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The mood here in London is tense. To Remain or Leave the European Union is the question, and if anyone still hasn't made up their mind, I can't find them.
"I'm voting to leave the corrupt, incompetent and hopelessly bureaucratic EU," one friend told me.
"I'm supporting Leave, and everybody I know is too," a Cockney-accented cabbie said matter-of-factly.
Another friend — not one to wear his emotions on his sleeve (excuse the pun) — wore an "I'm In!" sticker on his jacket lapel to display his pro-EU support.
The uneasy relationship between Britain and the EU will finally be tested tomorrow after a bitter referendum campaign that hit its crescendo last week with the horrific murder of pro-EU MP Jo Cox.
It was a campaign that saw the zany ex-mayor of London, Boris Johnson, compare the EU to Nazi Germany, and washed up rocker Bob Geldof hurl invective at prominent Leave proponent Nigel Farage as they floated down the Thames on fishing boats.
The Brexit campaign has captivated international news watchers and many Canadians.
The dynamic in this battle has taken on a similar feel to the U.S. presidential race, with many Britons supporting Leave — like Americans backing Donald Trump and Bernie Sanders — feeling alienated, disenfranchised and that the system no longer works for them.
There have also been comparisons between this campaign and the 1980 and 1995 Quebec referendums.
There's some truth to that. Much like Britain in relation to the larger EU, in Quebec, nationalistic rhetoric has always been part of the political narrative with English Canada. In 1995, Quebec sovereignists argued that separation would lead to long term prosperity, and that taking complete control of political decisions would be the best option for the people.
Immigration is another similarity between the two campaigns: opposition to the free flow of European passport holders fuels some Leave supporters; in 1995, then-Quebec Premier Jacques Parizeau blamed the referendum loss on "money and the ethnic vote".
There have also been similarities in the way the campaigns have been run. Like Quebec federalists, the Remain team has learned how difficult it is to defend things as they are — the stable status quo — against aspirational claims of what could be — the possibilities of a hypothetical, unknown tomorrow. Cold logic and reason doesn't win over people as easily as raw emotion.
There is a very important historical difference, however. The United Kingdom has been around since 1801, Great Britain since 1707, and each constituent jurisdiction for over a thousand years. Britain joined the European Community 41 years ago, decades after the original treaty was signed by other countries, making it a participant and not a founder of the union.
Quebec, on the other hand, was an equal founder of Canada long before confederation was even formalized in 1867. It helped determine the division of powers in the country during constitutional negotiations and has a great deal of autonomy over linguistic, educational and other matters. Quebec's culture is as fundamental to the Canadian experience as that of any other province.
Canada without Quebec would not be Canada. However, the EU without Britain would continue to exist as Europe.
The problem for Remain, as we've seen in the U.S., is that the zeitgeist in the west right now is vehemently — even viscerally — anti-establishment. So it doesn't help that Britain's political elite and big businesses are heavily in favour of remaining in the EU. Populism is the flavour of the year.
At this point, no matter the result, this plebiscite will go down as an ugly campaign, and most likely as Prime Minister David Cameron's Waterloo. He campaigned on a referendum in the 2015 election campaign to punt a tricky issue down the road and to appease the Eurosceptics in his caucus. It was a grave political miscalculation that may cost him his career.


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theres some problems in some of spectra vondergeist doll boxes. on some english versions it says spectra von hauntingon and in others spectra vondergeist.
and in her fashion pack the cardbord model has (if you notice) the had to her hair to the right and the picture of the bio to the left oh and the first version of spectra has black laces in the boots. and some dot dead gorgeous dolls of spectra have shorter fringe than others
look carefully
Bio see her left hand is not up so her right hand is
look better at the wordsIn paint if you get it nearer you dont see it well so because I know it says it I wrote it on top----------------------------------------------------------------------------------------->
1st version 2nd version

subset: commoncrawl


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This article is a stub, an article too short to provide more than rudimentary information about a subject. You can help Pro Wrestling Wiki by expanding it.
Kyle Hawk is an American professional wrestler.
In wrestling
- Finishers and Signature Moves
- Tomahawk
- Dreamcatcher
- Nicknames
- "The Bird Of Prey"
- Tag Teams and Stables
- Entrance themes


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Ready to deck the halls this festive season? For every Star Wars fan, this 3D printed BB-8 ornament is the perfect decoration for your Christmas tree.
In a just a few short weeks, Star Wars: The Force Awakens will finally arrive at the local multiplex. Are you excited? We're excited.
Perhaps the coolest thing about the new film — aside from light saber duels, and X-Wing dogfights, and reuniting with Luke, Han, and Leia — is that the Star Wars universe will be dramatically expanded with new characters and settings.
The biggest new character by far is BB-8, a cute little droid that captured our hearts from the moment he/she/it first appeared in the movie's first trailers.
The droid is already a hit toy with the Sphero BB-8 edition, and has sold out faster than stores can keep the item in stock.
But why should you have to scrum in a supermarket just to participate in all the fun? Instead, consider 3D printing your very own BB-8 droid as a Christmas decoration.
BB-8 is the Gift that Keeps on Giving
Designer Martin Hajek, aka The Cad Builder, has created a little BB-8 Christmas ornament that anyone can 3D print for themselves.
As you can see in the pictures, the ornament is printed in two separate pieces. You can either fabricate it using gold filament, or you can post-process it with a can of gold spray-paint. Finally, just thread the loop with a red ribbon and it's ready to grace your Christmas tree.
The digital files you need to 3D print your own BB-8 Christmas ornament are on sale for $10 dollars.
If you don't have access to a 3D printer of your own, then consider uploading the files to the ALL3DP price comparison engine, where you can choose from several 3D printing services to get the best price and best range of materials.
License: The text of "3D Print your Star Wars BB-8 Christmas Decorations" by All3DP is licensed under a Creative Commons Attribution 4.0 International License.


