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The Cost of School Holidays
Literature Review July 2015 The Cost of School Holidays Mhairi Campbell, Nick Watson and Natalie Watters What Works Scotland (WWS) aims to improve the way local areas in Scotland use evidence to make decisions about public service development and reform. We are working with Community Planning Partnerships involved in the design and delivery of public services (Aberdeenshire, Fife, Glasgow and West Dunbartonshire) to: learn what is and what isn’t working in their local area encourage collaborative learning with a range of local authority, business, public sector and community partners better understand what effective policy interventions and effective services look like promote the use of evidence in planning and service delivery help organisations get the skills and knowledge they need to use and interpret evidence create case studies for wider sharing and sustainability A further nine areas are working with us to enhance learning, comparison and sharing. We will also link with international partners to effectively compare how public services are delivered here in Scotland and elsewhere. During the programme, we will scale up and share more widely with all local authority areas across Scotland. WWS brings together the Universities of Glasgow and Edinburgh, other academics across Scotland, with partners from a range of local authorities and: Glasgow Centre for Population Health Healthcare Improvement Scotland Improvement Service Inspiring Scotland IRISS (Institution for Research and Innovation in Social Services) Joint Improvement Team NHS Health Scotland NHS Education for Scotland SCVO (Scottish Council for Voluntary Organisations) This Brief Literature Review is one of a series of papers that What Works Scotland is publishing to share evidence, learning and ideas about public service reform. -
Bosnia and Herzegovina Report on the Situation Of
BOSNIA AND HERZEGOVINA REPORT ON THE SITUATION OF TRAFFICING IN HUMAN BEINGS AND ILLEGAL IMIGRATION IN BOSNIA AND HERZEGOVINA AND REPORT ON THE IMPLEMENATION OF THE ACTION PLAN FOR COMBATING TRAFFICKING IN HUMAN BEINGS AND ILLEGAL IMMIGRATION IN BOSNIA AND HERZEGOVINA IN 2006 State Coordinator for Combating Trafficking in Human Beings and Illegal Immigration in Bosnia and Herzegovina Contents I Introduction ____________________________________________________________________ 3 II Supporting Framework __________________________________________________________ 6 Legal and Regulatory Framework ________________________________________________ 6 Coordinating Structures_________________________________________________________ 9 Information Management and Research ___________________________________________ 9 Capacity Building _____________________________________________________________ 11 Mobilisation of resources _______________________________________________________ 14 III Prevention ___________________________________________________________________ 15 Awareness raising about human trafficking _______________________________________ 15 Economical Empowerment of Vulnerable Groups __________________________________ 16 IV Protection of Victims and Witnesses ______________________________________________ 17 V A General Overview of the Situation and Statistical Indicators about Victims of Trafficking __ 21 VI Criminal Prosecution and International Cooperation_________________________________ 23 Criminal Prosecution __________________________________________________________ -
Summer Vacation Is a Great Time for Relaxing with a Good Book
Dear Parents ~ Summer vacation is a great time for relaxing with a good book. We believe summer reading should be an important part of every child’s vacation experience; savoring the wonderful language contained in a good book, enjoying the beautiful artwork, and giving children the opportunity to dream, learn, and visualize new worlds through literature is a wonderful summer pastime. Community School of Naples is committed to helping your child have a positive summer reading experience. With that goal in mind, we encourage your child to select a book or two from CSN’s suggested reading list, visit the public library or local bookstore and hopefully broaden their reading interests. This year’s summer reading list suggests some titles that we hope your child will enjoy. As with any of our library related suggestions, we encourage you to assist in the selection process, as you know what will best meet your child’s needs. Together, we can give your child the most precious gift ever… the gift of the love of reading. Reading is to the mind what exercise is to the body. Joseph Addison (1672-1719) Have a healthy, happy summer! Suzanne Bailey Rene Vernava Director of Media Resources Library Assistant Community School of Naples - Library Suggested Summer Reading List 2013 PreSchool, PreKindergarten, Kindergarten Andreae, Giles. Giraffes Can’t Dance Gerald the giraffe is too clumsy to dance with all the other animals at the Jungle Dance, until he finds the right music. Asch, Frank. The Sun is My Favorite Star Celebrates a child's love of the sun and the wondrous ways in which it helps the earth and the life upon it. -
