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What can schools do about cases of bullying?
- George Jefferson
- 2 years ago
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1 Pastoral Care in Education Vol. 29, No. 4, December 2011, pp What can schools do about cases of bullying? Ken Rigby* University of South Australia, Australia (Received 23 June 2011; final version received 23 July 2011) Reports from schoolchildren across a range of countries indicate that interventions by teachers in cases of bullying are commonly unsuccessful, especially with older students. This article provides a brief description and critical examination of six major intervention strategies employed in schools and points to the need for better training of teachers in this area and the development of judgement about which methods to employ in particular cases. Keywords: bullying; schools; teachers; interventions; teacher training Introduction School bullying is a problem that seemingly will not go away. We may seek to console ourselves with some recent findings that anti-bullying programmes in schools are having beneficent effects. For instance, Farrington and Ttofi (2009) in a major meta-analysis of their effectiveness in reducing the prevalence of bullying in schools have claimed that 17 out of 44 anti-bullying programmes have led to significant reductions in reported prevalence. They further note that such programmes have overall produced reductions of around 20%. Consistent with this claim, there is now evidence from studies in 35 sites in countries and Europe and North America at which bullying prevalence among school children has been monitored over the last 15 years that bullying in schools is mostly reducing over time (Rigby & Smith, 2011). Yet the reductions, although statistically significant, have been modest in size. The problem of school bullying remains serious. Bullying has been defined in general terms as the systematic abuse of power (Rigby, 2002). It presupposes an imbalance of power in which the perpetrator(s) repeatedly engage in aggressive behaviour intended to hurt or threaten a targeted *School of Education, University of South Australia, Hawke Research Institute, Underdale, S.A., Australia, ISSN (print)/issn (online)/11/ Ó 2011 NAPCE
2 274 K. Rigby person or persons. The behaviour may be overt, as in face-to-face physical assaults and verbal abuse, or covert, as in deliberate and sustained exclusion, rumour-spreading and the use of cyber technology to upset someone. Assessments of its prevalence have varied according to the methodology employed, the age and gender of the respondents and the location of the inquiry. Based on survey results in 22 countries, Cook et al. (2010) have reported that approximately 18% of schoolchildren are bullied on a weekly basis. The serious psychological harm experienced by many of the victims has been documented in numerous studies (Rigby, 2003). In this paper I shall be concerned primarily with methods of intervention that can occur when cases of bullying have been identified. This is not intended to detract from the important work that is being undertaken to make bullying less likely to take place through the use of proactive measures and peer-support activities. Typically, anti-bullying programmes include both preventive measures and measures that are to be taken when cases of bullying occur. For example, the most widely employed anti-bullying programme designed by Olweus (1993) and employed in many countries contains both preventive features, such as classroom meetings to discuss rules of interpersonal behaviour, and reactive features, such as the use of sanctions when rules are broken. Because anti-bullying programmes typically contain diverse elements, it is difficult to discover the specific contribution of each. They often appear complementary; for instance, proactive work in schools including the development of an agreed anti-bullying policy, rigorous monitoring of student behaviour and the inclusion of education about bullying in the school curriculum and peer-support activities may all help to reduce the number of cases of bullying that need to be addressed by teachers and enable the school to apply resources more intensively to solve the cases that arise. Unfortunately, the evidence is that interventions quite often are ineffective in stopping the bullying once it has occurred. Studies based upon the responses of students who have gone to teachers for help when they have been bullied have produced fairly consistent results. Studies of the effectiveness of teacher interventions The earliest study provided by Smith and Shu (2000) was based upon responses to questionnaires of a sample of 2308 students in England aged years. Questions included how often they had been bullied during the preceding 6 months, whether they had told a teacher about it and what was the outcome. Some 12.2% indicated that they had been bullied; of these, 35% reported that they had told a teacher about it. Some 49.7% of the teachers did not know the bullying was taking place; a further 9.1% knew but had done nothing. According to the students, in only 26.6% of cases did the bullying stop; for 28.7% of cases, the bullying got less. Nothing changed for 28.3% of these students and for 16.4% thing got worse. Thus, for almost one-half of the students, telling a teacher had not improved their situation.