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Building Respectful and Safe Schools. A resource for school communities
- Theodore Fleming
- 2 years ago
- Views:
1 Building Respectful and Safe Schools A resource for school communities
2 Published by the Communications Division for the Student Wellbeing Division Department of Education and Early Childhood Development Melbourne August 2010 State of Victoria (Department of Educationand Early Childhood Development) August 2010 The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties(third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 the National Education Access Licence for Schools (NEALS) (see below) or with permission. NEALS is an educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria, ISBN This document is also available on the internet at gov.au/respect
3 Contents 1. About this resource 2 2 A shared responsibility 4 3. What is bullying and unacceptable behaviour? Bullying Unacceptable behaviour 7 4. Student Engagement Policy requirements 9 5. Creating respectful and safe schools Characteristics and strategies for respectful and safe schools Responding to bullying and unacceptable behaviour strategies for schools Strategies for responding to bullying and unacceptable behaviour Promoting cybersafety and preventing cyberbullying Responding to homophobic bullying Responding to incidents that have a serious impact on individuals or the school Advice for parents and carers Resources and further information 33 1 Building Respectful and Safe Schools
4 1. About this resource Any situation where a member of the school community feels unsafe at school due to bullying or any form of unacceptable behaviour such as harassment, discrimination or a threat or act of violence is not tolerated in Victorian government schools. Creating and maintaining respectful and safe school environments is a priority for the Department of Education and Early Childhood Development (the Department). Safe, secure and stimulating learning environments are a platform to achieving the vision of the Blueprint for Education and Early Childhood Development 1 that every young Victorian thrives, learns and grows to enjoy a productive, rewarding and fulfilling life, while contributing to their local and global communities. A respectful and safe learning environment is an essential characteristic of a school that is engaging and inclusive of a diverse range of learners. Anti-bullying guidelines, Safe Schools are Effective Schools, were introduced in Victorian government schools in 2006 and provided clear advice on strategies to prevent, and respond to, bullying. Since this time, there have been significant developments in approaches to prevent bullying and support children and young people to develop the knowledge and skills to respect and look after themselves and others in the school environment and the broader community. This includes the challenges children and young people face with increasing use of digital technologies and participation in the online world. Building Respectful and Safe Schools: A resource for school communities updates and replaces the Safe Schools are Effective Schools guidelines, providing renewed guidance to promote and support safe and respectful learning environments. This encompasses a broad definition of the school environment including digital learning spaces, communication using digital technologies, and situations when students are outside the classroom, such as travelling to and from school and in the playground. This resource is a supporting document to the Effective Schools are Engaging Schools: Student Engagement Policy Guidelines 2 (the Student Engagement Policy Guidelines) which require all Victorian government schools to develop and apply a Student Engagement Policy articulating the rights, responsibilities and shared expectations of everyone in the school community. This resource provides detailed information and strategies to assist schools in implementing and continuously improving their Student Engagement Policy to be inclusive of processes and strategies to prevent and respond to incidents of bullying and other forms of unacceptable behaviour. 1 Blueprint for Education and Early Childhood Development, Victorian Government, Access at 2 Effective Schools are Engaging Schools: Student Engagement Guidelines, Department of Education and Early Childhood Development, Access at engagement/default.htm Building Respectful and Safe Schools 2
5 This is a resource for all members of the school community - principals, teachers and other school staff, students, families, school councils and individuals and organisations within the community. It provides guidance that can be useful in supporting the school community to work together to provide a respectful and safe school and broader community. The resource includes: Section 2: Section 3: Section 4: Section 5: Section 6: Section 7: Section 8: Roles and responsibilities of the whole school community. Definitions of bullying and other forms of unacceptable behaviour. Student Engagement Policy requirements. Characteristics and strategies for respectful and safe schools. Strategies for schools to respond to bullying and unacceptable behaviour including preventing cyberbullying, responding to homophobic bullying and incidents that have a serious impact on individuals or the school. Advice for parents and carers to respond to bullying and unacceptable behaviour. Useful resources and further information. 3 Building Respectful and Safe Schools
6 2. A shared responsibility Schools should be safe places for everyone - students, teachers and other staff, families and members of the local community. The involvement and commitment of the whole school community is required to achieve a culture in which safe and respectful schools are everyone s concern and responsibility. Teachers and other staff in a school have a responsibility to ensure students are safe within the school and broader online learning environments. They should make certain there is every opportunity for students to alert teachers and other staff to any concerns they have about safety or wellbeing. School leaders and leadership teams have a vital role in shaping the culture of a school, the vision for student wellbeing and ensuring that effective policies, procedures and strategies are in place to respond to bullying and unacceptable behaviour. Teachers and schools leaders can also provide opportunities for students to have a voice in developing policies and programs. Most students dislike bullying and unacceptable behaviour and want it to stop. All students, whether they are being bullied or targeted, a bystander, or are bullying or harming others, are able to play a role in preventing and responding to concerns about safety and wellbeing. This can involve talking to a teacher about what is happening so they can work together to resolve the issue. Students should be actively involved in developing and implementing student wellbeing policies and programs designed to promote respectful relationships and prevent bullying and unacceptable behaviour. Families are the first educators of children and young people and they continue to influence their children s learning and development before, during and after schooling has been completed. While schools have an important responsibility for student safety, learning and skill development, parents, carers, guardians and extended family members have a primary role in modelling and teaching children and young people about appropriate behaviour and respectful relationships. It is Building Respectful and Safe Schools 4
7 important that families reinforce positive behaviours and anti-bullying messages in the home. Effective schools have high levels of family involvement, providing opportunities to work together in partnership to create and maintain safe and supportive school settings. Organisations and individuals within the local community also have a role in ensuring the safety and wellbeing of children and young people. Schools and community organisations frequently form partnerships to implement strategies to support student wellbeing including peer support and student leadership programs, community service, cybersafety and bullying prevention initiatives and the sharing of special knowledge and expertise. Community members also make an essential contribution to effective schools through involvement in school governance, support and volunteering. Figure 1: A shared responsibility for respectful and safe school environments school environment A res A Families respectful and safe Teachers and Staff Students Community 5 Building Respectful and Safe Schools
8 3. What is bullying and unacceptable behaviour? Building Respectful and Safe Schools supports schools to prevent and respond to bullying and all forms of unacceptable behaviour including harassment, discrimination or violence. The definitions below are adapted from Bullying. No Way! 3, the joint Australian Education Authorities website, developed by Australia s educational communities including the Victorian Department of Education and Early Childhood Development. 3.1 Bullying Bullying is when someone, or a group of people, deliberately upset or hurt another person or damage their property, reputation or social acceptance on more than one occasion. There is an imbalance of power in incidents of bullying with the bully or bullies having more power at the time due to age, size, status or other reasons. Bullying may occur because of perceived differences such as culture, ethnicity, gender, sexual orientation, ability or disability, religion, body size and physical appearance, age or economic status. Bullying may be motivated by jealousy, distrust, fear, misunderstanding or lack of knowledge. It can continue over time, is often hidden from adults and will probably continue if no action is taken. Types of bullying There are four broad types of bullying: Direct physical bullying: includes hitting, kicking, tripping, pinching and pushing or damaging property. Direct verbal bullying: includes name calling, insults, teasing, intimidation, homophobic or racist remarks, or verbal abuse. Indirect bullying: is often harder to recognise and can be carried out behind the bullied person s back. It is designed to harm someone s social reputation and/or cause humiliation. Indirect bullying includes: lying and spreading rumours playing nasty jokes to embarrass and humiliate mimicking encouraging others to socially exclude someone damaging someone s social reputation or social acceptance. Cyberbullying: is direct verbal or indirect bullying behaviours using digital technologies. This includes harassment via a mobile phone, setting up a defamatory personal website or deliberately excluding someone from social networking spaces. 3 Access at Bullying. No Way! at Building Respectful and Safe Schools 6
