Family Abduction
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Parental Kidnapping How to Prevent an 'Abduction and S
If you have issues viewing or accessing this file contact us at NCJRS.gov. -...... N(' , "j NATIONAL CENTER FOR III&4iINC; I~XI• .A)Ir"I~I) L....-l...----I CHILDREN Parental Kidnapping How to Prevent an 'Abduction and s. What to Do j If Your Child !i • II Is Abducted " :1 n ~ I ,! II'I f! II " \1 Ii i it 11 it IIIi I, : i I; ! \ ,~ \, ; ; I : I ' , j , ! i • , () I 1 $ : --~-, ..,...----- ," The National Center for Missing and Exploited Children "\ - provides training assistance to law-enforcement and child protection agencies to develop effective procedures to investigate and prosecute cases of missing and exploited children - assists individuals, groups, agencies, and state and local governments involved in inves tigating and prosecuting cases of criminally or sexually exploited children - provides information and advice on effective state legislation to assure the safety and protection of children - provides prevention and education programs for parents, schools, action groups, agencies, communities, volunteer organizations, law enforcement, and local, state, and federal institutions - distributes comprehensive instruction packages to aid communities in protecting children - organizes networks of information among school systems, school boards, parent-teacher organizations, and community organizations abollt proven techniques for implementing educational programs - conducts an outreach program to alert families, communities, the criminal justice system, and concerned organizations about the nature and extent of child victimization -
2018 – Volume 6, Number
THE POPULAR CULTURE STUDIES JOURNAL VOLUME 6 NUMBER 2 & 3 2018 Editor NORMA JONES Liquid Flicks Media, Inc./IXMachine Managing Editor JULIA LARGENT McPherson College Assistant Editor GARRET L. CASTLEBERRY Mid-America Christian University Copy Editor KEVIN CALCAMP Queens University of Charlotte Reviews Editor MALYNNDA JOHNSON Indiana State University Assistant Reviews Editor JESSICA BENHAM University of Pittsburgh Please visit the PCSJ at: http://mpcaaca.org/the-popular-culture- studies-journal/ The Popular Culture Studies Journal is the official journal of the Midwest Popular and American Culture Association. Copyright © 2018 Midwest Popular and American Culture Association. All rights reserved. MPCA/ACA, 421 W. Huron St Unit 1304, Chicago, IL 60654 Cover credit: Cover Artwork: “Bump in the Night” by Brent Jones © 2018 Courtesy of Pixabay/Kellepics EDITORIAL ADVISORY BOARD ANTHONY ADAH PAUL BOOTH Minnesota State University, Moorhead DePaul University GARY BURNS ANNE M. CANAVAN Northern Illinois University Salt Lake Community College BRIAN COGAN ASHLEY M. DONNELLY Molloy College Ball State University LEIGH H. EDWARDS KATIE FREDICKS Florida State University Rutgers University ART HERBIG ANDREW F. HERRMANN Indiana University - Purdue University, Fort Wayne East Tennessee State University JESSE KAVADLO KATHLEEN A. KENNEDY Maryville University of St. Louis Missouri State University SARAH MCFARLAND TAYLOR KIT MEDJESKY Northwestern University University of Findlay CARLOS D. MORRISON SALVADOR MURGUIA Alabama State University Akita International -
Outstate Trowel Trades Fringe Benefit Funds
OUTSTATE TROWEL TRADES FRINGE BENEFIT FUNDS Michigan Trowel Trades Health and Welfare Fund Outstate Michigan Trowel Trades Pension Fund Michigan Operative Plasterers’ and Cement Masons’ International Association Apprenticeship and Training Fund EMPLOYER HANDBOOK Outstate Michigan and Road Builder Employers 1 This Employer Handbook is prepared on behalf of the Michigan Trowel Trades Health and Welfare Fund (“Health and Welfare Fund”), the Outstate Michigan Trowel Trades Pension Fund (“Pension Fund”) and the Michigan Operative Plasterers’ and Cement Masons’ International Association Apprenticeship and Training Fund (“Apprenticeship Fund”) (together, “Funds”) for use by employers obligated to pay fringe benefit contributions to those Funds pursuant to Collective Bargaining Agreements negotiated by the Operative Plasterers’ and Cement Masons’ International Association Local 514 covering work performed in Michigan (other