zilongwang/ReadingBank huggingface dataset:
COURSE OUTLINE TOPICS DATES READINGS & ASSIGNMENTS DUE Week 1: The Anthropological Perspective Tuesday 8/24 No assignments due Thursday 8/26 Read: Haines Ch.1 *Boas ADAPTATIONS Week 2: Foraging Societies Tuesday 8/31 Read: Haines Ch. 2 and 3 Thursday 9/02 Film: !Nai Read: *Lee, *Sahlins Week 3: Pastoralist Societies Tuesday 9/07 Due on Sakai: Film Response #1 Read: Haines Ch. 6 Thursday 9/09 Film Clip: The Nuer Reading: Week 4: Horticultural and Agricultural Societies Tuesday 9/14 Read: Haines Ch. 4 and 5 Thursday 9/16 Read: Gonzalez Ch. 1 excerpts (1-4, 13-31) and Ch. 2 Week 5: Industrial and Post-Industrial Societies Tuesday 9/21 Due in Class: Mini-Ethnography #1 Read: Gonzalez Ch. 4 and 5 (excerpts) Thursday 9/23 Read: Haines, Ch. 7 Film: The Story of Stuff STRUCTURES Week 6: Social Organization Tuesday 9/28 Due on Sakai: Film Response #2 Read: Gonzalez Ch. 8 Midterm Study Guide Available on Sakai Thursday 9/30 Read: Haines Ch. 8 Guest Speaker: Ms. Joy Neas, Program Director University Neighborhood Renaissance Committee Research Team Meeting, Mini-Ethnography #2 Week 7: Kinship: Households Tuesday 10/05 Reading: Haines Ch. 9 Fernea, Introduction and Part 1 (Ch. 1-8) Thursday 10/07 Exam #1 Week 8: Kinship: Alliance and Descent Tuesday 10/12 Read: Haines Ch. 10 Fernea, Part II (Ch. 9-14) Thursday 10/14 Read: Fernea, Part III (Ch. 15-18) and Part IV (Ch. 15-20)
Week 9: Religion and Ritual Tuesday 10/19 Read: Fernea, Part V (Ch. 15-20) and Postscript *Fernea and Fernea Thursday 10/21 Read: Haines Ch. 13 Film: El Week 10: Economic Systems Tuesday 10/26 Read: Haines Ch. 11 Thursday 10/28 Read: *Pun Film: China Blue Week 11: Culture and Politics Tuesday 11/02 Due on Sakai: Film Response #3 Read: Haines Ch. 12 Thursday 11/04 Read: *Gibbs Research Workshop Week 12: Meaning and Place Tuesday 11/09 Read: Haines Ch. 14 and 15 *Hall Thursday 11/11 Read: *Deener Research Workshop Week 13: Language and Culture Tuesday 11/16 Read: Haines Ch. 16 Film: The Language You Cry In Thursday 11/18 Due on Film Response #4 Read: *Tannen Week 14: Interpreting Cultural Meaning Tuesday 11/22 Read: Haines, Ch. 17 Research Workshop Thursday 11/24 THANKSGIVING HOLIDAY Week 15: Anthropology in Action Tuesday 11/30 Read: Haines Ch. 18 *Bagish *Rosaldo Thursday 12/02 Due in Mini-Ethnography #2 Research Conference FINAL EXAM: Thursday Dec. 9, 8:00-11:00 am
Reasons Trade Increased: better transportation on the canals, improved navigational tools like the compass, invention of paper money, and because of the demand for luxury items Growth of commerce encouraged people to move to the cities People who moved to cities could make a living as merchants, traders, peddlers, and shopkeepers Landowners left their farms because they preferred the shops and social life of the cities More people brought more opportunities for business (cities grew even larger) 10. Which inventions made it easier to travel long distances safe at sea? How did it make it safe? Compass helped sailors travel to faraway lands. The lodestone helped the sailors navigate to foreign countries. They no longer needed to rely on the sun and stars. Canal locks allowed boats to pass from one level to another in a canal. They also built water tight compartments which helped ships to stay afloat. 11. What did Chinese inventors discover while experimenting with saltpeter? Chinese inventors discovered gunpowder which at first was used for fireworks and later where used for weapons. 12. What invention did the Chinese use when making playing cards in the 9th century? The Chinese used woodblock printing to make playing cards. Famous artists drew designs that were on the backs of the playing cards. 13. Briefly explain the main ideas of the following philosophies: Buddhism, Confucius, and Daoism? Confucius focused on relationships and respect for the position you have in the relationship. Ruler –subject Husband –wife Father-Son sibling-younger sibling Daoism concentrated on living simply in harmony with nature. Daoism believe in accepting change and with the flow. Buddhists believe your goal in life is to reach Nirvana which means to turn away from your desires which cause pain and suffering.
