India's Lockdown: an Interim Report
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2020-21 SCHEDULE/RESULTS from the TIP ARIZONA (16-5) Vs
Adam Gonzales Assistant Director of Communications Services O: (520) 621-1814 | C: (520) 591-6239 [email protected] www.ArizonaWildcats.com Twitter: @ArizonaWBB Instagram: @ArizonaWBasketball Facebook: Facebook.com/ArizonaWomensBasketball 8 NCAA TOURNAMENT APPEARENCES | 1997 | 1998 | 1999 | 2000 | 2003 | 2004 | 2005 | 2021 2020-21 SCHEDULE/RESULTS ARIZONA (16-5) vs. STONY BROOK (15-5) DATE OPPONENT TIME TV Mar. 22, 2021 | 11 a.m. (MST) NOVEMBER (1-0) Alamodome | San Antonio, Texas 29 Northern Arizona W, 76-63 DECEMBER (6-0) TV: ESPN2 (Tiffany Green & Steffi Sorensen) Radio: KTUC 1400 AM (Derrick Palmer) 4 #9 UCLA* W, 68-65 Live Stats: Arizona.Statbroadcast.com 6 USC* W, 78-77 Series Record: First Meeting 10 Arizona State* W, 65-37 Last NCAA Game: L, 76-43 vs. LSU (Second Round, 2005) 18 Colorado* W, 62-59 20 Utah* W, 77-60 BY THE NUMBERS 23 Idaho W, 96-42 3 .............................................................NCAA Tournament Seed.............................................................14 JANUARY (4-2) 11 ..............................................................Rankings (AP/Coaches) ......................................................NR Adia Barnes ....................................................Head Coach .................................... Caroline McCombs 1 #1 Stanford* L, 81-54 84-65 (5th year) ........................................Record at School ....................................130-75 (7th year) 3 California* W, 69-33 Same .............................................................. Career Record .........................................................Same 8 Washington* Canc. 10 Washington State* L, 71-69 OT FROM THE TIP 14 #10 Oregon* W, 57-41 f Arizona is playing in their first NCAA Tournament since 2005 and was chosen as a 3-seed. 17 Oregon State* W, 67-51 f The Wildcats will face 14-seed Stony Brook in the First Round at 11 a.m. MST on ESPN2. 22 Utah* W, 66-54 f Arizona has never faced Stony Brook. -
COVID-19: Examining the Impact of Lockdown in India After One Year
ISSN (Online) - 2349-8846 COVID-19: Examining the Impact of Lockdown in India after One Year EPW ENGAGE One year after its announcement in March 2020, the consequences of India’s strict COVID-19 lockdown measures and ineffective policy responses continue to be felt, be it in terms of livelihood loss and economic downturn or increased marginalisation of vulnerable sections of society. On 24 March 2020, with approximately 500 confirmed positive cases of COVID-19 reported in India, Prime Minister Narendra Modi addressed the country and declared a nationwide lockdown. He announced that “a total ban is being imposed on people, from stepping out of their homes for a period of 21 days.” The lockdown, which would be in operation from the midnight of 24–25 March, was announced with only four hours’ notice. On the same day, the Union Ministry of Home Affairs notified stringent lockdown measures, including the suspension of transport services and closing of government offices, commercial and industrial establishments. Exceptions were made for activities such as police and emergency services, essential services such as electricity, water and sanitation, postal services, banking and insurance services, manufacture of essential commodities, sale and transport of essential goods like food, telecommunications and internet services, and print and electronic media. Hospitality services were suspended, excepting those accommodating persons stranded due to lockdown, and those earmarked for quarantine facilities. All educational institutions were to be shut down. All social, political, sports, entertainment, academic, cultural, religious functions and gatherings were barred, and places of worship were to be closed to the public. ISSN (Online) - 2349-8846 Under the Ministry of Home Affairs order, any person violating the containment measures would be liable to be proceeded against as per the provisions of Sections 51–60 of the Disaster Management Act, 2005, with scope for imprisonment of up to two years and/or a fine. -
Policy Bulletin BUL-5469.2 Page 1 of 5 June 26, 2014 Office of The
LOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin TITLE: Lockdown And Rapid Relocation Procedures For All ROUTING Schools All Schools and Offices NUMBER: BUL-5469.2 ISSUER: Michelle King, Senior Deputy Superintendent School Operations Office of the Superintendent Earl R. Perkins Assistant Superintendent School Operations Office of the Superintendent DATE: June 26, 2014 POLICY: The Los Angeles Unified School District is committed to providing a safe and secure learning environment for its students. When an event on or near a campus occurs that requires the school to initiate a lockdown, school site administrators are to follow the guidelines in this Bulletin. MAJOR This Bulletin replaces BUL-5469.1 dated February 13, 2013, issued by the Office of CHANGES the Superintendent, and includes procedures for Rapid Relocation during an “Active Shooter” incident. GUIDELINES: The following guidelines apply: A lockdown