9 What bullying is not Many distressing behaviours are not examples of bullying even though they are unpleasant and often require teacher intervention and management. Mutual conflict: involves an argument or disagreement between people but not an imbalance of power. Both parties are upset and usually both want a resolution. Unresolved mutual conflict can develop into bullying if one of the parties targets the other repeatedly in retaliation. Social rejection or dislike: is not bullying unless it involves deliberate and repeated attempts to cause distress, exclude or create dislike by others. Single-episode acts: of nastiness or physical aggression are not the same as bullying. If someone is verbally abused or pushed on one occasion they are not being bullied. Nastiness or physical aggression that is directed towards many different people is not the same as bullying. However, this does not mean that single episodes of nastiness or physical aggression should be ignored or condoned as these are unacceptable behaviours. 3.2 Unacceptable behaviour Unacceptable behaviour in the school environment refers to a wide range of behaviours that are not acceptable or appropriate, as outlined in a school s Student Engagement Policy. This includes harassment, discrimination and a threat or act of violence. Harassment Harassment is behaviour intended to annoy, disturb, threaten or upset another person. Harassment and bullying may involve similar behaviours as both usually involve a person or group of people who have, or are perceived to have, more power deliberately upsetting someone on more than one occasion. Harassment may also occur because of perceived differences such as culture, ethnicity, gender, sexual orientation or religion. Sexual harassment is unlawful behaviour under the Commonwealth Sex Discrimination Act 1984 and the Victorian Equal Opportunity Act It occurs when a person engages in any unwelcome or unreciprocated conduct of a sexual nature (written or verbal), in circumstances which could reasonably be expected to cause offence, humiliation or intimidation 4. 4 Responding to allegations of student sexual assault: Procedures for Victorian government schools, Department of Education, Melbourne, Access at Responding_to_Allegations_of_Student_Sexual_Assault_-_Procedures_for_Victorian_Government_Schools2.pdf 7 Building Respectful and Safe Schools
10 Discrimination Discrimination is treating a person or group less fairly or well because of a particular characteristic such as culture, ethnicity, gender, sexual orientation, ability or disability, religion, body size and physical appearance, age; or marital, parenting, or economic status. Discrimination commonly involves exclusion or rejection. Discrimination may be direct, whereby a person is treated less favourably because of their race, ethnicity, culture or another characteristic. It can also be indirect when a person makes a decision or imposes a requirement, which appears neutral but is unreasonable and has the effect of disadvantaging a person because of their race, ethnicity, culture or another characteristic 5. Conduct which causes someone to suffer a detriment or to be treated less favourably than someone else because of their race can be racial discrimination. The term detriment is very broad and includes emotional and physical detriment. Racial discrimination means any distinction, exclusion, restriction or preference based on race which has the effect of impairing a person s enjoyment, recognition or ability to exercise a human right 6. Violence Violence is the damaging and destructive use of force by a person or group towards another person, group or property. This force can be physical, verbal, sexual or another action or behaviour and can involve an ongoing relationship between the parties. Violence may involve provoked or unprovoked acts and can be a oneoff incident or can occur over time. Violence may be used by those targeted by bullying or other unacceptable behaviour to try to redress the imbalance of power. A threat of violence is words or gestures expressing intent to use an act of force against a person. There can be many different causes for violence including alcohol and drug use. Schools should refer to to access a range of age-appropriate classroom resources and guidelines provided through the Department s Drug Education program. Violence against women is defined by the United Nations as any act of genderbased violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion, or arbitrary deprivation of liberty, whether occurring in public or in private life 7. The most common forms of violence against women are family violence and sexual assault. 5 Guidelines for managing cultural and linguistic diversity in schools, Department of Education, Employment and Training, Melbourne, Access at GuidelinesforSchools.pdf 6 ibid 7 Declaration on the Elimination of Violence against Women 1993, United Nations. Access at en/globalissues/women Building Respectful and Safe Schools 8
11 4. Student Engagement Policy requirements Bullying and unacceptable behaviour should be addressed as part of a school s duty of care to provide respectful, safe and supportive school environments. The Student Engagement Policy Guidelines outline that all Victorian government schools must have a Student Engagement Policy in place that includes specific strategies to promote positive student behaviour, build a safe and inclusive environment, prevent bullying and anti-social behaviour and encourage respect, compassion and cooperation. This supports the Charter of Human Rights and Responsibilities Act 2006 that affirms all Victorians must be treated with dignity and equality. The development of a Student Engagement Policy forms part of the requirements of the School Compliance Checklist, an element of the School Accountability and Improvement Framework 8. Schools are expected to integrate their strategies to prevent and respond to bullying and unacceptable behaviour within their Student Engagement Policy. Schools must ensure their Student Engagement Policy outlines: that every student has the right to feel safe at school (including broader learning situations such as digital learning environments) and bullying or unacceptable behaviour including harassment, discrimination or a threat or act of violence is not tolerated goals, standards and expectations for student behaviour that the school environment is inclusive of all children and young people and diversity is valued and respected the whole-school approach to promoting respectful relationships including school culture, policies and procedures, curriculum, programs and partnerships with families and community organisations the range of initiatives and strategies to be utilised to prevent and respond to bullying and unacceptable behaviour explicit reference to how the behaviours and strategies relate to the safe and responsible use of digital technologies. Schools must review their Student Engagement Policy at least annually to ensure its implementation and ongoing relevance to the changing views and issues faced by the school community. 8 Further information is available at accountability/default.htm 9 Building Respectful and Safe Schools
12 5. Creating respectful and safe schools To effectively prevent bullying and unacceptable behaviour, it is important that student safety is not viewed as a separate policy, but as a central component of an effective school. Advances in information and communication technologies mean that schools are now broader than the walls of a classroom. Teachers, students and parents are increasingly using digital technologies to teach, learn and communicate, challenging the traditional concept of a school setting. The Ultranet, a student centred electronic learning environment is being introduced into Victorian government schools throughout This secure learning environment will support a broader understanding of school settings and connect students, families, teachers and school administrators in new ways. Students will access learning tasks, work independently and collaborate with other students and teachers within and across schools, enrol in specialist classes and have access to learning anywhere, any time. A whole-school approach to creating a respectful and safe school must therefore respond to this changed concept of the school environment. 5.1 Characteristics and strategies for respectful and safe schools The key success factors that help make schools safe parallel the eight elements contained in the Effective Schools Model 9. The model provides a useful framework for schools to plan and develop a whole-school approach to a safe, secure and stimulating learning environment where bullying and unacceptable behaviour is not tolerated. Figure 2: Effective Schools Model Stimulating and secure learning environment Professional leadership Focus on teaching and learning Accountability EFFECTIV E SCHOOL S Shared vision and goals Learning communities Purposeful teaching High expectations 9 Effective Schools Model, Department of Education and Early Childhood Development, Access at education.vic.gov.au/about/directions/blueprint1/es/ Building Respectful and Safe Schools 10
