DOCSLIB.ORG

Rhino Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Rhino Report RHINO REPORT May 23rd, 2016 Ramsey Middle School Minneapolis, MN Volume 1 No. 13 A Note From Principal Janecek Dear Families of Ramsey Middle School, I am writing to announce that I have been offered and accepted a new position. I have decided to pursue an opportunity in the Mounds View school district serving as principal of Irondale High School. I’ve truly enjoyed serving Ramsey Middle School as your principal. Working with this community gave me an exceptional opportunity to develop long-lasting relationships with our families, teachers and staff. Ramsey Middle School has been a wonderful place for me this past year, and I will miss it. However, I am grateful for this new opportunity and know that the students in my next district will benefit from what I have learned here, from you and your children. I am confident that Minneapolis Public Schools will do an outstanding job in searching for a great candidate to fill my current position. They will provide you with updates on this process as they are available. Again, it has been an honor to serve as your principal. The Last Days Of School: 8th Grade End of the Year Teacher Interviews BY: Frances P-G and Solveig J BY: Marley Hinschberger 1. Mr. Koupal The last day of school is coming soon, with only Q: What’s your favorite part of the end of the year? two weeks left. So the question is, what are we doing A: For 8th grade, ValleyFair and the Recognition the last days of school? Well the answer is simple really. Ceremony because that’s what you builds towards all For 8th graders, we get it easy. On June 6th, we go to year. Valley Fair from 9 am to 5 pm. All the information is on Q: What’s your least favorite part of the year? the permission slip you got, which you return to your A: Thankfully it’s done, but testing. second hour teacher. For the last day of school, or June Q: Is It stressful at the end of the year? A: It can be. We have a lot going on. 7th, it's the 8th grade promotion ceremony. The time is Q: Do you enjoy the end of the year? to be decided, but [it is] in the morning. After the A: Yes I do. ceremony your parents can either sign you out or if 2. Ms. Krasean your parents can't, you will be helping out around Q: What’s your favorite part of the end of the year? school, but not doing any studies or Track and Field A: Celebrating student accomplishments for the end of Day. the year. th Q: What’s your least favorite part of the year? 8 Grade End of the Year Event Info A: Oooh. I would say the days before break when everyone is antsy to get out of here of MCA testing. Friday, June 3 - 5:30-8:30 Q: Is it stressful at the end of the year? A semi-formal dance and party will take place in A: Yes because we are trying to do a good job of finishing the Ramsey Cafeteria. The dance will be hosted by A- up this year and planning for next year. List Entertainment. A-List does an incredible job of Q: Do you enjoy the end of the year? encouraging all the kids to dance and join in the fun, by A: Ya, I enjoy the ed of the year. The weather’s nice and fostering a sense of inclusion. There will be a DJ, lights, there’s all the excitement of summer coming. dancers, a photo booth and light refreshments and 3. Mrs. Cisco Q: What’s your favorite part of the end of the year? beverages will be served. Students should plan to eat A: Slam poetry spoken word projects dinner prior to arrival. Q: What’s your least favorite part of the year? A: When kids leave for summer. Monday, June 6 – 9:15 – 5:00 PM – VALLEYFAIR!!! Q: Is it stressful at the end of the year? All the info you need is on your permission slip. A: Ya, a little. It's hard to keep up expectations Don’t have a permission slip, go to Mr. K’s website to Q: Do you enjoy the end of the year? print another copy, or see Mr. K. in room 312. A: Yes, I enjoy all time periods for different reasons. Kids are excited for summer. Tuesday, June 7 (time TBD) – Morning Recognition 4. Mrs. Noriega Ceremony Q: What’s your favorite part of the end of the year? This ceremony, in the newly renovated theater, A: Relationships built with students will celebrate and recognize our students’ Q: What’s your least favorite part of the year? achievements as their middle school experience A: Cleaning my room concludes. The ceremony is open to families and will Q: Is it stressful at the end of the year? be followed by a cake and punch reception in the A: Only on Mondays ( it always is ). cafeteria. Q: Do you enjoy the end of