2012 Toward an International Comparative History of Archaeological Heritage Management. In The Oxford Handbook of Public Archaeology, edited by Robin Skeates, Carol McDavid, and John Carman, pp. 13-35. Oxford University Press, New York, NY. A brief history of public archaeology February 2 Soderland, Hilary A. 2012 America’s Cherished Reserves: The Enduring Significance of the 1916 National Park Organic Act. In The Oxford Handbook of Public Archaeology, edited by Robin Skeates, Carol McDavid, and John Carman, pp. 13-35. Oxford University Press, New York, NY. Managing Cultural Resources What is the role of government be in archaeology? What should it be? How do we protect archaeological sites and artifacts? What’s repatriation all about? What should get repatriated, if anything? February 7 McGimsey, Charles Robert 1972 Public Archeology. Seminar Press, New York, NY. (pp. 24-45) Legislation February 9 NHPA In-Class: Legal terms for CRM February 14 Raab, Mark L., Timothy C. Klinger, Michael B. Schiffer, and Albert C. Goodyear 1980 Clients, Contracts, and Profits: Conflicts in Public Archaeology. American Anthropologist 82(3):539-551. CRM Industry February 16 Matsuda, Akira 2004 The Concept of “the Public” and the Aims of Public Archaeology. Papers from the Institute of Archaeology 15:66-76. CRM Industry February 21 18TA439 Site Report In-Class: Grant proposal group activity February 23 NAGPRA Repatriation February 28 Lippert, Dorothy 2008 Not the End, Not the Middle, But the Beginning: Repatriation as a Transformative
Anthem Ayn Rand Part One: Vocabulary. Define each. Utopia Dystopia Individualism Collectivism Free Will Anthem Equality Liberty Socialism Communism Capitalism Totalitarianism Prometheus Gaea Transgression Ego Part Two: Character Profiles. Identify each character and provide a brief description. Equality 7-2521 Liberty 5-3000 Fraternity 2-5503 Solidarity 9-6347 International 4-8818 Part Three: Conflicts. Explain the following conflicts. Individualism vs. Collectivism Free Will vs. Determinism Part Four: Answer ALL of the following questions in a thoroughly developed paragraph 1. What do you think happens to the personality and individuality in a child like Equality 72521who feels he is nothing? How do the people in this story seem to feel about their lives? How is Equality 72521 different from the others? Give Examples. 2. In Chapter I, the sentence “The sleeping halls are white and clean and bare of all things save one hundred beds.” is repeated three times. Why do you think Ayn Rand made this choice? 3. In your opinion, what was the Council of Vocations’ reason for making Equality a Street Sweeper instead of choosing some other vocation for him? 4. The old locks and lack of guards in the Palace of Corrective Detention indicates that prisoners never tried to escape. Why not? 5. What important message(s) does Anthem reveal that could apply to modern teenagers? 6. Are there any warnings in Anthem that our society should heed? Explain. 7. At the end of the novel, Equality is greatly outnumbered, and modern society lies in ruins, is Anthem a story of liberation and hope or despair? (Use examples from the text). 8. Why are the names Prometheus and Gaea appropriate for Equality and Liberty at the end of the novel 9. Of the whole range of feelings possible to man (joy, excitement, anger, embarrassment, etc.), why is fear the prevalent emotion in this society? 10. Why do you think Ayn Rand chose “Anthem” as the title of this book? Explain.
Head in common foe—a crumpled pile begins to grow. Desk brightened by a lunar glow—to better works these old eyes pine, To wondrous worlds of gilded page, in the likes of Lee or Stein. just another line. Back on the the worn tomes go—the sum of all I’ll ever know, They record the minds of better men, of a better vine. They’ll not show me the hallowed way, nor make my words dance and play, No, it needs to take shape of my own clay; It has to be mine. The page needs more—a soul—it’s got to shine. Maybe just a few more lines. Who can say why it leaves—the spark, the fire, the webs we weave, It takes time to mature, to ripen, to age like fine wine, But I’ve not the patience, nor the time, I’m at the summit; no more to climb. If I could snatch it back—I would—it’s prime, yet I still can’t seem to muster the spine, I need it back, the whetstone on which my life, I fine. Please, give it just a few more lines. Every morning reclamation, I curse my name, my sovereign nation. Sunlight peaks through unfettered blinds, shining upon newly minted lines, Head stretched back—back sans bend—I know my time has come to end. Desk engulfed in solar blend—pages elucidated—as if a sign, To the inane scribbles, the scratches—the broken, slant rhyme. I think I can fit just one more line. MARCUS PEARSON Oakdale High School Mrs. Julia Showalter Frederick County Reading Council Poetry 11th Grade 2nd Winner ALIENS (Inspired by Jonathan Reed)
Smoke drifted towards us all. I dismounted, giving the horse to Keelia. Frantically, I ran through the village, yelling for anyone left. The flames leaped onto a cottage and hissed. There was nobody in the village. Assured that I wasn’t leaving anyone in danger, I too ran out. Burning trees fell down all across the village. I yelled as I ducked past a burning log, crashing to the ground behind me. Finally, I reached the others. We all regrouped and headed to the castle. It appeared that the duke and his party had returned there. you, Anwell,” the duke said. “It is thanks to your quick thinking and determination that all of our villagers escaped in time. I think I speak for everyone when I say we are indebted to you.” He bowed to me. I bowed back, not embarrassed this time. I deserved to be proud of myself. Meanwhile, my parents and Tiernay moved forward. My father took a deep breath. “Son, I’m very for the way I treated you today. I was rash and… well, there’s no excuse.” “We should have listened to you.” Mother put in. “But… clearly, magic isn’t everything. And, I think we’ve judged you too harshly in that category. I smiled. I knew that things between us get better eventually. Time would heal old wounds, and hopefully, heal the damage that magic did. For the time being, I would be a hero. I also knew that my lack of magic didn’t define me at all; and I would never be disappointed in that again.
