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The Hollin Hills Historic Overlay District Work Group held a virtual meeting on Monday, November 16, 2020. For more information about the Hollin Hills Historic Overlay District process, please visit: https://www.fairfaxcounty.gov/planning-development/plan-amendments/hollin-hills-hod More information at https://www.fairfaxcounty.gov/ Learn how to view this YouTube video in: • Spanish / Español : https://youtu.be/VWiXuJP_FuI • Vietnamese / Tiếng Việt: https://youtu.be/DkInPOeG5ps • Korean / 한국어: https://youtu.be/Dc5xcPzmrag • Chinese / 中文: https://youtu.be/ru74sQbEgtw • Urdu / اردو: https://youtu.be/McEGSPRbS-U • Farsi / فارسی: https://youtu.be/Pxb7osdYE5M Fairfax County Social Media Comments Policy: https://www.fairfaxcounty.gov/news2/fairfax-county-social-media-comments-policy/ For alternate accessible format or other assistance, please contact [email protected], 703-324-3187, TTY 711.

The Hollin Hills Historic Overlay District Work Group held a virtual meeting on Monday, November 2, 2020. For more information about the Hollin Hills Historic Overlay District process, please visit: https://www.fairfaxcounty.gov/planning-development/plan-amendments/hollin-hills-hod More information at https://www.fairfaxcounty.gov/ Learn how to view this YouTube video in: • Spanish / Español : https://youtu.be/VWiXuJP_FuI • Vietnamese / Tiếng Việt: https://youtu.be/DkInPOeG5ps • Korean / 한국어: https://youtu.be/Dc5xcPzmrag • Chinese / 中文: https://youtu.be/ru74sQbEgtw • Urdu / اردو: https://youtu.be/McEGSPRbS-U • Farsi / فارسی: https://youtu.be/Pxb7osdYE5M Fairfax County Social Media Comments Policy: https://www.fairfaxcounty.gov/news2/fairfax-county-social-media-comments-policy/ For alternate accessible format or other assistance, please contact [email protected], 703-324-3187, TTY 711.

The Hollin Hills Historic Overlay District Work Group held a virtual meeting on Monday, November 2, 2020. For more information about the Hollin Hills Historic Overlay District process, please visit: https://www.fairfaxcounty.gov/planning-development/plan-amendments/hollin-hills-hod More information at https://www.fairfaxcounty.gov/ Learn how to view this YouTube video in: • Spanish / Español : https://youtu.be/VWiXuJP_FuI • Vietnamese / Tiếng Việt: https://youtu.be/DkInPOeG5ps • Korean / 한국어: https://youtu.be/Dc5xcPzmrag • Chinese / 中文: https://youtu.be/ru74sQbEgtw • Urdu / اردو: https://youtu.be/McEGSPRbS-U • Farsi / فارسی: https://youtu.be/Pxb7osdYE5M Fairfax County Social Media Comments Policy: https://www.fairfaxcounty.gov/news2/fairfax-county-social-media-comments-policy/ For alternate accessible format or other assistance, please contact [email protected], 703-324-3187, TTY 711.

The Hollin Hills Historic Overlay District Work Group held a virtual meeting on Monday, November 2, 2020. For more information about the Hollin Hills Historic Overlay District process, please visit: https://www.fairfaxcounty.gov/planning-development/plan-amendments/hollin-hills-hod More information at https://www.fairfaxcounty.gov/ Learn how to view this YouTube video in: • Spanish / Español : https://youtu.be/VWiXuJP_FuI • Vietnamese / Tiếng Việt: https://youtu.be/DkInPOeG5ps • Korean / 한국어: https://youtu.be/Dc5xcPzmrag • Chinese / 中文: https://youtu.be/ru74sQbEgtw • Urdu / اردو: https://youtu.be/McEGSPRbS-U • Farsi / فارسی: https://youtu.be/Pxb7osdYE5M Fairfax County Social Media Comments Policy: https://www.fairfaxcounty.gov/news2/fairfax-county-social-media-comments-policy/ For alternate accessible format or other assistance, please contact [email protected], 703-324-3187, TTY 711.