3 Schools dealing with cases of bullying 275 A study conducted in Australia provided comparable results (Rigby & Barnes, 2002). Respondents consisted of 33,236 students aged 8 18 years who provided information about how often they had been bullied at school, whom (if anyone) they had told and with what result. In this study, 46% reported having been bullied during their school careers. Among the younger students (8 12 years old), 38% reported having told a teacher; among older students (13 18 years old) it was 24%. Approximately 57% of the bullied respondents reported that things had not improved after telling (among these were 8% who reported that things had got worse). Notably, outcomes were more positive for the younger students who told a teacher (55% reported some improvement); for older students, 44%. Again it was clear that the chances of being helped by a teacher were not high. A more recent study on this issue was conducted in Holland with a sample of 2766 Dutch students aged 9 11 years from 32 schools (Fekkes et al., 2005). They reported that approximately 16% of the students were being bullied on a regular basis. A somewhat larger proportion of respondents (53%) than in the previous studies reported that they had told a teacher about it. Some 28.1% indicated that the bullying had decreased when the teacher had tried to help them; a slightly higher proportion (29%) indicated that things had either stayed the same (19.5%) or got worse (9.5%). In my experience as an educational consultant in Australia I find that students are invariably advised by the school staff to tell a teacher if they are being bullied. As indicated above, many students tend not to do so. They are more likely to tell their friends or their parents (Smith & Shu, 2000; Rigby & Barnes, 2002). Students, especially older ones, generally express little or no confidence in the capacity or motivation of teachers to stop the bullying (Rigby & Bagshaw, 2003). In the light of such reported outcomes, this is not surprising. How teachers respond to cases of bullying Teachers employ a variety of approaches in addressing cases of bullying, some punitive and some non-punitive (Rigby, 2010a). However, there is currently no evidence of the extent to which alternative approaches are adopted and under what circumstances they are applied. We must therefore base estimates on the results of existing surveys on what teachers say they would do when cases of bullying occur, bearing in mind that in actual situations teachers may act in a different way. Surveys have been conducted in a number of countries to estimate how staff in schools respond to cases of bullying. In an online survey accessed by school staff around the world the following scenario was presented: A 12-year-old student is being repeatedly teased and called unpleasant names by another, more powerful, student who has successfully persuaded other students to avoid the targeted person as much as possible. As a result, the victim of this behaviour is feeling angry, miserable, and often isolated. (See Bauman et al., 2008, p. 839)
4 276 K. Rigby This scenario may be categorised as involving a moderate level of severity and to contain elements of both direct and indirect bullying. Respondents were asked to indicate how they would respond to this case in each of 24 stipulated ways. Among staff personnel in the USA (n = 715) only 5% of respondents indicated that they would ignore what had been happening or let the students sort it out (Bauman et al., 2008). This result reflects a high level of acceptance among staff that some action should be taken. The most endorsed action was to discipline the bully. Some 72% of respondents agreed that they would make sure that the bully was suitably punished and 18% indicated that they were unsure. In some areas there was considerable division. For example, 36% agreed that the victim should be told to stand up to the bully and 40% disagreed. Similar differences were found over whether parents should be forced to accept responsibility for the bully s behaviour and take steps to stop it and whether students should be co-opted to help suggest how the situation could be improved. Using the same questionnaire, similar results were obtained with samples of school staff in Australia (Rigby & Bauman, 2007). Translations of the questionnaire were administered in Finland (Sairanen & Pfeffer, 2011) and in Germany and Austria (Strohmeier et al., 2011). The conclusions drawn from these surveys are that: very few teachers are now prepared to ignore cases of bullying; taking a strong disciplinary approach is the most favoured approach; and staff in schools are divided or uncertain about alternative or supplementary steps that could be taken. Some research has noted that how a teacher responds to a case of bullying depends upon a variety of factors. These include the nature of the bullying; for instance, whether the bullying is overt or alternatively indirect, as in deliberate and sustained exclusion. According to Bauman and Del Rio (2005), teachers are more inclined to take action of some kind when the bullying is direct and physical. There are further factors that appear relevant but have not been investigated. These include: whether a group of students are involved as perpetrators or supporters of the bullying; whether the victim has acted provocatively; whether the perpetrator has subsequently acted in a genuinely remorseful way; and whether those involved are amenable to discuss with a mediator how the conflict can best be resolved. What actions are taken by teachers are clearly influenced by their level of awareness of different approaches and skill in applying them. Major intervention methods An examination of publications describing interventions to address cases of school bullying suggests that there are six major approaches being employed in schools (Rigby, 2010a). The traditional disciplinary approach As noted above, what may be called the traditional disciplinary approach is employed by school staff in various countries as the most appropriate way of
