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Gender and the Quest in British Science Fiction Television CRITICAL EXPLORATIONS in SCIENCE FICTION and FANTASY (A Series Edited by Donald E
Gender and the Quest in British Science Fiction Television CRITICAL EXPLORATIONS IN SCIENCE FICTION AND FANTASY (a series edited by Donald E. Palumbo and C.W. Sullivan III) 1 Worlds Apart? Dualism and Transgression in Contemporary Female Dystopias (Dunja M. Mohr, 2005) 2 Tolkien and Shakespeare: Essays on Shared Themes and Language (ed. Janet Brennan Croft, 2007) 3 Culture, Identities and Technology in the Star Wars Films: Essays on the Two Trilogies (ed. Carl Silvio, Tony M. Vinci, 2007) 4 The Influence of Star Trek on Television, Film and Culture (ed. Lincoln Geraghty, 2008) 5 Hugo Gernsback and the Century of Science Fiction (Gary Westfahl, 2007) 6 One Earth, One People: The Mythopoeic Fantasy Series of Ursula K. Le Guin, Lloyd Alexander, Madeleine L’Engle and Orson Scott Card (Marek Oziewicz, 2008) 7 The Evolution of Tolkien’s Mythology: A Study of the History of Middle-earth (Elizabeth A. Whittingham, 2008) 8 H. Beam Piper: A Biography (John F. Carr, 2008) 9 Dreams and Nightmares: Science and Technology in Myth and Fiction (Mordecai Roshwald, 2008) 10 Lilith in a New Light: Essays on the George MacDonald Fantasy Novel (ed. Lucas H. Harriman, 2008) 11 Feminist Narrative and the Supernatural: The Function of Fantastic Devices in Seven Recent Novels (Katherine J. Weese, 2008) 12 The Science of Fiction and the Fiction of Science: Collected Essays on SF Storytelling and the Gnostic Imagination (Frank McConnell, ed. Gary Westfahl, 2009) 13 Kim Stanley Robinson Maps the Unimaginable: Critical Essays (ed. William J. Burling, 2009) 14 The Inter-Galactic Playground: A Critical Study of Children’s and Teens’ Science Fiction (Farah Mendlesohn, 2009) 15 Science Fiction from Québec: A Postcolonial Study (Amy J. -
Download the Far Horizon
The Far Horizon by Lucas Malet The Far Horizon by Lucas Malet E-text prepared by Suzanne Shell, Danny Wool, Lorna Hanrahan, Mary Musser, Charles Franks, and the Online Distributed Proofreading Team THE FAR HORIZON BY LUCAS MALET (MRS. MARY ST. LEGER HARRISON) BY THE SAME AUTHOR _The Wages of Sin_ _A Counsel of Perfection_ page 1 / 464 _Colonel Enderby's Wife_ _Little Peter_ _The Carissima_ _The Gateless Barrier_ _The History of Sir Richard Calmady_ "Ask for the Old Paths, where is the Good Way, and walk therein, and ye shall find rest."--JEREMIAS. "The good man is the bad man's teacher; the bad man is the material upon which the good man works. If the one does not value his teacher, if the other does not love his material, then despite their sagacity they must go far astray. This is a mystery of great import."--FROM THE SAYINGS OF LAO-TZU. ..."Cherchons a voir les choses comme elles sont, et ne voulons pas avoir plus d'esprit que le bon Dieu! Autrefois on croyait que la canne a sucre seule donnait le sucre, on en tire a peu pres de tout maintenant. Il est de meme de la poesie. Extrayons-la de n'importe quoi, car elle git en page 2 / 464 tout et partout. Pas un atome de matiere qui ne contienne pas la poesie. Et habituons-nous a considerer le monde comme un oeuvre d'art, dont il faut reproduire les procedees dans nos oeuvres."--GUSTAVE FLAUBERT. CHAPTER I Dominic Iglesias stood watching while the lingering June twilight darkened into night. -
THE RISE of LIFESTYLE ACTIVISM from New Left to Occupy
THE RISE OF LIFESTYLE ACTIVISM From New Left to Occupy NIKOS SOTIRAKOPOULOS The Rise of Lifestyle Activism Nikos Sotirakopoulos The Rise of Lifestyle Activism From New Left to Occupy Nikos Sotirakopoulos Loughborough University United Kingdom ISBN 978-1-137-55102-3 ISBN 978-1-137-55103-0 (eBook) DOI 10.1057/978-1-137-55103-0 Library of Congress Control Number: 2016947743 © Th e Editor(s) (if applicable) and Th e Author(s) 2016 Th e author(s) has/have asserted their right(s) to be identifi ed as the author(s) of this work in accordance with the Copyright, Designs and Patents Act 1988. Th is work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and trans- mission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Th e use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. Th e publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. -
Diversion Tactics