The Hollin Hills Historic Overlay District Work Group held a virtual meeting on Monday, November 2, 2020. For more information about the Hollin Hills Historic Overlay District process, please visit: https://www.fairfaxcounty.gov/planning-development/plan-amendments/hollin-hills-hod More information at https://www.fairfaxcounty.gov/ Learn how to view this YouTube video in: • Spanish / Español : https://youtu.be/VWiXuJP_FuI • Vietnamese / Tiếng Việt: https://youtu.be/DkInPOeG5ps • Korean / 한국어: https://youtu.be/Dc5xcPzmrag • Chinese / 中文: https://youtu.be/ru74sQbEgtw • Urdu / اردو: https://youtu.be/McEGSPRbS-U • Farsi / فارسی: https://youtu.be/Pxb7osdYE5M Fairfax County Social Media Comments Policy: https://www.fairfaxcounty.gov/news2/fairfax-county-social-media-comments-policy/ For alternate accessible format or other assistance, please contact [email protected], 703-324-3187, TTY 711.

48 pages : 21 cm

48 pages : 21 cm

48 pages : 21 cm

Agenda HTML: https://lawrenceks.civicweb.net/filepro/documents/407938?handle=8C1D535F234D4F4096DD6DCE16B7A750 Agenda PDF: https://lawrenceks.civicweb.net/filepro/documents/407937?handle=4283DDD6145C4121B7BAA64B5F2312A2 A. WORK GROUP DISCUSSION: 1. Agenda. Agenda HTML: https://lawrenceks.civicweb.net/filepro/documents/407938?handle=8C1D535F234D4F4096DD6DCE16B7A750 Agenda PDF: https://lawrenceks.civicweb.net/filepro/documents/407937?handle=4283DDD6145C4121B7BAA64B5F2312A2

Agenda HTML: https://lawrenceks.civicweb.net/filepro/documents/128173?handle=D333C2135E8A4D2889DCDEE55328DDC4 Agenda PDF: https://lawrenceks.civicweb.net/filepro/documents/128171?handle=A2C75ADF7A5D434D9524A6724F8FD48A A. WORK SESSION: 1. Community-Police Oversight Work Group discussion and planning session. Agenda HTML: https://lawrenceks.civicweb.net/filepro/documents/128173?handle=D333C2135E8A4D2889DCDEE55328DDC4 Agenda PDF: https://lawrenceks.civicweb.net/filepro/documents/128171?handle=A2C75ADF7A5D434D9524A6724F8FD48A

The Holmes Run Acres Potential Historic Overlay District (HOD) Work Group met on April 20, 2022. The Fairfax County Board of Supervisors requested staff evaluate the potential establishment of an HOD for Holmes Run Acres, which will include analysis and recommendations on the historic and architectural significance, as well as boundaries for the potential creation of a historic overlay district for the subject area. For more information about the potential HOD for Holmes Run Acres, visit: https://www.fairfaxcounty.gov/planning-development/plan-amendments/holmes-acres-run-hod More information at https://www.fairfaxcounty.gov/ Learn how to view this YouTube video in: • Spanish / Español : https://youtu.be/VWiXuJP_FuI • Vietnamese / Tiếng Việt: https://youtu.be/DkInPOeG5ps • Korean / 한국어: https://youtu.be/Dc5xcPzmrag • Chinese / 中文: https://youtu.be/ru74sQbEgtw • Urdu / اردو: https://youtu.be/McEGSPRbS-U • Farsi / فارسی: https://youtu.be/Pxb7osdYE5M Fairfax County Social Media Comments Policy: https://www.fairfaxcounty.gov/news2/fairfax-county-social-media-comments-policy/ For alternate accessible format or other assistance, please contact [email protected], 703-324-3187, TTY 711.

