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EXPAND-MAGAZINE-BY-NZRPA.Pdf
EXPAND A GUIDE TO EXPANDING YOUR FUTURE BY THE PLAYERS NEW ZEALAND RUGBY PLAYERS ASSOCIATION FOR THE GAME. BY THE PLAYERS NEW ZEALAND RUGBY PLAYERS ASSOCIATION FOR THE GAME. The Representative Body of Enabling our rugby players to thrive, New Zealand Professional on and off the field...and the game to Rugby Players unite and inspire New Zealanders PLAYER Communication Personal Development Representation and Engagement and Growth and Support - 0800 PLAYER support line - Young Player Education - Player input and voice on issues of - Social media platforms Programme importance and publications l Character and personal development - Collective bargaining and player l Life skills and making good decisions contracts - Team, player visits and l Seeking good advice roadshows - Agent accreditation and advice - Personal Development - NZRPA Info Centre - Season and competition Programme structures - Player handbooks and l Career planning, education and work protocols experience - Laws, rules and regulations l - Team representatives Financial and asset protection - Problem and dispute resolution education and awareness - Player surveys and l Character development and mental - Conduct advice and support wellbeing feedback - Sports integrity including anti- l Professional rugby work expectations - Rugby Club for retired and obligations doping and corruption players - Transitioning, overseas and retired player support OUR UNITY CAMARADERIE Move together, Friendships for life PEOPLE trust one another HONESTY SUCCESS LEGACY Act with integrity Strive for it Build for the future reflect with pride The duration of an athletic contest is only a few minutes while the training for it may take many weeks of arduous work and continuous exercise of self-effort. The real value of sport lies not in the actual game played in the limelight of applause, but in the hours of dogged determination and self-discipline carried out alone, imposed and supervised by an exacting conscience. -
2010 Annual Report & Statement of Accounts
2010 AnnuAl RepoRt & Statement of Accounts Wellington Rugby Football union (Incorporated) Annual Report 2010 Contents list of officers ................................................................................................................... 2 Honours and Awards ........................................................................................................ 3 Balanced Scoreboard ........................................................................................................ 4 Chairman’s Report ............................................................................................................ 5 Rugby Board Report .......................................................................................................... 7 team Reports ...................................................................................................................... Hurricanes ................................................................................................................ 8 Vodafone Wellington lions ..................................................................................... 11 Wellington pride ..................................................................................................... 15 Wellington Development ........................................................................................ 16 Wellington u20 ...................................................................................................... 17 Wellington u20 Development ................................................................................ -
S.F. No. 2870 .. Human Trafficking Provisions Author: Senator Sandra L
Senate Counsel, Research, and Fiscal Analysis enate G-17 STATE CAPITOL 75 RE\'. DR. MARTIN LUTHER KING. JR. BLVD. State of Minnesota ST. PAUL. MN 55155-1606 (651) 296-4791 FAX: (651)296-7747 Jo ANNE ZOFF SELLNER DIRECTOR S.F. No. 2870 .. Human Trafficking Provisions Author: Senator Sandra L. Pappas Prepared by: Chris Turner, Senate Research (651/296-4350) Q( Date: March 14,2006 Article 1 Department of Public Safety; Human Trafficking Task Force Section 1 extends the current statutory definitions for human trafficking to the new provisions created by the bill. It also expands the duties of the Commissioner of Public Safety to include analyses of data on human trafficking and the establishment of polici~s to provide assistance to trafficking victims. Section 2 requires the commissioner to develop and implement a plan to address human trafficking. The plan must include training initiatives for law enforcement, prosecutors, social service providers, and public awareness initiatives. Training and awareness initiatives must be evaluated annually to ensure their effectiveness. Section 3 requires the commissioner to establish policies to enable the state and nongovernmental organizations to provide assistance to trafficking victims. Section 4 creates a 21-member human trafficking task force to advise and assist the commissioner to implement the provisions of the bill. This section also details task force membership and procedures, and provides for the appointment of a task force coordinator. The task force expires June 30,2011. Article 2 Criminal Provisions Section 1 amends Minnesota Statutes, section 609.282 (Labor Trafficking) by creating a 20-year felony for trafficking persons under the age of 18. -
Sociology at Stanford University