may be initiated by the Los Angeles School Police Department (LASPD), local law enforcement, or the school principal/designee when gunfire or a threat of violence is identified and it is necessary to shield students from gunfire or prevent the perpetrator(s) from entering any occupied campus areas. NOTE: During a lockdown due to an “Active Shooter” incident on campus, procedures delineated in Attachment B of this bulletin shall be followed if a “Rapid Relocation” is initiated. I. When a school initiates a lockdown, the following procedures will occur: A. The principal/designee will initiate the Incident Command System (ICS) as defined for that school in the Safe School Plan, Volume 2, Emergency Procedures, Section 2.0. The principal/designee becomes the School Incident Commander (School IC) and directs the students and staff to go into lockdown via the school intercom system, using the term “lockdown.” Do not use special codes, as they are not universally understood. -
School Safety Protocols & Procedures
CCISD Core Values • Trustworthiness • Respect • Responsibility • Fairness • Caring • Citizenship Together we are uKnighted Last Name Assistant Principal • A - E Mr. Zelenski F - K Ms. Baggs L – Re Mr. Harper Rf – Z Ms. Blacksmith Ms. Cryer Need Help? . Every adult on this campus is here to support YOUR success . Check with any office/adult for help with any QUESTIONS Academic Support . Tutorials . Every Tuesday/Thursday from 2:40 – 3:15 ***No loitering after school on our Campus or Bayside or Mossman • You must be in a classroom or at an after school event by 2:40pm • You must wait outside of the building for a ride • If you are leaving…parking lot etiquette – safety first! OUR Central Goal Attendance .To receive credit for a class Texas State Law requires you to be present for 90% of the days the course is offered . Poor attendance will negatively impact YOU. Please come to school every day that you can. VOEs: 48 hour turn around – sign up online and pick up at the front desk Because you Matter • Entry into the school will be limited to four areas: . By the PAC (glass doors) . Front entrance . By the competition gym (glass doors) . Bus riders enter at the bus entrance on the Mossman side of the school Morning Access Points 3 front entrances and bus entry are only access points for arrival. Students will be allowed in main hallways and the commons. Students can only go to a classroom with a pass. Because you Matter NEW IDs must be worn and visible No popping or propping of the above the waist: doors: 2018 2019 Dwight the Knight Consequences will be applied Tardies . -
Rights in a Pandemic – Lockdowns, Rights and Lessons from HIV In
RIGHTS IN A PANDEMIC Lockdowns, rights and lessons from HIV in the early response to COVID-19 UNAIDS | 2020 Cover photo: Supplied to UNAIDS by Twinkle Paul, Guyanese transgender activist Contents 2 Foreword 4 Abbreviations and acronyms 6 Executive summary 12 Introduction 14 Methodology 16 Setting the scene: limiting movement of people in response to COVID–19 19 COVID–19 public health orders and human rights 19 Avoid disproportionate, discriminatory or excessive use of criminal law 22 Stop discriminatory enforcement against key populations 24 Explicitly prohibit state-based violence, and hold law enforcement and security forces accountable for disproportionate responses or actions when enforcing COVID-19 response measures 25 Include reasonable exceptions to ensure legal restrictions on movement do not prevent access to food, health care, shelter or other basic needs 29 Take proactive measures to ensure people, particularly from vulnerable groups, can access HIV treatment and prevention services and meet other basic needs 37 Rapidly reduce overcrowding in detention settings and take all steps necessary to minimize COVID-19 risk, and ensure access to health and sanitation, for people deprived of liberty 39 Implement measures to prevent and address gender-based violence against women, children and lesbian, gay, bisexual, transgender and intersex people during lockdowns 41 Designate and support essential workers, including community health workers and community-led service providers, journalists and lawyers 46 Ensure limitations on movement are specific, time-bound and evidence- based, and that governments adjust measures in response to new evidence and as problems arise 47 Create space for independent civil society and judicial accountability, ensuring continuity despite limitations on movement 50 Conclusion 52 References Foreword The COVID-19 crisis has upended the world. -
Education and Training: Recovering the Ground Lost During the Lockdown