The Holmes Run Acres Historic Overlay District (HOD) Work Group met on Wednesday, January 27th, to discuss the potential establishment of an HOD for the Holmes Run Acres neighborhood, located in the Providence Supervisor District of Fairfax County. The agenda for the meeting included a discussion on the effects of zMOD and the introduction of Design Guidelines. The Board of Supervisors authorized the consideration of a Comprehensive Plan amendment to create an HOD for Holmes Run Acres on January 24, 2020. For more information about this work group and the plan amendment, visit: https://www.fairfaxcounty.gov/planning-development/plan-amendments/holmes-acres-run-hod More information at https://www.fairfaxcounty.gov/ Learn how to view this YouTube video in: • Spanish / Español : https://youtu.be/VWiXuJP_FuI • Vietnamese / Tiếng Việt: https://youtu.be/DkInPOeG5ps • Korean / 한국어: https://youtu.be/Dc5xcPzmrag • Chinese / 中文: https://youtu.be/ru74sQbEgtw • Urdu / اردو: https://youtu.be/McEGSPRbS-U • Farsi / فارسی: https://youtu.be/Pxb7osdYE5M Fairfax County Social Media Comments Policy: https://www.fairfaxcounty.gov/news2/fairfax-county-social-media-comments-policy/ For alternate accessible format or other assistance, please contact [email protected], 703-324-3187, TTY 711.

The agenda for this work session will be posted on the City's Municipal Television page at www.greenbeltmd.gov/municipalTV. This work session is hybrid. Attend in-person at the Greenbelt Municipal Building located at 25 Crescent Road or watch via Facebook, YouTube, Zoom, Comcast/Verizon television, or the City's website using the link above. All questions or comments can be sent to [email protected] for Council input during the work session.

Assignment, Unit 8A, Gadgets for work and play, a reading by Mike's group

Document number CIA-RDP64-00014A000100130048-6 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

Although many workshops on sickle cell anemia have been held, it is still difficult to implement a comprehensive training program for sickle cell anemia clients in many communities. Research data on the topic are somewhat nebulous and insufficient political and social pressure have been exerted to change attitudes and take action towards the disease. Research has found no cure for the disease and treatment is palliative. Because sickle cell anemia is said to disrupt mental processes through environmental stresses, as associated with racism, the client may blame his physical attributes for the problems and societal pressures he faces. The 1978 questionnaire survey conducted (by this author) in South Bend, Indiana, indicates the need for counseling on the subject. In group counseling, the facilitator should be flexible enough to adapt to the needs of the client. The more verbal interaction that takes place, the more effective the counseling process will be. Current medical knowledge pertaining to sickle cell anemia shows that changes are occuring. The disease and the accompanying physiological crisis and complications can now be talked about. (Author/WI)

The Work Group on Behavior Modification in Education, which issued this report, was authorized by Secretary Elliot Richardson on November 21, 1970. The body of this report includes an analysis of the benefits of behavior modification techniques in education, examples of their successful application with a variety of large student populations, an examination of the problems raised by the approach, an assessment of its readiness to receive widespread promotion, and recommendations of possible next steps that could be taken by U.S. Department of Health, Education and Welfare and the Office of Education relative to further research and dissemination. There are four appendixes. Appendix A contains a list of general references of basic literature in the discipline; Appendix B provides an overview of behavior modification activities in the range of educational settings; Appendix C lists selected materials available for instructing parents and teachers in behavior analysis techniques; and Appendix D consists of detailed reports of 15 major centers of activity in behavior modification. (Author/JA)

The Work Group on Behavior Modification in Education, which issued this report, was authorized by Secretary Elliot Richardson on November 21, 1970. The body of this report includes an analysis of the benefits of behavior modification techniques in education, examples of their successful application with a variety of large student populations, an examination of the problems raised by the approach, an assessment of its readiness to receive widespread promotion, and recommendations of possible next steps that could be taken by U.S. Department of Health, Education and Welfare and the Office of Education relative to further research and dissemination. There are four appendixes. Appendix A contains a list of general references of basic literature in the discipline; Appendix B provides an overview of behavior modification activities in the range of educational settings; Appendix C lists selected materials available for instructing parents and teachers in behavior analysis techniques; and Appendix D consists of detailed reports of 15 major centers of activity in behavior modification. (Author/JA)