13 Described below are the characteristics of schools with high-quality student safety and wellbeing practices and their alignment to the elements of the Effective Schools Model. These characteristics build upon the Department s review and analysis of anti-bullying policy and practice undertaken in 2005 which identified the common themes within a number of schools with effective approaches to student wellbeing. Professional leadership Safe and effective schools start with school leaders who are committed to a shared and well-developed vision of a safe, caring, respectful, supportive and inclusive school community, which sends clear messages that bullying and unacceptable behaviour are not tolerated. In respectful and safe schools: leadership teams have a vision for a strategic whole-school approach to student safety and wellbeing that includes a focus on prevention as well as management staff collaboration is facilitated through a leadership approach which empowers staff to initiate and take responsibility for safe school initiatives that focus on both student and teacher wellbeing leadership teams model respectful and caring interactions with staff, students and families leaders understand their duty of care responsibilities for students, and are mindful that an effective and well-executed policy and vision for the prevention and management of bullying and violence is fundamental to ensuring the safety and wellbeing of students in their care leadership teams and teachers make optimal use of specialist support professionals available within the school and in the wider community. Effective leaders work with staff to develop a whole-school vision based on the wellbeing and personal growth of students. Strong leadership teams also plan for the continous improvement of the school s vision. Staff members with strong skills and an interest in welfare areas may be identified and empowered to take on leadership roles and work collaboratively with the rest of the staff towards achieving that vision. This can develop a committed team all moving in the same direction to implement a whole-school approach to wellbeing. Schools have access to specialist support professionals to enhance student safety and wellbeing structures and processes and to provide additional support to students - Primary Welfare Officers, Student Welfare Coordinators, Chaplains, Student Support Services Officers (psychologists, guidance officers, speech pathologists, social workers and visiting teachers), Secondary School Nurses, Multicultural Education Aides, Koorie Education Support Officers and other health and wellbeing professionals employed directly by schools. The effective use of these specialists, as well as organisations and individuals in the wider community, provides a significant contribution to the development and maintenance of safe and respectful school environments. 11 Building Respectful and Safe Schools
14 Focus on teaching and learning In a respectful and safe school, there is a focus on the teaching and learning of interpersonal and respectful relationship skills within the domains of the Victorian Essential Learning Standards (VELS) 10. Helping students understand the role of power, and the different uses of power in relationships will assist them to develop better relationships 11. Many schools utilise specific programs such as Friendly Kids Friendly Classrooms 12, Bounce Back! 13, You Can Do It! 14, M-Power Girls 15, Kidsmatter 16, Mindmatters 17, Bar None Community Awareness Kit for Schools 18 and personal safety or Protective Behaviours 19 programs. A number of schools across Victoria have implemented demonstration programs with a focus on respectful relationships. The No Regrets demonstration program focuses on the prevention of alcohol-related violence in the community and a prevention of gender-based violence demonstration program has also commenced. These are examples of the innovative ways in which schools are tackling community issues and promoting respectful behaviours and relationships. In respectful and safe schools: teachers have access to appropriate professional learning opportunities to develop and refresh skills to collaboratively create and maintain safe, respectful, caring and supportive school cultures opportunities are provided for staff and students to work with organisations and utilise programs outside the regular school curriculum to enhance their knowledge, awareness and strategies to deal with bullying and to promote safe and respectful relationships extracurricular activities contribute to the promotion of positive peer relationships through same age and cross-age student interaction. The provision of a wide range of extracurricular activities and opportunities can have several positive effects. Students who are involved in stage productions, clubs and teams get to work with, and form relationships with, both same-age and cross-age peers. This changes the culture of the school and can result in less bullying of younger students by older students. Many extracurricular activities can also occur during lunchtimes (for example, clubs, team practices and try-outs and electives), so more students are engaged in supervised activities. 10 Victorian Essential Learning Standards. Refer to 11 Adapted from Bullying. No Way! Website, Australian Education Authorities, Access at bullyingnoway.com.au 12 Friendly Kids Friendly Classrooms. Available from Pearson Education Australia 13 Bounce Back! wellbeing framework. Access at 14 You Can Do It! Education. Access at 15 MPower Girls program. Access at 16 Kidsmatter Australian Primary Schools Mental Health Initiative. Access at 17 Mindmatters Secondary Schools Mental Health Initiative. Access at 18 Bar None Community Awareness Kit for Schools. Access at for_schools.htm 19 Protective Behaviours preventative safety program. Access at Building Respectful and Safe Schools 12
15 Purposeful teaching The method of teaching, or pedagogical approach, is also a key element in building a respectful and safe school environment. The e 5 Instructional Model 20 provides a framework to define and promote high-quality instruction in Victorian government schools that focuses on what the teacher is doing in the classroom rather than on student behaviour. In each of the five phases of instruction Engage, Explore, Explain, Elaborate and Evaluate relationship-based pedagogy is essential. Curriculum guidance and advice is also available to support schools to implement curriculum that teaches and promotes interpersonal skills and respectful relationships in line with the domains of the VELS. This guidance builds on current good practice across Victoria and is available at In order to prepare students for the innovation and knowledge economy of the 21st century, schools must provide students with access to environments and information and communication technologies that increase their participation, engagement and achievement in education. The increasing use of digital technologies and the internet by children and young people highlights the importance of schools developing policies that are inclusive of digital and online environments and are explicit about the teaching of safe and responsible online behaviours. Schools can refer to learningonline for further information about cybersafety. Many schools have established cybersafety teams comprising interested staff, student, and parent representatives to oversee the school s approach and initiatives to enhance cybersafety. In respectful and safe schools: relationship-based pedagogy such as cooperative learning and problembased learning is employed and contributes to student achievement and positive peer relationships there is purposeful teaching of cybersafety and responsible use of digital technologies and the internet drug education programs that enhance broader health and personal development strategies are in place. Effective drug education is an essential characteristic of a safe and respectful school. Drug education employs interactive pedagogies, engages students in problem-solving and critical thinking and assists students to relate their learning to real life situations. Drug education promotes good decision-making, resilience and builds personal characteristics that enable young people to contribute to a positive school environment and become valued community members in adult life e 5 Instructional Model, Department of Education and Early Childhood Development, Access at education.vic.gov.au/e Schools can refer to for information on the Department s Drug Education program. 13 Building Respectful and Safe Schools
16 Shared vision and goals The prevention and management of bullying and unacceptable behaviour in schools is more readily achieved in a caring and supportive school culture that promotes positive relationships and pro-social values. In respectful and safe schools there is a clearly stated philosophy, translated into practice, that student wellbeing is a high priority underpinned by effective student learning and behaviour. In respectful and safe schools: students adopt pro-social values and behave in a respectful, caring and inclusive manner because their teachers model such values and behaviours in their day-to-day interactions school policies are developed in collaboration with all staff, students and parents as the process of collaboration is just as important as the policy clear, well-defined and agreed expectations of acceptable staff and student behaviour allows all members of the school community to have a shared understanding of unacceptable behaviour teachers intervene firmly and swiftly to manage any unacceptable situation that compromises a student s safety and wellbeing approaches that blame the target for the situation in which they find themselves are not utilised. Fun and humour are often characteristics of respectful and safe schools with good student wellbeing practices. Schools have a commitment to fostering fun in a variety of ways and students believe this is important to the perceived safety of the school. High expectations There are high expectations of everyone and a culture of inclusiveness in a respectful and safe school. Diversity is valued and everyone is treated with respect, fairness and dignity. Perceptions of difference can be part of why bullying and unacceptable behaviour occurs and students may be picked on because they seem to be different. Schools teaching the values of caring, respect for difference and treating others fairly support students to have more positive and successful relationships now and in their adult lives 22. In respectful and safe schools: both teachers and students have a strong sense of pride in themselves and their school there is clear communication to all members of the school community that everybody has the right to feel physically and psychologically safe and that safety is everyone s responsibility there are high expectations of student-student relationships and a focus on strategies for developing positive peer relationships across all year levels 22 Adapted from Bullying. No Way! Website, Australian Education Authorities, Access at bullyingnoway.com.au. Building Respectful and Safe Schools 14
