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Tag: school girl
When 'School Girls' fans don't want to go to school, they call for a 'no school' sign
SCHOOL GIRLS — School girls have taken to social media to call for schools to stop allowing them to go back to their old schools.
On Wednesday, a group of parents and students at the University of Southern California sent a letter to President-elect Bill Clinton urging him to end the ban on girls attending school in public.
"As the first black student to graduate from the University, and the first female undergraduate enrolled in a prestigious college, I have been forced to leave school as a child, and now live in the shadow of my former classmates, both my biological family and those of my peers," the letter reads.
The group says that when they left their high school and college, they were taught to "stay home, go to the mall, and wear shorts and flip-flops."
They also say they've been encouraged to "leave the school" to "work in the corporate world or go on vacations," as they were "bored and lonely."
"I know that my classmates and I are still young and full of energy and joy, but I cannot leave the school that gave me my confidence and gave me a sense of belonging," the mothers write.
They say they're tired of being called "kids" and "girls," and have "felt trapped" and confused when they want to leave the house.
Students at the university were not immediately available for comment.
In 2016, a number of schools banned girls from wearing skirts or revealing clothing at graduation.
Tags: school girl, schools first
When we say schoolgirl outfit, what do you mean?
This is a new school year, and the first-year freshmen have yet to find their first dress.
But some students are getting their first taste of what it's like to go into the world of fashion and go from the back of a mall to the front of a school.
The topic of schoolgirl attire came up on Recode's The Stories podcast.
In an episode where host Kara Swisher and producer Kara Swenson discuss what it was like to wear a schoolgirl dress to a school event, Recode has learned about one of the first students to wear it.
The Story: This year's schoolgirls have a new costume, but it has been a long time coming.
First, the school wore a school uniform and had to wear makeup to get it approved.
After a little research, it turned out that the school was in Forsyth County, North Carolina, where a school district had recently opened its first school.
At first, it seemed like a great idea to wear schoolgirl costumes to the new school, but they weren't very popular.
So, the students at the school wanted to get their feet wet and get some first impressions before they took to the school's clothing department.
We asked a few girls, including one who was in the ninth grade at the time, to come in and say hello to the office.
That's when the office director came up to the girl and said, "You have to go get these."
This was the first time that they had ever been in a school-wide dressing room.
"I think that was really cool," she said.
As a matter of fact, she was the only one that got her outfit approved.
But the school has since added a new dress to their schoolgirl wardrobe, with the new design featuring an open neckline.
And now, for the first year, the office is asking all students to take a little time to figure out what they're comfortable with.
Recode reached out to schools around the country to see if they would be willing to participate in the first annual schoolgirl fashion show.
From the outside, the first season of The Stories looked pretty tame.
But a little girl with her first outfit at school was able to turn that around.
A student dressed as a school girl for the schoolgirl season, with an open collar and dress.
The teacher was very impressed.
This is what schoolgirl clothing looked like at school in the mid-1800s.
In the early days of school, most girls had school coats.
But for the girls in the late 1800s, school coats were made for school.
In fact, some girls wore school jackets as well.
This one, with her jacket pulled up over her head.
These are schoolgirl jackets made for boys, but with a skirt.
This jacket was also made for girls.
I'm pretty sure that's the first schoolgirl jacket that was ever made.
Here's the school girl jacket for boys.
Not everyone was so fortunate.
Some girls opted to wear skirts instead of school jackets.
They could wear school coats but skirts didn't suit them well.
You could go to a dress store and buy schoolgirl outfits for girls, but that was only because the fashion was pretty new.
One of the students who was part of this schoolgirl school fashion show had to go to the mall to buy the school dress.
Even then, the girls didn't have the best of times.
For some, they had to make the dress themselves.
To help the girls learn the basics of school and dress, this teacher made them the school uniform, and they ended up taking it to the tailor.
It was a pretty big change for a school, and it took a lot of time and effort.
Every year, it was a lot more difficult for the students.
When the school opened, they were still in the process of deciding on the school gowns.
For some, the process was difficult.
Many girls in this school were wearing skirts, which weren't a fashion statement at the end of the day.
There were some girls who had school dresses but weren't comfortable in them.
Then there were some who didn't feel comfortable wearing school clothes.
Luckily, it wasn't all that long before the school started adding more schoolgirl items to their uniform.
Finally, the season was over, and this school girl decided to make her own school dress for herself.
While this may have been the first fashion show of its kind, the story isn't all about schoolgirl dressing.
According to the clothing department, the dresses were actually pretty stylish.
Now that schoolgirl is officially a thing, she's definitely a student of the school.
Tags: forsyth county schools, leon county schools, school girl, school girl outfit
Schoolgirl found guilty of making school calendar
A Catholic school girl was found guilty on Monday of making a school calendar and posting it online.
The girl, who cannot be named for legal reasons, had her photograph taken for a school project and the calendar was placed in a school bin.
The court heard the student, who is now 16, was responsible for copying and pasting images onto the calendar and was also responsible for creating a calendar.
The court heard a number of photographs were taken of the girl, including her hair, nails and clothing. "
This girl was responsible."
The court heard a number of photographs were taken of the girl, including her hair, nails and clothing.
"She took the calendar in her hand and the photographs were posted to Facebook," Ms Taylor said.
"There was a lot of conversation about what to do with it."
You cannot be a Catholic school teacher and not take photos.
"The photos of you were taken from a place of trust."
Ms Taylor told jurors the image was not an official school calendar.
"That image is not one of the official school calendars," she said.
"The image is one that you made for yourself and that you took to the school in your own image."
The defendant was not in court but was heard by an expert witness.
The defendant had previously been convicted of making and possessing indecent images of children, but was found not guilty in July last year.
She was released on bail until her sentencing on September 25.
Ms Taylor said the offending did not involve a school.
This is the first time a Catholic School has been found guilty.
"There are many other schools that have been found to be using school images without permission," she told the court.
A number of images of the offending were taken by Ms Taylor from the court, including one of a schoolgirl with a black cat on her chest and a teacher with her pupils in her lap.
After the trial, a number Catholic schools in Melbourne and Perth said they had removed their calendars from their website, but they would not comment further.
In a statement to the ABC, the Archdiocese of Melbourne said the Archbishops Conference was deeply concerned about the image.
We ask the media to respect our privacy in this difficult time.
Topics:courts-and-trials,law-crime-and_justice,courts,courthouses-and‐courts/church-and%E2%80%99s,australia,melbourne-3000,vic,aucksburg-3798,vicnews2450,vicsource ABC News (AUSTRALIA)First posted October 08, 2019 12:33:38Contact Cathy KastorMore stories from Victoria
Tags: broward school calendar, catholic school, school girl, school principal
How to avoid becoming a target of bullies on social media
How to prevent being the victim of online bullying?
A good first step is to learn how to recognise it.
This article covers the basics of online bullies, but there are many ways you can spot the signs and make sure you don't fall victim to it. 1.
Use your real name and face to protect yourself 2.
Use real names to protect other people on social networks 3.
Always be polite when addressing your peers, family and colleagues 4.
Be aware of your friends, family, and friends of friends on Facebook 5.
Avoid being the target of online harassment and abuse.
This is especially true if you are in a position of authority.
There are numerous organisations that are working hard to help prevent bullying and abuse, and there are some great resources for people to get on the right side of social media trolls.
You can also check out our guide to how to avoid being targeted by bullies on Facebook, Twitter, Instagram, Pinterest and LinkedIn.
If you're struggling to protect your friends and family from online bullying, take a look at our guide for dealing with online abuse.
If there's a problem with your relationship, then you should check out the following advice to help protect yourself.
1, 2, 3, 4, 5.
What is Online Bullying?
Online bullying is when someone engages in online harassment or bullying using their real name or profile picture, as well as other personal details.
There's no legal definition of online abuse and it can be difficult to distinguish online bullying from other forms of harassment.
There can be a range of motivations for online bullying.
It can be motivated by jealousy or insecurity, anger over someone's success or status, a desire to hurt or humiliate someone, or a desire for attention.
