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Mind Body PDS Helps Its Community Develop WHOLE Healthy Habits for Life PROVIDENCE DAY SCHOOL
PROVIDENCE DAY magazine SPRING 2015 mind body PDS helps its community develop WHOLE healthy habits for life PROVIDENCE DAY SCHOOL Glyn Cowlishaw, Ed.D. Head of School Jeffrey Appel Assistant Head of School for Institutional Advancement Paul Ibsen Assistant Head of School for Finance and Management Todd Swartz Assistant Head of School for Strategic Planning and Human Resources Derrick Willard Assistant Head of School for Academic Affairs Spring 2015 PROVIDENCE DAY MAGAZINE EDITORIAL STAFF Karen Brand Director of Strategic Marketing and Communications Kevin Murray Managing Editor of Publications and Social Media Giovani Gonzalez Design and Communications Specialist Mike McCarn, Katie Kirkland and Kevin Murray Photographers Meggan Barber and Langston Wertz Jr. Contributing Writers Corley May Managing Editor of the Website MAGAZINE ADVISORY COMMITTEE Meggan Barber, Director of the Annual Fund Nancy Beatty, Director of Athletics Maria Buoy, Parents’ Association Vice President, MAKING PDS A STRONGER, HEALTHIER COMMUNITY Communications 18 Danielle Ferguson, Director of Multicultural Affairs and Social Responsibility Katie Kirkland, Assistant to the Global Education PROVIDENCE DAY On the Cover magazine SPRING 2015 Yoga is a physical, mental and spiritual practice or discipline that Director denotes a variety of practices and goals — it is a quintessential Cecil Stodghill, Director of Admissions embodiment of health and wellness. The image of students, Derrick Willard, Assistant Head of School for mind faculty and alumni engaging in yoga poses, or asanas, on campus Academic Affairs body PDS helps its community develop is representative of the numerous ways in which Providence Day WHOLE healthy habits for life helps its community to be and stay healthy in both mind and body. -
Family Handbook 2020-2021
FAMILY HANDBOOK 2020-2021 “The mission of Paul Public Charter School is to educate our students and to develop in them the capacity to be responsible citizens, independent thinkers, and leaders.” 1 Paul PCS functions more smoothly and effectively for students, families, faculty, and staff when the requirements and expectations of the school are clear. The Family Handbook has been written to provide you with information on the policies, procedures, practices and expectations associated with being a student at Paul PCS. Please review the Handbook in its’ entirety. By being a fully-informed parent, you are better prepared to support your child and to actively participate in the Paul PCS Community. 2 Greetings Paul Students, Families and Friends, I am excited to welcome you to what promises to be a dynamic year of growth and learning for our students. As the CEO of Paul PCS, I am eager to continue the work of growing the legacy of excellence started by our founder, Mrs. Cecile Middleton. This year will be very different from any other school year that most of us have ever experienced in our lifetime. The emergence and continuance of the COVID-19 pandemic has birthed a new approach and model for schooling that is both exciting and unique. To meet the academic and socio-emotional needs of our students, Paul will introduce a Blended Schooling Model which includes options for both in- person and virtual classroom instruction. Paul PCS has made the decision to use a Blended Schooling Model to effectively prioritize the safety and wellness of all scholars and staff, which is our most important objective. -
L.A. Unified's 2018 Master Plan for Els and Sels
L.A. Unified 2018 Master Plan for English Learners and Standard English Learners SUPERINTENDENT Austin Beutner BOARD MEMBERS Mónica García, Board President, Board District 2 Nick Melvoin, Board Vice President, Board District 4 Dr. George J. McKenna III, Board District 1 Scott M. Schmerelson, Board District 3 Dr. Ref Rodriguez, Board District 5 Kelly Gonez, Board District 6 Dr. Richard A. Vladovic, Board District 7 LOCAL DISTRICT SUPERINTENDENTS Robert A. Martinez, Central Jose P. Huerta, East Linda Del Cueto, Northeast Joseph Nacorda, Northwest Christopher Downing, South Cheryl P. Hildreth, West CHIEF ACADEMIC OFFICER Dr. Frances Gipson EXECUTIVE DIRECTOR MULTILINGUAL AND MULTICULTURAL EDUCATION DEPARTMENT Hilda