17 15 Building Respectful and Safe Schools the school community embraces cultural and linguistic diversity and works alongside diverse cultural groups in the community. Many effective schools implement programs that encourage students in the same year level to work across class groups (for example, Year 7 students on school camp working in teams with peers who are not in their home room group) or through integration across different year levels (for example, cross-age stage productions, sporting teams, clubs). This supports the development of positive relationships between students across the whole school. Education for Global and Multicultural Citizenship: a Strategy for Victorian Government Schools guides schools in the implementation of inclusive and participative practices and in building the capacity of the school community to identify and address direct and indirect racism, stereotyping and other forms of prejudice. Learning communities A whole-school approach to student safety and wellbeing is a key characteristic of effective schools. This is reflected in policies and documentation, and consistency between the perceptions of staff, students, parents and the school s leadership team. Strategies and practices are comprehensive and embedded rather than fragmented or added-on. In respectful and safe schools: staff collaborate to implement whole-school programs and procedures that strengthen the quality of relationships between people, build empathy and encourage working cooperatively there are partnerships with families to reduce bullying and other unacceptable behaviour structures are established based on peer support, authentic student leadership and student ownership strong transition programs occur at different stages of schooling to ensure that students develop a readiness to enter their new environment, to reduce anxiety and to increase resilience parents are supported in building their understanding about the safe and responsible use of technologies at home. The following components are important to consider when developing and implementing a whole-school approach to student safety and wellbeing: A positive whole school culture Bullying prevention: an up-to-date Student Engagement Policy which incorporates anti-bullying strategies and responses, anti-bullying curriculum, anti-bullying posters, anti-bullying student committees and the teaching of bystander support skills. 23 Education for Global and Multicultural Citizenship: a Strategy for Victorian Government Schools , Department of Education and Early Childhood Development, Access at au/studentlearning/programs/multicultural/default.htm
18 Student leadership and ownership: involvement of students in leadership positions or action teams within the school gives students an authentic voice and responsibilities. Having many students involved in a variety of leadership roles enhances confidence, greater compassion towards others and an enhanced school culture. Positive involvement with families: school leaders and all staff make parents, carers, guardians and extended family members feel a welcome part of the school community. Opportunities for families to work in partnership with the school on wellbeing and safety issues are also valuable. Opportunities to develop and nurture relationships Positive student teacher relationships: teachers who know students well and form positive relationships, with not only students in their own class or classes but with all students in the school foster a strong sense of belonging. Establishment of teacher advocacy structures connecting students with a teacher who acts as a mentor and support also contributes to positive studentteacher relationships. A house system: an effective house system supports behaviour management (through incentive schemes) and the development of protective cross-age relationships. Peer support structures: there are a variety of peer support structures which schools may utilise such as buddy and peer mediation systems that can have a strong impact on the culture of a school. Structured lunchtime activities: effective playground supervision techniques for lunch breaks, as well as a variety of clubs, special classes and lessons and student-organised activities make lunchtime less boring and keep students enthusiastically occupied. Embedded social skills: a focus on the development of student social competencies embedded in the school s behaviour management system, pedagogy, expectations and structures. Engaging curriculum and extra-curricular activities Values education: explicitly teaching values such as respect, compassion, cooperation and friendliness have a proactive impact on student behaviour. Further information on values education is available at Online learning spaces: establishing clear and purposeful goals and expected behaviours for the use of online learning spaces supports the safe and respectful use of digital technologies. Further information is available at Community service opportunities: opportunities for students to practice social skills (for example, conversation and assertiveness) and apply values such as respect and compassion. Building Respectful and Safe Schools 16
19 Collaboration and partnerships Strong staff collaboration and a focus on teacher wellbeing: creation and nurturing of a culture of looking after each other through the development of personal and social connections between staff members contributes to a strong sense of shared satisfaction and connectedness. Transition programs: strong relationships and collaboration between kindergarten and primary schools as well as between secondary schools and their feeder primary schools to develop and maintain effective transition programs support students to develop friendships, security and confidence. Community partnerships: mutually beneficial relationship with organisations and individuals within the community enables the sharing of specialist expertise. Collaboration brings schools and services together to provide programs and initiatives to achieve outcomes for students and their families that extend beyond what can be achieved in isolation. Stimulating and secure learning environments Respectful and safe schools provide both stimulating and secure learning settings where there is a culture that is firm about unacceptable behaviour and provides incentives for positive behaviour. In such environments fewer students bully or display unacceptable behaviour and fewer students are prepared to support bullying behaviour. In respectful and safe schools: respectful relationships are promoted and embedded within the philosophy of the school a significant number of teachers are given the opportunity to develop skills in non-punitive approaches to intervening in incidents of unacceptable behaviour a strong and consistent whole-school behaviour management system is in place to manage bullying, harassment or violence. Effective whole-school behaviour management systems are based on pro-social values, social competencies, incentives and positive peer relationships as detailed in a school s Student Engagement Policy. Teachers feel more confident about managing their classes when they perceive there is a sound and fair behaviour management system in place. Teachers are also more prepared to implement new wellbeing and anti-bullying initiatives when they can spend less time managing behaviour and worrying about their students responding negatively. There is then more time available to undertake personal and social learning activities with their students. 17 Building Respectful and Safe Schools
20 Accountability Processes to monitor and review policies, programs and practices should be in place to ensure the continuous improvement of respectful and safe schools. Critical evaluation should also be undertaken of any prevention and management programs under consideration to ensure that they are theoretically sound, unbiased and evidence based in terms of content, pedagogy and delivery. In respectful and safe schools: regular self-monitoring occurs to determine any indication of bullying and other unacceptable behaviour policies, procedures and initiatives, and prevention and management programs are regularly reviewed and refined the school environment is monitored on a day-to-day basis, incorporating feedback mechanisms to ensure processes are effective a variety of means are in place to enable students to communicate with teachers or other school-based staff when they need support because they are being targeted. Building Respectful and Safe Schools 18
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text:
When Cameron McGrone @cam m tore the ACL in his right knee last October he knew his recruitment would change.