5 Schools dealing with cases of bullying 277 dealing with most, if not all, forms of bullying. Essentially, it seeks to prevent bullying from continuing by imposing sanctions or punishments on the offender. It also sends a message to other students about what will happen to them if they engage in bullying. The best known proponent of this approach is Olweus (1993). His version of this approach is supplemented by a number of proactive procedures, including classroom discussions to ascertain what rules students think should govern their behaviour with peers. The effectiveness of the Olweus programme in reducing the number of cases of bullying has been impressive in applications reported by Olweus himself in Norway, but has been much less successful elsewhere; for instance, in Schleswig-Holstein. Germany; Flanders, Belgium; and the Southeastern United States (see Smith et al., 2004). This approach may deter some students from bullying, but it can also result in students continuing to bully in covert and less detectable ways that are at least equally hurtful to those they bully. Generally, it requires a high degree of surveillance, which is often impossible or difficult to maintain. In cases of very violent or criminal behaviour, or in cases for which counselling approaches prove unsuccessful, this approach is more readily justified. Although this approach is commonly used as part of anti-bullying programmes, especially in the United States, published accounts of its effectiveness focusing upon actual cases that have been treated in this way are generally lacking. An exception is an account of a study of the effects of an intervention procedure that employed both sanctions and rewards in seeking to reduce the anti-social behaviour of three students who had been observed bullying others (Ross & Horner, 2009). Each was observed and assessed over a number of sessions before and after the intervention. Significant reductions in aggressive behaviour were reported for each student. However, in this study bullying per se was not measured. Further studies of this approach focusing specifically on bullying behaviour are needed. Strengthening the victim This approach aims at assisting the victim in coping more effectively when he or she is being bullied. Students who are being targeted are advised or trained to become less vulnerable; for example, by learning to act more assertively. One technique victims may be taught is known as fogging (MacNeill, 2009; Rigby, 2010a). This involves acknowledging that the bully may actually believe the negative things he or she is saying and refusing to be disturbed or intimidated. Clearly this approach may involve a considerable investment of time in coaching children who are being victimised to respond effectively. Judgements as to when it is feasible to teach students to acquire the required skills are not always easy to make, as decisions will depend on the perceived capacity of the victim to learn how to acquire the necessary skills and the situation or circumstances in which he or she is being bullied. It is generally assumed that this approach is appropriate in cases of oneto-one verbal bullying in which there is not a large imbalance of power. Available evidence on whether teaching fogging skills can help to reduce the prevalence of
6 278 K. Rigby children being bullied is limited to one study in which children in mainstream classes with language difficulties were instructed in the use of the technique (Savage, 2005). No overall reductions in their being bullied were reported. Further studies to discover under what conditions the method may be effective are needed. Mediation Students in conflict may be invited to work with a trained teacher or peer-mediator, to find a mutually acceptable way of resolving their problem. This approach requires a readiness of the parties involved in the bullying to agree to meet and seek a solution through the assistance of a neutral practitioner (Cowie & Smith, 2010). Commonly the practitioner is a student who has been trained in mediation. Importantly, a solution is never imposed but is brought about through guided negotiation. Its application, however, is severely limited to cases in which both the bully and victim are genuinely interested in mediation and the practitioner can remain neutral. Often those who bully are not motivated to seek mediation and it is difficult to remain neutral when the bullying is seen as completely unjustified, as it normally is. Mediation has been shown to be effective in resolving conflicts in which there is little or no imbalance of power between people in dispute. For instance, Johnson et al. (1992) reported a greater than 50% success rate when the method was used in selected American elementary schools. However, its use in cases of bullying, which typically involve a substantial imbalance of power, has been notably less successful In a year-long longitudinal study at an all-girls secondary school in England where peer counsellors were active, there was no evidence that the level of school bullying had been reduced (Houlston & Smith, 2010). There were nevertheless significant improvements in the social self-esteem of the students who had been trained as peer counsellors at the school The use of peer mediation may also