Global Health and Covid-19 Education and training: recovering the ground lost during the lockdown. Towards a more sustainable competence model for the future Stefanie Goldberg, Paul Grainger (University College London), Silvia Lanza Castell,i Bhushan Sethi May 5, 2021 | Last updated: May 5, 2021 Tags: Education and skills, Policy responses to Covid-19 Some organizations are awarding qualifications that reflect a normal distribution profile of passes and grades, despite the pandemic’s impact on education. While helping assuage student and parent demands, and ensuring continuity of entry to universities, training, or employment, this potentially misrepresents actual skills, as these qualifications represent a certain level of competence. Without these skills, economies won’t have enough skilled workers and individuals may find their career mobility hampered. Exploring the responses of TVET institutions to changed evaluation criteria and identifying their assessment of competency shortfalls and impact on progression into employment, can help empower educators, governments, students, and businesses. Challenge Given the disruptive impact of COVID-19 and the extended use of technological innovations to complement or replace in-person education, some educational and training organizations are awarding qualifications to those progressing through their education that reflect a normal distribution profile of passes and grades. This is despite lost learning time, teacher shortages, increased anxiety, connectivity challenges, incomplete assessments, and other disruptions. Examination Boards are under pressure to assuage student and parent demands, and to support continuity of entry to universities, vocational training, or employment. While this might be considered to be ‘fair’ for this cohort of students, it represents a misunderstanding of the societal and economic value of qualifications at tertiary level. -
The Impact of the COVID-19 Pandemic on Jobs and Incomes in G20 Economies
The impact of the COVID-19 pandemic on jobs and incomes in G20 economies ILO-OECD paper prepared at the request of G20 Leaders Saudi Arabia’s G20 Presidency 2020 2020 2 Table of contents Executive summary 3 Introduction 6 1. From an unprecedented health crisis to a deep economic crisis 6 Evolution and current scale of the health crisis across countries 6 Timing and extent of health containment measures and their impact on mobility 6 Macroeconomic consequences 9 2. Diagnosis: A heavy and immediate toll on labour markets 10 An unprecedented collapse in employment and hours worked 10 The rise in unemployment has been muted in many countries 12 Change in wages and incomes 14 The unequal impact of the crisis 14 3. Mitigation: Policies to mitigate the labour market consequences of the crisis 20 Reducing workers’ exposure to COVID-19 in the workplace 21 Securing jobs, supporting companies and maintaining essential service provision 25 Providing income security and employment support to affected workers 29 4. Recovery: Policy considerations for exiting confinement 36 5. Building back better 41 References 43 Tables Table 1. A severe decline in working hours and employment projected in G20 economies 12 Figures Figure 1. G20 economies have differed in timing and strictness of COVID-19 containment measures 7 Figure 2. Individual mobility fell substantially in most G20 countries 8 Figure 3. Industrial production was severely curtailed by containment measures 9 Figure 4. Output is set to remain weak for an extended period 10 Figure 5. Unprecedented falls in employment and total hours worked 11 Figure 6. -
Friday Prime Time, April 17 4 P.M
April 17 - 23, 2009 SPANISH FORK CABLE GUIDE 9 Friday Prime Time, April 17 4 P.M. 4:30 5 P.M. 5:30 6 P.M. 6:30 7 P.M. 7:30 8 P.M. 8:30 9 P.M. 9:30 10 P.M. 10:30 11 P.M. 11:30 BASIC CABLE Oprah Winfrey Å 4 News (N) Å CBS Evening News (N) Å Entertainment Ghost Whisperer “Save Our Flashpoint “First in Line” ’ NUMB3RS “Jack of All Trades” News (N) Å (10:35) Late Show With David Late Late Show KUTV 2 News-Couric Tonight Souls” ’ Å 4 Å 4 ’ Å 4 Letterman (N) ’ 4 KJZZ 3The People’s Court (N) 4 The Insider 4 Frasier ’ 4 Friends ’ 4 Friends 5 Fortune Jeopardy! 3 Dr. Phil ’ Å 4 News (N) Å Scrubs ’ 5 Scrubs ’ 5 Entertain The Insider 4 The Ellen DeGeneres Show (N) News (N) World News- News (N) Two and a Half Wife Swap “Burroughs/Padovan- Supernanny “DeMello Family” 20/20 ’ Å 4 News (N) (10:35) Night- Access Holly- (11:36) Extra KTVX 4’ Å 3 Gibson Men 5 Hickman” (N) ’ 4 (N) ’ Å line (N) 3 wood (N) 4 (N) Å 4 News (N) Å News (N) Å News (N) Å NBC Nightly News (N) Å News (N) Å Howie Do It Howie Do It Dateline NBC A police of cer looks into the disappearance of a News (N) Å (10:35) The Tonight Show With Late Night- KSL 5 News (N) 3 (N) ’ Å (N) ’ Å Michigan woman. (N) ’ Å Jay Leno ’ Å 5 Jimmy Fallon TBS 6Raymond Friends ’ 5 Seinfeld ’ 4 Seinfeld ’ 4 Family Guy 5 Family Guy 5 ‘Happy Gilmore’ (PG-13, ’96) ›› Adam Sandler. -
“One Roar” Homecoming, Held on October 17-20, Was a Huge Success! Student Involve