Diversion Tactics U N D E R S T A N D I N G M A L A D A P T I V E B E H A V I O R S I N R E L A T I O N S H I P S Toxic people often engage in maladaptive behaviors in relationships that ultimately exploit, demean and hurt their intimate partners, family members and friends. They use a plethora of diversionary tactics that distort the reality of their victims and deflect responsibility. Abusive people may employ these tactics to an excessive extent in an effort to escape accountability for their actions. Here are 20 diversionary tactics toxic people use to silence and degrade you. 1 Diversion Tactics G A S L I G H T I N G Gaslighting is a manipulative tactic that can be described in different variations three words: “That didn’t happen,” “You imagined it,” and “Are you crazy?” Gaslighting is perhaps one of the most insidious manipulative tactics out there because it works to distort and erode your sense of reality; it eats away at your ability to trust yourself and inevitably disables you from feeling justified in calling out abuse and mistreatment. When someone gaslights you, you may be prone to gaslighting yourself as a way to reconcile the cognitive dissonance that might arise. Two conflicting beliefs battle it out: is this person right or can I trust what I experienced? A manipulative person will convince you that the former is an inevitable truth while the latter is a sign of dysfunction on your end. -
The Sound of Silence By Maury Brown
The Sound of Silence by Maury Brown Number of players: Minimum: 2, Maximum: 12 2 players: storyteller and silencer are opposite each other. 3 players: storyteller is the point of a triangle and silencers are at 10 and 2 o’clock facing each other. 4-6 players (optimal): storyteller at center, silencers circle around them; storyteller turns to face each as they speak. 7+ players: two storytellers, in groups of 2-6 configured as above. Background: This is a game about communication and trying to be heard. Players will play the roles of people trying to tell their stories, and of people responding in various ways that oppress or silence the storyteller, sometimes in well-meaning ways. It’s an exploration of privilege, agonistic rhetoric, and the Enlightenment separation of emotion from reason. It codifies emotional abuse into a set of mechanics that are used strategically against the storyteller. Many of you will play the roles of authority figures and abusers who use manipulative and domineering tactics to control conversations and silence dissent. They do so for the purpose of maintaining the status quo, a position they vigorously defend as best for society (if not themselves). The result is to keep those who are oppressed or marginalized in their place. This may feel very uncomfortable and difficult. We will debrief following the game to discuss how it felt to be both silenced and the silencer. Setup: the game is played in rounds, where the role of the storyteller(s) switches until each player has been both a storyteller and a silencer. -
WET EXIT Part Two.Pages
! ! Travelogues: WET EXIT Part Two: The Place of Enchantment ! Mars Radcon ! ! ! ! ! ! ! a marlow[films], inc. travelogue #3 This story is dedicated to Doug Whittaker, who forgave me, I hope. ! Copyright © Peregrinator Press and Binding 2019 WET EXIT is a work of un-fiction -- as the author likes to call it -- and hopefully a work of art. Because the story is based upon events which actually occurred and people who actually exist, or did exist, there may be some resemblance between the story's characters and people still living or deceased. The names of all the central characters have been changed and, for the most part, only first names are used. By no means, even if the person upon whom a character is based can be deduced, should it be assumed that the character's fictionalized background or anything they are depicted as saying or doing within the story is any reflection of behavior or speech that ever pertained to the actual person. The illustrations accompanying the text are pencil drawings executed by eye and based upon photographs either captured by the author, discovered in magazines, or downloaded from photo aggregating web sites. In each case, the pencil drawing, al- ready an approximation and typically only a portion of the original image, was scanned and modified using a variety of photo editing software. Ultimately, the illus- trations used in this book are assumed to bear scant, if any, resemblance to the orig- inal photographs. If the owner of any photo, upon perusal, discovers an image too obviously based upon their work and objects to it being used in this way, they only have to contact the author by email and it will be switched out with a different image in all future editions. -
SCHOOL BOARD BUSINESS MEETING Sept. 14, 2020 at 6:30 P.M