assist in bringing about a reduction in bullying in so far as it promotes an ethos in a school in which students learn to adopt a rational problem-solving approach to countering bullying. Restorative practice This approach involves getting the offender to reflect upon his or her unacceptable behaviour, experience a sense of remorse and act to restore a damaged relationship with both the victim and the school community. Its application may take place at a meeting with the bully and the victim or at a community conference attended by those involved in the bullying plus significant others such as parents. It has also been used to resolve problems of bullying involving a group or class of students. Necessary elements in its success include the prior existence or subsequent emergence of remorse on the part of the offender and the readiness of the victim and others to accept the offender s apology and restorative action. Although successful treatments of school bullying using restorative practices are sometimes reported (see Morrison, 2007), evidence confirming its overall effectiveness in
7 Schools dealing with cases of bullying 279 reducing the prevalence of bullying in schools is notably lacking (see evaluative reports provided by the Youth Justice Board, United Kingdom [2004] and by Sherman and Strang [2007]). In recent years this practice has been adopted in many schools; for example, in North America and Australia. The support group method This was developed and introduced in England by Maines and Robinson (1992) and was known originally as the no-blame approach. It is a non-punitive approach in which students who have been identified as bullying someone are confronted at a group meeting with vivid evidence of the victim s distress derived from a previous interview with the victim. Those present at the meeting also include a number of students who have been selected because they are expected to be supportive of the victim. The victim is not present. It is impressed upon everyone that they have a responsibility to improve the situation. Each student is required to say what he or she will do to make matters better for the victim. The outcome is carefully monitored. This approach is seen as appropriate for non-violent, non-criminal forms of bullying. It does not, however, take into account any provocation that may have occurred to precipitate the bullying and the need, in some cases, for changes in behaviour on the part of both parties. Evaluations of this approach have been summarised by the users of this method (see Robinson & Maines, 2008). For example, Young and Holdorf (2003) reported that 11 out of 12 cases they assessed after employing a minor variant of the approach proposed by Robinson and Maines were treated successfully. According to Smith et al. (2007) a survey of 59 schools in England indicated an average rating of very satisfactory with this method. The method of shared concern This is also a non-punitive approach and is intended for working with groups of students who are suspected of non-criminal forms of bullying. Devised and developed by the Swedish psychologist Pikas (2002), it first involves a one-to-one meeting with individuals suspected of the bullying someone. The practitioner shares a concern for the plight of the victim and invites suggestions as to how the situation can be improved. Next the victim is interviewed. At this meeting the practitioner explores the victim s perspective on events and seeks to discover whether he/she has, in some way, behaved provocatively. According to Solberg and Olweus (2003), this occurs about 20% of the time. Further meetings are then held with each of the suspected bullies to discover what progress has been made. When sufficient progress has been confirmed, a meeting is held with the suspected bullies as a group to plan how the problem can be finally resolved. They are then joined by the victim to negotiate an agreed solution. Although this approach can be timeconsuming, outcomes have been reported as overwhelmingly positive (Smith & Sharp, 1994; Rigby & Griffiths, 2010) and it is uniquely appropriate for dealing
8 280 K. Rigby with cases of group bullying in which the victim has behaved provocatively. The method has been incorporated into successful anti-bullying programmes in England, Australia, Finland and Spain (see Smith et al., 2004). Discussion Interventions to address cases of bullying are commonly only partially successful. This should encourage us to look more closely at the kinds of interventions that are being employed and how successful they are. Currently there are six major intervention methods. These have been identified as: the traditional disciplinary approach; strengthening the victim; mediation; restorative practices; the support group method; and the method of shared concern. Evidence regarding the effectiveness of each is sparse, but there are indications that under some conditions each may be applied successfully. More work is clearly needed in determining when and how they can be used most effectively. Regardless of which method is employed, it is generally assumed that anti-bullying programmes are more effective when they are supported by a whole-school approach. Farrington and Ttofi (2009) have claimed that schools with a wholeschool approach are more effective in reducing bullying than those without. It is not clear, however, whether a whole-school approach has differential effects, depending on what intervention methods or combinations of methods are adopted. Especially, is not clear what kind of proactive measures can lead to particular intervention methods being optimally effective. There are some reasonable expectations