Maldonado Page i L.A. Unified 2018 Master Plan for English Learners and Standard English Learners Message from Board President, Mónica García Dear L.A. Unified Staff, Students and Families, It is with great pride and hope that we introduce to you the English Learner/Standard English Learner Master Plan for 2018. In 1968, courageous students and families in L.A. Unified walked out to demand improved education outcomes and services especially for Mexican American, Latino students. This new plan reflects the shift in Los Angeles and California to lead our nation in recognizing and valuing the contributions of our students and families. When we demand and dream that our diversity is valued we all achieve. Mónica García Board of Education, President Los Angeles Unified School District Message from Superintendent, Austin Beutner Dear L.A. Unified Family, I am proud to present the new Master Plan for English Learners and Standard English Learners. This plan values children’s home language while helping them become fluent in new languages. -
Glee, Flash Mobs, and the Creation of Heightened Realities
Mississippi State University Scholars Junction University Libraries Publications and Scholarship University Libraries 9-20-2016 Glee, Flash Mobs, and the Creation of Heightened Realities Elizabeth Downey Mississippi State University, [email protected] Follow this and additional works at: https://scholarsjunction.msstate.edu/ul-publications Recommended Citation Downey, Elizabeth M. "Glee, Flash Mobs, and the Creation of Heightened Realities." Journal of Popular Film & Television, vol. 44, no. 3, Jul-Sep2016, pp. 128-138. EBSCOhost, doi:10.1080/ 01956051.2016.1142419. This Article is brought to you for free and open access by the University Libraries at Scholars Junction. It has been accepted for inclusion in University Libraries Publications and Scholarship by an authorized administrator of Scholars Junction. For more information, please contact [email protected]. Glee and Flash Mobs 1 Glee, Flash Mobs, and the Creation of Heightened Realities In May of 2009 the television series Glee (Fox, 2009-2015) made its debut on the Fox network, in the coveted post-American Idol (2002-present) timeslot. Glee was already facing an uphill battle due to its musical theatre genre; the few attempts at a musical television series in the medium’s history, Cop Rock (ABC, 1990) and Viva Laughlin (CBS, 2007) among them, had been overall failures. Yet Glee managed to defeat the odds, earning high ratings in its first two seasons and lasting a total of six. Critics early on attributed Glee’s success to the popularity of the Disney Channel’s television movie High School Musical (2006) and its subsequent sequels, concerts and soundtracks. That alone cannot account for the long-term sensation that Glee became, when one acknowledges that High School Musical was a stand-alone movie (sequels notwithstanding). -
The Renewable Energy Transition in Africa Powering Access, Resilience and Prosperity
The Renewable Energy Transition in Africa Powering Access, Resilience and Prosperity On behalf of the Disclaimer This publication and the material herein are provided “as is”. All reasonable precautions have been taken by the Authors to verify the reliability of the material in this publication. However, neither the Authors nor any of its officials, agents, data or other third- party content providers provides a warranty of any kind, either expressed or implied, and they accept no responsibility or liability for any consequence of use of the publication or material herein. The information contained herein does not necessarily represent the views of all countries analysed in the report. The mention of specific companies or certain projects or products does not imply that they are endorsed or recommended by the Authors in preference to others of a similar nature that are not mentioned. The designations employed, and the presentation of material herein, do not imply the expression of any opinion on the part of the Authors concerning the legal status of any region, country, territory, city or area or of its authorities, or concerning the delimitation of frontiers or boundaries. Foreword Energy is the key to development in Africa and the founda- drawn up a roadmap to achieve inclusive and sustainable tion for industrialisation. Like in Europe and other parts of the growth and development. One of the important topics covered world, the expansion of renewables goes beyond the provision is access to affordable, reliable and sustainable energy for all of reliable energy and climate protection. Economic develop- – SDG 7 of the 2030 Agenda. -