the year? A: I look forward to it, the break and good weather. Joseph and the Amazing Technicolor Dreamcoat Review Of The Musical JatATD: Was Casting Fair? BY: Marley Hinschberger BY: Sierra Krueger-Wolfe The musical this year was Joseph and the I asked the kids in the musical “What part they play and Amazing Technicolored Dreamcoat. I saw it two times, if they thought that the way that parts were assigned once on the opening night and once at the all school was fair?” Here's what they said: performance. In my opinion, this is not the strongest musical that Ramsey has put on. but let's start on the - “Well I’m a Select dancer,” said one kid just as another positives first. The set looked great. They reused the set student said, “but you should be more than that.” “Yes I from Seussical, and it looked better than that one. should, I should, I have talent! And just because I was a Secondly, the cast was great. The leads were strong and 6th grader, just a 6th grader, they have forgotten about pieced it all together. The music was strong and it was me. Its VERY unfair!” neat for the most part. Now for some negatives. In my opinion there was too much music, there was never any - “Well, um, I play [in] the choir, well a guard and I'm in talking and half the time i didn't know what they were the Choir.” “And so do I and we’re pretty good at it.” saying so they also could have worked more on diction. “Yeah, but it’s not that fun.” “Well do you think it’s Some of the dancers forgot their props or we could see fair?” “Yes, because I’m really bad at this.” them from the audience when they were off stage. It was mostly errors that were laughable but made the - “She’s a slav,.” said one kid. “Well thank you, I am the musical not the strongest. I would also like to wife's servant, and I feel like, it's not really fair because compliment the choreography and the leads. I would I feel like they gave all the older kids the better and rate the Musical a 7.5/10 technical errors and some bigger parts and there was only one 6th grade brother professionalism made it worse, but overall it was good. there so I feel like it really very unfair.” Washburn Play Review - “Ok so I’m part of the Chorus, and I personally think that it wasn't fair because they gave like 6 main roles out that actually have like singing parts that are like BY: Marley Hinschberger together and stuff and single parts so I don't think that A Midsummer Night's Dream by Shakespeare: a that's really fair and there's like featured roles but there great play, many films, and so many classes read it in just one or so songs. So I don't think that it's fair.” every year. When Ramsey 8th graders read it, it was obvious that we should see it at Washburn. Now, we “I'm in the chorus, and i guess it's fair because I'm just a only saw ⅔ of the play, and it was set in the 1960s. I sixth grader.” “Well do you think that it's fair that most personally thought the play was very well put together. 6th graders got bad parts or select dancer?” We asked Some might not agree but overall it was good. trying to get more out of her. “I guess.” Special Olympics: Saturday, May 21st @ Roosevelt High School This year’s team was made up of students from not only Ramsey Middle School, but also Green Central and Washburn. Cortez and Theo (pictured) each brought home one Silver and one Gold medal a piece. Congratulations to Ms. Di, Ms. Koch, Ms. Hokr, and all the students that represented us so well! Math Competition Update FROM: Ms. Krasean We had 16 sixth grade students show up on a beautiful Saturday to compete and do some challenging math problems. We had a fun time with great results. Please congratulate the following students on their accomplishments. Participants: September Garwick -Evans, Caroline Claeson, Taite Miller, Ellie berrie, Matthew Feriancek, ben Merims - Johnson, Vaughn Hendrix, Jack Jorgensen, Johanna Perry, Elizabeth Erickson, Ruby Song, Presten berg, Tomm y Lawless, Luke Goeddeke, Nico Alexander, Owen Knych Fact Drill Honorable Mention: Presten berg, Jack Jorgensen, Owen Knych, Vaughn Hendrix Individual 2nd place: Owen Knych Individual Honorable Mention: Jack Jorgensen Team 2nd place: Matthew Feriancek, ben Merims- Johnson, Vaughn Hendrix, Jack Jorgensen Overall Award 2nd place: Matthew Feriancek, ben Merims-Johnson, Vaughn Hendrix, Jack Jorgensen Viva Cinco De Mayo! AVID Field Trip to U of M Learning Works 2015-16 Interesting News 1 Recycling at Ramsey BY: Isabella Freeland RESEARCHED BY: Sierra K-W Ramsey Middle School has a problem.