The main reasons people do this online are: bullying, revenge or a sense of entitlement online bullying can also be aimed at specific people, such as women or children, but it's harder to pinpoint where online bullying starts and ends.
People who bully online are also more likely to be women and/or those with a disability.
In general, bullying online involves people using a range the tools of a bully, such on social networking sites such as Facebook, YouTube, Instagram and Twitter.
There is no clear line between online bullying and other forms, but when it comes to bullying, it's important to consider the following: Do not assume your online identity is the only one you have online.
Tags: school girl
'My dad was so sad': Family of missing child finds hope after missing school
The Buffalo Public Schools district has been scrambling to find a solution for the parents of a 13-year-old girl who disappeared from her Buffalo home on September 12.
The mother of the missing student, a seventh-grader from Brooklyn, was found alive on Friday.
She was identified as Katie Leach.
We will never know why she disappeared. "
She was my little girl and I had her in my arms and we miss her every day.
We will never know why she disappeared.
In a statement, the district said that Leach had been living in the same home for several weeks and that her family had been in touch with the school district. "
We are looking forward to her finding a home, and I know that I have the support of my husband, father and everyone else who has cared for me through this."
In a statement, the district said that Leach had been living in the same home for several weeks and that her family had been in touch with the school district.
Leach is a fourth-grade student at the school and was attending a different one.
"My parents are devastated and very relieved," she said.
"They know that Katie is safe, and they hope that when she comes home she is well.
Buffalo Public is one of the few public school districts in the country that still allows students to have a parent in attendance at school, but that policy is being challenged by the New York Civil Liberties Union and a group of parents who believe that the school should allow students to be home-schooled, rather than keeping them in the school environment. "
There is a huge outpouring of support and help that has been given to my family and our community."
Buffalo Public is one of the few public school districts in the country that still allows students to have a parent in attendance at school, but that policy is being challenged by the New York Civil Liberties Union and a group of parents who believe that the school should allow students to be home-schooled, rather than keeping them in the school environment.
The policy change comes after years of criticism that the district has a "one-size-fits-all" approach to providing parents with the option of home schooling their children.
In recent years, the number of parents opting to home-spay their children in schools in New York and elsewhere has grown, but the district still has not implemented a policy that allows for it.
"The district has to address its failure to allow parents to choose the appropriate home-therapy options for their children, especially for kids who are on special education or special education-restricted schedules," the ACLU said in its report.
The report also noted that there is a large number of students at the district who are also on special needs and that the department is still struggling to figure out what constitutes an appropriate balance between the two.
"This is an unfortunate case that has occurred at the expense of students and parents," said John D. Sutter, a New York State Assembly member who represents the area of Buffalo.
"If this school district is not prepared to address the problems that are plaguing it, then it will continue to suffer the consequences of the district's failure to properly educate students, especially in the district of Buffalo."
In recent months, the school board has faced criticism for the lack of action on the home-education policy and the suspension of a teacher who allegedly violated the policy, which prohibits children under 16 from being home-studied.
On Friday, Superintendent William J. Hite said that the board is considering "the possibility of putting in place a new policy that addresses this issue."
The district has faced scrutiny before over its lack of transparency in the case of the child who disappeared.
The New York Post reported in May that the superintendent of the school system had admitted in an email that the state had received no reports of the girl being missing, and that "the district was unaware that Katie was home-educated."
A state investigation found that a school resource officer had allegedly violated district policy when he allegedly failed to respond to a 911 call reporting the missing girl.
Tags: buffalo public schools, cdc school guidelines, school girl
How to celebrate a new school – by buying gifts for the teachers and the children


Kristen MacMillan serves as the Client Services Coordinator for the CBRE Pittsburgh Industrial Services Team specializing in representing industrial property owners, developers, investors, and occupiers throughout Western Pennsylvania and the surrounding areas.
Kristen provides brokers and staff with creatively designed marketing materials such as brochures, proposals, maps, web design and print advertising. She is responsible for the execution of tasks including: development of property marketing material, print ad and copy writing, design and production, presentation design, publishing of team, personal and property pages through cbre.com, electronic campaign creation and distribution, map design, database creation and maintenance, demographic analysis of trade areas and preparation of property presentations.
Prior to joining CBRE, Kristen worked as an advertising sales professional at News America Marketing, the consumer marketing division of News Corp in Manhattan.


After long discussions about teaching, learning and life: Jeff Hoffart and Tosca Killoran decided that they held the same vision, passion and dedication for wanting to make a change in and to the world. They decided that to truly make changes they would need a broader audience than the children within their classrooms. Jeff joined Tosca to organize TEDxYouth@BIS 2012 in order to help provide a forum for their students global reach.
In 2012, TEDxYouth@BIS explored how small ideas develop into forces of action. Inspired from the event we began to to ask, is a singular action enough? How can we span generations, and create change for more of the globe? How can our ideas have a greater impact and extend beyond the individual? How can we implement systems so our ideas grow into sustained action?
TEDxYouth@BIS 2012 featured a suite of short, carefully prepared talks by students and members of the learning community, as well as performances of music and art, all oriented towards describing how to create sustained action. TEDxYouth@BIS 2012 aimed to foster new learning, inspiration and action -- and of course, provoke conversations that will continue to stimulate the creation of ideas.
Laura Ruben - "Cooperative Games: Working to Include All"
Laura enjoys sports and nature, and through her interests, began to notice how children behaved in the environment around her. Slowly, she began realizing that the playground didn't give the rosy picture it should have. Instead of a safe and inclusive environment, she saw people that were shouting at each other, people taking revenge on others during games and people who refused to play by the rules! There were conflicts on the football fields, on the basketball courts, and throughout the playground. She wanted to make a change. She hopes that her talk will open your eyes to the real playground world and to solutions to help solve these problems.
Kaitlyn Fox - "See, Say, Solve: A Conflict Resolution Program for Kids"
Kaitlyn lived in Michigan for 10 years until she moved to Germany. Now a Grade Five student at Bonn International School, she is interested in the topic of bullying and conflict resolution skills. She has explored different programs that address bullying and conflict resolution using peer support. She will talk about a program she is helping establish in her community. She wants to spread her ideas not only to Bonn International School, but also to schools around the world.
Wajma Isaczai - "Making a Difference in Education: One Generation at a Time"
Wagma is an Afghan American, born in Omaha, Nebraska. She has spent the last 11 years of her life living in America, Syria, Yemen, Pakistan, Afghanistan, Nepal and now in Germany. Through her talk, she will share how she has learned about the importance of Education through her family's challenges in life.
Valeria Kukushkina - "Netiquette and E-Safety"
Valeria is interested in technology and has learned about the importance of being a safe digital citizen. She wants people to be aware of internet safety issues, so kids can network in a safe environment. Her talk focuses on Social safety in the cyber world. She is currently teaching kids about these issues using an iBook and a website that she created.
Vincent Grebe - "Changing the German Public Education System"
Vincent Grebe is a native German. He is privileged to be a student at the International School in Bonn. The international community has inspired him to consider alternate educational systems and he feels that Germany can learn from other countries. Vincent discusses his ideas to improve the public education system in Germany.
Shivani Rajhansa - "Educating the Young: They are the Future"
One evening, Shivani Rajhansa learned about the Gujrat Riot, which was a riot between religions in India. As she became more aware of the conflict, a desire grew inside to make a change. Shivani longs for peace on earth, and will be talking about how kids are the key to a peaceful future.
Monica Fearon - "Teaching Women's Rights through Children's Literature"
Monica is a young girl who understands that she has many rights as a female, that others do not share across the world. She wishes to educate others about gender discrimination, and what we, as a global community, can do about exclusion. Monica will read her children's book entitled 'The Right to Vote', which has simple vocabulary, but sends out a big message for kids and adults. Our humanity depends on you to make a difference.
Hannah Wiedemann - "Providing a "School in a Box" to those in Need"
Hannah is an 11 year old girl who has been inspired to learn more about Global poverty. She discusses our materialistic greed and how we take our "things" for granted and throw things in the trash when they're ''totally yesterday''. Hannah discusses alternatives for our "stuff" in her action to help others who may be less fortunate.