that particular intervention methods are likely to be more effective when steps are taken by a school to provide certain instructions to all students and/or involve them in activities that can lead to the development of particular skills and attitudes. For example, the use of the traditional disciplinary approach involving the systematic application of rewards and punishments is considered to be more effective when students are informed and continually reminded of what actions are acceptable or unacceptable in their interpersonal relations (Ross & Horner, 2009). Further, classroom discussions to elicit views on what rules should govern the way people treat others are thought to increase the likelihood of disciplinary actions for infractions of school rules being effective (Olweus, 1993). It was noted earlier that school staff are often divided over what methods should be employed in addressing cases of bullying. This is particularly evident when non-traditional or non-punitive forms of intervention are discussed. Divisions among staff may seriously jeopardise the success of some intervention methods. For example, to be optimally effective, restorative practices are commonly seen as requiring both staff and community support (Thorsborne & Vinegrad, 2006). Where the use of sanctions to punish offenders is seen by many staff members as the only acceptable approach, conversations with students to help them to understand the consequences of their actions as a means to restoring damaged relationships may be seen as unnecessary and misguided (Sherman & Strang, 2007). Some intervention methods appear more likely to be effective when
9 Schools dealing with cases of bullying 281 students have been helped to acquire the capacity to work empathically and constructively with their peers. This is especially so for approaches that involve students in problem-solving method, such as the support group method and the method of shared concern. Peer mediation appears more likely to be effective in helping students to resolve conflict when the practitioners have been appropriately trained (see Cowie & Sharp, 1996) and classroom exercises have been undertaken to help students to develop appropriate skills and pro-social attitudes. To this end, the promotion of cooperative learning (Aronson, 2005) and the use of Circle Time (Bellhouse, 2009) can make important contributions. The choice of approach would also appear to depend upon the nature of the case of bullying. Attention needs to be given to such factors as the severity of the bullying, whether there is group involvement, whether the students in conflict are amenable to mediation, whether the offender is remorseful and whether the victim has behaved provocatively. As yet, little attention has been paid to the conditions in which particular methods are more likely to be successful. Future research into the effectiveness of interventions will need to take a range of situational factors into account. This could greatly help to guide teachers in the selection of methods of intervention in particular cases. Some implications for teacher education What is conspicuously lacking or under-resourced is the training of teachers and counsellors in dealing with cases of bullying and assisting them in making an appropriate and effective choice of methods. As noted above, most students who are bullied do not come to teachers for help; and those who do, commonly report that doing so did not result in any improvement. Meanwhile schools continue to exhort students to tell if they are being bullied. Understandably, many students think it is wiser to keep it to themselves or to tell somebody else, usually their friends, if they have any, for many do not (Rigby & Bagshaw, 2003). Recognition of the inadequacy of training to address bullying in pre-service training is not new (Nicolaides et al., 2002). Unfortunately very little has been done about it. This may in part be due to a lack of knowledge of how cases of bullying can be addressed or a belief that teachers will learn how to do so on the job. Evidently they are not doing so. Based on survey results from Rigby and Bauman (2010), it does not appear that the failure to deal with cases adequately springs from apathy or a non-recognition of the problem What is evident is that teachers are often unaware of the options that exist for tackling cases of bullying, and are divided over what is the best way of dealing with particular cases. Fortunately there is an increasing amount of information becoming available about the resources that can help to inform teachers regarding the nature and application of the different methods of intervention. These resources include authoritative writings on particular approaches; for example, on the use of sanctions in more traditional approaches (Olweus, 1993); mediation (Cremin, 2007; Cowie & Smith, 2010), restorative practices (Thorsborne & Vinegrad, 2006, Morisson, 2007), the