At that point the 6-foot-1, 210-pound athlete out of Lawrence Central in Indianapolis already had some in-state interest and a handful of offers. The day after the injury he even visited Notre Dame for the night game against Stanford. The four-star athlete wanted to push ahead with his recruitment, even if he knew the knee injury could make that difficult.
"They were a little bit surprised I was there," McGrone said. "Around that time they were talking to me a little bit and then probably a week or two after that there was no contact until last month.
"Last month was the first time I'd been contacted in a while. I called coach (Mike) Elston and he said the defensive staff watched my film and was really impressed and they wanted me to come up for a practice and talk to them."
McGrone attended Notre Dame's scrimmage on April 9, checking out how the linebackers worked in defensive coordinator Mike Elko's scheme. Senior Nyles Morgan got a particular look from the in-state prospect.
Linebackers coach Clark Lea sat McGrone down afterward.
"I definitely liked the way the linebackers played during practice, how they were quick off the ball and pretty smart dudes," McGrone said. "I saw it in their meeting room too. They had the answers with speed and seemed to know what they're talking about. With Nyles, he was the most talkative one in the meeting room. If another guy was struggling to answer a question, he'd answer it right. Always. And then on the field, he was super aggressive."
Lea's approach made an impression too.
"He seemed laid back, but also all about business," McGrone said. "He wasn't into all sorts of yelling or cussing at players. He's kind of like my linebackers coach now. You can tell when he's serious. You can see he makes it easy for guys to learn."
Notre Dame didn't offer during the visit and probably won't until McGrone returns to full strength from last season's knee injury. The Irish are already talking about an Irish Invasion (June 10) return to South Bend and McGrone is open to that.
Even with offers from Cincinnati, Duke, Indiana, Iowa, Iowa State, Louisville, Maryland, Minnesota, Nebraska, Northwestern, Purdue, Syracuse, Tennessee, Vanderbilt and Wisconsin, McGrone understands he'll probably have to prove himself to earn more.
Lea told McGrone that he likes him at the Buck position.
"They're really interested but want to make sure where I'm at before I got injured," McGrone said. "I can respect that. I want them to see that I'm back and I'm better."
McGrone, who's participating in Lawrence Central's off-season workouts, said he expects full medical clearance by early May. He hopes to attend The Opening Regional in Oakland on May 21. He also visited Michigan for its spring game this weekend.
"I remember when I first got injured I thought my recruiting was going to go to zero, stop totally," McGrone said. "This is something that I can get through. When colleges see me in camp, see my times, see my first games, it will be like I was never hurt. That's what I tell colleges, to have trust in me."


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|Message view
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|David Crossley <cross...@apache.org>
|Re: Wiki conversion status
|Sat, 15 May 2004 02:17:51 GMT
The process of running the conversion script is an excellent opportunity to automatically catch some spam that has crept in. There is no doubt that we have missed some vandalism cases. We are only a few humans trying to manually catch it. Also remember the problem with the diff notification that only runs every hour and we only get the most recent change. Is it possible to generate a list of vandalised pages? For example one pattern is "emmss.com". On the other hand, we could probably run some 'find | grep' commands on the server-side after the conversion. --David
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Prince Harry has revealed that he sought counselling after enduring two years of "total chaos" while still struggling in his late twenties to come to terms with the death of his mother.
The Prince says in an interview with The Daily Telegraph that he "shut down all his emotions" for almost two decades after losing his mother, Diana, Princess of Wales, despite his brother, Prince William, trying to persuade him to seek help.
Disclosing that he has spoken to a professional about his mental health, he describes how he only began to address his grief when he was 28 after feeling "on the verge of punching someone" and facing anxiety during royal engagements.
Describing the "quite serious effect" that losing his mother had on his personal and professional life, he tells how living in the public eye left him feeling he could be "very close to a complete breakdown on numerous occasions."
"I can count myself very lucky," he said. "It was 20 years of not thinking about it and two years of total chaos."
The Prince, now 32, turned to counsellors and even took up boxing. He says he is now in "a good place."
Prince Harry has decided to give an unprecedented insight into his past in the hope it will encourage people to break the stigma surrounding mental health issues.
He has spoken to The Daily Telegraph's Bryony Gordon for the first episode of her podcast, Mad World, in which she will interview high-profile guests about their mental health experiences. The 30-minute conversation is one of the most candid insights into the thoughts of a modern young member of the Royal family. The Prince and his brother and sister-in-law, the Duke and Duchess of Cambridge, have together driven Heads Together, a charity which promotes good mental well-being.
Prince Harry, who was 12 when his mother died, says that he spent his teenage years and twenties determined not to think about her. "I can safely say that losing my mum at the age of 12, and therefore shutting down all of my emotions for the last 20 years, has had a quite serious effect on not only my personal life but my work as well," he said.