Luisa Pires - "Reacting to Change"
Luísa was born and raised in Portugal. Her world is her culture and when she moved to Germany at the age of 15, she had to face new challenges as her life was turned upside down. English was not her first language and she had to adapt and learn a lot. Through these experiences she realized the importance of observation and to understand deeply new environments and different people around her. Understanding the importance of preserving her own identity in the midst of change, she realized that her identity also brought new ideas and influenced the environment and the people around her. She is positive and sure that a good change needs to be continuous and that anyone who is willing to trust themselves for their own good and for the good of others can make it happen.
Pierre Ezard - "Biodiversity: A Beekeeper's Story"
Pierre is a student at the International School of Bonn. He grew up in France until his family moved to Bonn in 2006. He is passionate of sports and to spend some of his free time with friends, playing the saxophone or reading. This year is the first time that he is participating in TEDxYouth@BIS event and he appreciates the fact that people are able to share their ideas around the world. His talk is about bees and their importance in our environment. He has an interest in bees and the role that they play in biodiversity.
Alejandro Perez-Lucerga - "Peace Helpers: Mediating Change"
Alejandro was born in Germany, but grew up in a Spanish family. Roughly 4 years ago, when he lived in America, he experienced being bullied. He decided that students need support and strategies to overcome this conflict and decided he was the one to help!
Cameron McMillan - "Addressing Local Poverty"
Cameron was born in Australia, raised in Germany and England and has an English mother and a German father. Through traveling the globe and having a social worker as a mother, he's found that there are a lot of people, in particular children, who are deprived of many of the most basic wants. Through that he has come to a conclusion. Poverty is everywhere we just don't see it. This is most noticeable at a traditionally happy time, such as the Christmas holidays, a time which Cameron finds isn't as happy as it may seem. Through his research, Cameron has found that there are many children in and around Bonn, where he currently lives, that can't afford to share the German tradition of getting Christmas presents, and for the last three years he has been trying to help rectify that.
Rahnya Taghi - "Can Inclusion Come Over to Play?"
Rahnya admits that her biggest interest is probably thinking...about things from popsicles to Roman metals. Ironically enough, one day, after trying to think of a good thing that would take her the rest of the day to think about, she stumbled across the complicated world of human physiology. In her personal inquiry into this field, she began to search using the keyword "stereotypes". She soon discovered this world-wide dilemma and decided to share solutions on how to improve the situation.
Divya Bilolikar - "Dreams Can Come True"
Divya is a 11 year old girl who loves to hear stories about her family. She was surprised when her grandma told her that many women are not so privileged to receive an education or get a job. Divya decided that teaching young females to be confident and to believe that they can do anything is a step towards gender equality.
Nana Bruce-Amanquah - "Taking the First Step: From Local to Global"
Nana Bruce-Amanquah is an eighth grade student from Ghana. In 2009 she moved to Germany after living in Africa her entire life. One of the first things she noticed when she got to Bonn was how clean the city was compared to her hometown. However lately she has noticed that the cleanliness of her school's environment isn't as great as it could be. In her talk, she will be trying to convince students at her school to pitch in to keeping their school clean. When she grows up, she wants to have a job that has enough authority to enable her to change the waste systems in Ghana, but until then she thinks this TEDx event is the best way to start developing her ideas one step at a time.
Dhillon Welsh - "Creating Sustained Action through Leadership"
Dhillon Welsh is a 14-year old student attending Bonn International School. Dhillon is interested in talking about an extra-curricular group that he created and how it will continue if he leaves. When Dhillon joined BIS, he was interested in joining the school's Blues Band. Unfortunately, there weren't any spots available. So, he spearheaded the effort to create an alternative to the Blues Band, mostly consisting on Middle Schoolers rather than High Schoolers and open to all. Dhillon will speak with you today about how he has sustained this extra-curricular activity throughout Middle School and how he will help sustain it as he moves on to High School.
Kate Schlichte - "F.A.I.R.: Raising Awareness of Women's Rights through Song"
Kate Schlichte is a bilingual grade five student, who loves to sing in both English and German. In fact, singing inspires her in every walk of life, in how she thinks and how she acts. When she travelled to Abu Dhabi, she realized how women and men hold different status from one other. She noticed that women seemed to do exactly what the men told them to do. In order to take action and make a difference, she created a song to make you aware of what equality looks like for men and women. She chose this topic, because she believes she has the right to speak about what influences her in the world.


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Foreword from the Acting Director
Tsunami planning workshop
Exercise Toxic Plume
Date set for New Zealand ShakeOut 2015
2016 Tier 4 (national) exercise – dates confirmed
EMIS Welfare Test in Canterbury
EMIS Mapping Tool upgrade
Red Army 'saves Queenstown'
Review of the National CDEM Plan & Guide
Publications – Review, Development and Consultation
Busy month for Response Team 5 (Auckland Council – North Shore)
Emergency Management Summer Institute 2015
Need Get Thru shopping bags?
EOC Identification Vests
Graduate Certificate in Public Safety
Journal of Search & Rescue
Sector Job Vacancy, Wellington City Council
Sector Job Vacancy, Waitaki District Council
October was a significant month and milestone for the Ministry, with John Hamilton's retirement on 31 October.
John was farewelled over a series of functions in his last two weeks at the Ministry, which generated much laughter and also some tears; and all recognised the enormous contribution John has made to CDEM over the last eight years. Despite finishing on 31 October, John was a keynote speaker at the National Lifelines Forum on 5 November, so I think it is likely we will still see him around the place every now and then!
The Department of the Prime Minister and Cabinet is undertaking the selection process for the Director role, and in the meantime the Ministry continues to progress a busy work programme in the run-up to Christmas.
As you will see in this edition of e-Bulletin, a number of the Ministry's publications are currently being reviewed or developed, including final amendments being made to the revised National CDEM Plan expected to be completed in December.
The workload certainly won't decrease in the new year, with planning now underway for New Zealand Shakeout 2015 – the national earthquake preparedness campaign which will culminate in a nationwide Drop, Cover, Hold drill on 15 October 2015 – and preliminary planning also underway for the next national exercise to be held August/September 2016.
With 2015 and beyond in mind, I trust that you will all have a restful (and thoroughly uneventful) Christmas break so that you can return refreshed and ready for what is shaping up as a busy year ahead.
Sarah Stuart-Black
Photo: (Left to right): David Coetzee, Brendan Morris, William Power, Richard Steele, and Lisa Pearse at the Tsunami Land-Use and Evacuation Planning Workshop in Gisborne.
A Tsunami Land-Use and Evacuation Planning Workshop was held in Gisborne, 15 and 16 October 2014.
The workshop was hosted by Gisborne CDEM Group and was attended by 40 people from across CDEM, central government agencies and the science research sector. The workshop was funded by the CDEM resilience fund in support of tsunami risk reduction.
The intention of the workshop was to clarify current tsunami science research, specific to land use and evacuation planning. Presentations were provided by GNS, MCDEM, CDEM and consultants in the risk reduction space. Interactive sessions on day two of the workshop gave attendees the opportunity to provide feedback on the workshop objectives. These included: how do we achieve consistency in evacuation planning/land use planning? And, how can we collectively make this happen?
The workshop was highly collaborative and resulted in identification of opportunities and potential future work. The Gisborne Herald featured the photo above of the smiley organisation team, commending their efforts.
Special thanks goes to Richard Steele, Group Manager, Gisborne CDEM Group, for his excellent organisation of the event and Lisa Pearse, Emergency Management Coordinator – Hazards from Hawkes Bay CDEM Group, and Brendan Morris who facilitated the event.
Article submitted by Sarah-Jayne McCurrach
Team Leader Hazard Risk Management and Analysis, MCDEM
Photo: Hamish Keith, Planning and Intelligence Advisor, coaches Chantelle Subritzky (ACES) on the Planning and Intelligence desk during a recent exercise.
Auckland CDEM staff recently participated in a learning preferences workshop within the team training programme delivered by Steph James, Senior Training and Capability Advisor.
Commonly known as VARK which stands for Visual, Auditory, Read/Write and Kinaesthetic, this approach to training adds that meaningful layer of activity learners often talk about when describing "engaging" presentations or training sessions.