The History of School and Summer Vacation
Journal of Inquiry & Action in Education, 5(1), 2012 The History of School and Summer Vacation James Pedersen Seton Hall University For more than 100 years the public school system has been the foundation of our society. Millions of our nation’s citizens have moved through the primary, middle and secondary schools which, although they vary slightly from region to region, provided a shared experience and are a part of Americana. History tells us the reasons that school systems used only a 10 month calendar were due to agrarian needs, but in recent years this rationale does not seem as applicable. In light of global competition and America’s consistently poor international rankings, it would seem logical conclusion to extend the school year to increase instructional time. But the move to year-round schooling isn’t so easy, nor is it unanimously embraced by parents, community members, businesses or politicians. Background For more than 100 years the public school system has been the foundation of our society. Millions of our nation’s citizens have moved through the primary, middle and secondary schools which, although they vary slightly from region to region, provided a shared experience and are a part of Americana. History tells us the reasons that school systems used only a 10-month calendar were due to agrarian needs, but in recent years this rationale does not seem as applicable. In light of global competition and America’s consistently poor international rankings, it would seem a logical conclusion to extend the school year to increase instructional time. But the move to year-round schooling isn’t so easy, nor do parents, community members, businesses or politicians unanimously embrace it. -
1. CROSS-BORDER REGION „KRŠ “ (Introductory Remarks)
KRSH Preparation for implementation of the Area Based Development (ABD) Approach in the Western Balkans BASELINE STUDY AND STRATEGIC PLAN FOR DEVELOPMENT OF THE CROSS-BORDER REGION “KRŠ” BASELINE STUDY AND STRATEGIC PLAN FOR DEVELOPMENT OF THE CROSS-BORDER REGION KRŠ “This document has been produced with the financial assistance of the European Union. The contents of this document are the sole responsibility of the Regional Rural Development Standing Working Group in South Eastern Europe (SEE) and can under no circumstances be regarded as reflecting the position of the European Union.” This document is output of the IPA II Multi-country action programme 2014 Project ”Fostering regional cooperation and balanced territorial development of Western Balkan countries in the process towards EU integration – Support to the Regional Rural Development Standing Working Group (SWG) in South-East Europe” 2 BASELINE STUDY AND STRATEGIC PLAN FOR DEVELOPMENT OF THE CROSS-BORDER REGION KRŠ Published by: Regional Rural Development Standing Working Group in SEE (SWG) Blvd. Goce Delcev 18, MRTV Building, 12th floor, 1000 Skopje, Macedonia Preparation for implementation of the Area Based Development (ABD) Approach in the Western Balkans Baseline Study and Strategic Plan for development of the cross-border region “Krš” On behalf of SWG: Boban Ilić Authors: Suzana Djordjević Milošević, Ivica Sivrić, Irena Djimrevska, in cooperation with stakeholders from the region “Krš” Editor: Damjan Surlevski Proofreading: Ana Vasileva Design: Filip Filipović Photos: SWG Head Office/Secretariat and Ivica Sivrić CIP - Каталогизација во публикација Национална и универзитетска библиотека "Св. Климент Охридски", Скопје 352(497) DJORDJEVIĆ Milošević, Suzana Preparation for implementation of the area based development (ABD) approach in the Western Balkans : Baseline study and strategic plan for development of the cross-border region "KRŠ" / [authors Suzana Djordjević Milošević, Ivica Sivrić, Irena Djimrevska]. -
Horseflies (Diptera: Tabanidae) of South - East Herzegovina (Bosnia and Herzegovina)
Entomol. Croat. 