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 true story of a sexual deviant, his 12-year-old victim and the educators who defy authority and work with the police to catch the perpetrator, their School District Superintendent. Although some suspect an illicit relationship, the Superintendent's Jekyll-Hyde persona fools an entire community. Bernard H. Cohen, the victim's high school principal, chronicles the psychological details and political obstacles he and others face during their 18-month effort to save the child, which also leads to the Superintendent's jailing. A must-read for teachers and parents to combat school-based abuse.

Bullying Affects Everybody is a book about bullying and what to do against it. It starts with some true stories about bullying and then explains what bullying is and who are the involved persons. It ends with some advices how bullying can be prevented. The Author has many years of personal experience with that topic and writes not from the point of view of someone who knows only the theory but from the point of view of someone who knows the reality.

Consider this headline: "Horrific: 17 Year Old shoots Woman's 13 Month-Old Baby in Face During Robbery." What would you have done? Would you have shot someone to keep them from killing your baby? Would you risk losing your house, job, money, marriage, friends, relationships, community, and even freedom, to prevent this crime from happening to your baby? Successful Self-defense means coming out of a confrontation without being harmed physically, mentally, emotionally, financially, criminally, civilly, or spiritually. Find out how.

Like sharks safe in the dark fathoms of the sea to prey on targets, the Bullies' Predatory Footprint looks at the vast, opportunistic, cruel, and predatory behaviour of bullying that is exercised to repress and maintain an ascendancy of dominance, power, and control over others. Harrying many young and vulnerable people to suicide, the clarion cry from communities, families, and friends touched and disabled by its impact is reduced to little more than a humanitarian reflex when social, economic, and cultural changes are not followed up by legitimised actions. Contradictions at the core of moral and democratic values are made evident as the cumulative imprint of hostile and cruel behaviour casts a long shadow on civil society. In thirty years time, unanswerable questions to posterity and a lack of human response may seem perplexing to a new generation of people born into an inherited form of entrapment.

During their courtship, Russ Carponi appears to have all the qualifications of a perfect mate. He's Italian, tall, dark and handsome with the body of a football star. He takes Jenny Harper dancing, buys her flowers and makes her feel special when she is with him. Jenny has a rude awakening on her wedding night and over the next few months Russ shows his true colours. He is not her knight in shining armour, but a man who physically and emotionally abuses his wife. She seriously contemplates ending their marriage. Fate intervenes and Jenny is involved in a car accident, is told she will never walk again and will remain paralysed from the waist down. She's reliant on Russ to care for her. Jenny refuses to give up trying to walk and remains hopeful that her superb physical condition resulting from six years of training as a Canadian Olympic swimmer will help her walk again. Even though she has no sensation from the waist down, Russ continues to have sex with her resulting in several pregnancies. She carries three of these pregnancies to almost full term, but Russ's lack of assistance causes her to lose all three. Russ consistently lets her down and abuses not only Jenny but their surviving three children. Jenny finally asks for a divorce. Russ is furious and swears a vendetta upon her and slowly but surely takes everything of value from her. When he uses bribery to obtain custody of one of their sons, Jenny bolts to another city and starts a new life for herself and her two remaining children.

Addressing School Bullying, Safety, Climate, and Social-Emotional Learning through Monitoring and Mapping is a guidebook for district and school education leaders and professionals to reduce incidents of violence and bullying and enhance students' well-being. Written in a step-by-step format, the text is designed to assist in collecting and making better use of data on non-academic issues in schools, such as reports of victimization, weapon and drug possession, theft of personal property, suicide ideation, and other areas. The authors advocate an ongoing monitoring approach that involves collecting information from multiple audiences about what is taking place in and around schools. One part of this process is mapping, which gives school leaders, students, and staff members a visual record of areas of the campus considered safe, alongside those that students view to be places where they might encounter bullying, harm, or trouble. Other common parts of such systems are surveys among students, educators, and parents. The authors include practical examples of how to design such a system, gather current information, analyze and display the data, share it with different audiences, and use it to find solutions. Ultimately, this timely guidebook is a must-have for social workers, psychologists, counselors, nurses, and others working to improve safety in schools.