Trainers both experienced and new to delivery can add VARK to their toolkit by sharing successful activities and creating new ones.
By way of an introduction to the VARK approach, the Auckland CDEM team tested for their own preferences (which were varied) and learnt what these meant. Later in the workshop, the Auckland Council Emergency Support staff (ACES) joined the team. ACES were also tested for their learning preference and CDEM staff described for them in a one on one discussion, what their results meant.
As well as adding to, or refreshing, CDEM trainer skills, the workshop had several positive outcomes. One outcome was the CDEM team continuing to better know each other, and another was an engaging discussion between CDEM staff and ACES.
Article submitted by Steph James
Senior Training and Capability Advisor, Auckland Council
In the early hours of Friday 17 October, emergency services notionally responded to a chemical spill that had contaminated the stormwater systems across the eastern suburbs of Auckland. This was the background setting for an Auckland Welfare exercise 'Toxic Plume'. As the scenario played out, a 48 hours mandatory evacuation for affected residents was required.
The evacuation required a Civil Defence Centre (CDC) to be activated and the Auckland Welfare Coordination Group (AWCG) convened to support the response.
Exercise 'Toxic Plume' was a dual tabletop and operational exercise to practise our emergency arrangements to support impacted communities in an emergency.
AWCG conducted a tabletop exercise for the scenario on the Friday and were located adjacent to the CDC. This enabled the AWCG representative to observe the CDC operations.
A CDC operational exercise was conducted simultaneously to provide an opportunity to practise an integrated, multi-agency welfare response. There were lots of key learnings gained and everyone enjoyed the opportunity to work alongside their agency partners.
Article by Paul Read
Emergency Management Advisor, Auckland Council
Civil Defence Centre staff shift briefing during Exercise Toxic Plume.
MCDEM Public Education Advisor Bridget Cheesman, right, will be coordinating New Zealand ShakeOut 2015, and will be working closely with MCDEM Emergency Management Advisor Anita Walker, left, who co-coordinated New Zealand ShakeOut 2012.
Planning is underway for New Zealand ShakeOut 2015, with representatives for three governance groups confirmed and the date set for 15 October 2015.
New Zealand ShakeOut is a national earthquake preparedness campaign, leading to a nationwide earthquake drill. It's based on the Great Southern California ShakeOut, which was first held in 2008 and has since become a global phenomenon, with more states in the US and other countries participating each year.
The objectives for New Zealand ShakeOut are to ensure people throughout New Zealand understand the right actions to take in an earthquake – Drop, Cover and Hold – and to promote earthquake planning and discussion by individuals, families and organisations in the lead up the drill.
The 2015 date ties in with international ShakeOut events and has the approval of the Ministry of Education.
Representatives have been confirmed for the Governance Group (the "big tickers"), Steering Group (the "good news spreaders") and Planning Groups (the "do-ers") for New Zealand ShakeOut 2015, and each group will meet this December to start the planning process.
Bridget Cheesman, Public Education Advisor for the Ministry of Civil Defence & Emergency Management has been appointed as the New Zealand ShakeOut Coordinator and will take the lead on the campaign, working closely with Anita Walker. Anita heads up the National Civil Defence Emergency Management Exercise Programme and co-coordinated New Zealand ShakeOut 2012.
For any questions related to ShakeOut, please email shakeout@dpmc.govt.nz or call Bridget on (04) 817 8562.
Governance Group
Sarah Stuart-Black, Ministry of Civil Defence & Emergency Management
Suze Strowger, Ministry of Education
Mike Reid, Local Government New Zealand
Richard Smith, EQC
Bridget Cheesman, Ministry of Civil Defence & Emergency Management
Anita Walker, Ministry of Civil Defence & Emergency Management
Lesley Porter, Ministry of Education
Jane Watson-Baker, Ministry of Social Development
Angie Perry, Ministry of Health
Julia Becker, GNS Science
Murray McLeod, Te Puni Kōkiri
Jo Martin, EQC
John Lucas, Insurance Council
Alicia Palmer, CDEM Groups' Representative
Planning Group
Naomi Luckett, CDEM Groups' Representative
Drew Broadley, Hawke's Bay Regional Council
Victoria Walker, Auckland Council
Michele Poole, Queenstown Lakes District Council
Drew Mehrtens, Thames-Coromandel District Council
Preliminary planning has begun for the next Tier 4 (national) CDEM exercise to be held in 2016. This exercise will involve all 16 CDEM Groups and partner agencies at national and local levels.
A tsunami theme has been selected by the National CDEM Exercise Programme Governance Group. Members of the group have already highlighted a number of response and recovery aspects they would like to test during the exercise, and therefore a phased approach will be taken. The dates for the exercise have been confirmed, so please put them in your diary now!
Phase 1: Wednesday 31 August 2016 (one day). This will focus on response up to tsunami impact.
Phase 2: Wednesday 14 September 2016 (one day). This will focus on post tsunami impact.
We will look to form a planning team early next year, and it will be up to this team to decide on further aspects of the exercise. So if you would like to be a part of the planning team, keep an eye out early next year for a formal call.
If you have any questions, please contact Anita Walker at the Ministry on (04) 817 8587 or anita.walker@dpmc.govt.nz
The Canterbury Group put the EMIS registration system to the test on 29 October.
The aim of the two hour test was for our Emergency Managers and Welfare Managers to become more familiar with EMIS, particularly to trial inputting data from the paper forms, as well as using EMIS across multiple sites at once.
Key to the success of the day was to create enough data to enter into EMIS as it was not a full welfare centre exercise. This was achieved through asking visitors to fill out the two page paper form in the weeks leading up to the event. Selwyn took this one step further, involving community members on the day. In all we managed to enter 583 registrations across nine sites.
Each participating local authority filled out an evaluation form. These have been collated and will form the basis of our 'next steps' with EMIS welfare.
As a result of the test, Canterbury has developed a naming convention for welfare centres, Region - Local Authority – CDC, to make them easy to locate on EMIS, for example Canterbury – Selwyn – Lincoln Events Centre. Also identified for further work were some small changes to the paper form to make it easier to input the data, and how to approach group registrations using EMIS.
Canterbury Group has shared the evaluations with the Ministry of Civil Defence & Emergency Management.
If you are interested in knowing more detail email Jessica.petersen@cdemcanterbury.govt.nz
Article submitted by Jessica Petersen
Community Resilience Coordinator, Canterbury Civil Defence Emergency Management Group
The Ministry's Emergency Management Information System (EMIS) has recently received a mapping upgrade. The upgrade includes a new ESRI mapping for SharePoint plug in (2.1.1), an upgrade to ArcGIS 10.22 and a rebuild of the locators, which interpret address data and plot it on the map, along with other layers of data such as locations of Civil Defence Centres and roads (pictured above).
The new system is much more capable of consuming data (web services) from other ArcGIS services, contains more tools and is easier to use. For more information on this new tool, please contact your local EMIS Point of Contact.
Photo: Red Cross volunteers and "victims" at the site of a simulated aircraft crash on the approach to Queenstown airport earlier this month.
Over the weekend of 8 and 9 November, Queenstown was invaded by a red army intent on doing good. Sixty Red Cross volunteers from Queenstown, Dunedin, Invercargill, Gore, Timaru and Christchurch assembled in Queenstown for the Lower South Island exercise weekend.
On Saturday morning, teams were presented with a mass casualty incident based on a large passenger aircraft that had crashed just short of the runway. The simulation included 45 casualties, burning wreckage, luggage and personal belongings scattered throughout the crash area.
Teams worked alongside Airport Crash Fire personnel and Queenstown Fire Service personnel to extract victims to a Casualty Clearing Point (CCP) where medical care was provided. In the late afternoon, teams completed activities including USAR rubble pile line and hail, and received instruction on how to assemble their air shelter. This was followed by team building activities in the evening and a BBQ.
On the Sunday morning, teams received a presentation of a recent Red Cross response to Philippines, followed by another exercise where they responded to a large gas explosion, extracting a further 25 casualties.
Queenstown Lakes and Central Otago emergency management officer Trevor Andrews commented on the impressive array of equipment, resources and well trained personnel on display over the weekend.