Econ 102 – Summer 2012 Answers to Exam 1 – Professor Kelly Name: ___________________________________ Section Day and Time: ____________________________ On this exam it is important that you show your work to get FULL CREDIT. On this exam you should write any verbal answer using standard English grammar: that is, please write in complete sentences. The exam consists of 20 multiple choice questions worth 2.5 points for a total of 50 points, and three problems worth a total of 50 points. Multiple Choice Score Your Score: ______________ Question 1 – 15 points Your Score: ______________ Question 2 – 15 points Your Score: ______________ Question 3 – 20 points Your Score: ______________ 100 points Your Total: _______________ No calculators are allowed for the exam. Cell phones should be silenced and in your backpacks, away from your seat. You will have 100 minutes to work. Good luck.
Breakfast with Frost, 26/11/95 Panorama – Should we join the Euro, 17/3/02 With Friends Like These: Cowboys and Englishmen (BBC TV), 27/9/03 Box 27 (A) Audio Recordings Various, mostly unidentified, open reel tape recordings and cassettes including: Four C90 audio cassettes labelled “W. Rodgers I, II, III” and “Bill Rodgers, 18/12/85” [interviews with Bill Rodgers?] Five C90 audio cassettes labelled “SW”; two dated 14/18/85 [interviews with Shirley Williams?] Three Philips mini-cassettes labelled “SW” [interviews with Shirley Williams?] Six C90 cassettes labelled “Talking Politics”, August/September 1983 [four identified as Gerald Kaufman, Leon Brittan, Nigel Lawson, Neil Kinnock] Chamberlain Lecture, 19/2/92 “Analysis – The of Government”, presented by Peter Kellner, 15/1/98 The History of the Labour Party, narrated by Brian Cox, written & produced by Peta van den Bergh Taking Charge: The Johnson House Tapes, 1963-1964, edited and with commentary by Michael R. Beschloss, Simon & Schuster, [4 audio cassette pack] Reaching for Glory: Lyndon Johnson’s Secret White House Tapes, 1964-1965, edited and with commentary by Michael R. Beschloss, Simon & Schuster, 2001 [4 audio cassette pack] 28, 29 & 30 Press Cuttings 1990s to 2010s Also eight large, unboxed scrapbooks containing press cuttings 1980s to 1994 Box 31 SDP: Williams Papers seeming acquired by A.K. from Baroness Williams of Crosby (Shirley Williams) Early SDP [initially Council for Social Democracy] committee papers, including Steering Committee, 23/2/81 to 14/12/81. These papers don’t contain any holograph letters or documents unlikely to be represented in the SDP Archives
Professor Anthony Weiss is the McCaughey Chair in Biochemistry, Professor of Biochemistry & Molecular Biotechnology, Leader of the Tissue Engineering & Regenerative Medicine Node at the Charles Perkins Centre, and Professor at the Bosch Institute at the University of Sydney. He is an inventor on forty-three awarded patents, on ten Editorial Boards, Fellow of nine societies and was recently awarded the Order of Australia in the field of biotechnology, as an academic, researcher, author and mentor, and through executive roles with scientific institutions. He has pioneered research into human tropoelastin (the protein building-block that gives tissue its elasticity) and discovered how to assemble it into synthetic elastin biomaterials that accelerate and improve the repair of scars and wounds. This work over two decades has made him the world leader in the field, and his patented biomaterials inventions recently led to one of the largest commercial transactions in Australian healthcare history.
colonialist’s perspective. His chosen form for this documentation of his perception of the complexities of Malaysian society at such a crucial time in its history was the realistic novel, a genre he almost certainly chose after reading novels about the region: “most of what they [Burgess and his wife] knew about Asia and the British colonial territories came out of other people’s books: … Somerset Maugham’s Malayan short stories; Joseph Conrad’s trilogy of Malayan novels … and the works of Rudyard Kipling.” (Biswell 154) Burgess, quoted here by A. K. Biltoo, wanted to write a “story about the races of Malaya, as exemplified in characters who have, or had, counterparts in real life” (229). Evidently, capturing the reality of life in Malaysia was crucial for Burgess. Realism “emphasises character … and insists on experience, fact and the skeptical view” (“Realism” 732) and Burgess was to draw “heavily on his experiences as a teacher for the Colonial Service in Malaya” (Roughley 59) in writing The Malayan Trilogy. Burgess’s use of realism was also inspired by his high regard for Greene’s writing (if not his religious belief): “I greatly admired the novels of Graham Greene” (Burgess, Little Wilson 365). One of those novels was The Heart of the Matter, which was so influential on him that he mistakenly believed his Malayan pupils would be equally enthralled by what Burgess and the vast majority of Western scholarship at that time generally regarded as an example of literature that “would be readily comprehensible to all readers in all places, regardless of their cultural background” (Biswell 162). Victor Crabbe shares this belief in western logic, regardless of its seeming lack of effectiveness. He firmly believes in its superiority over eastern thinking -- “logic was a Western importation which, unlike films and refrigerators, had a small market” (Burgess,
9/9 In-Class Lab Activities: 1.1, Additional Lab Exercise 1.1, 2.1, 3.2 9/16 Reading Quiz #1: Chapter One Group Presentation – Chapter One Reading Quiz #2: Chapters Two and Three Group Presentation – Chapters Two and Three 9/23 Reading Quiz #3: Chapters 4 and 5 Group Presentation – Chapters 4 and 5 In-Class Lab Activities: 4.1, 5.1, 5.2 9/30 Reading Quiz #4: Chapter Six Group Presentation – Chapter Six In-Class Lab Activities: Additional Lab Exercise 6.1 10/7 Midterm Review 10/14 Midterm Exam 10/21 TED Talk: “E.O. Wilson: Advice to Young Scientists” Film: TBA