Load more

Recommended publications
  • Faden, Allie. “Abandoned Children and Surrogate Parental Figures.” Plaza: Dialogues in Language and Literature 5.2 (Summer 2015): 1-5
    Faden, Allie. “Abandoned Children and Surrogate Parental Figures.” Plaza: Dialogues in Language and Literature 5.2 (Summer 2015): 1-5. PDF. Allie Faden Abandoned Children and Surrogate Parental Figures Abandonment, a common fear of children, has roots in literature due to a lengthy history of child abandonment in situations where parents feel the child would be better served away from its home. In our own culture, we see the literary roots of this motif as early as in Biblical writings, such as the story of Moses, continuing into the literature of today. In many instances children are abandoned not because they are unwanted, but out of parental hope that a life away from the natural parents will provide a “better” life for the child(ren). Societies have dealt with this concern in a multitude of ways over time, spanning from Church approval for poor parents to “donate” their child(ren) to the Church up to our modern system of criminalizing such actions (Burnstein 213-221, “Child Abandonment Law & Legal Definition”). During Puritan days, children were fostered out to other homes when a woman remarried after the death of her husband, and were often removed from the home if the parents failed to ensure access to education for the children (Mintz and Kellogg 4-17). Likewise, Scandinavian youths were frequently fostered to other families, either due to a lack of living children within a family, or to cement social bonds between people of varying social status (Short). In the British Isles, surrogate parentage was routine, involving child hostages, fostering to other families to cement social bonds, to deal with illegitimate births, or to encourage increased opportunities for children born to poor families (Slitt, Rossini, Nicholls and Mackey).
    [Show full text]
  • Does Dental Fear in Children Predict Untreated Dental Caries? an Analytical Cross-Sectional Study
    children Article Does Dental Fear in Children Predict Untreated Dental Caries? An Analytical Cross-Sectional Study Suman Panda 1 , Mir Faeq Ali Quadri 2,* , Imtinan H. Hadi 3, Rafaa M. Jably 3, Aisha M. Hamzi 3 and Mohammed A. Jafer 2 1 Division of Pediatric Dentistry, Department of Preventive Dental Sciences, Jazan University, Jazan 45142, Saudi Arabia; [email protected] 2 Division of Dental Public Health, Department of Preventive Dental Sciences, Jazan University, Jazan 45142, Saudi Arabia; [email protected] 3 Interns, College of Dentistry, Jazan University, Jazan 45142, Saudi Arabia; [email protected] (I.H.H.); [email protected] (R.M.J.); [email protected] (A.M.H.) * Correspondence: [email protected] Abstract: Despite free health care services in Saudi Arabia, the prevalence of caries in children is substantially greater in comparison to other high-income countries. Dental fear in children may be an important issue that needs attention. Therefore, the aim was to investigate the role of dental fear in predicting untreated dental caries in schoolchildren. This analytical cross-sectional study included children aged 8–10 years residing in Saudi Arabia. Dental status via oral examinations was surveyed with the WHO standardized chart and the Children Fear Survey Schedule—Dental Subscale was used to score dental fear. Descriptive, binary, and multivariable logistic regression analyses were performed to report the findings at 5% statistical significance. Overall, there were 798 schoolchildren with an average fear score of 36. Nearly 70.4% reported fear of someone examining their mouth. About 76.9% had at least one carious tooth in their oral cavity.
    [Show full text]
  • Children and Crime
    © Jones and Bartlett Publishers, LLC. NOT FOR SALE OR DISTRIBUTION 64340_ch01_5376.indd 20 7/27/09 3:36:37 PM © Jones and Bartlett Publishers, LLC. NOT FOR SALE OR DISTRIBUTION Nature and Extent of Delinquency 1 ection 1 introduces you to the problem of defining and measuring juvenile delinquency. Experts have struggled Sfor more than 100 years to define delinquency, yet it re- mains a complex problem that makes measurement even more difficult. CHAPTER 1 Chapter 1 reports on the status of children in American so- ciety. It also reviews past and present definitions of delinquency Defining Delinquency and defines legal definitions of delinquency that regulated the behavior of children in the American colonies, legal reforms inspired by the child-saving movement at the end of the nine- CHAPTER 2 teenth century, status offenses, and more recent changes in state and federal laws. Measuring Delinquency Chapter 2 examines the extent and nature of delinquency in an attempt to understand how much delinquency there is. Determining the amount and kind of delinquency acts that juve- niles commit, the characteristics of these acts, the neighborhoods these children live in, the kinds of social networks available, and the styles of lives they lead is vital to understanding where the problem of juvenile crime exists in U.S. society. Such knowl- edge also helps us to understand the problem more completely. Is delinquency only a problem of lower-class males who live in the inner city? Or does it also include females, middle-class children who attend quality schools, troubled children from good families, and “nice” children experimenting with drugs, alcohol, and sex? 64340_ch01_5376.indd 1 7/27/09 3:36:40 PM © Jones and Bartlett Publishers, LLC.