THE What's the Idea of IDEA? Transitioning for Everyone
THE NETWORKER a publication of Matrix Parent Network & Resource Center • Spring 2019 SOME MUSINGS FROM THE EXECUTIVE DIRECTOR... Matrix Parent Network is a 501(c)(3) organization founded in 1983 to serve families of Transitions for Everyone! children with special needs. We serve Marin, Napa, Solano, and Sonoma counties. his issue of the Networker focuses To our dedicated and on the “T” word – transition. We “wonderful Matrix family, have had several resources, BOARD OF DIRECTORS I continue to learn from Ttrainings, and articles in the past about Alexis Lynch you. You will live in my President the transitions our children make. These transitions include Early Intervention heart forever. Colleen Arnold ” Vice President to Preschool, Primary to Middle School, bit of what I have learned from all of you and Special Education to Adulthood. over the past many years. Sarah Ponsford Treasurer Hopefully you have found effective Transition means change. It means strategies and tools to help your chil- getting from here to there (wherever Gina Flores dren overcome challenges as they grow Eli Gelardin there might be). It means stepping into and learn. This time I want to address the unknown while trying to prepare, as Heather Johnson the transitions that we, as parents, have Shawn Murphy much as possible, for a smooth landing. experienced and will experience as we For me this transition means leaving a Nicole Wehr travel through this confusing, crazy, familiar, comfortable place full of people joyous maze of raising a child with who have been so important in my life. It MATRIX STAFF unique needs. -
The Development of Collegiate Male Glee Clubs in America: an Historical
UNIVERSITY OF CINCINNATI Date: 13-Jul-2010 I, Jeremy D. Jones , hereby submit this original work as part of the requirements for the degree of: Doctor of Musical Arts in Conducting, Choral Emphasis It is entitled: The Development of Collegiate Male Glee Clubs in America: An Historical Overview Student Signature: Jeremy D. Jones This work and its defense approved by: Committee Chair: Earl Rivers, DMA Earl Rivers, DMA 8/16/2010 901 The Development of Collegiate Male Glee Clubs in America: An Historical Overview A document submitted to the Division of Graduate Studies and Research of the University of Cincinnati in partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS in the Ensembles and Conducting Division of the College-Conservatory of Music August 2010 by Jeremy D. Jones B.M., Middle Tennessee State University, 2001 M.M., East Carolina University, 2007 Committee Chair: Earl Rivers, D.M.A. ABSTRACT Collegiate male glee clubs have flourished in the United States since the first glee club was established in 1858 at Harvard University. For more than 150 years men’s glee clubs have proliferated from predominately autonomous student-led social organizations singing of school pride and spirit to organizations of musical and artistic prominence. While many collegiate glee clubs still retain certain elements of a social and fraternal-like nature, faculty directors helped instill traditions of musical excellence through various artistic missions, initiatives, and endeavors. Published historical accounts pertaining to the rich histories associated with individual glee clubs, as well as the movement as a whole, are sparse, and continued research in this field is needed to enhance the historical contributions of the male choral arts. -
Tinker, Tailor, Supervisor, Spy: Lessons Learned from Distant Supervision Elizabeth Currin University of South Carolina, [email protected]