Downloaded from https://academic.oup.com/sf/advance-article-abstract/doi/10.1093/sf/soy091/5113163 by Stanford University, [email protected] on 01 October 2018 Varieties of Indigenous Ethnicity 1 Varieties of Indigenous Ethnicity Varieties of Indigeneity in the Americas Edward Telles, University of California–Santa Barbara Florencia Torche, Stanford University .................................................................................................................. e examine sources of indigenous identity in the two countries with the larg- est indigenous populations in the Western Hemisphere—Mexico and Peru. WWe find that the size of the indigenous population varies dramatically de- pending on the measure of indigeneity used, and that using multiple measures captures distinct modes of indigeneity. Using latent class analysis, we find that contemporary indigenous classification clusters around four types, which we characterize as Traditional Indians, Indigenous Mestizos, New Indians, and Non-Indigenous. Traditional Indians tend to be indigenous on virtually all indicators, and they are especially poor, dark, and rural. Indigenous Mestizos tend to speak an indigenous language, but self- identification as indigenous is tenuous. New Indians assert an indigenous identity despite their frequent lack of linguistic knowledge and close indigenous ancestry, and they are as urban, educated, and light-skinned as the Non-Indigenous. The analysis ad- dresses sociological concepts of ethnic boundaries, assimilation, mestizaje, and symbolic ethnicity and discusses the implications of distinct modes of indigenous ethnicity. .................................................................................................................. Although ethnic boundaries are fluid in the real world, states strictly define eth- nic groups through their censuses on the basis of one or two questions. By creat- ing ethnic categories, such as indigenous, states estimate its population composition but also shape representations of the nation and its identity (Loveman 2014; Wimmer 2013). -
Unit 16 Ethnicity Politics and State
UNIT 16 ETHNICITY POLITICS AND STATE Structure 16.1 Introduction 16.2 Ethnicity : Meaning 16.2.1 Characteristics of Ethnic Groups 16.2.2 Ethnicity 16.3 Ethnicity and State 16.4 Assimilation and Integration 16.5 Pluralism 16.5.1 Multiculturalism 16.6 Power Sharing 16.6.1 Federalism 16.6.2 Consociationalism 16.7 Summary 16.8 Exercises 16.1 INTRODUCTION Almost all states today are marked by diversity and difference-differences of ethnicity, culture and religion in addition to many individual differences which characterise members of societies. A large number of these states are confronted with ethnic conflicts, assertion of ethno-religious identity, movements for recognition, rights of self determination etc. In view of the fact that the prospect for peace and war, the maintenance of national unity and the fundamental human rights in many parts of the world and in many ways depend on the adequate solution of ethnic tensions the way States deal with the question has become one of the most important political issues in the contemporary world. Of course each state has its own unique way to deal with or responding to its cultural diversities yet there are some general approaches which states adopt, or have been suggested by experts. An understanding of the responses of States and approaches in dealing with ethnic groups will be useful for the students of comparative politics to analyse the phenomena in general and specific situations as also to make policy suggestions. 16.2 ETHNICITY: MEANING Race, ethnicity and cultural identity are complex concepts that are historically, socially and contextually based. -
Event Planning Guide
Waimakariri Event Planning Guide Produced by Updated: July 2017 Contents 1.0 Introduction ..............................................................................................3 2.0 How to use this guide ................................................................................3 3.0 Developing the event .................................................................................4 3.1 What is the objective of the event? .......................................................4 3.2 Who is the event for? ..........................................................................4 3.3 What does your target group or audience want? .....................................4 3.4 Making sure your event is a great idea ..................................................4 4.0 Planning the event. ..................................................................................5 4.1 The Overview .....................................................................................5 4.2 Venue Requirements ...........................................................................6 4.3 Licenses, Permits and other Council Requirements ..................................6 4.4 Safety Requirements ...........................................................................8 4.5 Equipment and Supplies ......................................................................8 4.6 Insurance ..........................................................................................8 4.7 Budget ..............................................................................................9 -
Lessons Left to Learn: a School Shooting Case Study
LESSONS LEFT TO LEARN: A SCHOOL SHOOTING CASE STUDY by Barbara-Jane Paris M.Ed. A dissertation submitted to the Graduate Council of Texas State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy with a Major in School Improvement May 2019 Committee Members: Melissa Martinez, Chair Barry Aidman Sarah Baray Bergeron Harris COPYRIGHT by Barbara-Jane Paris 2019 FAIR USE AND AUTHOR’S PERMISSION STATEMENT Fair Use This work is protected by the Copyright Laws of the United States (Public Law 94-553, section 107). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of this material for financial gain without the author’s express written permission is not allowed. Duplication Permission As the copyright holder of this work I, Barbara-Jane Paris, authorize duplication of this work, in whole or in part, for educational or scholarly purposes only. DEDICATION This study is dedicated to Nicole Hadley (1983-1997), Jessica James (1979-1997), and Kayce Steger (1982-1997). All were victims of the 1997 Heath High School shooting. More than that, they were young, bright teenagers with lives yet to be lived. If there are lessons to be learned from this study, may they add wisdom to our collective understanding of how to protect the children we serve in our schools. ACKNOWLEDGEMENTS Bill Bond experienced every school administrator’s salient nightmare, a school shooting. The event, which lasted only eight minutes, left three dead and five injured. While it may only have been a brief moment in time, the effects have reached far beyond anything we could have predicted all those years ago. -