2008, Vol. 12. Num. 2: 101-107 ISSN 1330-6200 HORSEFLIES (DIPTERA: TABANIDAE) OF SOUTH - EAST HERZEGOVINA (BOSNIA AND HERZEGOVINA) Alma MIKUŠKA1, Stjepan KRČMAR1 & József MIKUSKA† Department of Biology, J. J. Strossmayer University Lj. Gaja 6, HR-31000 Osijek, Croatia, [email protected] Accepted: March 7th 2008 The article presents the horsefly fauna (Dipteral: Tabanidae) of the south- east Herzegovina region, Bosnia and Herzegovina. During the 1987-1990 and 2003–2005 periods we collected a total of 847 horseflies representing 27 species and classified in eight genera. The most common genus isTabanus represented with 12 species, followed by the genera Hybomitra – 6, Haematopota – 3 Chrysops – 2, and Atylotus, Dasyrhamphis, Philipomyia and Therioplectes with 1 species, respectively. The five most abundant species were Hybomitra muehlfeldi (34.36 %), Tabanus bromius (12.04 %), Chrysops viduatus 9.33 %, Hybomitra ciureai (8.85 %) and Philipomyia greaca (6.26 %), which account for 70.84 % of the total number of collected specimens. New species recorded for this region and the for the whole of the state of Bosnia and Hercegovina are: Tabanus eggeri, Tabanus darimonti and Tabanus shanonnellus. Fauna, Tabanidae, Diptera, Bosnia and Herzegovina ALMA MIKUŠKA1, STJEPAN KRČMAR1 & JÓZSEF MIKUSKA†: Obadi (Diptera: tabanidae) u jugoistočnoj Hercegovini (Bosna i Hercegovina). Entomol. Croat. Vol. 12, Num 2: 101-107. U ovom radu prvi je put predstavljena fauna obada (Diptera: Tabanidae) jugoistočne Hercegovine. Utvrđeno je 27 vrsta obada zastupljenih s osam rodova. Rod Tabanus zastupljen je s 12 vrsta, Hybomitra sa šest, Haematopota s tri, Chrysops s dvije, te Atylotus, Dasyramphis, Philipomyia i Therioplectes s po jednom vrstom. -
Analytical Chemistry Summer Studentships Application Deadline
Analytical Chemistry Summer Studentships The Object of the Analytical Chemistry Trust Fund is to promote, assist and extend the science and study of Analytical Chemistry and of all questions relating to the analysis, nature and composition of natural and manufactured materials for the benefit of the public. Application deadline 17:00 Friday 12th February 2021 1. Purpose of the Analytical Chemistry Summer Studentships (ACSS) The purpose of the awards is to give experience of research to undergraduates with research potential and to encourage them to consider a career in Analytical Chemistry research on completion of their undergraduate degree. The awards provide support for the student at a rate of £270 per week (£320 per week in London), for a period of between 6 and 8 weeks during the summer vacation. 2. Definitions ACTF Means the Analytical Chemistry Trust Fund. Trustees Means the Trustees of the Analytical Chemistry Trust Fund. ACSS Means an Analytical Chemistry Summer Studentship. Student Means the holder of an ACSS. Applicant Means the supervisor of the Project for which an application for an Analytical Chemistry Summer Studentship is being made. HEI Means Higher Education Institution in the United Kingdom or the Irish Republic, as defined by the Higher Education Funding Council for England, the Higher Education Funding Council for Wales, the Scottish Funding Council, the Department of Employment and Learning Northern Ireland and the Higher Education Authority of the Republic of Ireland. Home Institution Means the UK or Irish HEI at which the applicant holds a permanent full-time academic appointment, or a fixed term post- doctoral appointment. -
Tourism in Greece 2020 U L B
Travel, Excursions & Sightseeing Tourism in Greece 2020 U L B S O N O K Y M / l e t o c e r G The National Herald T H D E L N A AT ER IONAL H www.thenationalherald.com 2 SPECIAL EDITION JANUARY 2020 Tourism in Greece 2020 THE NATIONAL HERALD ❙ “Greece is a good place for rebirths” Judith Martin Welcome to The National Herald’s first special insert (of many) of 2020! HIS YEAR, we have decided to jumpstart the new urning on summer vacation plans. The Travel Show is To those who have not visited Greece, it is known for Make your decade with an insert focused on various tourist one of the most comprehensive in North America – at - being the birthplace of democracy, the creation of the destinations throughout Greece. We know that as tracting more than 35K attendees and hosting over 750 Olympic Games, and for its unique and historical archi - summer plans winter (finally) sets in here on the east coast of exhibits related to trade and consumer travel. The show tecture. But it is so much more than that. Even the littlest Tthe United States, we Greeks living abroad can’t help it is the ultimate travel and tourism event and aims to pro - moments in Greece have the capacity to fill all your sen - when our minds wander off to our favorite beaches, vil - mote all aspects of tourism worldwide – including local ses at one time. As Henry Miller said, “it takes a lifetime now and lages, and sunsets in the motherland. -
World Bank: the Economic and Social Impact Of