Homecoming is a Roaring Good Time The 2018 “One Roar” Homecoming, held on October 17-20, was a huge success! Student Involvement hosted a number of events including a banner competition, student organization fair, lip sync/pep rally, a yard show, parade, tailgate, and the crowning of the 2018 Homecoming King & Queen - Armani Johnson and Anise Glenn. Congratulations to Delta Zeta for being named the overall Homecoming winner! Class of ’68 Back on Campus A group of Lindenwood alumnae from the Class of 1968 visited campus during homecoming weekend for their 50-year reunion. Three president’s ambassadors took them on a tour of campus, after which one alumna said, “I'm so very impressed with the campus and your President’s Ambassadors. Lindenwood’s future is in good hands.” Read more National Pan-Hellenic Council Yard Show Members of the National Pan-Hellenic Council (historically African American) Fraternities and Sororities gathered for the second annual Homecoming Yard Show. Each organization gave a brief history of their national and local founding. Some organizations stepped/strolled during the event. The Parkway School District and the Omega Psi Phi Squires Step Teams were included in the event. These teams are made up of children from grades 6-12 and are used as a mentoring program for their members. Employees Present at Assessment Institute A few faculty and staff members attended the annual Assessment Institute in Indianapolis, IN on October 21-23. Geremy Carnes, Kate Herrell, Areerat Kichkha, Christie Rodgers, Aaron Shilling, and David Wilson enjoyed networking with others interested in outcomes assessment in higher education. -
Distance Learning Solutions and Child Development During the COVID-19 Lockdown
DISCUSSION PAPER SERIES IZA DP No. 13819 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown Hugues Champeaux Lucia Mangiavacchi Francesca Marchetta Luca Piccoli OCTOBER 2020 DISCUSSION PAPER SERIES IZA DP No. 13819 Learning at Home: Distance Learning Solutions and Child Development during the COVID-19 Lockdown Hugues Champeaux Luca Piccoli CERDI, Universite Clermont Auvergne and University of Trento and IZA CNRS Lucia Mangiavacchi University of Perugia and IZA Francesca Marchetta CERDI, Universite Clermont Auvergne and CNRS OCTOBER 2020 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. ISSN: 2365-9793 IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. -
Homecoming the Mary Mae Village
MiddlesexFall 2013 Homecoming The Mary Mae Village MIDDLESEX FALL 2013 i From the Head of School A Transformative Time The bright, warm, western sunlight that Transformation is indeed on our minds floods across campus in the late afternoon has this fall as we bring a strategic planning pro- seemed especially golden around our now- cess to a close, prepare for the long-awaited defunct steam plant chimney, as we have suc- renovations of LeBaron Briggs House and cessfully converted the campus from reliance Robert Winsor House, and build the systems on fuel oil to a much more efficient, much and infrastructure that will keep Middlesex more cost-effective, and much greener system strong for its next century—a century of work that functions on natural gas. Everyone who with bright, optimistic, curious, energetic, knows our campus knows that steam plant— adventurous young people from around the and while we have grown accustomed to the globe who bring their talents and lives to this stack over the years, we have wanted to find community to refresh and indeed, transform ways to improve campus energy efficiency it every year. For teachers who love not only and move away from the volatile expense and their disciplines but also their students, each environmental impact that Number Six fuel year brings a new group of first-time teen- oil has entailed for these many years. agers who want to do the work of learning This change has already transformed us through their own experiences as well as in a number of ways, not the least of which through the -
Fight, Flight Or Lockdown Edited
Fight, Flight or Lockdown: Dorn & Satterly 1 Fight, Flight or Lockdown - Teaching Students and Staff to Attack Active Shooters could Result in Decreased Casualties or Needless Deaths By Michael S. Dorn and Stephen Satterly, Jr., Safe Havens International. Since the Virginia Tech shooting in 2007, there has been considerable interest in an alternative approach to the traditional lockdown for campus shooting situations. These efforts have focused on incidents defined by the United States Department of Education and the United States Secret Service as targeted acts of violence which are also commonly referred to as active shooter situations. This interest has been driven by a variety of factors including: • Incidents where victims were trapped by an active shooter • A lack of lockable doors for many classrooms in institutions of higher learning. • The successful use of distraction techniques by law enforcement and military tactical personnel. • A desire to see if improvements can be made on established approaches. • Learning spaces in many campus buildings that do not offer suitable lockable areas for the number of students and staff normally in the area. We think that the discussion of this topic and these challenges is generally a healthy one. New approaches that involve students and staff being trained to attack active shooters have been developed and have been taught in grades ranging from kindergarten to post secondary level. There are however, concerns about these approaches that have not, thus far, been satisfactorily addressed resulting in a hot debate about these concepts. We feel that caution and further development of these concepts is prudent. Developing trend in active shooter response training The relatively new trend in the area of planning and training for active shooter response for K-20 schools has been implemented in schools.