than work performed in Metropolitan Detroit and the Upper Peninsula) and covering work described in the collective bargaining agreement negotiated with the Michigan Infrastructure & Transportation Association - Labor Relations Division. If there are any conflicts between the information in this Employer Handbook and the Collective Bargaining Agreements or Funds’ document, the Collective Bargaining Agreements and/or Funds’ document shall control. WILL THE FUNDS ACCEPT YOUR CONTRIBUTIONS? If an employer is party to a Collective Bargaining Agreement or other written Agreement which requires it to make contributions to the Funds, the Funds will accept the employer’s contributions. Federal law requires that all fringe benefit contributions must be made based upon a written agreement. ORAL AGREEMENTS REGARDING THE PAYMENT OF FRINGE BENEFIT CONTRIBUTIONS ARE ILLEGAL. For this reason, the Funds monitor incoming contributions to make sure that every contributing employer has a written agreement detailing the basis on which contributions are made. -
Family Abduction Prevention and Response
in cooperation with the Family Abduction Prevention and Response FAMILY ABDUCTION: PREVENTION AND RESPONSE - Family Abduction Prevention and Response 2009 Sixth Edition Revised by Patricia M. Hoff, Esquire Copyright © 1985, 2002, and 2009 National Center for Missing & Exploited Children®. All rights reserved. Charles B. Wang International Children’s Building 699 Prince Street Alexandria, Virginia 22314-3175 U.S.A. 1-800-THE-LOST® (1-800-843-5678) This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. The publisher is distributing this publication with the understanding that neither it nor the author is engaged in rendering legal advice or other professional services herein. If legal advice or other expert assistance is required, professional services should be sought. This project was supported by Grant No. 2007-MC-CX-K001 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice, National Center for Missing & Exploited Children, or American Bar Association. National Center for Missing & Exploited Children®, 1-800-THE-LOST®, and CyberTipline® are registered service marks of the National Center for Missing & Exploited Children. FAMILY ABDUCTION: PREVENTION AND RESPONSE - - FAMILY ABDUCTION: PREVENTION AND RESPONSE Contents Acknowledgments…v A Message to the Reader…vii Glossary by Patricia M. Hoff…ix Family-Abduction Prevention and Action Checklist by Patricia M. Hoff…1 Preventing Abductions by Patricia M. Hoff…9 Chapter Overview…9 Get a Valid, Enforceable Custody Order…11 Prevention Provisions in the Custody Order…11 Preventing International Abductions and Wrongful Retentions…17 Practical Things Parents Can Do to Reduce the Risk of Abduction…20 Civil-Court Remedies If Your Child Is Abducted by Patricia M. -
Fringe Season 1 Transcripts
PROLOGUE Flight 627 - A Contagious Event (Glatterflug Airlines Flight 627 is enroute from Hamburg, Germany to Boston, Massachusetts) ANNOUNCEMENT: ... ist eingeschaltet. Befestigen sie bitte ihre Sicherheitsgürtel. ANNOUNCEMENT: The Captain has turned on the fasten seat-belts sign. Please make sure your seatbelts are securely fastened. GERMAN WOMAN: Ich möchte sehen wie der Film weitergeht. (I would like to see the film continue) MAN FROM DENVER: I don't speak German. I'm from Denver. GERMAN WOMAN: Dies ist mein erster Flug. (this is my first flight) MAN FROM DENVER: I'm from Denver. ANNOUNCEMENT: Wir durchfliegen jetzt starke Turbulenzen. Nehmen sie bitte ihre Plätze ein. (we are flying through strong turbulence. please return to your seats) INDIAN MAN: Hey, friend. It's just an electrical storm. MORGAN STEIG: I understand. INDIAN MAN: Here. Gum? MORGAN STEIG: No, thank you. FLIGHT ATTENDANT: Mein Herr, sie müssen sich hinsetzen! (sir, you must sit down) Beruhigen sie sich! (calm down!) Beruhigen sie sich! (calm down!) Entschuldigen sie bitte! Gehen sie zu ihrem Sitz zurück! [please, go back to your seat!] FLIGHT ATTENDANT: (on phone) Kapitän! Wir haben eine Notsituation! (Captain, we have a difficult situation!) PILOT: ... gibt eine Not-... (... if necessary...) Sprechen sie mit mir! (talk to me) Was zum Teufel passiert! (what the hell is going on?) Beruhigen ... (...calm down...) Warum antworten sie mir nicht! (why don't you answer me?) Reden sie mit mir! (talk to me) ACT I Turnpike Motel - A Romantic Interlude OLIVIA: Oh my god! JOHN: What? OLIVIA: This bed is loud. JOHN: You think? OLIVIA: We can't keep doing this. -
