MANAGEMENT, SCUPA & AFSCME EMPLOYEES Monday
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Frequently Asked Questions About Bullying
Safety and Respect for All Frequently Asked Questions About Bullying 1-What is school bullying? 2-What are the consequences of school bullying? 3-What can a school community do about bullying? 4-What can teachers do about classroom bullying? 5-What can students do about school bullying? 6-What can parents of young children do about school bullying? 7-What can parents of teens do about school bullying? 8-What can community partners do about school bullying? 9-How can a caring adult work with a bully? 10-How can a school community promote an anti-bullying climate? 11-What is cyber bullying? 12-Resources 1-What is school bullying? Bullying is exposing a person to abusive actions repeatedly over time. Being aware of children's teasing and acknowledging injured feelings are always important. Bullying becomes a concern when hurtful or aggressive behavior toward an individual or group appears to be unprovoked, intentional, and (usually) repeated. Bullying is a form of violence. It involves a real or perceived imbalance of power, with the more powerful child or group attacking those who are less powerful. Bullying may be physical (hitting, kicking, spitting, pushing), verbal (taunting, malicious teasing, name calling, threatening), or emotional (spreading rumors, manipulating social relationships, extorting, or intimidating). Bullying can occur face-to-face or in the online world. What do bullies do? Bullying actions may be direct or indirect. Direct bullying or identifiable bullying actions may include: • Hitting, tripping, shoving, pinching, -
PS-79: Flexible Work Hours and Staffing
Flexible Work Hours and Staffing PS-79 PURPOSE: The purpose of this policy is to describe the campus policy on flexible work hours and flexible staffing. FLEXTIME POLICY: The University's regular business hours are 8:00 a.m. to 4:30 p.m. Monday through Friday. However, campus departments may have official hours which differ in order to provide necessary services, including multiple shifts. Departments are encouraged to consider flexible schedules when in the best interest of employees and the department. LSU recognizes that flexible schedules can improve morale, productivity and recognize the contributions made before and after normal work hours, particularly by professional staff. Flextime is a work schedule equal to 40 hours per week but differing from the regular business hours. A flextime schedule is appropriate only when the work schedule is beneficial to the University. Working a flextime schedule is a privilege, not an employee right and flexible schedules are not appropriate for all job situations. Flextime schedules may be considered using the following guidelines: A. Service - The level of service provided by the department may not decrease. Normally, flextime provides a wider span of service and provide staff with an opportunity to modify their work schedule to fit individual needs. Department heads must also consider the workload, flow of work, impact on quality and schedules as they relate to the mission and objectives of the department. B. Coverage - Implementation is contingent on ensuring at least minimal coverage (i.e., office front desk and phones) from 8:00 a.m. to 4:30 p.m. including the lunch period as appropriate. -
The Revolving Door: Rehired Employees
The Revolving Door: Rehired Employees Robert M. Richter, Esq., APM Vice President SunGard Relius 1 What Will Be Covered • Counting service • Break in service rules including the “rule of parity” • Entry requirements for rehires • Buy-back rights • Returning from military leave 2 Robert’s Rules of Rehires • Don’t rehire former employees • If the person was good enough to rehire, then why go to all this effort to keep the person out of the plan • In 95 percent of the cases, the person will be eligible on the date of rehire 3 Eligibility Requirements 4 410(a) Maximum • Code §410(a) limits maximum age and service condition plan can impose – Generally one year of service – Age 21 • Plan can’t impose higher service requirement – Even if plan would pass coverage 5 Two Years of Service • The law allows a plan to use a two-year eligibility condition • But pay the price – Full and immediate vesting • Exception: Can’t use two-year rule for elective deferrals • Can be years of service without an intervening break in service (first exception to rule that all service counts) 6 Entry Date • EE generally enters plan on entry date after satisfying eligibility requirements • Maximum entry date is earlier of: – First day of the first plan year beginning after the date requirements are met, or – Date that is six months after the date requirements are met • Roughly 182 entry dates – but January 1st and July 1st meet the maximum 7 Employment on Entry Date • Plan can require employment on entry date as condition to enter • If EE comes back after entry date, -
Rules for Shared Parental Leave