Journal of Educational Supervision Volume 2 | Issue 1 Article 5 2019 Tinker, Tailor, Supervisor, Spy: Lessons Learned from Distant Supervision Elizabeth Currin University of South Carolina, [email protected] Stephanie Schroeder Pennsylvania State University, [email protected] Elizabeth Bondy University of Florida, [email protected] Brittney Castanheira University of Florida, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/jes Part of the Teacher Education and Professional Development Commons Recommended Citation Currin, E., Schroeder, S., Bondy, E., & Castanheira, B. (2019). Tinker, Tailor, Supervisor, Spy: Lessons Learned from Distant Supervision. Journal of Educational Supervision, 2 (1). https://doi.org/10.31045/jes.2.1.5 This Empirical Research is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Journal of Educational Supervision by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. Empirical Research Tinker, Tailor, Supervisor, Journal of Educational Supervision 78 – 97 Volume 2, Issue 1, 2019 Spy: Lessons Learned from DOI: https://doi.org/10.31045/jes.2.1.5 https://digitalcommons.library.umaine.edu/jes/ Distant Supervision Elizabeth Currin1, Stephanie Schroeder2, Elizabeth Bondy3, and Brittany Castanheira3 Abstract This study investigates the transition from a local to a distant model of clinical intern supervision at a large, public, research university. Interviews were conducted with supervisors who had participated in local and distant supervision to explore challenges and adaptations throughout the first year of the distant model. Aside from areas of consensus, such as difficulties with communication, observations, coaching, and seminar meetings, the supervisors revealed distinctly different responses to the expectation of carrying out the distant supervision model with fidelity. -
Lee, H. September 2017
Lee, H. September 2017 Curriculum Vitae Name Heeyoung Lee, PhD, PMHNP-BC, CRNP Business Address University of Pittsburgh Telephone: (412) 624-5073 School of Nursing Fax: (412) 383-7293 415 Victoria Building E-mail: [email protected] 3500 Victoria Street Pittsburgh, PA 15261 EDUCATION Undergraduate Feb/1994 Hanyang University BSN Seoul, Korea Nursing Graduate Feb/1996 Hanyang University MSN Seoul, Korea Psychiatric Nursing June/2007 University of Washington PhD Seattle, WA Psychiatric Nursing Post-master’s June/2007 University of Washington Adult Psychiatric Mental Seattle, WA Health Nurse Practitioner LICENSURE AND CERTIFICATION 1994–present 109110 Korea 2006–present RN00164404 Washington 2006–present 569724 New York 2008–present RN592447 Pennsylvania 2008-present American Nurses Credentialing Adult Psychiatric Mental Center (ANCC): 2007007620 Health Nurse Practitioner 2009-present Certified Registered Nurse Pennsylvania-CRNP Adult Practitioner (CRNP) SP010266 Psych Mental Health 2017-present Prescriptive Authority: 028858 Pennsylvania-CRNP Adult Psych Mental Health APPOINTMENTS AND POSITTIONS 1 Lee, H. September 2017 Academic 1996–2001 Research Institute of Nursing Development Researcher/Instructor Hanyang University, Seoul, Korea 2002–6/2007 Study of Irritable Bowel Syndrome (IBS) Graduate Research (PI: Dr. Heitkemper, M.) Assistant University of Washington School of Nursing Seattle, Washington 6/2007–12/2007 Study of Irritable Bowel Syndrome (IBS) Data Manager (PI: Dr. Heitkemper, M.) University of Washington School of Nursing Seattle, Washington 1/2008–9/30/2017 University of Pittsburgh Assistant Professor, School of Nursing Coordinator-Psychiatric Pittsburgh, Pennsylvania Mental Health Nurse Practitioner (PMHNP) Program 10/1/2017-present University of Pittsburgh Associate Professor, School of Nursing Tenured; Coordinator- Pittsburgh, Pennsylvania Psychiatric Mental Health Nurse Practitioner (PMHNP) Program Non-Academic 1994–1996 Hanyang University Medical Center Staff Nurse (RN) Seoul, Korea 6/2014-present P.K. -
Just Transition a Report for the OECD
MAY 2017 Just Transition A Report for the OECD https://www.ituc-csi.org/just-transition-centre This paper was prepared by Samantha Smith for the Just Transition Centre, with contributions from ITUC, TUAC and ITUC affiliates. It was provided to the OECD in the context of the project “Growth, investment and the low carbon transiti- on.” The content remains the sole responsibility of the authors and of the Just Transition Centre. The views expressed herein do not necessarily reflect the position of the OECD or its mem- ber countries. 