Thesis (M.S.)--Boston University, 1941

Mineralogy is a core topic for tertiary geoscience programs worldwide. We report on the use of laboratory group work as an effective and integral part of a new introductory mineralogy curriculum at the University of British Columbia. The new laboratory curriculum was developed by incorporating student feedback with evidence-based pedagogies. These pedagogies include (1) learning goal-based restructuring of content, (2) use of applied topics (e.g., economic mineralogy) and custom projects to promote student engagement, and (3) use of group work and group assessment in order to provide students with opportunities for peer-supported learning and meaningful feedback from teaching assistants (TAs). The new curriculum was evaluated by using a pre- and posttest system and anonymous student surveys in the 2008 and 2009 fall terms. The pre- and posttest results indicate that groups performed better than did individual students, with groups of three and four showing the most positive effects, albeit in different ways. In addition, successful collaboration within groups led to an overall improvement in student performance over the term, with most groups showing an overall larger "success" in the posttest than in the pretest, and the range in student scores within groups getting smaller (by members benefiting from group peer education). Student surveys showed student satisfaction with the new laboratory curriculum and the use of group work and group assessment. Future improvements include the use of a validated instrument in order better understand learning gains and better use or training of TAs to encourage and maintain positive group dynamics.

Group work is a widely used learning approach in higher education where it is seen as encouraging the development of collaborative skills and attitudes while producing an assessable product. Group assignments can, however, create dilemmas and tensions for both staff and students. Students often seek academic intervention in the form of support and dispute arbitration; and the types of interventions employed to deal with issues arising during and after group work, and the effectiveness of the interventions, are critical aspects of group assignments. This paper reports the findings from a recent qualitative study based on interviews with ten university academics about their use and management of undergraduate group work. These findings revealed that positive experiences and outcomes can be undermined when staff expectations of group work are at odds with student reality, particularly when academics try to distance themselves from student group problems or intervene retrospectively. The paper concludes that academics must be able and willing to work alongside groups in helping them achieve outcomes that are positive, fair and equitable.

Group work is a widely used learning approach in higher education where it is seen as encouraging the development of collaborative skills and attitudes while producing an assessable product. Group assignments can, however, create dilemmas and tensions for both staff and students. Students often seek academic intervention in the form of support and dispute arbitration; and the types of interventions employed to deal with issues arising during and after group work, and the effectiveness of the interventions, are critical aspects of group assignments. This paper reports the findings from a recent qualitative study based on interviews with ten university academics about their use and management of undergraduate group work. These findings revealed that positive experiences and outcomes can be undermined when staff expectations of group work are at odds with student reality, particularly when academics try to distance themselves from student group problems or intervene retrospectively. The paper concludes that academics must be able and willing to work alongside groups in helping them achieve outcomes that are positive, fair and equitable.

Current distance education benefits greatly from educational software that makes group work possible for students who are separated in time and space. However, some students prefer distance education because they can work on their own. This paper explores how students react to expectations on behalf of the course provider to do their assignments in collaborative groups. They are seemingly both positively surprised by the challenges that group work offer, and they are less positive to the downsides of group work. The paper discusses both sides of the experiences and suggests why this might be a paradox to live with. (Contains 2 tables.) [A previous version of this paper, written in Norwegian, was printed in: Gunnar Grepperud, Anne Iversen, Gunnar Myklebost og Torstein Rekkedal (red.) "Til a bli klok av ...Et knippe prosjekterfaringer" Norgesuniversitetets skriftserie nr. 2/2005, Tromso (s.63-77).]

At Villanova University, the Senior Projects Course is designed to serve as a capstone course. Students are required to integrate the pieces of the discipline acquired from previous course work into a comprehensive, fully developed research project. This paper looks critically at one aspect of effectively managing a group project course: conflict resolution. The paper contends that the Senior Projects course is effective because: learning goals are stated precisely; administrative detail when preparing and creating the groups is attended to; the groups are monitored diligently; intervention is undertaken when necessary; and fair and clear evaluation procedures are established. According to the paper, success in the course depends not only on a student's ability to complete the required work individually, but also on students' ability to work together--Senior Project fits well into the category of cooperative learning. The paper discusses in detail how to prepare for and carry out the course. It concludes that teachers need to prepare an array of information-gathering tools and conflict management strategies to enhance their ability to facilitate their groups effectively. (Contains 16 references.) (NKA)