FEATURE Rules for shared parental leave By Alan Pitcaithley, practice management consultant arents will soon be legally their child’s first year. This will have an impact Written notice entitled to share statutory on employers and there are, therefore, precise To use these rights, eligible parents (Table leave following the birth procedures to be followed. 1) must give their employer proper written or adoption of a child. This The mother would normally be able to notice; in fact, three different notices. ‘shared parental leave’ will take up to 52 weeks’ maternity leave. Shared First, the mother must give notice to end apply to eligible parents of parental leave allows a mother to turn her her maternity leave and change over to shared Pbabies due, or children placed for adoption, maternity leave into shared parental leave. parental leave. Second, both parents must give on or after 5 April 2015. It allows employees The actual amount of shared parental leave their employers a notice of entitlement letter to break their absence from work into available depends on how much maternity that sets out their basic eligibility (Table 2). separate blocks and to share some of the leave is taken. Finally, each must provide a notice of leave leave with their spouse or partner. Potentially, Since a mother must take at least two letter that specifies the actual dates that the eligible parents, in the first year of a child’s weeks’ compulsory maternity leave following employee wishes to take as shared parental birth or adoption, will be able to dip in and the birth of their child, there could be up to leave. -
Peace Corps Romania Survival Romanian Language Lessons Pre-Departure On-Line Training
US Peace Corps in Romania Survival Romanian Peace Corps Romania Survival Romanian Language Lessons Pre-Departure On-Line Training Table of Contents………………………………………………………………………. 1 Introduction……………………………………………………………………………… 2 Lesson 1: The Romanian Alphabet………………………………………………… 3 Lesson 2: Greetings…………………………………………………………………… 4 Lesson 3: Introducing self…………………………………………………………… 5 Lesson 4: Days of the Week…………………………………………………………. 6 Lesson 5: Small numbers……………………………………………………………. 7 Lesson 6: Big numbers………………………………………………………………. 8 Lesson 7: Shopping………………………………………………………………….. 9 Lesson 8: At the restaurant………………………………………………………..... 10 Lesson 9: Orientation………………………………………………………………… 11 Lesson 10: Useful phrases ……………………………………………………. 12 1 Survival Romanian, Peace Corps/Romania – December 2006 US Peace Corps in Romania Survival Romanian Introduction Romanian (limba română 'limba ro'mɨnə/) is one of the Romance languages that belong to the Indo-European family of languages that descend from Latin along with French, Italian, Spanish and Portuguese. It is the fifth of the Romance languages in terms of number of speakers. It is spoken as a first language by somewhere around 24 to 26 million people, and enjoys official status in Romania, Moldova and the Autonomous Province of Vojvodina (Serbia). The official form of the Moldovan language in the Republic of Moldova is identical to the official form of Romanian save for a minor rule in spelling. Romanian is also an official or administrative language in various communities and organisations (such as the Latin Union and the European Union – the latter as of 2007). It is a melodious language that has basically the same sounds as English with a few exceptions. These entered the language because of the slavic influence and of many borrowing made from the neighboring languages. It uses the Latin alphabet which makes it easy to spell and read. -
Language Group Specific Informational Reports
Rhode Island College M.Ed. In TESL Program Language Group Specific Informational Reports Produced by Graduate Students in the M.Ed. In TESL Program In the Feinstein School of Education and Human Development Language Group: Romanian Author: Jean Civil Program Contact Person: Nancy Cloud ([email protected]) RHODE ISLAND COLLEGE TESL 539-01: ROMANIAN LANGUAGE Student: Jean Ocelin Civil Prof: Nancy Cloud Spring 2010 Introduction Thousands of languages, dialects, creoles and pidgins are spoken worldwide. Some people, endowed by either an integrative or extrinsic motivation, want to be bilingual, trilingual or multilingual. So, the interlanguage interference becomes unavoidable. Those bilingual individuals are omnipresent in the State of Rhode Island. As prospective ESL teachers, our job requirement is to help them to achieve English proficiency. Knowing the interference problems attributable to their native language is the sine qua none pre- condition to helping them. However, you may have trouble understanding Romanian native speakers due to communication barriers here in the State of Rhode Island. The nature of our research is to use a Contrastive Analysis Approach to the Romanian language, so we can inquire about their predicted errors. In the following PowerPoint presentation, we will put emphasis specifically on phonology, grammar, communication style, and semantic problems. Romanian History 1. Before 106 AD, the Dacians lived in Romanian territory. They spoke Thracian tongue. 2. 106 AD, the defeat of the Dacians, (an indo-European people), led to a period of intense Romanization. A vulgar Latin became the language of commerce and administration. Thracian and Latin combined gave birth to Romanian Language. 3. -
