After his wife of 44 years died, a retired gentleman living in a Retirement Village started dating another woman. When their courtship progressed to the level where he wished his lady to stay overnight he learned that they would have to report to "mother" the General Manager of the retirement village. How embarrassing for this senior couple to have to report in this manner to a woman in her early thirties. Later, when they decided to live together, they ran into strong resistance from the General Manager who offered three choices for them to choose from that would allow the woman to live with him. All three choices were short of being ridiculous. The woman violently opposed the arbitrary and derogatory way she was treated at the meeting and stated she felt that the Operators were taking advantage of elderly persons who were captive to the terms they set for them to live in their own homes. The General Manager then banned his partner from living in the village, one week before she was to move in with him. This book relates to the day-to-day events that took place before and after the Operators banned the woman from the retirement village. It identifies the extreme powers and favouritism given by the Queensland Retirement Village Act 1999 towards the village land owners instead of to the people who buy the actual homes.

The valiant battle to save a student's life and a teacher's career The administrators stated the death of a child was of no public significance. The child's teacher disagreed. This is the story of the fight waged by one brave educator who believed a child's life did hold importance and was willing to sacrifice everything to protect a teacher's right to help a student in dire need. Using their own letters, depositions, emails and affidavits, Ms. Montanye recounts with exactness, the horrifying actions of school district administrators who not only ignored this young girl's potentially deadly situation, but furthered their crimes by spending thousands of dollars to punish the teacher who refused to let her student die. This story not only narrates the harrowing experience of a frightened, bullied, suicidal child, it also chronicles the relentless persecution of her caring teacher. It's a document-supported recounting of a school district's cavalier indifference, a district that was willing to fritter away countless taxpayer dollars to vindicate and justify their lack of intervention. The person who held these people accountable was one lone teacher. Standing up against a corrupt group of administrators and daring to take on a nefarious attorney, Ms. Montanye fought through the legal system to protect the rights of teachers who are committed to the welfare of their students. Teachers that dare to challenge a broken system whose sole concern is self-preservation. Teachers who give a voice to the children.

This book provides a much-needed analysis of the current research in the global epidemic of electronic bullying. Scholars and professionals from the Americas, Europe, and Asia offer data, insights, and solutions, acknowledging both the social psychology and technological contexts underlying cyberbullying phenomena. Contributors address questions that are just beginning to emerge as well as longstanding issues concerning family and gender dynamics, and provide evidence-based prevention and intervention strategies for school and home. The global nature of the book reflects not only the scope and severity of cyberbullying, but also the tenacity of efforts to control and eradicate the problem. Included in the coverage: * Gender issues and cyberbullying in children and adolescents: from gender differences to gender identity measures. * Family relationships and cyberbullying. * Examining the incremental impact of cyberbullying on outcomes over and above traditional bullying in North America. * A review of cyberbullying and education issues in Latin America. * Cyberbullying prevention from child and youth literature. * Cyberbullying and restorative justice. Cyberbullying across the Globe is an essential resource for researchers, graduate students, and other professionals in child and school psychology, public health, social work and counseling, educational policy, and family advocacy.

BILLY THE BULL FROG BULLY BOBBY BULL FROG WAS EIGHT YEARS OLD AND IN THE 3RD GRADE. HIS CLASSMATES WOULD DESCRIBE HIM AS A WELL FED BULL FROG. HE WAS SHORT AND STOUT. HE HAS BROWN HAIR AND BIG BROWN EYES. HE ALWAYS HAS HIS FAVORITE BAG ACROSS HIS SHOULDER. THE GREEN BAG WAS GIVEN TO HIM BY HIS GRANDFATHER. HE WAS AN ADVENTURER. IT WAS VERY SPECIAL TO BOBBY. HE TOTED ALL OF HIS SCHOOL BOOKS IN THAT BAG. HIS MOTHER WAS THE BAKERY OWNER IN TOWN AND WAS ALWAYS MAKING DELICIOUS FLY CUSTARDS AND FLY'S GALORE CUPCAKES.