This brief handbook provides a set of exercises that instructors can use if they decide to incorporate cultural diversity topics into a macroeconomics principles course. It is hoped that this guidebook will: (1) help instructors grapple with any curriculum changes in macroeconomics that require a cultural diversity segment; and (2) sensitize instructors to the role that culture plays in economic behavior. The exercises attempt to: (1) make students aware of the importance of culture and its impact on economic theory and policy; and (2) make students conscious of the fact that individual economic behavior can widely differ because of cultural influences that stem from race, ethnic, religious, age, and gender origins. These 28 exercises each cover a topic that is normally found in a macroeconomics principles course, such as exchange systems, gross domestic product, and monetary and fiscal policy. In most cases, some background material is provided for each subject, along with group exercises and essays that can be used to stimulate discussion or to be used as part of assignments or exams. Some sample evaluation instruments are also enclosed along with the syllabus used for the course and a bibliography is included that focuses on economic anthropology and economic sociology reference works. (VWC)

Twenty-one students and 15 staff members of 8 technical colleges attended a meeting to discuss the question, "What do technical college students want or need from school?" Participants were divided into four groups of students and two groups of instructors and staff members. Each group worked with two facilitators who presented the group with a series of questions; each question increasingly focused the participants' attention toward the main question. Three themes from the student groups set the context for their responses: participants' definitions of success, reasons students attend technical college, and the image of technical school students. The four topical themes from the student groups were as follows: technical college structure and service issues, personal barriers and aids to success in a technical college, school-to-work transition issues, and the effect of the merger of Minnesota's postsecondary education systems, scheduled for July 1995. Major themes from the faculty and staff work group discussion were as follows: differences in students and their needs according to location of school, technical college structure and service issues, personal barriers and aids to success in technical college, concerns of mature students, student expectations of self and school, and school-to-work transition issues. (Results of a participant evaluation of the town meeting are included. Facilitator questions and prompts are appended.) (YLB)

Twenty-one students and 15 staff members of 8 technical colleges attended a meeting to discuss the question, "What do technical college students want or need from school?" Participants were divided into four groups of students and two groups of instructors and staff members. Each group worked with two facilitators who presented the group with a series of questions; each question increasingly focused the participants' attention toward the main question. Three themes from the student groups set the context for their responses: participants' definitions of success, reasons students attend technical college, and the image of technical school students. The four topical themes from the student groups were as follows: technical college structure and service issues, personal barriers and aids to success in a technical college, school-to-work transition issues, and the effect of the merger of Minnesota's postsecondary education systems, scheduled for July 1995. Major themes from the faculty and staff work group discussion were as follows: differences in students and their needs according to location of school, technical college structure and service issues, personal barriers and aids to success in technical college, concerns of mature students, student expectations of self and school, and school-to-work transition issues. (Results of a participant evaluation of the town meeting are included. Facilitator questions and prompts are appended.) (YLB)

Twenty-one students and 15 staff members of 8 technical colleges attended a meeting to discuss the question, "What do technical college students want or need from school?" Participants were divided into four groups of students and two groups of instructors and staff members. Each group worked with two facilitators who presented the group with a series of questions; each question increasingly focused the participants' attention toward the main question. Three themes from the student groups set the context for their responses: participants' definitions of success, reasons students attend technical college, and the image of technical school students. The four topical themes from the student groups were as follows: technical college structure and service issues, personal barriers and aids to success in a technical college, school-to-work transition issues, and the effect of the merger of Minnesota's postsecondary education systems, scheduled for July 1995. Major themes from the faculty and staff work group discussion were as follows: differences in students and their needs according to location of school, technical college structure and service issues, personal barriers and aids to success in technical college, concerns of mature students, student expectations of self and school, and school-to-work transition issues. (Results of a participant evaluation of the town meeting are included. Facilitator questions and prompts are appended.) (YLB)