DRAFT SCHOOL BOARD BUSINESS MEETING Sept. 14, 2020 at 6:30 p.m. PUBLIC MEETING ROOM PRESENT: Ann C. Coker, Bermuda District; Ryan M. Harter, Matoaca District; Kathryn S. Haines, Midlothian District; Dorothy L. Heffron, Vice Chair, Clover Hill District; Debbie G. Bailey, Chair, Dale District; Mervin B. Daugherty, Ed.D., Superintendent; Dr. Thomas Taylor, Deputy Superintendent; Dr. Sharon Pope, Chief Academic Officer; Dr. Lisa High, Chief of Schools; Bob Meister, Chief Financial Officer; Josh Davis, Chief Operations Officer; Wendell Roberts, School Board Attorney; Stephanie Frick, Assistant School Board Attorney; Tim Bullis, Executive Director of Communications and Community Engagement; Dr. Kimberly Hough, Executive Director of Human Resources and Talent Management; Dr. Joseph Tylus, Executive Director of Constituent Services; Brian Jones, Executive Director of Technology; Shawn Smith, Director of Government, Policy, and Media Relations; Dr. Morgan Debusk-Lane, Coordinator of Research and Evaluation; Nick Oyler, Coordinator of Student Health Services; and, Robert McDaniel, School Board Clerk. A. MEETING OPENING Mrs. Bailey called the meeting to order at 6:34 p.m. Mr. Harter provided the invocation. Mrs. Haines led the pledge of allegiance. B. CONSENT AGENDA ● Agenda Adoption ● Approval of the Minutes ○ Aug. 11, 2020 Board Retreat ○ Aug. 11, 2020 Business Meeting ○ Aug. 25, 2020 Work Session ● Memo #101-20: Revisions to School Board Governance Handbook ● Memo #102-20: FY2021 - Acceptance of New Grants ● Memo #103-20: FY2021 Grant - Claude Moore Scholars ● Memo #104-20: Recommended Personnel Actions ● Memo #105-20: Appointment of Members to Advisory Committees ● Memo #106-20: Approval of Revisions to the Audit and Finance Committee Bylaws ● Memo #107-20: Approval of Revisions to the Citizens Budget Advisory Committee Bylaws ● Memo #108-20: Approval of Additional Budget Appropriation for Human Resources in FY2021 Mr. -
Avoiding Unconscious Bias
Avoiding unconscious bias Avoiding unconscious bias A guide for surgeons 2 Avoiding unconscious bias 3 The Royal College of Surgeons of England Contents Introduction 2 Equality and diversity 2 Bias 3 Addressing individual bias 3 Addressing bias in organisations 3 Advice for those recruiting to committees or posts, to improve diversity 4 Advice for those organising, chairing or administrating meetings 4 Bullying 5 Who is most at risk of being accused of bullying? 5 Advice on avoiding bullying behaviour 5 What can be changed to reduce bullying? 6 What to do if you are accused of bullying or if a unit needs more help 6 Behaviour 7 What is acceptable behaviour? 7 Unacceptable behaviours 8 Behaviour in surgical environments 9 Advice for mentors, line managers, supervisors, appraisers 9 Definitions 11 Inequalities at work 12 Literature on diversity 12 References 13 Appendix 1 15 Avoiding unconscious bias Introduction The College aims to support all surgeons throughout their careers in achieving the highest standards of surgery and in all their professional interactions. Surgeons continuously aim to improve our clinical practice and professional behaviours. Organisations that are more diverse are better able to withstand change and we will support our members and fellows in embracing diversity. All surgeons are role models for students and trainees and are ambassadors for the profession. Their behaviour must therefore be welcoming, supportive and inclusive. Everyone has biases – some of which we are aware of, others we are not. Doctors, probably more than most, are conditioned to make assumptions or spot diagnoses and are uniquely exposed to a full spectrum of individuals at their most vulnerable. -
Bullying and Harassment Are Difficult to Deal with What Is Harassment? and Sometimes Difficult to Resolve
PSS information guide BULLYING AND HARRASSMENT 6 PSS: 020 7245 0412, [email protected] Bullying and harassment are difficult to deal with What is harassment? and sometimes difficult to resolve. Your workplace Harassment is any unwanted or unwelcome has policies that set standards of behaviour for behaviour that affects your dignity. From mild- all employees as part of promoting equality and ly unpleasant comments to physical violence, it diversity in service delivery and employment. is often about a personal characteristic such as age, gender, race, sexual orientation, disability, religion or nationality. It can be persistent or a You have the right to work without discrimina- one-off incident. tion and with respect. Someone who believes they are being harassed will view the actions or comments of someone else as demeaning What is bullying? or unacceptable. People have different tolerance levels, so what one person views as demeaning may not appear as Bullying at work is an abuse of power or position. such to someone else. It is offensive discrimination through persistent, vindictive, cruel or humiliating attempts to under- If you think you are experiencing bullying or mine, criticise, condemn, hurt or humiliate either an individual or a group of employees. Examples harassment: of bullying and harassing behaviour include: Think about whether you need time to adjust to new management/organisational style. X constantly criticising a competent worker Check your organisation’s professional conduct X undermining the position, status, worth, value policies. or potential of workers Discuss your concerns with your line manager, HR, X misusing power or position union representative or colleagues who might share X making unfounded comments/threats about job your concerns. -
3. Harassment Policy