"After seeing the capability of the Red Cross over the weekend I feel much more confident that a well-trained and readily deployable rescue force is available to me and the communities in Otago," he said.
Article submitted by Trevor Andrews
Emergency Management Officer, Queenstown Lakes and Central Otago
Photo: Inter-agency co-operation in the field: from left, Keith McIntosh, Area Commander Fire Service, Fi Sawyers, Red Cross – Exercise Control; Senior Station Officer Dave Christie, Fire Service (back to camera); and Joshua Humphreys, Red Cross.
The revised National CDEM Plan was released by the Minister for public consultation on 23 May 2014 and consultation closed on 25 July 2014.
Following the close of public consultation, the Ministry has collated all submissions, and is analysing them and agreeing any necessary amendments in consultation with relevant agencies. Final amendments to the revised Plan are currently being made in consultation with the Parliamentary Counsel Office and should be completed during December 2014. The final proposed Plan will then be submitted to Cabinet for approval and be made as an Order in Council in early 2015.
The Ministry has commenced its review of the supporting Guide to the revised National CDEM Plan (the Guide). The intention is to issue the draft revised Guide for external consultation following the making of the final National CDEM Plan.
Both the revised Plan and Guide will come into effect at the same time later in 2015.
A number of the Ministry's other publications are currently being reviewed or developed, including:
CDEM Group Planning: Director's Guideline. A survey seeking stakeholder feedback on this publication was issued in July 2013 and informed the development of the current draft. This guideline has been issued for external consultation and feedback closed on 29 August. Refinements will be made to the document in response to feedback. The final document will be published by the end of 2014.
Welfare in an Emergency: Director's Guideline. Feedback from a stakeholder survey in February 2014 and the CDEM Group Welfare Forum held in March 2014 are informing the redevelopment of the Welfare in an Emergency: Director's Guideline publication. The Ministry continues to work closely with CDEM welfare subject matter experts and national welfare agencies to clarify and document the revised arrangements for welfare services under the National CDEM Plan. Sector consultation will occur in early 2015.
CDEM Logistics: Director's Guideline: External consultation closed on 17 October 2014. Refinements will be made to the document in response to feedback. The final document will be published in mid-2015.
Operational Planning: Director's Guideline: This publication is intended to help CDEM staff develop action plans during response or recovery, as well re-write procedures for the planning function in an ECC or EOC. Work on this guideline has just begun, and it will be issued for external consultation in early 2015, and is to be published by mid-2015.
Recovery Management: Director's Guideline (review and amalgamation of IS 5/05 Focus on Recovery and DGL 4/05 Recovery Management). A Recovery Management Workshop held in Hamilton on the 24 July was attended by experienced recovery managers from the CDEM sector. Interactive sessions were held, and feedback obtained during the workshop will help inform the review of the Recovery Management guidance in-line with the legislative review. Due to the importance of aligning the revised Recovery guideline with other publications currently being reviewed (Welfare in an Emergency, Guide to the National CDEM Plan), and taking into consideration the alignment of CERA within DPMC, this project will not be completed until at least late 2015.
Photo: RT-5 team members assist the Waitakere Volunteer Fire Crew to dampen down the running track ahead of a local fireworks display.
November has been a full-on month for RT-5.
A Health and Safety Training Course on 1 November now has us up to speed with the new regulations that are coming into effect on 1 April 2015.
That was followed the same night helping the Waitakere Volunteer Fire Crew at a fireworks display. This entailed laying out hoses, wetting down the running track and being at the ready to assist in the event of fire; and we did have a fire when a small piece of scrub caught alight. It looked rather large at first, but burned down quickly and by the time the display had finished was all but out and only needed a small amount of water to put it out completely. Four of the team had backpack sprayers and they walked the outlying area to dampen down any smaller hot spots or smouldering fireworks. We finished up by packing away all of the hoses away and headed back to our headquarters and were off home by 2300hrs.
November 2 saw us back at our headquarters at 0445hrs and off into Auckland City to help with the marshalling for the Auckland Marathon. We spent the day helping people and vehicles cross the running track safely and providing information on where the local sightseeing bus was now located. We also cheered on the runners with one being a fellow team member.
On 5 November we put on a display at the Hellensville Crime Prevention day and on 23 November we will be part of the Glenfield Santa Parade and Gala.
Duane Gorst
RT-5 Team Leader
2nd - 6th March 2015
Massey University Campus, Wellington
This course will help you better understand how your organisation can prepare for, respond to, and recover from a disaster.
Emergency managers and social and physical scientists form part of the multi-disciplinary team that explores relationships between the physical and social aspects of natural hazards and their management. This course is designed for those involved in all aspects of emergency management: planners, educators, engineers, local and central government policy makers, insurance managers, researchers, emergency managers and utility and property owners.
The programme has been developed to provide a theoretical and practical introduction to selected topics relating to emergency management. Each course will begin with an introduction and review of New Zealand and international research and practice. The topics will then be explored through a series of relevant case studies. The final session of each module will provide practical tools and guidance for turning the 'theory to practice'.
For a Summer Institute brochure and enrolment form visit the website or email d.barton@gns.cri.nz
From 2015 the Summer Institute will also be part of the Massey University paper 130.706 Emergency Management in Practice (30 credits). If you are enrolled in the Massey paper you will automatically be enrolled for the Summer Institute, at no additional cost. However, you do not need to be enrolled in the paper to attend the Summer Institute. For more information, check out Massey University's Emergency Management teaching programme.
More information is available online at http://www.massey.ac.nz/massey/learning/departments/school-of-psychology/research/disaster-research/disaster-research_home.cfm
Are your supplies of blue or yellow Get Ready Get Thru shopping bags running low? We are looking into co-ordinating another print run (if there is enough demand).
The cost per bag will depend on how many we collectively order (from $0.99 to $1.68). The turnaround time is about three months from when we place the order.
If you are interested in ordering more bags, please email Bridget Cheesman, Public Education Advisor, at bridget.cheesman@dpmc.govt.nz and indicate how many you require and which colour(s), by Friday 28 November.
Dunedin City is upgrading their Emergency Operations Centre identification vests, using colours in line with the second edition Coordinated Incident Management System manual.
These vests are being made to order, and the manufacturers have suggested other Emergency Operations Centres may want to order vests at this time to make the manufacturing process easier.
The vests, http://www.jaedon.co.nz/high-visibility/3497-hv-multi-pocket-vest are already in use by Red Cross and other agencies.
Vests will cost up to $85 each dependant on the customer's requirements, with Dunedin proposing to purchase the following vests:
• Controller (White)
• Planning Manager (Pink)
• Intelligence Manager (Blue)
• Logistics Manager (Yellow)
• Public Information Manager (Purple)
• Operations Manager (Orange)
• Control Team advisor (Red)
• Welfare Manager (Teal)
• Safety Risk Management (Green)
If other authorities are interested in purchasing vests at this time, contact Emily at emay@jaedon.co.nz
The University of Canterbury's new Graduate Certificate in Public Safety is taking enrolments for either the Emergency Management or Search & Rescue endorsement. This programme is online with an initial block course for New Zealand based students. Further information is available from www.publicsafety.ac.nz
A new endorsement in Humanitarian Aid is also being planned as part of the Graduate Certificate in Public Safety qualification, with PUBS310 International Humanitarian Aid course including a 7 day intensive residential block component being scheduled for Summer School (late 2015). Enrolments are open for PUBS310.
Students who have partially completed other relevant studies at other universities may be eligible to transfer some of their academic credit toward the Graduate Certificate.
For further information contact steve.glassey@canterbury.ac.nz
Issue 3 of the Journal of Search and Rescue (JSAR) is now available online at www.journalofsar.org and features:
Improving the performance of swift-water rescue quick release
harnesses.
L. Collins and C. Onions.
Evidentiary data collection from Global Positioning Systems: A
qualitative study from a Queensland Police Search
Coordinator's perspective.
M. Jeffrey.
Emotional intelligence, coping style, and social support as
predictors of post-traumatic stress disorder.
J. Kelly, H. Scott, H. Bryan.
Letter: The use of twitter as an early warning system for
terrestrial search and rescue.