Twenty-one students and 15 staff members of 8 technical colleges attended a meeting to discuss the question, "What do technical college students want or need from school?" Participants were divided into four groups of students and two groups of instructors and staff members. Each group worked with two facilitators who presented the group with a series of questions; each question increasingly focused the participants' attention toward the main question. Three themes from the student groups set the context for their responses: participants' definitions of success, reasons students attend technical college, and the image of technical school students. The four topical themes from the student groups were as follows: technical college structure and service issues, personal barriers and aids to success in a technical college, school-to-work transition issues, and the effect of the merger of Minnesota's postsecondary education systems, scheduled for July 1995. Major themes from the faculty and staff work group discussion were as follows: differences in students and their needs according to location of school, technical college structure and service issues, personal barriers and aids to success in technical college, concerns of mature students, student expectations of self and school, and school-to-work transition issues. (Results of a participant evaluation of the town meeting are included. Facilitator questions and prompts are appended.) (YLB)

Nearly 70 people from across Minnesota attended a meeting on the topics, "What Secondary Learners Require of Schools." High school and postsecondary students, parents, teachers, administrators, counselors, community organization representatives, and business people participated. Following an opening session, participants separated into five student and two adult teams. In three sessions, work teams discussed concerns that young people face today and in the future, what students feel they need in order to be successful, and what they want and need from school. Major themes that emerged were as follows: economic growth and occupational outlook, academic and occupational choices, need for real-life applicable choices, need for basic skills and lack of transferable skills, concern about social issues and other problems, family living, self-care and self-esteem, defining success, direct involvement of administration with students, teachers who want to teach, keeping up with technology, and depending on others. These themes paralleled those from the town meeting held during the summer of 1988. (YLB)

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Approved For Release 2000/08/26; Approved For Release 2000/08/26 : CIA-RDP75-00001 R000 WASHINGTON (AP)'.- The Senate Foreign 'Relations Ccmmittee may decide next week'whether to force a show- down on its efforts to oversee activities of the Central In- tclligence Agency, Sen. Eu- gene J. McCarthy said Friday. "Some of the things that have happened recently have strengthened our position such as the CIA involvement in the Michigan- State Uni- versity aid project," said the Minnesota Democrat. McCarthy ' and some others have demanded that the Com- mittee have representatives on the special Senate group, made up of senior`,membefs of the Armed Services,:., ands Appropriations Committees, watching over the supersecret American spy agency. The foreign relations com- mittee, McCarthy said, is "waiting for the results of some inquiries" and may press for Senate action on the matter. This would appear to be in line with points raised by Sen. J. W. Fulbright, D-Ark., committee chairman, in a speech Thursday night. Referring to committee hearings on Viet Nam and China policy, Fulbright told an audience at John Hopkins' 71 School of Advanced Interna- tional Studies: "It is my hope that this ex- periment will not only contri- bute to public education bi.t will help to restore the Senate to its proper role as adviser to the President on the great is- sues of foreign policy.'.' Twenty-five -years of crisis, Fulbright asserted have. re sulted in an "unhinging of traditional constitutional rela- tionships; the Senate's consti- tutional powers of advise and consent have atrophied into what is widely' regarded- though never asserted -tp be. duty d ve prbmpf col- tent with_.a.:minimum of ad-' vice., And Fulbr ght,,who is . steer- ing his committee into'investi- gations of 'U.S.: policy 'from Asia lto Europe, announced: "In coming months and per- haps years, the Foreign Rela- tions. Committee contemplates additional proceedings per- taining to major questions of American, foreign policy. It is our expectation that these proceedings may-, generate cor_ troversy. Fulbright cited reports that! the CIA was using a Michigan State" University-administered air program: as a. cover for agents in, Viet,,Nam. He, used the reports as an argument against the.-structure of U.S. aid programs.: . . Fulbright referred to the re- ports as one of '.'these inciden- tal implications. - ; of this prbgram (which) have bother, ed me more and more." University` Denies CIA 'Cover', Role (AP) - Michigan State Uni- versity President John Hanna denied Friday charges that the university provided. .cover reservations that Michigan State did not have a spy ope- ration with, its. Viet Nam project. It did not have. CIA people operating, under 'cover provided by the university, or in, secret froni, the, Vietnamese government." Ramparts, a- San Francisco publication, had charged- that an MSU advisory operation in South Viet Nam from late 1954 to 1962 had provided a front for U.S. intelligence opera- tions. Ramparts, in an article ac- cusing MSU of being "a uni- Iversity on the make," said -at Hannah said: _ "Let me. state without any to answer charge in Ram- arts ma azine last week In a press conference called least five CIA agents had been hired knowingly by the school's Viet Nam project and that other members of the project had an unspoken rule they would never mention it. "The entire unit operated on an identical hear-no-CIA, see- no-CIA basis:' The CIA men came in early in the morning, stayed for about an hour and gqch eir ottices Y ".the,-.a