Harassment Policy First Issued November 1998 Revised October 2002 Contact details only revised May 2011 CONTENTS Page No Introduction 1 Purpose of the Procedure 1 What is meant by Bullying and Harassment? 2 What form can Harassment take? 4 Why such unacceptable behaviour will not be tolerated 4 Responsibilities 5 Complaints Procedure 6 Informal action 6 Formal action 7 Possible Outcomes & Actions 9 Rights of the Individuals 10 Support for Employees who have been harassed/bullied 10 Roles Support Officer 11 Manager 12 Investigating Officer 13 Monitoring 14 Review of Policy and Procedures 14 Appendices 1 Harassment Procedure Flowchart 2 Harassment Monitoring Form INTRODUCTION Harassment of employees which is not properly and effectively dealt with can result in tension and conflict within the workplace, stress, ill-health and absence, interference with work outputs, and even resignation. Cumbria County Council is an Equal Opportunities employer and therefore believes that every employee has a right to a working environment in which the dignity of individuals is respected and in which bullying and harassment are unacceptable. The Council is committed to providing a safe and healthy workplace for its employees and will deal seriously with any instances of harassment that could affect this, whatever form this might take. Purpose of the Procedure The purpose of the Harassment Procedure is to create a climate within Cumbria County Council where all employees are treated with respect and dignity at work. This procedure provides a framework for action to be taken to either enable employees to deal with situations themselves, or if they wish, for action to be taken to investigate a complaint and, if harassment is proved to have occurred, for the Council to take action which could reasonably be expected to address the situation. -
9/18/20 Families Survey Results
9/18/20 FAMILIES SURVEY RESULTS Approximately 503 students represented Which school is the student named above enrolled in? Which education model is the student listed above currently enrolled in? Given the current COVID-19 situation, would you prefer the child listed above attends school: Please share any comments/questions/concerns regarding 100% in-person learning at this time. Do it now. ____ education is suffering because of the hybrid model. It is, in my view, ineffective. My daughter learns great in 100% in-person learning . My concerns she spend too much in computer . My daughter really misses seeing her friends and being in school. ____ is not doing very well in virtual learning That's all he talks about mom I want to go full-time to school in person If we are playing sports, we should be putting our students in school. Education is far more important than sports. It is also very difficult for students not to be able to use lockers and carry around 20+ pound book bags. We can play sports, but not use lockers or put our students back in school more? Makes no sense at all! ____ needs to be back in school full time. He is struggling with on line learning and is falling behind. He is not easily able to navigate and organize for this type of learning. He needs to have teacher interaction and guidance. Please at least give parents the option to send kids back to school full time. The only thing I’d like to see is more teaching and less kids or parents having to figure things out. -
1 United States District Court Southern District
Case 7:18-cv-09736 Document 1 Filed 10/23/18 Page 1 of 57 UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF NEW YORK ELIZABETH SHOLLENBERGER, Plaintiff, – against – 18 CV 9736 NEW YORK STATE UNIFIED COURT SYSTEM, JANET DIFIORE in her individual capacity and in her official capacity as the Chief Judge of the State of New York, and LAWRENCE K. MARKS in his individual capacity and in COMPLAINT his official capacity as the Chief Administrator of the New York State Unified Court System, Defendants. Plaintiff Elizabeth Shollenberger, by her attorneys, Cary Kane LLP, complains of Defendants as follows: NATURE OF THE ACTION 1. Plaintiff brings this action to remedy discrimination in the terms and conditions of her employment because of her disabilities and perceived disabilities, retaliation for engaging in protected activity, and interference with her exercise and enjoyment of her legal rights as a disabled person. More specifically, Plaintiff complains that Defendants discriminated against her (including by retaliation and/or interference) by repeatedly failing to provide reasonable accommodations for her known disabilities; repeatedly failing to engage in an interactive process to determine the feasibility of such accommodations; creating, tolerating, and aiding and abetting a hostile work environment and the harassment of her on account of her disabilities and perceived disabilities; making adverse employment actions, including twice suspending her from performing 1 Case 7:18-cv-09736 Document 1 Filed 10/23/18 Page 2 of 57 her judicial duties