I. Greatbatch.
Book Review: A practitioner's study: about rope rescue rigging
(Rhodes, 2014).
S. Glassey.
Emergency Management & Business Continuity Advisor
Everything we do, we do for Wellington! Wellington City Council has big ambitions for our city - and to support Wellington in achieving its potential, the city needs a Council which is well-run. The Risk Assurance team is at the forefront of providing advice and solutions which help ensure that. The Business Continuity team, which sits within Risk Assurance, also works with other agencies in the region to ensure that the Council is well prepared for business interruptions, and is able to play an effective role in regional emergency response.
You'll be responsible for assisting with enhancing the governance and management arrangements that enable effective emergency management response. You'll support the periodic review of Council's emergency management plans, policies and procedures, and work with key regional agencies to help ensure Wellington can recover from civil defence emergencies. You will also work within Council with business continuity plan owners to identify solutions and assess the potential impact of specific threat scenarios; and advise plan owners on contingency planning. You will have excellent analysis and reporting skills, with the ability to build strong relationships with diverse internal and external stakeholders.
Qualifications in a relevant discipline and/or demonstrated experience in emergency management or business continuity management is essential. You'll also need great problem solving skills, written and verbal communication skills, and the ability to coordinate lots of moving pieces!
Check out the job description and if you have further queries, contact Mark Constable, Emergency & Continuity Manager, on 04 803 8277 or email mark.constable@wcc.govt.nz
Sound like you? Apply online.
https://careers.wellington.govt.nz/jobdetails/ajid/IPff7/Emergency-Management-Business-Continuity-Advisor,2382.html
Applications close on Wednesday 26 November 2014.
Emergency Management Officer 0.5FTE
Waitaki District Council is looking to fill a position for an Emergency Management Officer, 0.5FTE located in Oamaru, reporting to the Manager, Emergency Management. You will ideally have experience in Civil Defence or emergency management.
While the role is diverse, and can change quickly dependent on events that arise, one key area of responsibility is providing training to schools, community groups and across our strong volunteer network.
The Waitaki area can be prone to hazard events, the most common being flooding, snow storms and fire. These events will require you to play a critical part in supporting the emergency operation within the Waitaki Emergency Operations Centre when it is activated.
For a copy of the position description please go to vacancies at www.waitaki.govt.nz
Applications close 5pm Tuesday 2 December 2014, and along with a signed Applicant Declaration Form (available on Council's website), should be marked 'Confidential' and addressed to: Emergency Management Officer Vacancy, Waitaki District Council, Private Bag 50058, OAMARU 9444 or emailed to vacancies@waitaki.govt.nz
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Level 17, Bowen House, 70-84 Lambton Quay, Wellington 6011

redpajama_set_name: RedPajamaCommonCrawl


Electronic classrooms are designed in a variety of ways and maybe not always with the students' view of the presentation in mind. With our LPS-II System it doesn't matter how your classroom is configured, or where the students are seated; they will see your presentation in picture perfect clarity right on their screen. That is right, the students see exactly what is being displayed on your screen on theirs. It works flawlessly and provides crisp and clear images in real-time including DVD images, full-motion video, and those hard to see fine lines on engineering drawings, etc.
Send whatever is on the instructor's screen to the whole class. Your class sees your presentation right on their screen in front of them. This keeps your trainees on task and makes it easy for them to follow your instruction. This projects your display to the class in full-motion, real-time video.
Broadcast any image from a second source to the class such as an iPad, laptop, document camera, or a digital microscope. The instructor may broadcast any of these sources to the students' screen. This works especially well in chemistry labs where students can view the instructor's science experiments right on his/her screen without having to strain their eyes to see the instructor's demonstration on the overhead projector at the front of the room.
Show an online video, recorded lesson, simulation software or any multimedia to your students' screen in real-time full motion video. The LPS System is compatible with multimedia rich applications including animation and graphic intensive software requiring high resolutions and refresh rates. It supports simulation software as well as DVDs, and videos. Best of all there is absolutely no software to install on any of the computers and no training required.
Instructors find great satisfaction in being able to simply press a button and immediately all the monitors in the classroom go blank. Now you immediately have the classes' undivided attention. This is one of the most requested and popular features used with the LINK System product line. Now the instructor is in control and can make important announcements and know that students are no longer distracted by their computer.
Ready for your class to continue working simply press the 'clear all' button and all monitors are reset to their local screen.
Broadcast your computer's video and audio to the entire class so all your students can see and hear your presentation through each of their monitors and headsets.
Trainers can utilize their headsets/mics to send their voice to all the trainees' headsets/mics with the audio portion of the LPS System. Trainers find this especially beneficial when teaching in a language lab. The audio control feature is optional and may be added to the LPS System with the initial purchase or at a later date.
Add emphasis to your presentation with our LINK Stylus annotation software package. Easily write over any application that is active on your screen. Highlight areas of interest, circle important details, insert arrows where needed, write notes on screen with a palette of colors to choice from. Easy to use.
You can also request a 3-station LPS-II demo of the real product to use in your classroom. This demo is a great way to prove to yourself, peers, boss and purchasing agent this product is exactly what you need. There is no obligation to purchase, and we will pay the shipping charge to send it to you. We simply ask you to return it promptly when the two-week trial period is completed and pay the few dollars required to ship it back to us.
Request a hands-on demo by completing the form in the right column. We will coordinate the demo period with you and keep in contact during the trial period to assist you in any way we can.
The LINK System line of products is the ideal computer classroom management solution. The LINK System is widely used in educational, commercial, and military electronic classrooms. The patented hardware-based video networking solution is capable of delivering crisp, clear, high resolution video anywhere in a computer classroom. The system is an excellent choice for a broad spectrum of training environments. Whether you are teaching individuals word processing or are training them how to fly with advanced flight simulators, the real-time response of the LINK System is second to none.
The primary goal of the LINK System has always been to make teaching easier while delivering the lesson content directly to each student's screen. The LINK System allows an instructor to interact with each individual in the classroom separately or with the class as a whole. The system is controlled by an intuitive software interface displayed on a touch screen that mimics the physical layout of the classroom, this system puts many powerful features at an instructor's fingertips. The intuitive interface allows an instructor to easily monitor any PC, broadcast to any PC, control any keyboard and mouse, or execute any of a long list of commands the LINK System is capable of doing.
Applied Computer Systems, Inc. prides itself on every LINK System that is shipped out the door. Each system is designed, assembled, and thoroughly tested to the customer's exact configuration. As always, Applied Computer Systems, Inc. is dedicated to providing you the best quality hardware, software, and support available in the industry.
Do you currently use a LINK System but feel that it is missing a key feature that you just can't live without? Please contact us and tell us your suggestion. We love to receive feedback from our customers. In fact, many of the features that PC instructors have come to know and love have been incorporated into the LINK System because of requests made by those same dedicated instructors.
Please, don't take our word for it, see what our customers say about our LINK System product line, or better yet, experience it for yourself by signing up for a free hardware demo.
Try a FREE 14 day trial of our LINKSystems Projection system for your computer classroom management.
A Cutting-edge hardware based classroom management system.
You may download the LINK Projection System brochure for more details. Also, download the LINK Projection System User's Manual to see how easy the system is to install and use.
Looking for Hybrid LINK Systems?
The Hybrid LINK System is an ancestor to the Composite LINK System, sharing many of the same features but designed around a daisy-chain cable topology. If you currently own a Hybrid LINK System, call and ask us how you can upgrade it to a Composite LINK System.
You may view the Hybrid LINK System details here.
"Thank you for keeping me in on the link as well. We hosted our first session for 2014 last week and everything went smoothly. Our students are all adults working in laboratories around the world, they just loved having the ability to see the instructors screen on their desk next to the one they were working with. Huge benefit over having a projected instructors screen in the front of the room."
"Thank you for doing such a great job for us. The entire process, from the initial specs to the final installation was a breeze for us. And learning how to use the system was easy with just a few minutes with Todd. Our instructors love the new system."
"The Link systems are still going strong, and if asked, can highly recommend them. However, with our ever decreasing budgets, I doubt we'll be able to upgrade any time in the near future. The big problem with making a good product: They last too darn long!"