    [Show full text]
  • Myth Endorsement and Children's Age of Referral to Augmentative And
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Myth Endorsement and Children’s Age of Referral to Augmentative and Alternative Communication Jennifer Madaffari Ferreira Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Jennifer Madaffari Ferreira has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Charles Diebold, Committee Chairperson, Psychology Faculty Dr. Elizabeth Essel, Committee Member, Psychology Faculty Dr. Rolande Murray, University Reviewer, Psychology Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Myth Endorsement and Children’s Age of Referral to Augmentative and Alternative Communication by Jennifer Madaffari Ferreira MS, Walden University, 2013 MS, Nova Southeastern University, 2005 BS, University of South Florida, 2002 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Psychology Walden University August 2020 Abstract Children who are born without functional speech and who have complex communication needs are at a disadvantage because of their inability to verbally respond. Professionals disagree on when to incorporate augmentative and alternative communication (AAC), often missing critical windows of development.
    [Show full text]
  • The Effect of the Frequency of Parental Visiting on the Length of Placement of Children in Short Term Foster Care
    Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1993 The Effect of the Frequency of Parental Visiting on the Length of Placement of Children in Short Term Foster Care Sheila B. Yeager Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Family, Life Course, and Society Commons Recommended Citation Yeager, Sheila B., "The Effect of the Frequency of Parental Visiting on the Length of Placement of Children in Short Term Foster Care" (1993). Master's Theses. 3950. https://ecommons.luc.edu/luc_theses/3950 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1993 Sheila B. Yeager LOYOLA UNIVERSITY CHICAGO THE EFFECT OF THE FREQUENCY OF PARENTAL VISITING ON THE LENGTH OF PLACEMENT OF CHILDREN IN SHORT TERM FOSTER CARE A THESIS SUBMITTED TO THE FACULTY OF THE GRADUATE LIBERAL STUDIES IN CANDIDACY FOR THE DEGREE OF MASTER OF ARTS GRADUATE LIBERAL STUDIES BY SHEILA B. YEAGER CHICAGO, ILLINOIS MAY, 1993 TABLE OF CONTENTS ACKNOWLEDGEMENTS • •••••••••••••••••••••••••••••••••••••••• iii LIST OF GRAPHS . .....................•......•.........••... iv INTRODUCTION . ..........................•..........•.....••. v Parts OVERVIEW OF FOSTER
    [Show full text]
  • Domestic and Family Violence Booklet
    Code of practice for the NSW Police Force response to Domestic and Family Violence Code of Practice for the NSW Police Force Response to Domestic and Family Violence Title: Code of Practice for the NSW Police Force Response to Domestic and Family Violence Subject: Domestic and Family Violence Command Responsible: Operational Programs Available to: Unrestricted Publication number (TRIM): D/2018/32771 Publication date: 1 June 2018 Version number: 3.0 Review date: 1 July 2021 Caveat © 2018. Crown Copyright belonging to the Crown in right of the State of New South Wales (through NSW Police Force) is hereby reserved. This Code of Practice for the NSW Police Force Response to Domestic and Family Violence is not a comprehensive set of the requirements which must be followed by police in exercising the powers of their office. In exercising these powers and in their treatment of suspects and members of the public, police must be aware of the obligations and responsibilities imposed on them by legislation, NSW Police Force policies and operating procedures, and other corporate documents such as the Code of Conduct and Ethics. Note: The contents of this document may be reproduced, without permission, for any of the following purposes: • Education or public awareness, or • Private study or research Any proposed reproduction of the whole or any part of the contents of this document must comply with the following conditions, namely that it is: 1. Reproduced accurately and in a manner and context which are not misleading as to its intended meaning and application 2. Not used in connection with commercial use, advertising, endorsement or any form of undignified association 3.
    [Show full text]
  • Fear of Children's Literature: What's Left (Or Right) After Theory?