10 282 K. Rigby support group method (Robinson & Maines, 2008) and the method of shared concern (Griffiths, 2001; Pikas, 2002; Rigby, 2010b, 2011; Rigby & Griffiths, 2010, 2011). An instructional training DVD on the method of shared concern is available through Readymade Productions (2007). A detailed comparison of the major approaches has been provided by Renn et al. (2009) and Rigby (2010a). Finally, it must be emphasised that particular methods of intervention are implemented in the wider context what the school is doing proactively as well as reactively. Examples of how this can be done may be found in the highly successful anti-bullying programmes devised and implemented in Spain (Ortega et al., 2004) and in Finland (Salmivalli et al., 2004). Here are some suggestions about what could be incorporated into teacher education programmes to improve the capacity of teachers to deal more effectively with cases of bullying: (1) Knowledge of the range of intervention methods currently being promoted and implemented in some schools, together with an examination of their rationale and available evidence regarding their effectiveness. (2) An examination of the appropriateness of the choice of particular kinds of intervention methods for addressing different kinds of bullying cases. (3) A consideration of factors that may render the application of methods of intervention in given situations more likely to succeed, such as the adoption by a school of the whole-school approach and the acquisition by members of the school community of relevant knowledge, values, attitudes and social skills. (4) Information concerning the availability of resources that can assist schools in the development of knowledge and skills pertaining to the methods (5) The encouragement of teachers to systematically evaluate their interventions in cases of bullying by carefully monitoring outcomes. Conclusions In summary, it is evident from reports received from school children that teacher interventions in cases of bullying are often unsuccessful and they are more likely to seek help from friends or parents. Surveys indicate that teachers are generally inclined to adopt one method of intervention, the traditional disciplinary approach, and are often divided in their judgements of the appropriateness of other methods. Currently six basic methods of intervention are being advocated and adopted in some schools around the world. Evidence of their effectiveness is, however, limited. Arguably, interventions can be more successful if they are combined with a whole-school approach that bolsters support for the use of particular methods and promotes the development of relevant knowledge, social skills and attitudes among students. Teachers need to become more acquainted with alternative methods of intervention and their distinctive rationales, and encouraged to explore the appropriateness of their application in relation to different kinds of cases of bullying.
11 Schools dealing with cases of bullying 283 References Aronson, E. D. (2005) Reducing hostility and building compassion: lessons from the jigsaw classroom, in: A. G. Miller (Ed.) The social psychology of good and evil (New York, Guilford Press), Bauman, S. & Del Rio, A. (2005) Knowledge and beliefs about bullying in schools, School Psychology International, 26(4), Bauman, S., Rigby, K. & Hoppa, K. (2008) US teachers and school counsellors strategies for handling school bullying incidents, Educational Psychology, 28(7), Bellhouse, B. (2009) Beginner s guide to circle time with primary school students (Sydney, Inya head Press). Cook, C. R., Williams, K. R., Guerra, N. G. & Kim, T. E. (2010) Variability in the prevalence of bullying and victimization: a cross-national and methodological analysis, in: S. R. Jimerson, S. M. Swearer & D. L. Espelage (Eds) Handbook of bullying in schools: an international perspective (New York, Routledge), Cowie, H. & Sharp, S. (Eds) (1996) Peer counselling in schools: a time to listen (London, David Fulton). Cowie, H. & Smith, P. K. (2010) Peer support as a means of improving school safety and reducing bullying and violence, in: W. Pfohl, J. Yoon & B. Doll (Eds) Handbook of youth prevention science (New York, Routledge), Cremin, H. (2007) Peer mediation: citizenship and social inclusion revisited (Buckingham, Open University Press). Farrington, D. P. & Ttofi, M. M. (2009) School-based programs to reduce bullying and victimization, Campbell Systematic Reviews (Oslo, Campbell Collaboration). Fekkes, M., Pijpers, F. I. M. & Verloove-Vanhorick, S. P. (2005) Bullying: who does what, when, and where? Involvement of children, teachers, and parents, in bullying behaviour Health Education Research, 20(1), Griffiths, C. (2001) Countering bullying in schools training package (Perth, Western Australian Department of Education). Houlston, C. & Smith, P. K. (2010) The impact of a peer counselling scheme to address bullying in an all-girl London secondary school: a short-term longitudinal study, British Journal of Educational Psychology, 79, Johnson, D. W., Johnson, R. T. & Dudley, B. (1992) Effects of peer mediation training on elementary school students, Mediation Quarterly, 10, MacNeill, E. (2009) Assertiveness for children. Available online at: (accessed 12 June 2011). Maines, B. & Robinson, G. (1992) The no-blame approach (Bristol, UK, Lame Duck). Morrison, B. (2007) Restoring safe school communities: a whole school response to bullying, violence and alienation (Annandale, NSW, Federation Press). Nicolaides, S., Toda, Y. & Smith, P. K. (2002) Knowledge and attitudes about school bullying in trainee teachers, British Journal of Educational Psychology, 72(1), Olweus, D. (1993) Bullying at school (Cambridge, MA, Blackwell Publishers). Ortega, R., Del Rey, R. & Mora-Merchan, J. A. (2004) SAVE model: an anti-bullying intervention in Spain, in: P. K. Smith, D. Pepler & K. Rigby (Eds) Bullying in schools. How successful can interventions be? (Cambridge, Cambridge University Press), Pikas, A. (2002) New developments of the shared concern method, School Psychology International, 23(3), Readymade Productions (2007) The method of shared concern: a staff training resource for dealing with bullying in schools (Adelaide, Readymade Productions). Available online at: Renn, S., Van Velsen, J., Matheison, P., Dennis, K. & Langley, J. (2009) The bullying intervention toolkit (Queenscliff, Victoria, Inyahead Press).