The system works as advertised. It is perfect for our new classrooms.
"Instructor loves the program and it works great from my end. I gave your name to our middle school tech coordinator as they are thinking about buying the program."
"HSU continues to be quite pleased with SoftLINK. For what it is worth, it is one four most cost efficient and low-maintenance pieces of software. It works as advertised and comes at a very competitive price. For those things, we are thankful.
"ACS has great tech support and quick turn-around time. I'm always able to get a hold of Monica and she gets our product to us quickly. The professors really enjoy the "show" and "share" features in the classes. They also like the private chat for students who don't want to ask a question in front of the class. Testing screen is a winner too. I use the Tech console almost exclusively to update our labs either from my office or by going into a closed lab and running Tech console from a laptop. It makes my job go a lot quicker. I love the mass login feature and the remote commands feature. The inventory feature is invaluable. We have also used the Tech Console to catch 1 hacker! In addition, it saves us power. I can pull up the thumbnail of a lab in the late afternoon, see what machines are idle, and just quickly shut them down. I use the "mass copy" feature all the time. I also like the "screen lock" feature when I'm updating from remote and need to keep people off the machines. I couldn't imagine us getting all of our work orders done without Tech Console. We love SoftLINK. I just deployed 3 new labs, and it was the first piece of software that I told my boss "I must have to get these labs knocked out quickly."
"Our experience with SoftLINK has been excellent. Thank you for providing us with outstanding service through the years. I will definitely keep SoftLINK in mind should I come across future lab projects."


I just finished this LO with Pamela's new kit, Candy Hearts. This kit is fantastic and not just for Valentines Day.
Did you see the Potato bar stuff?
I just that to mention that 10 amazing items on the Potato bar for 99 cents each or by them all. I have no clue how long the bar last so check it out while you can.
I just love the bent frames as well as the glitter papers.
Want to join the team??
Are you good with laying out things in an eye-pleasing way? Do you have good drop-shadow skills? Well this might be for you!
I'm looking for someone to make my previews and new product ads for me as I just don't have the time. I'm working on my dissertation for university and getting our house ready to be put on the market and that leaves little time for designing and a lot of that time is taken up with previews and ads and uploading and the like.
- For paper packs i just need the one papers only preview, one details preview using my details template, and one 600x600 advertisement.
- Once the previews are done a layered .psd would be zipped up and sent to me, and a 500x500 .jpg, would be emailed to me and my description girlie Jaime.
- Details preview only needs to be in a .jpg form saved at 600x600px.
- I am looking for someone who can showcase my kits to their full potential and who can use realistic dropshadows.
I usually release about 2-3 kits per month, but probably less while i'm working on my dissertation. You would be considered part of the Creative Team but not have any layout requirements. You will receive everything i create in return for your services.
Call is open until position is filled. If interested please email me at pamelagibsondesigns@yahoo.ca with the subject "Preview Creator"


text:
Briefing Reporters
Photography Control at the Accident Site-Off Base
sense relative to the special circumstances of the situation. To avoid conflict, you should define the rules before the media is escorted to the accident scene. Although not an all-inclusive list, reporters should be asked to refrain from the following actions: l l l l l l l Seeking interviews with injured personnel or their distraught next of kin Divulging the names of victims until next of kin have been notified regardless of the fact that they obtain the information by their own resources Entering restricted areas or areas that contain classified equipment Physically disturbing parts of the accident scene before investigators arrive Bringing heavy equipment or otherwise cumber- some paraphernalia that might interfere with rescue operations or require additional personnel to carry it Seeking interviews with individual rescue workers or the personnel in charge of the operation Wandering from the designated access area in search of additional information or photographs Explain the ground rules to the media members when the media identification badges are issued. The ground rules briefing may also indicate when news briefings are scheduled, how the CIB is configured, how and when they will be brought to the accident site and other information pertinent to the situation. Admitting Reporters to the Accident Scene News media always want to send reporters and photographers to the scene of a disaster. To ensure complete and fair coverage, allow access to the scene whenever possible. They cannot, however, be given access when their presence would do the following: l l l Interfere with damage control, rescue or evacua- tion measures Jeopardize their own safety Violate security There are no regulations that prohibit reporters from visiting the scene of an accident or disaster simply because it takes place on a military installation. Unless one of the foregoing objections exists, action should be taken to permit entry to the base or installation and to allow them to visit the scene. Once the reporters are escorted to the scene, they should be given all practicable freedom to move about, take photographs and gather information, as long as they observe the previously set ground rules. If an accident occurs in the public domain (outside the confines of a military installation), the Navy has no right to prevent reporters or other civilians from going to the scene. This is true even if the area is federal property outside the fence. They may be kept away—that is, kept at a distance—only when their presence may interfere with operations, jeopardize their own safety or possibly violate security. If there is exposed classified information or equipment, the public affairs official at the scene should explain the situation and ask reporters to stay back until the material or equipment can be covered or removed. The Navy has no right to prohibit the media, or any civilian, for that matter, from taking photographs of an unclassified accident scene in the public domain. There have been several unfortunate situations in the past where cameras and film were forcibly taken from civilians, sometimes at gunpoint. In the public domain, only civilian police have authority. Use them rather than military police or security. Reporters and photographers must be escorted at all times at the accident or incident scene. They must be controlled to make sure they do not interfere with the efforts of the crisis management team or compromise operational security. Photography Control at the Accident Site-On Base As noted earlier, news photographers should be allowed maximum access to an accident scene when all classified material is either covered or removed. But when a member of the media photographs or videotapes classified material on base, either intentionally or by mistake, he must be escorted to the PAO at the scene at once. The PAO must inform the media member of Title 18 U.S. Code 793 (d), 795 and 797, which makes the photography of classified material a violation of federal law. Following the Title 18 notification, the media member should be asked to surrender the film or videotape voluntarily. If he refuses, the on-scene PAO must escort the individual to the CIB, Either the PAO or the senior journalist at the CIB will then contact the 2-26


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text:
And, it will get worse especially in smaller communities...the Concrete Dinosaur Museum in rural America may have to close.
"U.S. museums cutting back due to recession"
Christine Kearney
NEW YORK (Reuters) - Museums in New York and Philadelphia are cutting jobs, slashing salaries and closing stores because their endowments have been pounded by declines in donations, government aid and investment returns.
The Metropolitan Museum of Art is closing 15 of its merchandising stores across the United States, leaving only eight stores open in New York. It will cut about 250 jobs, or 10 percent of its workforce, before July 1.
The museum, founded more than 130 years ago and prominently located alongside Central Park, has lost about $800 million from its endowment since mid-2008, when it was worth about $2.9 billion, spokesman Harold Holzer said. There were no plans to cut exhibits.
"It's a very strange economic climate we are in," Holzer said.
The Met is a nonprofit institution whose funding sources include its endowment, government aid, private donations and admission revenues.
Holzer said that based on endowment losses alone, the Met would have to cut $2.2 million from its $220 million operating budget in the next fiscal year. He added that cuts in the operating budget could total up to $20 million, taking in retail cutbacks and other losses.
The Academy of Natural Sciences in Philadelphia announced a hiring freeze on Friday and said it would cut salaries by 5 percent. Its endowment and other investments dropped to less than $40 million from $60 million in early 2008.
Attendance was down at both museums as art lovers tightened their belts during the global recession. The Met said foreign visitors, who are more likely to pay the suggested $20 voluntary admission fee, also dropped.
"People have less money to spend on cultural and educational experiences," the Academy of Natural Sciences said in a statement.
Other museums in the United States have laid off workers or predicted they will be forced to fire staff.
The Museum of Contemporary Art in Los Angeles almost had to close until billionaire philanthropist Eli Broad came up with a $30 million rescue plan in 2008.
The well-funded Getty Trust that operates museums in Southern California has frozen hiring and salaries.
In New York, the Museum of Modern Art implemented a hiring freeze in October and ordered a general operating budget cut of 10 percent. Other major museums in the city declined to discuss whether they had suffered endowment losses or had plans for layoffs or salary cuts.
