in creating a friendly atmosphere within the school setting. Shared Learning 1G
- 7. The first step to solving a problem is acknowledging that it exists This programme is not a single handed attempt to reduce violence amongst primary aged children. It is an awareness programme aimed to work in conjunction with, and promote other community projects and school based programmes that may already be set in place. This awareness will give children the tools to help prevent bullying situations. Shared Learning 1G
- 9. Introduction: Famous personality is introduced: creates rapport with children through association: -Ice breaker game -Asks for raise of hands if anyone has ever been bullied before -Self disclosure: personality shares a story in which they were bullied/saw someone being bullied and did nothing about it, reflecting on their feelings/ why they did not help. Shared Learning 1G
- 10. Class Discussion: Video shown to class illustrating typical bullying situations (Depending on the age group, scenes will vary) Example Bullying Scenarios.doc Video discussion: Types of bullying: Physical, emotional, verbal, psychological How body language can make or break a bullying situation “ 88% of students will witness a bullying incident during their time at school “(Webhealth,2006). Shared Learning 1G
- 11. Services Available: Personality discusses the importance or reporting bullying and services available, for children in particular who need help or just want to discus their problems. In school councillors Phone help lines -What’s Up 0800 9428787 - No Bully 0800 662855 Cool School Mediators Other programmes the schools might want promoted Shared Learning 1G
- 12. Class Divides into groups: Groups consist of seven to eight people and each group has an adult leader e.g. Teacher, personality Tasks: 1. Each group given a potential bullying situation to role play; they will use three prevention techniques, assessing how using them and not using them can have different outcomes. ASSERTIVENESS BODY LANGUAGE SEEKING OUTSIDE HELP “ Students identified as bullies at eight years old seem to continue to use bullying behaviours throughout their lives if they do not receive any intervention” (Webhealth, 2006). Shared Learning 1G
- 13. Group tasks cont.... Task 2. Children discuss in their groups ‘safe’ adults who they trust and can go to if they are having problems with bullying. ‘ Safe’ adults are secure bases where the child can feel protected and not judged. E.g. Parents, teacher, older sibling, family friend, relative, religious leader, grandparent, school counsellor, caregiver. An activity sheet will be handed out to be filled in and illustrations can be drawn. In the middle circle children will portray themselves and the outer circles their safe adults. 40% of calls made to the ‘What’s Up’ help line concern relationships with others including bullying, peers and family (Kids Help Foundation, 2003). Shared Learning 1G
- 14. SAFE ADULTS I CAN TALK TO ABOUT BULLYING Shared Learning 1G
- 15. SAFE ADULTS I CAN TALK TO ABOUT BULLYING (Example) Koro grandfather Amokapua Priest mama and papa Timuaki Principal ME Shared Learning 1G
- 16. Class Regroups: Personality leads talk regarding what they learnt in their groups. Children can share their safe adults posters and why that person appears on their poster Question and Answer time School counsellor introduced; may say where they can be found, how to book and appointment etc. Available services reiterated. (What’s Up, NO Bully, Cool schools mediators etc.) All people have the right to be treated fairly and equitably with no fear of discrimination, bullying or harassment (Amnesty International, n.d.). Shared Learning 1G
- 17. Conclusion: A Quiz will conclude the session. What types of bullying are there? What were the three main prevention techniques we looked at today in our small groups? Where can we go/ who can we go to if we are being bullied or see some one else being bullied? (Ask everyone) What is our slogan? ....... . Shared Learning 1G
- 19. Shared Learning 1G Disclaimer All data and information provided in this slide show is for presentation purposes only. Quotes and representations of famous personalities in this slide show are purely fictitious and from the imagination of team 1G. They are simply examples for effect.