Short Work Break Reference Guide
Short Work Break Reference Guide What is Short Work Break (SWB)? Short Work Break is used to create a temporary halt to a job with the expectation that the employee will be returning into the same job. Putting a job in SWB stops pay on the job but allows employees to remain active in the payroll system. When do I use Short Work Break (SWB)? Academic jobs for certain quarters of the year (Lecturers, academic student employees, etc.) Floater employees during periods of inactivity (temp services) Staff Employee on Furlough (most commonly, partial-year career 10/12) DO NOT USE FOR GRADUATE STUDENT EMPLOYEES Important Note: Please refer to the Short Work Break Matrix for more details. UCI Short Work Break Matrix Features/Benefits of Short Work Break Considerations Don’t have to re-hire Minimal transaction Doesn’t have to go to path center (local process) Returning from SWB is simple process Units will continue to have visibility to employees, still on active HR status Needs monitoring, especially the return Have to return them before you can do anything else to them (e.g. have to return to terminate them) Length of SWB is pre-determined based on title code Benefits are halted during SWB Can change position funding during SWB Can still do retro transactions during SWB Assumptions Employee needs to be returning to the same job. UCI UCPATH - Training Last updated 9/11/2019 Short Work Break Reference Guide How to put an employee on Short Work Break Navigation: PeopleSoft Menu > UC Customizations > UC Extensions > PayPath Actions. -
Polish Minor Revised: 02/2020
Polish Minor www.Slavic.Pitt.edu/Undergraduate/Polish Revised: 02/2020 The Department of Slavic Languages and Literatures offers a major in Russian and minors in Bosnian-Croatian-Serbian (BCS), Polish, and Slovak Studies. During the fall and spring terms, the department offers courses in Russian, BCS, Polish, Slovak, and Ukrainian. These languages, as well as Bulgarian and Czech, are also taught in the Summer Language Institute (SLI) at Pitt. Offered in June, July, and the first part of August, the SLI provides intensive courses that cover an entire year of study at the first- through fourth-year levels of Russian language, and the first-year—and typically the second-and possibly the third-year-levels of other Slavic languages. There are also study abroad courses available at the SLI in which students spend half of the program in Pittsburgh, and the other half in Russia, Montenegro, Poland, Slovakia, or the Czech Republic. For prospective majors, the SLI affords the opportunity to rapidly increase language proficiency in order to qualify for advanced courses, study abroad programs, or research opportunities. Prospective majors in the Department of Slavic Languages and Literatures include: students who are primarily interested in language or literature, students who wish to enhance their career opportunities in a unique way, students who have an interest in the politics and culture of Russia and Central Europe, and students with a desire to explore their ethnic heritage. For students interested in interdisciplinary area studies, the Russian, East European, and Eurasian Studies (REES) certificate, offered through the University Center for International Studies (UCIS), is an attractive complement to a major or minor in the Slavic department. -
Bullying at School: Recommendations for Teachers and Parents
Practical Recommendations and Interventions: Bullying 1 BULLYING AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS Understand what bullying looks like. Bullying is commonly defined as the long- standing physical or psychological abuse of a student who is unable to defend himself by either an individual or group of other students. Most researchers estimate that between 14 and 20% of students in schools will experience bullying at least once during their academic career (Elinoff, Chafouleas & Sassu, 2004). Outcomes for both bullies and their victims are bleak; victims of bullying are more likely than non-victims to report physical and mental health problems, including psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop out of school, spend some amount of time in prison, and become abusive spouses (Elinoff, Chafouleas & Sassu, 2004). General Recommendations for Teachers and School Faculty: 1. Become familiar with the school’s definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school. 2. If available, attend a bullying training prevention program or in-service in order to learn more about bullying and their obligations as a teacher related to this issue. 3. Clearly explain to your class what behavior you consider to be bullying. Establish clear rules against bullying and define both desirable and unacceptable behavior. 4. Educate students on certain issues related to bullying. Specifically, raise awareness by providing students with information about different participant roles and group mechanisms involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as the belief that bullied students are at least partly to blame for their victimization, that bullying makes the victims tougher, and that teasing is simply done “in fun.” 5. -