A group counseling intervention with beginning-level ESL students in middle school is presented. Findings from the pre- and post-group evaluations showed statistically significant improvement in students' reading and writing skills and appropriate classroom behaviors. Limitations of the research design are discussed and implications for school counselors serving ESL students in small groups are provided. (Contains 2 tables.)

This open access book outlines the intersections between social work and the methods of sociometry and psychodrama. Different sections offer essential practice wisdom for both trauma-focused and trauma-informed experiential work for individuals, groups, organizations, and communities. This text enriches the understanding of various action-based approaches and highlights how to enliven social work practice. The chapters include clinical vignettes and examples of structured sociometric prompts with diverse populations, topics, and social work settings to enhance the understanding of group practice, individual practice, and community practice. It provides social workers and other professionals with dynamic tools to improve assessment, intervention, activism, and leadership. Strength-based practical tools are offered to readers, along with guidance for theoretical conceptualizations. This integrative book is an essential read for students, practitioners, leaders, and scholars within the fields of social work, psychodrama, the creative art therapies, group therapy, community organizing, and social activism.

This open access book outlines the intersections between social work and the methods of sociometry and psychodrama. Different sections offer essential practice wisdom for both trauma-focused and trauma-informed experiential work for individuals, groups, organizations, and communities. This text enriches the understanding of various action-based approaches and highlights how to enliven social work practice. The chapters include clinical vignettes and examples of structured sociometric prompts with diverse populations, topics, and social work settings to enhance the understanding of group practice, individual practice, and community practice. It provides social workers and other professionals with dynamic tools to improve assessment, intervention, activism, and leadership. Strength-based practical tools are offered to readers, along with guidance for theoretical conceptualizations. This integrative book is an essential read for students, practitioners, leaders, and scholars within the fields of social work, psychodrama, the creative art therapies, group therapy, community organizing, and social activism.

The occupiers in Zuccotti Park have a sanitation working group that helps clean the occupied park. Here, sleeping bags have been removed so the stone tiles can be mopped.

This paper examines and provides a rationale for incorporating past victimization into group treatment for men who have been abusive to their female intimate partners. It begins with providing a general overview of the issue of family violence in Canada and in the U.S including statistics and an overview of group treatment effectiveness overall. It then moves into a rationale for incorporating family of origin work with a look at the impacts of exposure to family violence, the impact of trauma, and the relevance of attachment experiences. Additional theoretical rationale is also presented alongside a recognition that this kind of work seems to be rarely done within most existing treatment models. Suggestions and considerations for incorporating family of origin work are offered and finally, potential benefits and limitations are presented along with a hope for future research in the area. (Contains 1 footnote.)

Developing local theories about what best works for Maori students is of critical importance to Aotearoa New Zealand. This discussion paper focuses on grouping as arranging for learning, by examining multiple ways in which grouping as pedagogy appears in practice settings and associated literature. We take the stance of interpretive bricoleurs to generate understandings of group work in light of a new moment in New Zealand's pedagogical history, that of practice-based teacher education. We explore three examples of local theory cogenerated in English-medium education settings with predominantly Maori learners. We identify the emergence of an expanded set of practices that illuminate multiple internal contradictions within government, school-based, and practice-based discourses about group work as arranging for learning.

Developing local theories about what best works for Maori students is of critical importance to Aotearoa New Zealand. This discussion paper focuses on grouping as arranging for learning, by examining multiple ways in which grouping as pedagogy appears in practice settings and associated literature. We take the stance of interpretive bricoleurs to generate understandings of group work in light of a new moment in New Zealand's pedagogical history, that of practice-based teacher education. We explore three examples of local theory cogenerated in English-medium education settings with predominantly Maori learners. We identify the emergence of an expanded set of practices that illuminate multiple internal contradictions within government, school-based, and practice-based discourses about group work as arranging for learning.