Comaroffs Theory from the South Georgi M. Derluguian’s. Daniel J. Hoffman VIOLENCE, JUST IN TIME: War and Work in Contemporary West Africa NGOization of social service Michael Hathaway. 2010. “The Emergence of Indigeneity: Public Intellectuals and an Indigenous Space in Southwest China”. In: Cultural Anthropology Thomas Pearson. 2009.“On the Trail of Living Modified Organisms: Environmentalism within and against Neoliberal Order”. In: Cultural Anthropology Marina Welker. 2009. “Corporate Security Begins in the Community”: Mining, the Corporate Social Responsibility Industry, and Environmental Advocacy in Indonesia”. In: Cultural Anthropology Annelise Riles 2000. The Network Inside Out. University of Michigan Press Hope and Politics Hirokazu Miyazaki. 2006. “Economy of Dreams: Hope in Global Capitalism and Its Critiques. In: Cultural Anthropology, Vol. 21, No. 2: 147-172. Michael Hathaway, 2010. “The Emergence of Identity: Public Intellectuals and an Indigenous Space in Southwest China”. In: Cultural Anthropology May 2010, Vol. 25, No. 2:301.333.
C. fieldwork in garbage dumps is less expensive D. surveys and interviews are done by sociologists 40. __________ linguistics, which focuses on the comparison and classification of different languages to reveal historical links, can often be used to confirm inferences derived from archaeological or paleoanthropological research on ancient population movements. A. Historical B. Socio- C. Structural D. Evolutionary E. Ethnological 41. An anthropologist interested in structural linguistics might consider doing research on: A. the relationship between Chinese and Japanese B. whether bilingual children think differently from children who know only one language C. why some people speak with a Southern accent only when they are with family members D. what languages are spoken in highland 42. Most of the research of anthropologist Schieffelin falls under the category of: A. sociolinguistics B. ethnomusicology C. forensic anthropology D. prehistoric archaeology 43. A unique research strategy of anthropologists which involves learning the language and culture of a group by participating in the group's daily activities is called: A. assimilation B. holistic interaction C. ethnography D. participant observation E. cultural probing 44. Anthropology is said to be "holistic" because it: A. is concerned with primitive societies B. makes use of both written and spoken sources C. combines studies of biological and cultural phenomena D. studies the mystical aspects of human experience 45. The use of anthropological data to offer practical solutions to problems within a society is called: A. applied anthropology B. forensics C. ethnography D. participant observation E. holism 46. An example of "applied anthropology" be: A. a study of genetic differences between gorillas, chimpanzees, and humans
level. This bursary includes payment of your tuition fees, as well as a generous stipend, of which the amount is determined by the average you achieved in the third year Anthropology courses. If you achieved 65-69% you will receive R7 000, 70-74% R8 000, and for achieving over 75% you will receive a stipend of R8 500. Students applying for a Special Honours Merit bursary are required to also apply for a National Research Foundation (NRF) bursary if they are eligible; the department will provide application forms for both the Special Honours Merit bursary and an NRF bursary to students accepted into its Honours program for 2016. (For more information on the NRF bursaries, visit their website at or . The deadline for the NRF bursary applications is typically in January of each year, with results only announced after mid-February.) Students receiving Special Honours Merit bursaries are required to work within the department for eight hours a week. The duties and working hours will be organised in early 2016, and is managed by the department. Please note that should you receive the Special Honours Merit bursary, and then cancel your studies during the year, you are liable for the payback of the full bursary. Admission to BA Honours in Anthropology A Baccalareus degree with Anthropology as a major subject, wih a minimum average of 65% in Anthropology, is required. Note that admission to the Honours program is not automatic even if the applicant is in possession of an appropriate preceding qualification, and meet the minimum entrance requyirement. To apply Please complete the attached UJ application form. Attach the following documentation to this application: Your full academic record Your Curriculum Vitae A letter of motivation Two certified copies of your ID / passport. The closing date for applications for study in 2016 is 31 October 2015. After considering the applications, the department will notify applicants of the outcome by late November. Anthropology Honours coordinator Leigh Southey Tel. 011 559 2876 Fax 011 559 3329 E-mail: lsouthey@uj.ac.za Make sure you can tick all these before you submit your appliation UJ application form Academic record Curriculum Vitae Letter of Motivation 2 Certified copies of ID/passport
Student’s Name: NAU ID: * Course No. Course Title Replacement Course Semester Year Hours T/E/P** Applied Linguistic Anthropology Concentration (12 units required) * ANT 569 Ethnographic Research Methods * ANT 514 Linguistic Anthropology Lab * ANT 514 Linguistic Anthropology Lab * ANT 514 Linguistic Anthropology Lab * ANT 614 Ethnography of Communication * ANT 639 Anthropology of American Culture Additional Informaton a ANT 698: Students will write and successfully defend an internship paper in their final term. b ANT 699: Students will write and successfully defend an internship thesis in their final term. Signatures By signing you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Student: Date: Advisor: Date: Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Title Replacement Course Semester Year Grade T/E/P** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU
Clearly state the Program level student learning outcomes [4 recommended; but feel free to add more] Curriculum Map (add/delete columns and rows as needed). Begin the curriculum map with at least three major courses, i.e. the introductory course required for students in the major, capstone course and research method course. *Course # Program Level Student Learning Outcomes SLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 Anth 101 Introduction to Cultural Anthropology Students will learn about basics aspects of the structure of all human societies and the purpose of culture in human adaptation. Through course readings, exams, lectures, and videos, students will learn about the key concepts and methods of the discipline of anthropology. In weekly class discussions students will have to provide reasoned written arguments using evidence from the readings to support conclusions taken about questions raised in the discussions. Through ethnographic field research, students will have to evaluate observed behavior and develop a valid research analysis. Anth 152 Medical Anthropology Develop an understanding of medical anthropology and the social aspects of health. Through assigned readings, know and understand the theories and methodologies used by medical anthropologists to understand health, healing, and disease. To understand the ways in society behaves, articulates its ideas and beliefs, and organizes its resources with respect to health and illness. Through research, see the signs of illness and sufferings and their interpretations and meanings in different cultural traditions. To know the role of power dynamics and the political economy of health in shaping illness and disease
TENDRING DISTRICT COUNCIL TENDER – OUR D000037/2 Anti-Collusion Tendering Certificate We certify that this is a bone fide tender and that we have not fixed or adjusted the amount of the tender by or under or in accordance with any agreement or arrangement with any other person. We also certify that we have not done and we undertake that we will not do at any time before the hour and date specified for the return of this tender, any of the following acts: a) Communicating with any the amount or approximate amount of the proposed tender, except if specifically allowed and referenced in the tender documentation if required to support / inform the preparation of the tender; b) Entering into any agreement or arrangements with any other party in respect of that party refraining from tendering or disclosing to another party the amount of any tender to be submitted; c) Offering or paying or giving or agreeing to pay or give any sum of money or valuable consideration directly or indirectly to any party for doing or having done or causing or having caused to be done in relation to any other tender or proposed tender the said work, any act or thing of the sort described above. d) Communicating with any other party in respect of any details that could be seen as having a direct influence on the tender outcome (this would exclude tender clarification questions / queries which should be conducted in writing in accordance with any instructions set out in the tender documentation) In this Certificate, the word ‘party’ includes any persons including Council Officers and any body or association, corporate or unincorporated; and ‘any agreement or arrangement’ includes any such transaction, formal or informal, and whether legally binding or not. SIGNED ……………………………………………………. PRINT NAME ……………………………………………………. ON BEHALF OF ……………………………………………………. PRINT POSITION IN COMPANY ……………………………………………………. DATE ……………………………………………………. February 2018
Contents Section Page 1 Introduction 4 1.1 1.2 2 2.1 Objectives Scope Definitions NHS Counter Fraud Authority 5 5 5 5 2.2 Fraud 6 2.3 3 4 5 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 6 6.1 6.2 Bribery and Corruption Other Relevant Procedural Documents Code of Conduct Roles and Responsibilities Role of the Governing Body / Committee Accountable Officer Chief Finance Officer (CFO) Managers Employees Anti-Fraud Specialist (AFS) NHS Counter Fraud Authority (NHSCFA) Internal and External Audit Human Resources Information Management and Technology The Response Plan Reporting fraud, bribery and/or corruption Sanctions and Redress 6-8 8 8-10 10 10 10 11 11-12 13 13-14 14 15 15 15 15-16 17 7 Consultation Process 17-18 7 7.1 7.2 Dissemination and Implementation Dissemination Implementation 18 18 18 8 Process for Monitoring Compliance and Effectiveness 18 9 Standards/Key Performance Indicators 18 10 References 18 Appendices Appendix A – Desktop Guide 20 Appendix B – Referral Form 21 Introduction One of the basic principles of public sector organisations is the proper use of public funds. The majority of people who work in the NHS conduct themselves in an honest and professional manner and they believe that fraud, bribery and
Too much exercise Electrolyte imbalance Stroke (CVA) Nerve damage Treatment for the above rhythm might include: Oxygen Correction of electrolyte imbalance Lidocaine All of the The premature beats in the rhythm occur: In the atria In the SA node In the AV node In the ventricles
Some Public Offences and Punishment Act, 1970, The Children Act, 1992, The State Cases Act, 1993 Nepal Treaty Act 1990. The Foreign Employment Act, 1985 Privacy guideline National Polices ,National Plan of Action Session-5 Jurisdiction of State Criminal Jurisdiction Extraterritorial Jurisdiction Concurrent Jurisdiction Session-6 Psychological impact of Trafficking and its impact of victim discussion and Mock trail session Making Road to Justice Accessible : Victim Protection Session-7 Making Road to Justice Accessible : Victim Protection Principle of Non Discrimination Safety and Fair Treatment Right to Privacy Right to Compensation Right to Remedy Free legal Aid Service Access to private action and reparation Family Reunion , state cooperation obligation of receiving or transit Countries Gender Mainstreaming in Anti Trafficking Program Hiv/Aids and Trafficking Reintegration of Society Session-8 Role and Responsibility to control human trafficking of different Stakeholder Role of Police office Role of Attorney Journey office Role of Government Attorney jornel Role of judicial Bodies Role of Court Role of Civil Society /Family Challenges of Enforcement of national Decisions Session-9 Landmark Decisions of the Supreme Court Rajkumar Pandey Vs Nepal Government. 60.N NKP 2064, Vol-1,Page 127 Uttam Lama Vs.Nepal Government, NKP 2061.Part 9 D.N 7432,page,1103. Kamelesh Dubedi Vs Mininstry of Primiminister .Writ no 2064, supreme court bulletin, year,18,no 8,2066 sawan 16,page 66) Advocate Sapana Pradhan vs Gov of \Nepal , Writ No,3561,2063,Decision Date 2064,poush 10, supreme court buleten 2064. References Book Dr.Sankar Shrestha,Victim Jurispurdence,Pairavi Prakashan,2062 ILO Action Against Trafficking In Human Beings 2008,ILO office Geneva