    Fear of Children's Literature: What's Left (or Right) After Theory? Perry Nodelman he year is 1944. As war rages in Europe and elsewhere, Americans can open a newly published book and read these words: Ctrildren and grownups belong to different worlds. How far removed is the world of .$Mhood! Its inhabitants seem of another species. Reason does not curb them' for they have :ror yet leamed its restraints. Happy beings, they live in the clouds, playing light-heartedly 'nflhout a care.l \ot surprisingly, such beings require their oviryr special kind of stories: "those that cffer children an intuitive and direct way of knowledge, a simple beauty capable of rog perceived immediately, arousing in their souls a vibration which will endure all freir lives".2 The book expressing these convictions was Boola, Children, and Men, a rmslation into English of Les livres, les enfants, et les hommes, first published in F:mce in the early 1930s by Paul Hazard. From the viewpoint of 1995, it's hard to nn*gine that children could ever have been so innocent, or that children's books could ner have been so innocent-*or, above all, that an adult could ever have been so mnment as to believe so wholeheartedly in that childhood innocence. It's especially hnrd not to remember that, as Americans read these words, children were starving and but also 4mg md ottrerwise being abused, not only in European concentration camps u! Eany of the poorer parts of the United States-and that they continue to be so meatod now, all these decades later.
    [Show full text]
  • What Politics?
    What Politics? <UN> Youth in a Globalizing World Series Editor Vincenzo Cicchelli (gemass, Université Paris-Sorbonne/ cnrs and University Paris Descartes) Editorial Board Valentina Cuzzocrea (Universität Erfurt, Germany) Ratiba Hadj-Moussa (York University, Canada) Claudia Jacinto (PREJET-Instituto de Desarrollo Económico y Social, Argentina) Jeylan Mortimer (University of Minnesota, United States of America) Sylvie Octobre (gemass, Université Paris-Sorbonne/ cnrs and la deps au Ministère de la Culture, France) Andrea Pirni (Università di Genova, Italy) Dan Woodman (University of Melbourne, Australia) Chin-Chun Yi (Academia Sinica, Taiwan) VOLUME 6 The titles published in this series are listed at brill.com/ygw <UN> What Politics? Youth and Political Engagement in Africa Edited by Elina Oinas Henri Onodera Leena Suurpää LEIDEN | BOSTON <UN> This is an open access title distributed under the terms of the cc-by-nc License, which permits any non-commercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited. Cover illustration: Solomon House. Image by Project Hoopoe. Library of Congress Cataloging-in-Publication Data Names: Oinas, Elina, 1968- editor, author. | Onodera, Henri, editor, author. | Suurpaa, Leena, editor, author. Title: What politics? : youth and political engagement in Africa / edited by Elina Oinas, Henri Onodera, Leena Suurpaa. Description: Leiden ; Boston : Brill, 2018. | Series: Youth in a globalizing world ; v. 6 | Includes bibliographical references. Identifiers: LCCN 2017040758 (print) | LCCN 2017045615 (ebook) | ISBN 9789004356368 (E-book) | ISBN 9789004322448 (hardback : alk. paper) Subjects: LCSH: Youth--Political activity--Africa. | Youth--Africa--Social conditions--21st century. | Political participation--Africa. | Africa--Social conditions--21st century. Classification: LCC HQ799.A35 (ebook) | LCC HQ799.A35 W43 2018 (print) | DDC 305.23509609051--dc23 LC record available at https://lccn.loc.gov/2017040758 Typeface for the Latin, Greek, and Cyrillic scripts: “Brill”.
    [Show full text]
  • Parents' Fear of Addiction, Education, Income, Child's Gender And
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2020 Parents’ Fear of Addiction, Education, Income, Child’s Gender and Perception of Stimulants Rosi Albuquerque-Shain Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Psychology Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Rosi Albuquerque-Shain has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Jesus Tanguma, Committee Chairperson, Psychology Faculty Dr. Arcella Trimble, Committee Member, Psychology Faculty Dr. Michael Plasay, University Reviewer, Psychology Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2020 Abstract Parents’ Fear of Addiction, Education, Income, Child’s Gender and Perception of Stimulants by Rosi Albuquerque-Shain MS, University of Phoenix 2010 BS, Cidade University, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Clinical Psychology Walden University February 2020 Abstract Research has indicated that the use of stimulant medication in the treatment of attention/deficit hyperactivity disorder (ADHD) in children has increased in the last decades. However, there remains an important gap in the current literature regarding parents’ perceptions of stimulants in the treatment of ADHD symptoms.