The vast majority of the nation's students will complete their schooling without ever being touched by peer violence. Nevertheless, recent school attacks carried out by students have shaken the image of schools as reliably safe and secure environments in which the qualifications of teachers and the efficacy of the educational curricula are the most pressing concerns of educators and parents. Televised images of frightened and injured students fleeing school grounds have imprinted themselves on the American consciousness. "Columbine," the Littleton, Colo. high school that on April 20, 1999, was the scene of the most violent of the school attacks recorded to date in the United States, has entered contemporary vocabulary as a national symbol of the violence that claimed the lives of 14 students and a teacher on that day. Incidents of targeted school violence occurred in 37 communities across the country between December 1974 and May 2000. Compared to the other types of violence and crime children face both in and outside of school, school-based attacks are rare. While the Department of Education reports that 60 million children attend the nation's 119,000 schools, available statistics indicate that few of these students will fall prey to serious violence in school settings. However, highly publicized school shootings have created uncertainty about the safety and security of this country's schools and generated fear that an attack might occur in any school, in any community. Increased national attention to the problem of school violence has prompted educators, law enforcement officials, mental health professionals, and parents to press 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?" For example, what should happen when a student comes to attention for saying something or behaving in a manner that causes concern, as in the following instances? "The kids are saying that Johnny told his friends not to go to the cafeteria at noon on Tuesday because something big and bad is going to happen." Marty, who has appeared withdrawn and irritable the past few weeks, handed in a story about a student putting a bomb in an empty school. Sandy brought bullets to school to show friends. Rafael, who got pushed around again after gym class, stormed out in tears, shouting "You're all going to pay " Casey, who was suspended last year for bringing a knife to school, left a "hit list" on his desk. Terry submitted an essay in which an assassin blew up the school, attacked the governor, and then killed himself. Given the enormous concern about targeted school violence, these reported statements and behaviors cannot be ignored. But how should school officials and other responsible adults respond? This publication, Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates, is the product of an ongoing collaboration between the U. S. Secret Service and the U. S. Department of Education to begin to answer these questions. Its focus is on the use of the threat assessment process pioneered by the Secret Service as one component of the Department of Education's efforts to help schools across the nation reduce school violence and create safe climates. As developed by the Secret Service, threat assessment involves efforts to identify, assess, and manage individuals and groups who may pose threats of targeted violence.

Crises affect schools across the country every day. While natural hazards such as tornadoes, floods, hurricanes, and earthquakes may be thought of more commonly as emergencies, schools are also at risk from other hazards such as school violence, infectious disease, and terrorist threats. Through the vulnerability assessment process, schools can take steps to prevent, mitigate, and lessen the potential impact of these risks by developing customized district and school emergency management plans in collaboration with community partners. Vulnerability assessments are integral to, rather than separate from, the ongoing emergency management activities of school districts and schools. Vulnerability assessment is the ongoing process for identifying and prioritizing risks to the individual schools and school districts. It also includes designing a system of accountability with measurable activities and timelines to address risks. As schools continue to plan and prepare for critical events that could have severe consequences, identifying the appropriate vulnerability assessment tool(s) is an important step for helping schools to understand what they are at risk from and just how seriously they could be affected. Schools need to use appropriate tools to capture the relevant data needed to inform the development and maintenance of customized plans. This guide is intended to be a companion piece to Practical Information on Crisis Planning: A Guide for Schools and Communities, originally published by the U.S. Department of Education in 2003 as a guide for schools and districts to prepare for a variety of crises. This guide emphasizes a valuable part of emergency management planning-ongoing vulnerability assessment-and is intended to assist schools with the implementation of an effective vulnerability assessment process, to include choosing an appropriate vulnerability assessment tool. Vulnerability assessment tools may vary from one school site to another, depending on variables such as: location, environment, size, and structure, and even student population and school culture. For example, schools may be located in urban or rural environments, may have limited or greater resources, or may have specific populations with their own unique needs. As a result, vulnerability assessments must be customized on an individual district and school basis, taking all of these factors into consideration. This guide is not intended to be prescriptive or to give step-by-step instructions for conducting assessments, rather it is intended to describe the key elements to be considered when selecting an assessment tool appropriate for school environments and provide guidance for conducting an assessment that will inform school emergency management activities.