Of life in the public eye, he said: "I have probably been very close to a complete breakdown on numerous occasions when all sorts of grief and sort of lies and misconceptions and everything are coming to you from every angle."
Asked whether he had been to see a "shrink" to "let it all rip," he said: "I've done that a couple of times, more than a couple of times, but it's great."
The Prince admitted that at times he had struggled with aggression and turned to boxing as an outlet for his frustration.
"During those years I took up boxing, because everyone was saying boxing is good for you and it's a really good way of letting out aggression," he said.
"And that really saved me because I was on the verge of punching someone, so being able to punch someone who had pads was certainly easier."
He eventually sought support with the encouragement of his brother and others close to him, who told him: "Look, you really need to deal with this. It is not normal to think that nothing has affected you."
Since learning to talk honestly about his feelings, he said, he now feels able to put "blood, sweat and tears" into making a difference for others.
"The experience I have had is that once you start talking about it, you realize that actually you're part of quite a big club," he said.
Later this year, the Prince and the Duke will commemorate the 20th anniversary of their mother's death, commissioning a statue and presenting awards in her name to honour "kindness, compassion and service".
Prince Harry said of his loss: "My way of dealing with it was sticking my head in the sand, refusing to ever think about my mum, because why would that help?
" it's only going to make you sad, it's not going to bring her back.
"So from an emotional side, I was like 'right, don't ever let your emotions be part of anything'.
"So I was a typical 20, 25, 28-year-old running around going 'life is great,' or 'life is fine' and that was exactly it.
"And then about stuff, it's OK.
"The timing wasn't right. You need to feel it in yourself, you need to find the right person to talk to as well."
But he added: "I can't encourage people enough to just have that conversation because you will be surprised firstly, how much support you get and secondly, how many people literally are longing for you to come out." Confessing he was "a little nervous, a little tight in the chest" about the interview, the Prince said he was determined to make a difference while the younger members of the Royal family are "still interesting" to the public, doing his bit before Prince George, Princess Charlotte and any of his own future children step into the spotlight.
Of his current focus on mental health, he said: "What we are trying to do is normalize the conversation to the point where anyone can sit down and have a coffee and just go 'you know what, I've had a really s– day, can I just tell about it? Because then you walk away and it's done."
He is now in a "good place."
"Because of the process I have been through over the past two and a half years, I've now been able to take my work seriously, been able to take my private life seriously as well, and been able to put blood, sweat and tears into the things that really make a difference and things that I think will make a difference to everybody else."


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Dusty Ann Jessen Au.D has published an Australian edition of her highly successful handbook and support programme – Frustrated by Hearing Loss? 5 Keys to Communication Success.
The Australian version includes Australian resources, an endorsement by Peter Altidis, Executive member and former president of IAA, and is presented by IAA.
Copies of the book are available in Australia from IAA ($15.00 per book, plus $3.00 postage for orders within Australia).
Click here to download the order form for the Australian version of Frustrated by hearing loss 2016
Complete the order form and email to email@example.com
or post to IAA at P.O. Box 164, Turramurra, NSW, 2074.


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Xpressdocs Platform Updates – Q1 2015
Xpressdocs is kicking off 2015 with a bang. Our Q1 2015 updates to the platform not only make it easier to upload images, but also we have added enhanced coating options! Click on a link below to get more detail about each update.
Enhanced Coating Options
Updated Order Photo Gallery and Upload Tool


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Your health and safety committee needs to operate effectively so that it can fulfil its legal responsibilities, says the Health&Safety Advisor.
It's for this reason that the OHSA requires you to adhere to these four health and safety committee obligations.
Four health and safety committee duties you must stick to
#1: You need to appoint your health and safety representatives and your employer representatives in writing.
Remember, it's your job to ensure employees appoint a health and safety representative no more than four months after the commencement of the business.
#2: Your health and safety committee must meet as often as necessary, but not less than once every three months.
#3: At every meeting of the health and safety committee, consult with the committee on initiating, developing, promoting, maintaining and reviewing measures to ensure the health and safety of your employees.
#4: You must keep records of Health and Safety Committee meetings for at least three years.
Now that you know your health and safety committee obligations, make sure you stick to them to comply with the OHSA.
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Garden Bay, British Columbia, Canada
Our custom built waterfront front home features spectacular views, amazing facilities (including a gourmet kitchen) kayaking from the dock and hiking nearby....
Over a monthMember since
July 2009
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We are a family of 5, my husband Andy, myself, Kim and three beautiful girls aged 16, 15 and 12 years old and 2 dogs, Roxy (Airedale Terrier) and Rani (Shih Tzu). Would love to experience Europe!
Large gourmet kitchen overlooks family eating area/family room, fully equipped with central island, stainless steel appliances - dishwasher, side-by-side fridge, convection oven, microwave and garburator.
Living Room
Has leather couches, tastefully decorated with dining room and wine cabinet.
Second floor
Master Bedroom
Queen size bed in fully furnished bedroom and relaxing colours with full ensuite which has soaker tub and double sinks.
Main Bathroom
Toilet/tub & shower/sink.
Bedroom #1
Single bunk with homework desk, lots of pillows.
Bedroom #2
Queen bed which would sleep 2 comfortably.
Bedroom #3
Large bedroom with single bed would serve a younger girl well.
Full size front loading washer/dryer.
Billiards room with pool table and wet-bar. Also an office with a desk and treadmill and a full bathroom. The main attraction for this basement is the fully equipped media room with a projector, 8' screen, PS3 and XBOX/XBOX 360 (with games)for all your entertainment fun! Bonus: theatre-style seating
This is our first home-exchange experience and we look forward to working with any prospective exchanger!
See more pics at http://www.flickr.com/photos/26802417@N06/
Our home exchange house is near Vancouver, Canada, home of the 2010 Winter Olympics! The perfect suburban location, just 1 hour east of scenic Vancouver, British Columbia. Family home complete with fully-equipped mediaroom and billiards as well as a beautiful patio with BBQ off gourmet kitchen. Located near farmland, but also very urban. Just a 1 hour train/skytrain ride away from the sights of Vancouver, namely Robson Street (shopping), CFL stadium, NHL stadium, Pacific National Exhibition/Playland, and 2 1/2 hours from Whistler. In the Abbotsford area(where home is located) there is the Abbotsford International Airshow every August as well as the Berry Festival in July (World Capital Raspberry growers).
Just 1 hour east you will find Hell's Gate, a kayaking adventure playground with wonderful sightseeing and hiking in the mountains!