The Hostile Environment examines the latest psychological and educational research providing evidence that anti-bullying programs and school-based interventions lack intensity and a strong behavioral focus. This book includes information on characteristics and risk factors of bully perpetrators and victims, current laws and legal aspects of bullying, vulnerable populations of students such as students with disabilities and who are LGBT, and cyberbullying. Barriers to successful implementation of anti-bullying programs and societal problems are discussed. In light of recent state and federal anti-bullying legislation, now is an opportune time to examine the laws and evidence base with the intent of initiating significant changes in schools to interrupt the persistent cycle of bullying. A bold and new interdisciplinary model integrating teacher contracts and policies, increased mental health provisions for children and families, and communication between law enforcement and pediatricians is called for to change what has become a worldwide public health concern, a substantial disruption to the educational process, and a hostile environment in schools and communities.

These cartoon-illustrated activities in English and Spanish can help to keep kids safe from most bullying, abuse, kidnapping, and other violence by empowering them with knowledge and skills.
The purchase price of this book includes a license giving permission for the owner to make up to 30 copies a year of the assignments to use with children in your own immediate family, individual classroom, or small youth group.
These assignments are from Kidpower International's fun, empowering, and effective personal safety and positive peer curriculum. Successful practice of ""People Safety"" skills and knowledge can prepare young people to increase their confidence, develop better relationships, and take charge of their emotional and physical safety and well being.
In this book, you will find these short cartoon-illustrated assignments that can be used in a classroom, youth group, or family to introduce and reinforce these Kidpower ""People Safety"" Skills in English and Spanish:
Awareness, Calm, and Confidence/Mantente Alerta, Calmado, y Confiado Moving Out of Reach/Moviendote Fuera de Alcance Checking and Thinking First to be Safe/Preguntar y Pensar Primero Stranger Safety/Seguridad con Extranos Safety Plans for Emergency Situations/Planes de Seguridad - Emergencias Yell, Leave, and Get Help/Grita, Vete, Y Obtiene Ayuda Si Te Sientes Asustado Protecting Yourself From Hurtful Words/Protegiendote A Ti Mismo de Palabras Hirientes Stopping Unwanted Touch and Teasing/El Poner Alto al Acoso Fisico Y Verbal Getting Help/Obteniendo Ayuda Bullying Prevention/Seguridad Personal para Detener la Intimidacion
To learn more about Kidpower Teenpower Fullpower International's workshops, consultation, and other educational resources, visit www.kidpower.org.
All income from books sales helps our nonprofit organization create and provide extensive free and affordable educational resources.

Although written for entertainment about a boy becoming ten - a milestone birthday, the story also deals with the issue of bullying, keeping secrets and not being able to talk to adults. These are common concerns for children of this age. Parents can use this book as an icebreaker to stimulate discussion on subjects many children find hard to talk openly about. Billy is entering young adulthood. He has to make sense of his environment. Like all children, he is confronted with a complex, diverse, fast changing, exciting world full of opportunities, contradictions and dangers through which he must navigate on his way to becoming a responsible adult. This is a confusing time with a plethora of conflicting information coming from a variety of sources including family, friends, peers, teachers, television and the internet. What underlies Billy's journey, as with all children, is the values he will adopt. Values provide us with the basis on which we assess the usefulness of what we are told, and how to react to situations we experience; in short, how to forge a path through life. Young children have leanings mostly gained from their parents; becoming a young adult is the time they form values for themselves. The Life Lessons Series are written to have children form positive values which will serve them at this stage in their life. Each book uses the power of traditional storytelling to illustrate, guide and shape their understanding in a safe environment. Bullying is a big problem for children today but it is also part of learning to stand up for oneself. In this story Billy, like any other child, is looking forward to a big birthday. However, the local bullies hear he's been given a twenty pound note and challenge him to hand it over. Billy realises he can't fight the gang so has had to agree to their demands. At first Billy doesn't dare tell a grownup as he feels guilty about losing it. Billy and his friend Ant try to hatch a plan to get it back. But it's not until Maxine, Ant's sister, hears about the problem that she realises an adult needs to be involved. Grandad who does party magic, is the ideal person to get it back. Max and Grandad hatch a plot. The bullies don't realise what is happening until it's too late. Grandad recovers the twenty pound note leaving the bullies bemused. Disarming a bully is the better way of dealing with them. You can't rid the world of bullies but you can do something about how you deal with them.