The Stowaway
Welcome Tell Me A (Shakespeare) Story When I was in college, I did a lot of part-time babysitting. One of my charges, a precocious 5-year-old named Olivia, was the daughter of an English professor of mine. During story time one evening, she chose a children’s book of tales from Shakespeare. While reading A Midsummer Night’s Dream aloud, I mispronounced the name of the fairy queen Titania, and Olivia was quick to correct me. “It’s ti-TAWN-yah,” she said with exasperation. Shakespeare was relatively new to me then. Having come from an underfunded urban public school system to a college where my peers were largely from high-performing schools, I spent a lot of time trying to catch up. I hadn’t expected to find myself challenged by a 5-year-old, however. At the time, I understood Olivia’s early access to Shakespeare to be the privilege of a child born to an academic. But in my role now at CSC, where I constantly preach that Shakespeare is for everyone, why would I draw the line of equity somewhere beyond people of a single-digit age? Because the truth is that a playwright like Shakespeare offers more than a good story or pretty language. Understanding his work brings cultural currency; there are countless references to his work all around us. And a positive experience—especially at an early age, where children are less likely to have preconceptions, and are more receptive to new language— can influence whether a person is fearful of, or looks forward to, future encounters with his work. -
2019-06-30 LM Financial Statements AUDITED Final
LEGAL MOMENTUM FINANCIAL STATEMENTS JUNE 30, 2019 and 2018 INDEPENDENT AUDITORS' REPORT Board of Directors Legal Momentum New York, New York Report on the Financial Statements We have audited the accompanying financial statements of Legal Momentum (the "Organization"), which comprise the statements of financial position as of June 30, 2019 and 2018, and the related statements of activities, functional expenses, and cash flows for the years then ended, and the related notes to the financial statements. Management's Responsibility for the Financial Statements The Organization's management is responsible for the preparation and fair presentation of these financial statements in accordance with accounting principles generally accepted in the United States of America; this includes the design, implementation, and maintenance of internal control relevant to the preparation and fair presentation of financial statements that are free from material misstatement, whether due to fraud or error. Auditor's Responsibility Our responsibility is to express an opinion on these financial statements based on our audits. We conducted our audits in accordance with auditing standards generally accepted in the United States of America. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement. An audit involves performing procedures to obtain evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor's judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity's preparation and fair presentation of the financial statements, in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity's internal control. -
The Portraiture of Stockholm Syndrome: Cultural Dislocation in Phillis Wheatley’S Poetry Collection and Selected African American Texts
English Studies at NBU, 2018 pISSN 2367-5705, eISSN 2367-8704 Vol. 4, Issue 1, pp. 41-60 www.esnbu.org THE PORTRAITURE OF STOCKHOLM SYNDROME: CULTURAL DISLOCATION IN PHILLIS WHEATLEY’S POETRY COLLECTION AND SELECTED AFRICAN AMERICAN TEXTS Emmanuel Adeniyi Federal University Oye-Ekiti, Ekiti State, Nigeria Abstract One of the tropes that have often been glossed over in African American literature is the concept of Stockholm Syndrome. The syndrome emphasises irrationality and abnormal psychological or mental disposition of Stockholm Syndrome sufferers towards individuals responsible for their pitiable conditions. This article examines the conception and its