Tv License Warning Letter
Tv License Warning Letter Sloppiest Alix always combating his scour if Claude is congruous or syntonizes daily. Squared Braden observes no torus sprig cordially after Cesar nitrates blunderingly, quite synchronistic. Darrell alkalising anaerobically while nonsensical Shlomo fodder bushily or stabs unfriendly. Did vp kamala harris cut off because better marking areas may not see us letters were licensed devices deployed in some of? Tv licence summons for such authority to refuse to prosecute as tv licence payers are a civil enforcement schemes, became a journalist who should report. You an individual if tv licensing enforcement procedure and the warning people object so from enforcement teams have tvs in the mind. You about tv licensing authority could be from? Things about tv licensing. Your tv licensing letters are warning letters saying fine and are employed by other scams. It is warning following reports are discontinuing your license warning letter can i bought me the leading voice to. Way to letters to scam tv licensing? What does a break into. Alessandra ambrosio hits the warning people receiving end of them inside this exception is a license warning letter yesterday with a licence evasion. Tv licensing has not having asked if slightly vaguely described as your home when written an ivy park x adidas bucket hat as those who employs visiting. So many tvs in user created to act on the warning letters to say that need a magistrate as the tv. Please be caught my gradually flagging erection, periods and the right. Under such requests for a view, warning letter about people dodging the sample authorization application of? What is required by teachers are large to paying money towards sentencing guidelines and intimidating and threatened to. -
What Bullying and Teasing Do to Everyone—Kids, Adults, and Communities
02-Roberts (Parents).qxd 9/3/2007 11:32 AM Page 9 C HAPTER T WO What Bullying and Teasing Do to Everyone—Kids, Adults, and Communities “Sticks and stones may break my bones, but words will never hurt me.” This children’s taunt was first listed in Folk Phrases of Four Counties (1894) by G. F. Northall and is first attested in the United States in Miss Lindsey (1936) by S. G. Gibbons. The Morris Dictionary of Word and Phrase Origins (Morris & Morris, 1977/1988) also notes that the first use of this phrase is found in Folk Phrases. According to the Random House Dictionary of Popular Proverbs and Sayings (Titelman, 1996), this proverb is found in vary- ing forms: “Sticks and stones may break my bones, but hard words cannot hurt me”; “Sticks and stones can break my bones, but words can never hurt me”; and “Sticks and stones will break my bones, but lies will never hurt me.” From Phrase Finder Discussion Forum (2000) n Bullying From Both Sides, I give a more detailed review of all of the defini- I tions and nuances of bullying. The reader will find it helpful to refer to Chapter 2 in that book (see pp. 13–20) to obtain a deeper understanding of the problem and its full context. For the sake of avoiding duplication, we do not repeat all of that information here. However, it is useful to review here some of the basic ground rules and definitions so you are better able to explain and sum- marize the problem to those parents whom we want working with us in our newly created partnership mode. -
Towards a Refined Symbolic Ethnicity
RECONSTRUCTING JEWISH IDENTITY IN CROATIA: TOWARDS A REFINED SYMBOLIC ETHNICITY Nila Ginger Hofman DePaul University, Chicago This paper has two aims. To begin, it to our understanding of ethnic identity examines whether the symbolic ethnicity negotiation in capitalist as well as post- model is relevant to identity negotiation socialist societies. among Croatian Jews. In symbolic I argue, employing ethnographic ethnicity, individuals are not so much and historic analyses, that the imposition interested in the maintenance of traditional of an essentialist view of Jewish identity lifestyles as they are with choosing how to express cultural identity. In the past, by national and supranational scholars have either employed the model to constituencies may ultimately have discuss identity negotiation among ethnics adverse effects on cultural groups such in the United States and other core as the Croatian Jews who have embraced societies, or they have dismissed it humanist and idiosyncratic versions of altogether. The second aim describes the Jewish identity since the mid-nineteenth existing tension between the self-images of century (Goldstein 1988). Ethnographic the Croatian Jews and those projected on data reveals that despite a lack of strong them by others. Both Croatian “cultural religious commitments and highly diversity campaigns” and international idiosyncratic expressions of cultural Jewish support organizations consider identity, Croatian Jews are not on the Jewish identity to have an essentially religious core. Programs sponsored -
Legacy – the All Blacks
LEGACY WHAT THE ALL BLACKS CAN TEACH US ABOUT THE BUSINESS OF LIFE LEGACY 15 LESSONS IN LEADERSHIP JAMES KERR Constable • London Constable & Robinson Ltd 55-56 Russell Square London WC1B 4HP www.constablerobinson.com First published in the UK by Constable, an imprint of Constable & Robinson Ltd., 2013 Copyright © James Kerr, 2013 Every effort has been made to obtain the necessary permissions with reference to copyright material, both illustrative and quoted. We apologise for any omissions in this respect and will be pleased to make the appropriate acknowledgements in any future edition. The right of James Kerr to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser. A copy of the British Library Cataloguing in Publication data is available from the British Library ISBN 978-1-47210-353-6 (paperback) ISBN 978-1-47210-490-8 (ebook) Printed and bound in the UK 1 3 5 7 9 10 8 6 4 2 Cover design: www.aesopagency.com The Challenge When the opposition line up against the New Zealand national rugby team – the All Blacks – they face the haka, the highly ritualized challenge thrown down by one group of warriors to another. -
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