24 Foreword The Imperative of a Just Transition Sharan Burrow, General Secretary, ITUC ”Taking into account the imperatives of a just transition of the workforce and the creation of decent work and quality jobs in accordance with nationally defined development prio- rities” Paris Agreement (2015) Ambitious action on climate that keeps the warming There are reasons for optimism. In the EU, renewable of the planet as far below 2 degrees as possible is an energy is on track to be 50% of energy supply by 2030. imperative if we are to ensure a future for humanity. Globally, the renewable energy sector employed 8.1 million workers in 2015, with an additional 1.3 million There can be no doubt that a zero-carbon world is workers employed in large hydropower. possible, but we have choices about how we manage the transition. A just transition ensures environmental Heavy industry typically has had few good technolo- sustainability as well as decent work, social inclusi- gical solutions for cutting emissions. Now, Dalmia, an on and poverty eradication. -
Transitioning to Inclusion a Guide to Welcoming Transgender Children and Their Families in Your Community of Faith
Transitioning to Inclusion A guide to welcoming transgender children and their families in your community of faith By Kelsey Pacha A resource from the Center for Lesbian and Gay Studies in Religion and Ministry This resource was written by Kelsey Pacha for CLGS, the Center for Lesbian and Gay Studies in Religion and Ministry at Pacific School of Religion, and made possible by a grant from the Atkinson Foundation. Through their generosity, CLGS has worked with congregations, parents, and religious educators in San Mateo County and beyond to create this resource. © 2014 Center for Gay & Lesbian Studies in Religion and Ministry 1798 Scenic Avenue Berkeley, CA 94709 Phone: (510) 849-8206 FAX: (510) 849-8212 www.clgs.org p. 2 | Center for Lesbian and Gay Studies in Religion and Ministry Transitioning to Inclusion: A guide to welcoming transgender children and LGBT youth and their families in your community of faith Contents Fully Including Transgender Youth in Spiritual Spaces............................................p. 4 Section 1: Coming Out: For the Child and For Your Community.............................p. 6 Space for Exploration................................................p. 6 Section 2: Using What You Have.........................................................................p. 8 Community Values That Support Inclusivity..............p. 8 Section 3: Logistical Concerns..............................................................................p. 10 Restrooms................................................................p. 10 -
Advertise in the Gazette CONTRIBUTOR's MEETINGS MONDAYS, 5:30PM ROOM 312, The
Oct. 14 - 20, 2011 free 144-07 ON QUEER POLITICS Transitioning, pg 4 Rainbow allies, pg 8 RENT fundraiser, pg 9 Illustration by Elise Boudreau Graham Boudreau Elise Illustration by October 20-22 GRAWOOD & DSU EVENTS · TIGER ATHLETICS · TAILGATE PARTY dal.ca/homecoming October 14 - October 20, 2011 • Dylan Matthias, Editor-in-Chief [email protected] Erica Eades, Copy/Arts Editor [email protected] Katrina Pyne, News Editor staff Torey Ellis, Assistant News Editor [email protected] Matthew Ritchie, Opinions Editor [email protected] Leslie Gallagher, Assistant Arts Editor [email protected] Ian Froese, Sports Editor WEEKLY DISPATCH [email protected] Here is a list of upcoming events that you will want to mark your calendars for: Angela Gzowski, Photo Editor [email protected] Leilani Graham-Laidlaw, Online Editor Brains for Change Rob Sangster-Poole, Assistant Online Editor Saturday, October 15 [email protected] Brains for Change is getting into gear. Our first event of the year is all about getting your Jenna Harvie, Creative Editor creative minds flowing. Come to connect with like minds and kindred spirits in the SUB. [email protected] Visit www.DSU.ca/brainsforchange or contact Kayla Kurin at [email protected]. Jonathan Rotsztain, Art Director [email protected] Ben McDade, Business Manager Elliot Brood at the Grawood [email protected] Thursday, October 20 contact us www.dalgazette.com For Homecoming, your DSU is pleased to introduce you to one of Canada's top alternative The SUB, Room 312 country rock bands, and certainly one of the best live performances out there.... Elliott Brood! 6136 University Avenue Accompany opening acts will include SoHo Ghetto and Union Duke! Halifax NS, B3H 4J2 Advertising Inquiries Aaron Merchant, Ad Manager Early bird tickets are $7.00 and will be available starting Oct 7th, at the Info desk in the SUB.