Labels: economic problems for the arts, museums


We will give you a free and non-binding estimate immediately! Get in touch with our 24/7 customer support centre at 020 3746 1366 or via our contact form here.
Since different textiles and materials require to be cleaned and treated with the most appropriate deep carpet cleaning methods, we give our customers steam carpet cleaning as well as dry carpet cleaning Kew. They are suitable for all kinds of natural or synthetic carpet fibres. We can clean even the most delicate and expensive rugs in a safe way. Stain removal is done before the deep cleaning. All detergents are pre-tested to make sure there are no negative reactions. The cleaners use a professional hot water extraction machine for steam carpet cleaning and a dry compound for the dry cleaning. With steam cleaning, the rug will need around 3 hours to dry, but we are ready to provide you with a quick drying option with the use of air moving systems.
We provide the business owners and people situated in Kew TW9 with the highest quality deep carpet cleaning in the region. Ashlee House Cleaning has been offering professional dry foam carpet cleaning and steam carpet cleaning for over a decade. All of our cleaners are hand-picked after personal recommendations. They are police background checked, experienced and trained in using our modern professional carpet cleaning equipment, solutions and tools. Our prices are affordable and fixed. We will not charge you extra invisible fees. We can clean any type of , and offer carpet removal of various stains, such as: oily stains, paint, rust, tea, blood, wine, coffee, vomit and can repair moth damage on your rug or carpet. We can provide one off or regular cleaning for properties as well.
Since we first began delivering a carpet cleaning service to all people and businesses in the area, we have been constantly focusing on enhancing our performance in order to reach our goal of having 100% happy clients. We carefully hand pick all our carpet cleaners in Kew TW9, check their background and after that train them meticulously. Ashlee House Cleaning is the recommended professional cleaning services provider around because we work with only modern and harmless cleaning equipment, and eco-friendly detergents for spot removal, deep cleaning and fibre protection. We can get all carpet types cleaned and at a very fixed, affordable price.
If you want your carpet allergen-free, deep cleaned and looking stunning once again, order our carpet cleaning service now!
Make the most of our easy booking system now! No deposit is required for hiring our carpet cleaning experts in Kew TW9. Speak to our 24/7 customer care at 020 3746 1366 or online here. Pick any day you want for our cleaning service. In fact, our reasonable prices are fixed, so there are no hidden charges. You can get preferential prices if you are an estate agency, regular client, a landlord or if you make an early booking. Get a discount for booking a combination of our cleaning services now!


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Melody Chang
Melody Chang, 16, is a junior at the Orange County School of the Arts in the pianist program (California, USA). She currently studies with Dr. Judy Huang. Most recently, Melody was a recipient of the State Panel Honors award in the MTAC Certificate of Merit Program. Additionally, Melody has won top prizes in the Rachmaninoff International Youth Piano Competition, World Piano Teachers Association Finland International Piano Competition, World Bach Competition, American Protegé International Piano and Strings Competition, Satori Young Pianist Grand Prize Competition, OCSA Piano Festival, and Southern California Junior Bach Festival Complete Works Audition. Melody has performed at Weill Recital Hall at Carnegie Hall and Segerstrom Concert Hall, and she has been invited to play at the American Liszt Society Festival in Los Angeles, California. She has had the privilege of working with world-renowned piano pedagogues, including Jean Yves Thibaudet, Professor Bernadene Blaha, Professor Kevin Fitzgerald, Professor Lucinda Carver, Dr. Sarkis Baltaian, and Professor Jura Margulis in various master classes, and she was a selected participant for the Curtis Young Artists Program this past summer. In addition to her solo performances, Melody enjoys collaborating with other musicians. She was chosen as the pianist for the Irvine Unified School District Honor Orchestra and the All Southern California Honors Orchestra. Aside from piano, Melody is an accomplished violinist and a passionate advocate for public health education.
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I've been out of the dating scene for a long time. A few months ago i met a man who is great in many respects. He is kind, funny, attractive and we have good physical chemistry. We only see each other on the weekends because we do not live in the same town. I have observed that he constantly drinks. And while we are home he is kind and respectful, outside he is sometimes loud, says inappropriate things, for example rude to servers. He is always kind to me but i find this behavior embarassing and i am also worried about how much he drinks, healthwise. I don't have a lot of experience with this kind of thing. How should I approach this issue?
Be patient with him, and if you like him try to understand why he does that. And if he is nice with you, you can discuss with him like adults. But don't tell him to stop, just ask him whats the reason behind he would be amazed because you are concerned about him.
believe yourself, you can comeover it.


We are seeking a dynamic a Senior Account Director. As Senior Account Director, you will be responsible for building client relationships and trust by leading project management initiatives across client teams. You will work with all levels of the organization, optimize internal team processes and procedures, and proactively manage direct reports..
Understands and presents company's capabilities to ensure clients have a clear comprehension of the company's complete offerings that can support client growth goals.
Advises clients on project development and objectives, communication strategies, and tactical recommendations and make concise recommendations to help move business forward.
A member of the Healthcare Consultancy Group (HCG) which serves the pharmaceutical, biotech, and device industries by providing strategic, scientific communications solutions at all stages of the product lifecycle. Part of Omnicom's Diversified Agency Services (DAS), HCG is a leader in the healthcare segment, with over 350 employees, more than 90 with advanced degrees (MD, PhD, or PharmD). We are a scientifically rigorous, strategically focused, creatively balanced agency built for the future.


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GoLive 4.0's Biggest Update is its Name
Macworld JAN 31, 1999 4:00 pm PST
Though the print-publishing aficionados here at Seybold Boston are buzzing about the coming-out party for InDesign, Adobe's new page-layout app, Adobe is also busy showing off its new Web publishing star: GoLive 4.0.
When Adobe announced in January that it was buying GoLive, the program's Hamburg, Germany-based development team was hard at work on a new update to GoLive CyberStudio. By all appearances, that update was a minor one–because while GoLive 4.0 has a new name, a new publisher, and an attractive new logo on its box, underneath it appears to be not much different from GoLive CyberStudio 3.
For Windows users, the big news is that GoLive 4.0 won't be a Mac-only product any more–Adobe will release a Windows version in the near future. And Mac users whose organizations insist on only buying software that offers both Mac and Windows versions will now have a high-end HTML choice other than Macromedia's Dreamweaver. But for all other Mac users, there's not a whole lot to get excited about. This update's chief new feature is a QuickTime editor that provides support for QuickTime 3.0 editing, including the dynamic application of effects layers. It's an interesting use of the QuickTime 3.0 technology, but it's less a bread-and-butter feature than a curious side dish.
GoLive 4.0 also features some improvements to its table-editing and site-management interface, and the program works better with the ASP tags popular with many dynamic Web publishers. Adobe has also included some new tricks to GoLive's collection of JavaScript actions. But in general, longtime CyberStudio users won't notice any major changes this time around–other than the Adobe logo on the box.
In the future, GoLive is certain to undergo changes to better integrate it into Adobe's publishing application suite, probably including a more Photoshop-like interface. But GoLive 4.0 is much more of a minor update than a major upgrade laden with major new features.
Whither PageMill?
Since Adobe's acquisition of GoLive was announced, there's been much speculation about the fate of Adobe's other WYSIWYG Web design tool, PageMill. PageMill was once the leader in visual HTML editing tools, but is now an also-ran more suited to novices and business users than the pros. According to Adobe, the company's future plans for PageMill are strikingly similar to the ones it has for PageMaker.
Just as PageMill was trumped by GoLive, PageMaker has now been trumped by InDesign. In the short term, Adobe will continue to sell both PageMill and PageMaker, targeting them as general-business tools rather than tools for publishing professionals. But acknowledging the tremendous effort it would take to update two completely different page-layout programs (three, if you also count FrameMaker) and two different HTML editors, Adobe acknowledged that in the future it will consolidate each genre of application onto its own core code base.
That means that eventually the product known as PageMaker (and probably FrameMaker) will be replaced by a new PageMaker that's based on the same core technology used in InDesign. Likewise, at some point in the future, PageMill will be based on a version of the GoLive code, not on its current design.