WESTERN BALKANS REGULAR ECONOMIC REPORT No.17 | Spring 2020 Public Disclosure Authorized The Economic and Social Impact of COVID-19 EDUCATION Public Disclosure Authorized Public Disclosure Authorized “You and me” by Tanja Burzanovic (Montenegro) The RER No. 17 is a collection of notes on the Economic and Social Impact of COVID-19 that will be pub- lished in three parts. The first part was launched on April 29 and focused on the macroeconomic impact of COVID-19. This second part shows how the macroeconomic impact affects the people in the region. It discusses the social impact of COVID-19 in the Western Balkans in six separate RER notes on poverty and welfare, labor, health, education, air pollution, and social protection. The third part, to be launched in early June, will focus on specific economic policy response areas—fiscal, external, and financial sector—and the Public Disclosure Authorized crisis impact on the private sector as reported by firms. THE ECONOMIC AND SOCIAL IMPACT OF COVID-19 Estimated Impact of COVID-19 on Education and Country Responses1 • The COVID-19 pandemic shocks to the education systems will have negative short and long- term impact. Economic gains might falter, human capital growth will likely decline or come to a standstill and current gaps in learning equity will widen. • All Western Balkan countries have responded to the disruption in education delivery by introducing various remote teaching modalities. Yet despite prompt action, learning loss will be unavoidable and considerable, disproportionately affecting the disadvantaged, with a larger share of students falling back into functional illiteracy and potentially dropping out of school altogether. -
Shinwell, Defeyter
Northumbria Research Link Citation: Shinwell, Jackie and Defeyter, Margaret Anne (Greta) (2017) Investigation of Summer Learning Loss in the UK — Implications for Holiday Club Provision. Frontiers in Public Health, 5 (270). ISSN 2296-2565 Published by: Frontiers URL: https://doi.org/10.3389/fpubh.2017.00270 <https://doi.org/10.3389/fpubh.2017.00270> This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/id/eprint/32344/ Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher’s website -
Rule 23A: Standard Parenting Time Guidelines
Rule 23A: Standard Parenting Time Guidelines 23A.01 In General The Court strongly encourages parents to create their own cooperative parenting time schedules tailored to the specific needs of their children, the parents’ respective work hours, and the collective needs of each household. To help create a workable schedule, parents are urged to read “Planning for Parenting Time: Ohio’s Guide for Parents Living Apart,” available on the Domestic Relations website at www.lakecountyohio.gov/dr. There are sample parenting time schedules in the guide. For parents who are unable to agree on a parenting schedule, the Court sets forth in this Rule a plan to ensure the minor children have frequent and consistent contact with both parents. The Court’s plan reflects: (1) The preservation and development of a close relationship between the children and each parent; and, (2) Consideration of the changing developmental needs of the children. If parents cannot agree on their own plan or the Court’s plan due to objections because of special circumstances (such as travel time, work requirements, substance abuse, mental illness, or violence), the parents must be prepared to present specific facts in a hearing for a proposed plan which considers the best interests of the children, not the parents. 23A.02 Infants: 0 – 2 Months For infants younger than two months of age, the nonresidential parent may spend time with the infant in the residential parent’s home three days per week, for two hours per visit. If the parents cannot agree as to days and times, the following schedule shall be followed: the nonresidential parent shall have parenting time each Sunday from 2:00 p.m. -
Organisation of School Time in Europe: Primary and Secondary
The Organisation of School Time in Europe Primary and General Secondary Education 2020/21 Eurydice – Facts and Figures Education and Training The Organisation of School Time in Europe Primary and General Secondary Education 2020/21 Eurydice – Facts and Figures Education and Training This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA, Education and Youth Policy Analysis). Please cite this publication as: European Commission/EACEA/Eurydice, 2020. The Organisation of School Time in Europe. Primary and General Secondary Education – 2020/21. Eurydice Facts and Figures. Luxembourg: Publications Office of the European Union. ISBN 978-92-9484-343-2 ISSN 2443-5309 doi:10.2797/276895 EC-AH-20-001-EN-N Text completed in September 2020. Luxembourg: Publications Office of the European Union, 2020 © Education, Audiovisual and Culture Executive Agency, 2020 Reproduction is authorized provided the source is acknowledged. Education, Audiovisual and Culture Executive Agency Education and Youth Policy Analysis Avenue du Bourget 1 (J-70 – Unit A6) B-1049 Brussels E-mail: [email protected] Website: http://ec.europa.eu/eurydice INTRODUCTION This report, based on national data, gives an overview on the length of the school year, the start and the end dates, the timing and length of school holidays and the number of school days. It covers both primary and general secondary education and key points are illustrated by comparative figures. The information is available for the 38 countries participating in the EU's Erasmus+ programme (27 Member States, the United Kingdom, Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Serbia and Turkey).