    [Show full text]
  • The Paradox of Children's Rights in Trinidad: Translating International Law Into Domestic Reality
    THE PARADOX OF CHILDREN'S RIGHTS IN TRINIDAD: TRANSLATING INTERNATIONAL LAW INTO DOMESTIC REALITY by Charrise L. Clarke B.A. (Honours), York University 2005 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS In the School of Criminology © Charrise L. Clarke 2008 SIMON FRASER UNIVERSITY Summer 2008 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: Charrise L. Clarke Degree: Master of Arts Title of Thesis: The Paradox of Children's Rights in Trinidad: Translating International Law into Domestic Reality Examining Committee: Chair: Bryan Kinney Assistant Professor David MacAlister Senior Supervisor Assistant Professor Sheri Fabian Supervisor Lecturer Fiona Kelly External Examiner Assistant Professor University of British Columbia Date Defended/Approved: ii SIMON FRASER UNIVERSITY LIBRARY Declaration of Partial Copyright Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further granted permission to Simon Fraser University to keep or make a digital copy for use in its circulating collection (currently available to the public at the "Institutional Repository" link of the SFU Library website <www.lib.sfu.ca> at: <http://ir.lib.sfu.ca/handle/1892/112>) and, without changing the content, to translate the thesis/project or extended essays, if technically possible, to any medium or format for the purpose of preservation of the digital work.
    [Show full text]
  • Mapping the Discourse Parents Who Work in Sexual Assault-Related Fields Create with Their Children About Sexual Assault
    Smith ScholarWorks Theses, Dissertations, and Projects 2013 "Prevention starts at home" : mapping the discourse parents who work in sexual assault-related fields create with their children about sexual assault Karen R. Taylor Smith College Follow this and additional works at: https://scholarworks.smith.edu/theses Part of the Social and Behavioral Sciences Commons Recommended Citation Taylor, Karen R., ""Prevention starts at home" : mapping the discourse parents who work in sexual assault- related fields create with their children about sexual assault" (2013). Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/theses/611 This Masters Thesis has been accepted for inclusion in Theses, Dissertations, and Projects by an authorized administrator of Smith ScholarWorks. For more information, please contact [email protected]. Karen Taylor “Prevention Starts at Home:” Mapping the Discourse Parents who Work in Sexual Assault-Related Fields Create with their Children about Sexual Assault ABSTRACT This original empirical research study explores the discourse that parents who work in sexual assault-related fields create with their own children about sexual assault. The experience and perspectives of these parents was elicited through self-developed, semi-structured interviews composed of questions that encouraged parents to reflect on their parenting practices that they relate to or could be influenced by their professional knowledge and understanding of sexual assault, as well as how they navigate their dual roles as members of this field and as parents. Major findings were that parents do create a discourse about sexual assault, composed of communication about sexual assault, the continuum of sexual violence, sexuality, gender constructs, and safety, with themes of respect, consent, and healthy relationships interwoven among all of these topics.
    [Show full text]
  • Any Honest Conversation About Youth Must Address the Challenges That
    Any honest conversation about youth must address the challenges that young people and adult allies face when they work to engage children and youth throughout our communities. By their very existence, youth programs are made to respond to these challenges; ignoring them is not being honest about the purpose of youth programs. Racism, sexism, classism, homophobia… the list of challenges facing young people is enormous. However, one of the core challenges is a common experience that all people face early in their lives. That challenge is discrimination against children and youth. Discrimination occurs anytime one thing is chosen before something else. That is often a good thing – otherwise, why wouldn’t we all steal our food instead of growing it or buying it? We all discriminate everyday. However, discrimination often excludes people because of false bias or prejudice. Discrimination against children and youth is caused by the bias adults have for other adults that causes them to discriminate against young people. Bias for adults is called adultism. When something is based on adultism, it is called adultcentrism.While adultism is sometimes appropriate, adultcentrism is often inappropriate. Compulsory education can force students to disengage from the love of learning. Youth development programs can force youth to disconnect from adults. Almost every activity that is for young people is decided upon, developed, assessed and redeveloped without young people. That is adultcentrism. Language, programs, teaching styles, and all relationships between young people and adults are adultcentric. The most “youth-friendly” adults are often adultist, assuming that youth need them – which, while it may be true, is still centered on adult perspectives.
    [Show full text]