A Step-by-Step Guide to Implementing a Successful ANTI-BullyING Program

Bullying can be found in every school system, school, and classroom. It is destructive to the well-being of students, creates unsafe schools, and impacts learning. School personnel, parents, and others are increasingly realizing the importance of putting effective anti-bullying strategies and policies in place that will create safe, caring, and peaceful schools where all students feel a sense of belonging and acceptance. Based on Allan L. Beane's proven Bully Free7reg; Program, "Bullying Prevention for Schools" is a step-by-step guide to implementing an anti-bullying program in individual schools or throughout a district.

In "Bullying Prevention for Schools," Dr. Beane details how to:

• Implement training for school personnel and volunteers and awareness sessions for students, parents, and the community
• Establish policies, rules, behavioral expectations, discipline rubrics, and response plans
• Prepare intervention and prevention strategies
• Develop a plan to actively include, involve, and empower students, parents, and the community
• And much more "Bullying Prevention for Schools" also contains a wealth of reproducible documents and forms, such as surveys, statement sheets, and intervention questionnaires.

Welcome to Sicktowne High School where anyone can buy a diploma. Located in the heart of greed. The graduates take their place in the Sicktowne community if they can afford to. If they are allowed to.

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 product of an ongoing collaboration between the U. S. Secret Service and the U. S. Department of Education. 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.

Cultivating respectful and productive academic relationships is a priority within higher education. What can faculty do when conflict disrupts research progress and strains the supervisor/student relationship? Supervising Conflict offers practical advice and tools to help faculty identify and actively respond to the most common grad school concerns - the 'everyday' conflicts. Drawing on data collected over four years at a large research-intensive university in Canada, Heather McGhee Peggs provides faculty with a map to where issues are likely to emerge based on hundreds of coaching conversations with faculty and students. While ideally every campus would have a dispute resolution office and a graduate peer support team to help individuals navigate conflict, the reality is that faculty are often managing complex and difficult situations on their own. This unique resource combines negotiation and fair complaints-handling principles with insights from a multidisciplinary graduate peer team and highlights the critical role that equitable, restorative and trauma-informed approaches can play in the emergence and resolution of conflict. This book includes opportunities for self-reflection, real-life case studies, and activities for professional faculty development. Supervising Conflict guides administrators seeking to address graduate concerns earlier and more effectively at a systemic level.

In February, we teach Black History. March is Women's History Month. But what about June? What about Gay Pride Month? This book is the answer It includes an LGBT history unit and guidelines for teaching lgbt-themed literature. There's also an easy-to-implement anti-bullying program and a common-sense approach to launching a gay/straight alliance at your school.

Is there a need to challenge homophobic name-calling and other homophobic bullying in your school but uncertainty about how to address it? That's So Gay! is a practical guide to making your school a safer place and creating an inclusive bully-free culture. It shows what homophobic bullying looks like, who experiences it and explores the reasons why young people bully others homophobically. It also reveals why young people are often reluctant to report homophobic bullying, the increasing role played by the internet and the profound effects bullying can have well into adulthood. Adopting a whole-school approach, this book provides all the advice schools need on prevention, working with those who bully, handling disclosures and anti-bullying policies. Written by an expert in the field, this is a vital guide for schools, teachers and anyone with a duty of care towards young people.