nexus with slavery and the use of religion (Christianity) as an ideological tool for the indoctrination or brainwashing of African slaves and their descendants in the United States of America. I argue that the syndrome, though conceived as a correlate of Freudian ego-defence mechanism, operates like a psychedelic or hallucinogenic drug which, according to Karl Marx, dulls the reasoning capacity and cerebration of the sufferers and prevents them from thinking rationally. Besides, it alters their perception of reality forcing them to accept abnormality as normality in a bid to create an escapist route for their fears, hurt feelings and pent-up wounds. Keywords: Stockholm Syndrome, African American literature, Phillis Wheatley, Transatlantic slavery, Ego-Defence Mechanism Article history: Received: 20 March 2018; Reviewed: 9 April 2018; Accepted: 20 June 2018; Published: 30 June 2018 Copyright © 2018 Emmanuel Adeniyi The Portraiture of Stockholm Syndrome: Cultural Dislocation in Phillis Wheatley’s Poetry Collection and Selected African American Texts by Emmanuel Adeniyi is an open access article distributed under a Creative Commons Attribution-NonCommercial 4.0 International License which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. -
'"There's More Than One of Everything": Navigating Fringe's Cofactual Multiverse'
. Volume 13, Issue 1 May 2016 ‘There’s More Than One of Everything’: Navigating Fringe’s cofactual multiverse Casey J. McCormick, McGill University, Montréal, Canada Abstract: This article analyzes how viewers of Fringe (FOX 2008-2013) make sense of the series’ complex science fictional storyworld. It argues that Fringe presents multiple iterations of worlds and characters in a way that encourages ‘cofactual’ interpretation: rather than figuring parallel universes and alternate timelines as ontologically hierarchical, the narrative accommodates all versions of reality and invites viewers to participate in shaping the multiverse. The article offers a close reading of Fringe’s complex narrative structure alongside an exploration of how audiences responded to and impacted the series through fannish practices such as vidding and narrative mapping. It concludes that cofactual narration opens up an array of participatory practices that blur the text/paratext distinction and facilitate interactive storyworld building. Keywords: Complex TV, Fandom, Narrative, Paratexts, Counterfactual, Cofactual, Possible Worlds Cofactual Interpretation By the time viewers reach the series finale of Fringe (FOX 2008-2013), they have travelled across two spatially-distinct universes, three versions of the future, and at least four different timelines, with each world-iteration populated by different versions of the show’s central characters. Through its reinvigoration of science fiction tropes, such as time travel, alternate realities, and temporal resets, Fringe asks viewers to re-evaluate typical models of narrative world-building. The series constructs a multiverse comprised of what I deem cofactual diegetic worlds. I use the term ‘cofactual’ in contradistinction to the more common narrative term ‘counterfactual’ as a means of emphasizing the plurality and simultaneity of diegetic worlds in Fringe. -
Creating an Omaha Fringe Festival
Omaha Fringe Festival UNO Theatre Graduate Program Tamar Neumann Creating an Omaha Fringe Festival Project Description: In 1947, after World War II, Edinburgh created an arts festival called Edinburgh International Festival. Eight artists, not invited to perform, showed up anyway and began performing on the fringes of the festival. Each year after that more performers showed up to the festival performing on the fringes, until 1958 when the official Festival Fringe Society was created. When the constitution for the Festival Fringe was written, they made sure to keep the integrity of those first performers by guaranteeing the festival would be a space open to anyone willing to perform. Today, the Edinburgh Fringe Festival is the biggest Fringe Festival in the world. From their example, artists all over the world have gravitated towards festivals that celebrate the arts in a similar way. A Fringe festival derives its name from those performers who