Continuing personnel development to sustain bullying prevention programs; and Coordination with Local Government Units, Barangay (Barangay Council for the Protection of Children) and other stakeholders. Classroom- level initiatives that focus on: Reinforcing school-wide rules pertaining to bullying; Building a positive sense of self and interpersonal relationships through the development of self- awareness and self- management, interpersonal skills and empathy, and responsible decision- making and problem- solving; Discussion of issues related to bullying, and strategies for responding to and reporting of incidents of bullying; Teaching positive online behavior and safety and how to recognize and report cyber-bullying; and Providing an inclusive and caring learning environment for students. 3.Involving parents in bullying prevention activities, such as: a. discussions of the anti-bullying policy of the school, emphasizing bullying prevention during Parents- Teachers Association meetings and seminars; and b. conducting or sponsoring education sessions for parents to learn, teach, model, and reinforce positive social and emotional skills to their children. 4. Monitoring students who are vulnerable to committing aggressive acts or who are perpetrators of bullying, or who are possible targets or victims, for the purpose of early intervention. This activity shall be conducted with utmost confidentiality and respect for all parties concerned. IV-Intervention Counseling Life skills training Education Symposium Adopted this 4th day of February 2015 at Bacolod Elementary School, Upper Mingading, Aleosan, Cotabato. CHILD PROTECTION COMMITTEE SHEILA MAE C. OYAO RUBEN C. CATANUS SONIA C. PORMENTERA SPG PRESIDENT PTA PRESIDENT TEACHERS’ ASSOSIATION PRESIDENT HON. ROSALIE C. CALAMBA WILMA C. CAAYA REPRESENTATIVE FROM BARANGAY VICE CHAIRPERSON RENE O. CALIBAYAN P-I CHAIRPERSON
12. ARBITRATION In the of dispute between the parties as to the nature of the Services or the terms of the Appointment, the same shall be referred to Arbitration on the application of either party [Arbitrator should be to a defined body, preferably based in UK]. The decision of any such Arbiter (including as to expenses) shall be final and binding on the parties to the Appointment. Declaring that it shall be an essential condition of the appointment of an Arbiter that he/she gives his/her decision within a period of 10 working days from the date of appointment; time being of the essence in this regard. 13. PREVIOUS AGREEMENTS The Appointment represents the whole understanding of the parties with regard to the subject matter hereof and supersedes all previous agreements whether oral or written between the parties. No variation to the terms of the Appointment may be effected except with the consent in writing of authorised representatives of both parties. FORCE MAJEURE The University shall not be liable to the Adviser and/or any authorized representative of the Adviser or be deemed to be in breach of the Appointment or any of their obligations hereunder, if the failure was due to any cause beyond the University's reasonable control. 15. GOVERNING LAW This Agreement be interpreted and applied in accordance with the Law of Scotland and the parties submit to the jurisdiction of the Scottish Courts. The parties hereto consent to registration of the Appointment and any certificate issued hereunder for preservation and execution. Signed: ...................................... For and on behalf of the University of St. Andrews Signed: ..................................... For and on behalf of the Adviser ANNEX D
JOHNY HONTIVEROS PTA Representative JERRY LAWA (SPG PRES.) Pupil’s Representative KAG. DAISY YUNSON Community Representative Prepared by: D. LEONIDA School Guidance Coordinator NOTED: MARIDAD M. ESTIMO ESP – 1
Children are expected to work constructively as part of any restorative practice both when directly or indirectly involved as members of the school’s community. 4.4 Parents/Carers All parents/carers will be aware of the school’s anti-bullying policy and will actively support work to implement, monitor and review the school’s policy. They will know who they can talk to and what they can expect if bullying occurs. Parents/Carers should take the opportunity arising from any consultation process to ensure that voice is reflected in the school’s anti-bullying policy. Parents/Carers should encourage and support their child to report any incidents of bullying involving themselves or others to the appropriate member of the school’s community. Parents/Carers should work constructively with the school where their child is involved in any incident, supporting the anti-bullying practices, including restorative practices and reinforcing the principles and ethos behind the school’s policy. Parents/Carers should model respectful relationships with members of the school’s community. They should not encourage their child to take matters into their own hand or become directly involved in any way that causes the issues to escalate or cause conflict between members of the wider school community. Parents/Carers should report any incidents they feel bullied by any other member of the school’s community directly to the head teacher/depute head teacher or member of the Authority’s Education Management Team so the issue may be addressed. 4.5 Partners It is our expectation, that all partners who work with the school (NHS, Social Services, Police, Voluntary Sector, Colleges) will adopt the spirit of this policy and work to prevent and reduce bullying and prejudice among children from the early years and beyond school age. 5. Prevention of Bullying Within this policy all members of staff require to be clear of their role in preventing bullying and in dealing with instances of bullying. The knowledge and skills required will be delivered through in-service training, either within the school or by outside agencies or CPD opportunities. Pro-active strategies to help decrease the incidence of bullying include the following:
certain provisions as a minimum. One such provision is a prohibition on bullying in both school premises and in non school-related locations, if the act/s in question create a “hostile environment” at school for the victim, infringe on his rights or disrupt the educational process. A provision prohibiting retaliation against those who report bullying and through a system of anonymously reporting bullying acts is also required. DEFINITION OF TERMS For better and clearer understanding of this policy, the following terms are defined: Administrative Sanction refers to a punishment given for school personnel that involves child abuse. Bully refers to a student who commits acts of bullying as defined in R.A. No. 10627, its Implementing Rules and Regulations (IRR), and this policy. This term also includes a student who participates in any of the acts of bullying by supporting or aiding the commission thereof. Bullied or Victim refers to a student who experiences the acts of bullying or retaliation as defined by R.A. No. 10627, its IRR, and Policy. Bullying refers to any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of the other student at school; or materially and substantially disrupting the education process or the orderly operation of a school; such as, but not limited to, the following: a. Any unwanted physical contact between the and the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use of available objects as weapons; b. Any act that causes damage to a victim’s psyche and/or emotional well-being; c. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or profanity at the target, name-calling, tormenting and commenting negatively on victim’s looks, clothes and body; and d. Cyber-bullying or any bullying done through the use of technology or any electronic 3
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CURRIE COMMUNITY HIGH SCHOOL Document Title: ANTI-BULLYING and EQUALITIES POLICY Document Number: CPP – 4.6 Date Reviewed: January 2016 Date of Next Review: January 2017 Document Reviewer: A MCKINNEY The Content of this policy has been taken from current policies and practices of Edinburgh schools and from guidance on the Equality Act 2010. THE POLICY
Signed:_______________________________(Relevant Teacher) Date:_______________
Version Comments/amendments Name Date 3.0 The policy is now on the DfE Preventing and Tackling bullying 2017 rather than 2013. Alex Delling December 2017 3.0 Added a reference to the schools behaviour policy which is also used to help prevent bullying. Alex Delling December 2017 3.0 The policy now includes a section on bullying as a safeguarding concern or child protection issue. Alex Delling December 2017 3.0 There is now a section which includes ‘Bullying which occurs outside the school premises. Alex Delling December 2017 3.0 The policy now states that low disruption and the use of offensive language will be intervened early to help stop behaviour escalating. Alex Delling December 2017 3.0 A section has been on dealing with cyber bullying. Alex Delling December 2017 3.0 More preventions have been added for Anti-bullying. Alex Delling December 2017
APPENDIX 1 TYPES OF BULLYING BEHAVIOURS Behaviour Personal aspects Social aspects Criminal Verbal bullying Deliberately intended to hurt, intimidate, frighten, harm or exclude or name calling belittling comments, jokes or verbal attacks based on appearance, disability, home situation, family, race, culture, income, class, religion, faith, sexual orientation or gender nasty teasing hurting a person’s feelings sexual harassment making personal threats alienating a person from their friends and social groups damaging a reputation excluding and not including in small or larger group activities spreading rumours using sexually abusive or suggestive language or images to exclude/harass/intimidate a person or group ostracising malicious gossiping coercing people or daring them to do illegal acts inciting others to do dangerous things inciting hatred towards an individual or group base on faith, race, sexual orientation or towards those with special needs or disabilities sexual harassment and “sexting” threats about damaging a person, their family, friends or property, including inflicting physical harm intimidating telephone calls Taunting based on faith, race, special needs, disabilities or sexual orientation. Non verbal bullying Deliberately intended to hurt, intimidate, harm, frighten or exclude a person or group intimidation through gesture hiding, stealing or damaging a personal belongings. dirty looks sending written threats setting someone up to take the blame publicly shunning someone – not speaking with or interacting with them stalking Physical bullying a direct physical attack on a person an indirect attack on property or belongings beating biting choking kicking punching shaking slapping shoving urinating tripping spitting hitting poking throwing ignoring groping or unwanted touching Social aspects of physical bullying include embarrassment and public humiliation Group bullying is when a child or young person is outnumbered or picked on in some of the following ways: blocking the way forced to participate in initiation rites forced to do unwanted things in front of others having belongings destroyed, stolen and / or ridiculed demanding money extortion with threats sexual abuse, sexual violence threatening with a weapon using a weapon to inflict harm (assault) physical assault stealing ‘happy slapping’ criminal damage