Abbotsford has many great restaurants and movie theatres. If you are the outdoors type, there are trails aplenty for hiking or cyling. A quick weekend trip to the interior (Okanagan) will bring you to a warmer and drier climate, the perfect place to try BC's best wine. The Abbotsford area also boasts a 100 year old village with an old country store where you can buy candy from all over the world.
Our home is in a typical residential/suburban neighbourhood with low crime and noise.
Wish to travel in March 2010 to Paris or London. Have you purchased your Winter Olympics event tickets? If so, our home is available to rent during the February 2010 Winter Olympics!
Our custom built waterfront front home features spectacular views, amazing facilities (including a gourmet kitchen) kayaking from the dock and hiking nearby....
Overlooking the 'Salmon Arm' of the Shuswap Lakes, a quiet gated Condo community in the NW end of the city of Salmon Arm with recent upgrades thru-out. ...
Our home is updated and furnished in a relaxed, comfortable style. We truly "live" in our home and would want our guests to do the same. Everything is user...


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It only takes a minute to get started. Fill out our uncomplicated sign up form and login to the website.
This step is elective but will seriously multiply your chances of getting interest from other over 50s members on the site. Introduce yourself, your pasttimes and upload a nice photograph of yourself.
Use our website's sophisticated search to uncover over 50s members who are up to your requirements. Or just leaf through listings and uncover members that you like.
Located someone who looks suitable? Send a note to them or just a wink and see what comes of it. With a little luck you'll be on your way to uncover the love of your life.
It only takes a few minutes


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Magical Gifts from Walt DisneyWorld
Do you or someone you know have a trip planned soon to Disney in sunny Florida? Are you looking for the perfect way to reveal the Surprises? Is a child you know celebrating a birthday soon? Or maybe you just need a little magical pick- me- up from the Happiest place on Earth.
Let me know what your needs are and I'll get it done for you. Whether or it be a 'See ya real soon' from their favorite Disney Character or just a Happy Birthday card (not all characters present in park, but I can occasionally pull some strings) or even just a little trinket to remind you of your last time here, we can handle any surprise, big or small!
Please note, this is from Walt Disney World in Florida.
Training & Qualifications
A Disney World annual passholder and a former WDW cast member stationed in the MK. I'm into all the secrets of WDW and know all the best places to hang!
Reviews of Marci
k provided Help with Business logo creation assistance for MarciJul 21, 2016
Courteney received unit of Magical Gifts from Walt DisneyWorld from MarciJun 30, 2016
Marci's requests
About Marci Finley
I'm a 26 year old costume designer in training who previously interned at Disney World and lived in Orlando for about a year. I still visit Walt Disney World on a regular basis and I follow all the Di...sney sources and listen to all the whispers. I can usually predict or find out about things a day or so before an official announcement is made on social media. I've previously worked for about 12 years in Child care and have worked with kindergarteners all the way up to the middle school years. I'm currently employed at a local book shop in my area.show moreOpen to other proposals
Marci Finley is looking for:
- Massage
- Experiences
- Travel
- Adventure
- Home
- Cleaning


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This is a picture of my father-in-law, Mark, giving me a goofy look at my husband's birthday party a year and a half ago. At this time, we did not think he was an unhealthy man, however, about 6 months after this picture was taken, he began having some scary symptoms, chest pain, nausea, dizziness...etc. Luckily, my mother-in-law who is an RN, had drilled into his head the importance of not ignoring the signs of heart attack. Mark, only 52 years old at the time ended up having triple bypass surgery. His Left Coronary Artery (known as the widow maker) was 90% occluded and he had 2 other blockages that were almost as severe. We have thanked God for the last year that he gave Mark warning signs. I cringe at the thought of what would have happened to him without those warning signs.
The Ferguson family has poor family history. Mark's mother died at the age of 52 from what they think now was a heart attack. His father did not live to be much older than 60-65 when he died from complications from heart disease and diabetes. From discussing this with my in-laws, the Ferguson's were active people and not overweight. Mark was raised on a farm and reports to eating a lot of country, home cooking (lots of meat, potatoes, but also a lot of produce). We know that disease prevention takes more than simply being active and not overweight, however to be only 52??.....I often think about how many people I know who eat just like this, but were not cursed with Mark's genetics. (And my husband wonders why I am so particular about what I "encourage" him to eat?)
Nutrigenomics is, to explain it simply, the study of how nutrition impacts our genetics. Individuals respond in varying ways to the different nutrients in foods. Some people who were raised on the exact same foods as Mark, may never have heart disease, others may not ever be diagnosed with health problems until much later in life. We have known all along that nutrition is not "one size fits all." Everyone is different and will require a different nutrition regimen to optimize their health. This is what nutrigenomics is all about. The human genome is 99.9% identical, meaning your genetic makeup is 99.9% identical to all other humans. It is in that 0.1% that our genes differ. The hope is that nutrigenomics research will be able to identify the differences among a healthy person's and an unhealthy (disease stricken) person's genome. Once scientists identify these genetic differences, which researchers have identified some, they begin to reserach how different dietary factors, such as more fruits & vegetables, omega 3 fatty acids, or even how lifestyle factors such as alcohol consumption, exercise, or cigarette smoking, impact the expression of our genes. We are all born with a particular genetic potential, however environmental factors impact how our genes will be expressed, or in other words, the outcome of our health.
Nutrigenomics shows a lot of promise for the future in being able to personalize nutrition recommendations based on an individuals genetic potential of developing disease. We will hopefully be able to optimize one's health and prevent disease by recommending a specific eating regimen. (Getting our patients and clients to comply to our recommendations is a whole different challenge.) At this point, even though several genes have been identified as genes of interest, there are many more genes that have not yet been identified and much more research needs to be conducted on how nutrition impacts our gene expression. We have a long way to go before we will be able to actually apply nutrigenomics research to nutrition counseling.
I think that this topic holds an opportunity for RDs to gain knowledge and further show their value in healthcare and disease prevention. This opportunity will be what we make of it and what we put into it. One fear I have is that another profession will claim nutrigenomics as its own and that RDs will miss out on this opportunity. I think to prevent this, we need to be teaching basic nutrigenomics in undergrad and encouraging students to go this route after graduation from undergrad. Another worry that individuals have on this topic is that if a genetic test reveals that they have a higher risk for disease development, insurance companies will reject them. I think this is a logical worry, however, maybe this fear will help motivate people to live healthier lives in the future.
I am excited about this new topic, nutrigenomics, and hope that applicable recommendations will follow its research on ways to really help my patients and even friends and family prevent heart disease and live longer and healthier lives. I know that this probably will come after my time as a dietitian. However, I hope that I am wrong and that research in nutrigenomics moves along at a fast pace and surprises me!