Bad work of the X Group; and MUSE | 26 September 1940 (Release 5)

Bad work of the X Group; and MUSE | 26 September 1940 (Release 5)

Subscribe to See Your Government at Work—Live! Agenda: http://www.kslegislature.org/li/b2021_22/committees/ctte_spc_2022_special_committee_on_intellectual_1/documents/agenda/weeklyinterim/20221101.pdf Documents: http://www.kslegislature.org/li/b2021_22/committees/ctte_spc_2022_special_committee_on_intellectual_1/committee_documents/

The Good Morning Hamilton Podcast w/ Rick Zamperin:The trucker convoy is expected to make it to Ottawa Saturday, and Prime Minister Justin Trudeau is in isolation after coming into contact with someone with COVID-19.Amanda Connolly, National Online Journalist, Global News-Two of the province's health care unions are asking the government to rescind guidance that brings hospital and long-term care staff that are sick with COVID-19 back to work early.Michael Hurley, President, Ontario Council of Hospital Unions-The Health Standards Organization has launched a public review on a new draft of the National Long-Term Care Services Standard.Dr. Samir Sinha, Technical Committee Chair, HSO's National Long-Term Care Services Standard-A local group is supplying the province with temperature stable storage mediums for PCR testing.Peter Kalra, President and CEO, Bay Area Health Trust-Will this year's provincial election campaign be primarily waged online?Sabrina Nanji, Founder of the Queen's Park Observer-Tim Hortons and the Special Olympics are teaming up to offer a special donut.Sharon Bollenbach, CEO, Special Olympics Canada

Wahoo! It's been a while but the greatest podcast on the PLANET is back with another dose of co-working brilliance. We ask you to tune in once again as Jess & Dan square off against John Duckworth and John Williams of The Instant Group. It's a real battle for airtime as the two Johns tell us how they are preparing for a brand new future of the workplace. Ice.----------------------------------------------------------------Check out The Instant Group here: www.instantoffices.comCheck out Excell Group here: www.excellgroup.comCheck out our partner, The Flexible Space Association, here: www.flexsa.co.uk-------------------------------------------------------------------

Wahoo! It's been a while but the greatest podcast on the PLANET is back with another dose of co-working brilliance. We ask you to tune in once again as Jess & Dan square off against John Duckworth and John Williams of The Instant Group. It's a real battle for airtime as the two Johns tell us how they are preparing for a brand new future of the workplace. Ice.----------------------------------------------------------------Check out The Instant Group here: www.instantoffices.comCheck out Excell Group here: www.excellgroup.comCheck out our partner, The Flexible Space Association, here: www.flexsa.co.uk-------------------------------------------------------------------

Wahoo! It's been a while but the greatest podcast on the PLANET is back with another dose of co-working brilliance. We ask you to tune in once again as Jess & Dan square off against John Duckworth and John Williams of The Instant Group. It's a real battle for airtime as the two Johns tell us how they are preparing for a brand new future of the workplace. Ice.----------------------------------------------------------------Check out The Instant Group here: www.instantoffices.comCheck out Excell Group here: www.excellgroup.comCheck out our partner, The Flexible Space Association, here: www.flexsa.co.uk-------------------------------------------------------------------

Wahoo! It's been a while but the greatest podcast on the PLANET is back with another dose of co-working brilliance. We ask you to tune in once again as Jess & Dan square off against John Duckworth and John Williams of The Instant Group. It's a real battle for airtime as the two Johns tell us how they are preparing for a brand new future of the workplace. Ice.----------------------------------------------------------------Check out The Instant Group here: www.instantoffices.comCheck out Excell Group here: www.excellgroup.comCheck out our partner, The Flexible Space Association, here: www.flexsa.co.uk-------------------------------------------------------------------

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Take the survey at: https://angelo.az1.qualtrics.com/jfe/form/SV_5BZXG4dBxNnWLB3 Visit: www.cosatx.us\r Like: www.facebook.com/CityofSanAngeloTexas\r Follow: www.twitter.com/CityofSanAngelo\r Watch: www.youtube.com/CityofSanAngeloTX