Farewell to the former Sex Discrimination Commissioner, Elizabeth Broderick at the Northern Territory Women’s Working Centre CDU Governance Institute – Being Employer of Choice – Gender and Cultural Diversity Hays Recruitment – Gender Diversity – Why Aren’t We Getting it Chamber of Commerce – Targeted Recruitment Office of Women’s Policy – four Lunch Box sessions - Unconscious Bias – Raise Awareness to Bust your Bias Northern Territory Women’s Lawyers Association International Women’s Day Cocktail Party – Family Life & Practice – Personal and Equal Opportunity Reflections Engineers Australia – What is Unconscious Bias - International Women’s Day – Darwin and Alice Springs NT Department of Attorney General and Justice – White Ribbon Barbeque Northern Institute -– Fair Go – No Go - What are the Barriers for Aboriginal Territorians Accessing the ADC
ATTRIBUTES & PROHIBITED CONDUCT IDENTIFIED IN FORMAL COMPLAINTS Attribute 2015-16 2014-15 2013-14 2012-13 Age 45 37 35 34 Aiding the contravention of the Act 30 22 17 20 Association with a person 46 43 22 29 Breastfeeding 3 0 0 0 Discrimination Advertising 3 3 5 7 Failure to accommodate a special need 100 83 62 75 Guide/Assistance Dog 0 1 0 0 Disability 114 84 64 76 Irrelevant criminal record 29 29 3 3 Irrelevant medical record 32 31 14 17 Marital status 32 43 12 8 Parenthood 28 27 8 17 Political Beliefs/Opinions 24 15 6 11 Pregnancy 4 8 7 11 Race 74 83 79 101 Religious beliefs/activity 25 24 11 19 Seeking unnecessary information 30 64 47 38 Sex 66 62 63 43 Sexual harassment 49 50 57 30 Sexuality 9 24 31 17 Trade union activity 13 12 13 11 Victimisation 61 58 16 25 Figure 17 AREAS OF COMPLAINT An area of complaint is alleged discrimination occurred, for example at work. The Act is limited to discrimination in the following public areas of life: Work Education Goods, services and facilities Superannuation and insurance Accommodation Clubs. AREAS
Aly De Groot – A new leaf (Rights on Show 2015) APPENDIX 1 KEY DELIVERABLES 2015-16 Key deliverables Current Year Targets Previous Years 2015-16 Estimate 2015-16 Actual 2016-17 Estimate 2014-15 Estimate 2014-15 Actual Public awareness / community-based events, development of educational resources and training (hours) 80 586 80 80 174 Public awareness / community-based events, development of educational resources and training (sessions) 30 123 30 Nil Nil Complaints (includes complaints carried over) 200 236 200 200 238 Complaints conciliated 40% 62% 40% 40% 65%
Overview Australia’s anti–dumping and countervailing system (hereafter the anti–dumping system) provides some Australian industries with protection additional to that available through the general tariff regime. Such protection — usually in the form of special customs duties — can be granted when: either the export price of a good to Australia is lower than the price in the overseas supplier’s home market; or the supplier has received any of a specified group of subsidies from its government, and the ‘dumped’ or subsidised imports cause, or threaten to cause, ‘material injury’ to a local producer of ‘like goods’. Most countries have anti–dumping systems, but the merits of such protection have long been questioned. Like other forms of trade protection, antidumping duties protect some industries at the expense of other industries and consumers who use the imported goods concerned. And, like other trade protection, such duties give rise to broader economic costs by distorting consumption and investment decisions, muting the incentives of the protected industries to improve their competitiveness and deterring trade. As such, the central question has been how anti–dumping protection could be beneficial when it is widely accepted that trade barriers are harmful to both the country taking action and the global trading system more broadly. Australia’s anti–dumping system is based on internationally agreed rules and procedures under the auspices of the World Trade Organization (WTO), but those rules do not endorse antidumping protection. Indeed, they do not oblige governments to take action against dumped or subsidised imports, nor prohibit or most types of subsidisation. Rather, the WTO rules seek to place bounds on any antidumping or countervailing actions by member countries and are essentially an attempt to limit the scope and stringency of protection and therefore the economic harm that it imposes. Why this study? Reporting on the effects of Australia’s anti–dumping system and the efficacy of industry assistance is not a new endeavour for the Commission. In addition to undertaking a formal public inquiry into the system in 2009, it has monitored developments in the system as part of its statutory role to report annually on assistance provided to Australian industries. Since the Commission’s 2009 inquiry, the degree of assistance provided by the system to claimants has risen.
The Bribery Act recognises that there are circumstances in which individuals are left with no alternative but to make payments in order to protect against loss of life, limb or liberty, and the common law defence of duress is likely to be available. If you feel that refusing to pay puts you at risk of loss of life, limb or liberty make the payment and report it to as soon as possible to your manager and the Head of Counter Fraud. They will decide whether this should be reported to authorities. The fact that you have made it difficult for the official to obtain a bribe may deter them from asking others.
Current Document Status Version 1.0 Approving body Audit Services Date 01 May 2015 Date of formal approval (if applicable) N/A Responsible officer Simba Muzarurwi Chief Audit Executive Review date 27/04/2016. Location Audit G drive and Intranet Version History Date Version Author/Editor Comments 27/04/15 1.0 Jason Pengilly Review following Council re-structures recognising changes in job titles. Comprehensive Impact Assessment Record Date Type of assessment conducted Stage/level completed (where applicable) Summary of actions decisions made Completed by Impact Assessment review date 27 April 2015 Initial Awaiting DEAG review NFA Neil Hamilton 27 April 2015 Document retention Document retention period 6 years in electronic copy SUMMARY Headlines