Littleton, CO; Springfield, OR; West Paducah, KY; Jonesboro, AR. These communities have become familiar to many Americans as among the locations of those schools where shootings have occurred nationwide in recent years. In the aftermath of these tragic events, educators, law enforcement officials, mental health professionals and parents have pressed for answers to two central questions: "Could we have known that these attacks were being planned?" and, if so, "What could we have done to prevent these attacks from occurring?" This publication, The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States, is a recent product of an ongoing collaboration between the U. S. Secret Service and the U. S. Department of Education to begin to answer these questions. It is the culmination of an extensive examination of 37 incidents of targeted school violence that occurred in the United States from December 1974 through May 2000. The findings of the Safe School Initiative suggest that there are productive actions that educators, law enforcement officials, and others can pursue in response to the problem of targeted school violence. Specifically, Initiative findings suggest that these officials may wish to consider focusing their efforts to formulate strategies for preventing these attacks in two principal areas: developing the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of a targeted school attack; and, employing the results of these risk evaluations or "threat assessments" in developing strategies to prevent potential school attacks from occurring. Support for these suggestions is found in 10 key findings of the Safe School Initiative study. These findings are as follows: Incidents of targeted violence at school rarely were sudden, impulsive acts. Prior to most incidents, other people knew about the attacker's idea and/or plan to attack. Most attackers did not threaten their targets directly prior to advancing the attack. There is no accurate or useful "profile" of students who engaged in targeted school violence. Most attackers engaged in some behavior prior to the incident that caused others concern or indicated a need for help. Most attackers had difficulty coping with significant losses or personal failures. Moreover, many had considered or attempted suicide. Many attackers felt bullied, persecuted, or injured by others prior to the attack. Most attackers had access to and had used weapons prior to the attack. In many cases, other students were involved in some capacity. Despite prompt law enforcement responses, most shooting incidents were stopped by means other than law enforcement intervention.

In 2005 we published The Handbook for Campus Crime Reporting, a compendium of U.S. Department of Education (ED) guidance on complying with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act). Since that time, the Higher Education Opportunity Act (HEOA) was signed into law, amending the Clery Act and adding a number of safety- and security-related requirements to the Higher Education Act of 1965, as amended (HEA).This new legislation necessitated writing The Handbook for Campus Safety and Security Reporting-an updated and expanded version of the previous handbook. This new version of the handbook will familiarize you with the amended Clery Act and the new regulations that were added by HEOA. Similar to the 2005 version, this handbook takes you step by step along the path to compliance and explains what the regulations mean and what they require of your institution. It also includes new examples and enhanced explanations of many topics based on questions asked of our Campus Safety and Security Help Desk over the past several years. What hasn't changed is the handbook's emphasis on compliance as a whole system of developing policy statements, gathering information from a variety of sources and translating it into the appropriate categories, issuing alerts, disseminating information, and, finally, keeping records.

"At a time when others are writing off our young people, Cedric Dean challenges and inspires them with tools of a masterful communicator." - Martin Minjarez, Jr., SAVE Hispanic Affairs Director What You Will Learn: * Fundamental techniques in talking to be understood * How to speak to be understood * Seven ways to be an effective communicator * Ten ways to deal with angry people

This book was written to educate teens in schools, employees/employers in the workplace or anyone who may know someone who is thinking venturing into, already there, or on the way out of and abusive relationship.