began on the Fringes of the Edinburgh Festival Fringe. These festivals are simply a place where artists of all types can come together and perform or show their art. The works are generally performance based, self produced and self funded. In some cases the performers are all theatre based, but in others the festival can consist of musicians, stand up comics, theatre shows, and visual arts. Some festivals are open access, some are lottery, some are juried and some are a mix. After Edinburgh, Fringe festivals began to show up all over the world. Currently, the World Fringe website states there are over 250 Fringe festivals in countries from Europe to Africa to Asia to America. -
The Science of “Fringe”
THE SCIENCE OF “FRINGE” EXPLORING: MAGNETISM A SCIENCE OLYMPIAD THEMED LESSON PLAN EPISODE 317: Stowaway Overview: Students will learn about magnetism and how magnets can be created and demagnetized. Grade Level: 9-12 Episode Summary: A woman who was killed along with her family several months ago keeps being seen at the scenes of various other deaths. The Fringe team analyzes evidence from another crime scene and discovers that her blood is highly magnetic. While trying to track her down, they find evidence at another crime scene that the victim had created a bomb that is set to explode somewhere. As the team utilizes a variety of techniques to try to locate the bomb, they realize that the woman is intending to use it to try to kill herself permanently along with many innocent bystanders and they contact her in an attempt to stop the imminent attack. Related Science Olympiad Event: Technical Problem Solving - Teams will gather and process data to solve problems. Learning Objectives: Students will understand the following: • Magnets are objects that produce an external magnetic field that applies a force to other ferromagnetic materials. • Only ferromagnetic materials such as iron, nickel and certain rare earth elements can become magnetized. • A magnet can have multiple poles or magnetic domains oriented on a variety of directions. © FOX/Science Olympiad, Inc./FringeTM/Warner Brothers Entertainment, Inc. All rights reserved. 1 Episode Scenes of Relevance: • The Fringe team discusses the unique properties of Dana Gray’s blood (14:43 ‘show -
Walla Walla Police Department Walla Walla PD Policy Manual
Walla Walla Police Department Walla Walla PD Policy Manual CHIEF'S PREFACE Welcome to the Walla Walla Police Department Policy Manual. It is important to have policies and procedures that give the police department and its employees the ability to provide high quality and consistent service to the community. This policy manual and other procedural manuals describe practices or guidelines that ensure we operate within State and Federal laws and using the best practices possible while meeting the accreditation standards of the Washington Association of Sheriffs and Police Chiefs. Not all topics are contained within this or other department manuals. In cases where other clear directive exists in local, State or Federal law, those sections should be relied upon for guidance. The sections in this Manual were developed and approved by Walla Walla Police Personnel with some guidance and assistance from outside sources. It is the responsibility of every member of this agency to read and understand all directives of this department. It is also the responsibility of every member to suggest ways to improve or refine our procedures when they become known. Any member can request a review and possible revision of a policy or procedure by submitting the request in writing through the chain of command. It takes all of us to develop and sustain excellence. Copyright Lexipol, LLC 2021/05/27, All Rights Reserved. CHIEF'S PREFACE - 1 Published with permission by Walla Walla Police Department Walla Walla Police Department Walla Walla PD Policy Manual LAW ENFORCEMENT CODE OF ETHICS As a law enforcement officer, my fundamental duty is to serve the community; to safeguard lives and property; to protect the innocent against deception, the weak against oppression or intimidation and the peaceful against violence or disorder; and to respect the constitutional rights of all to liberty, equality and justice.