Richard Florida ~
. .~ :~ -~ i .. / .. __ :].' ,'" / f ... Richard Florida ~.. ~- ~ - ~ ~ i: Editors' Introduction f ~ - In The Condition of th e Working Class in 1844 (p. 46), and in subsequent collaborations with his colleague Karl ~ i; Marx, Friedrich Engels announced the emergence of a new social class - the proletariat or industrial working ~ -· class - th at was destined to have a world-historical impact on th e shape and content of human society at the time Ii: of the Industrial Revolution and th e rise of the industrial city. In Th e Rise of the Creative Class, Ri chard Florida ~-· f:: describes the emergence of a new socio-economic class, one that creates ideas and innovations rather than f products an d 1s the driving force of post-industrialism rather than industrialism. Florida asks us to ask ourselves: ~ will the new "creative class" have as important and revolutionary an impact on the twenty-first-century information based economy and society as the working class had in the nineteenth and twentieth centuries? According to Fl orida, there are two layers to the creative class. First, there is a "Super-Creative Core" consisting of "scientists and engineers, university professors, poets and novelists, artists, entertainers, actors, designers and architects, as well as the thought leadership of modern society: nonfiction writers, editors, cultural figure s, think-tank researchers, analysts and other opinion-makers." Second, there are "creative professionals" - those who "work in a wide range of knowledge-intensive industries such as high-tech sectors, financial services, ~- the legal and health care professions, and business management" - as well as many technicians and paraprofessionals who now add "creative value" to an enterprise by having to think for themselves. -
DOW Needs More Arabic Bibles! Bible Study and Thanksgiving Celebration
DOW Needs More Arabic Bibles! Join us in sharing the Word of Jesus Christ by contributing to the Arabic Bible Matching Fund! (Details Below) "I am thankful for my new family here. Thanks Jesus." - Amal Bible Study and Thanksgiving Celebration DOW's Friday Arabic Bible Study group, along with guests, shared an "American" Thanksgiving last week. It was a bountiful feast and mixture of ethnic and American dishes along with fellowship and thankfulness for the many blessings of our Lord and Savior, Jesus Christ This Bible Study has been a DOW's Arabic Bible Study great blessing allowing has recently celebrated Christians and Muslims to talk the baptisms of two about Jesus. members. DOW looks forward to starting The Qur'an tells that Jesus is a special prophet but through the weekly Arabic-language Bible, Muslims are learning that worship services in 2019. Jesus is the Son of God who lived a righteous life for us, died on the cross for us, and rose for our justification. Arabic Bibles Matching Fund DOW needs more Bibles for the Arabic Church of all Nations! DOW gives thanks to God for the unique opportunity to partner with the Lutheran Heritage Foundation (LHF) and print Arabic Bibles. We invite you to contribute to this opportunity and to keep this partnership in the Word in your prayers. Send your donation with a note that it is for the Arabic Bibles matching fund. These Arabic Bibles will be given to the refugee neighbors that come to DOW's Refugee Service Center (RSC) for assistance with job placement and acclimation into life in the United States. -
Language Education Policy Profile POLAND
Language Education Policy Profile POLAND Language Policy Division, Strasbourg Ministry of National Education, Poland 2005 - 2007 TABLE OF CONTENTS Executive Summary........................................................................................5 1. Introduction ...............................................................................9 1.1. THE ORIGINS, CONTEXT AND PURPOSE OF THE PROFILE ..................................9 1.2. COUNCIL OF EUROPE LANGUAGE EDUCATION POLICIES ....................................10 2. Description of the current situation and education priorities ..................................................................................................12 2.1. PRIORITIES IN THE REVIEW OF LANGUAGE TEACHING AND LEARNING ...............12 2.2. SIGNIFICANT CONTEXTUAL FACTORS .................................................................13 3. Analysis of the current situation in language education ....14 3.1. INTRODUCTION...................................................................................................14 3.2. NATIONAL POLICY..............................................................................................15 3.3. REGIONALITY AND EQUAL OPPORTUNITIES ........................................................17 3.4. POLISH AS A SECOND AND FOREIGN LANGUAGE .................................................18 3.5. PLURILINGUAL POTENTIAL AND POLAND’S LINGUISTIC CAPACITY.....................19 3.6. LANGUAGES IN SCHOOL .....................................................................................23