12 284 K. Rigby Rigby, K. (2002) New perspectives on bullying (London, Jessica Kingsley). Rigby, K. (2003) Consequences of bullying in schools, The Canadian Journal of Psychiatry, 48 (9), Rigby, K. (2010a) Bullying interventions in schools: six basic approaches (Camberwell, ACER). Rigby, K. (2010b) School bullying and the case for the method of shared concern, in: S. Jimerson, S. Swearer & D. Espelage (Eds) Handbook of bullying in schools: an international perspective (New York, Routledge), Rigby, K. (2011) The method of shared concern: a positive approach to bullying (Camberwell, ACER). Rigby, K. & Bagshaw, D. (2003) Prospects of adolescent students collaborating with teachers in addressing issues of bullying and conflict in schools, Educational Psychology, 32, Rigby, K. & Barnes, A. (2002) To tell or not to tell: the victimised student s dilemma, Youth Studies, Australia, 21(3), Rigby, K. & Bauman, S. (2007) What teachers think should be done about cases of bullying, Professional Educator, 6, 6 8. Rigby, K. & Bauman, S. (2010) How school personnel tackle cases of bullying: a critical examination, in: S. Jimerson, S. Swearer & D. Espelage (Eds) The international handbook of school bullying (New York, Routledge), Rigby, K. & Griffiths, C. (2010) Applying the method of shared concern in Australian schools: an evaluative study (Canberra, Department of Education, Employment and Workplace Relation). Available online at: OFSharedConcern.pdf (accessed 22 July 2011). Rigby, K. & Griffiths, C. (2011) Addressing cases of bullying through the method of shared concern, School Psychology International, 32, Available onlline at: (accessed 22 July 2011). Rigby, K. & Smith, P. K. (2011) Is school bullying really on the rise?, Social Psychology of Education. Available online at: (accessed 22 July 2011). Robinson, G. & Maines, B. (2008) Bullying: a complete guide to the support group method (London, Sage). Ross, S. W. & Horner, R. H. (2009) Bully prevention in positive behaviour support, Journal of Applied Behavior Analysis, 42(4), Sairanen, L. & Pfeffer, K. (2011) Self-reported handling of bullying among junior high school teachers in Finland, School Psychology International, 32(3), Salmivalli, C., Kaukiainen, A., Voeten, M. & Sinisammal, M. (2004) Targeting the group as a whole: the Finnish anti-bullying intervention, in: P. K. Smith, D. Pepler & K. Rigby (Eds) Bullying in schools: how successful can interventions be? (Cambridge, Cambridge University Press), Savage, R. (2005) Friendship and bullying patterns in children attending a language base in a mainstream school, Educational Psychology in Practice, 21(1), Sherman, L. W. & Strang, H. (2007) Restorative justice: the evidence (London, The Smith Institute). Smith, P. K. & Sharp, S. (Eds) (1994) School bullying: insights and perspectives (London, Routledge). Smith, P. K. & Shu, S. (2000) What good schools can do about bullying: findings from a survey in English schools after a decade of research and action, Childhood, 7(2), Smith, P. K., Pepler, D. & Rigby, K. (Eds) (2004) Bullying in schools: how successful can interventions be? (Cambridge, Cambridge University Press). Smith, P. K., Howard, S. & Thompson, F. (2007) The use of the support group method to tackle bullying: an evaluation from schools and local authorities, Pastoral Care in Education, 25, 4 13.
13 Schools dealing with cases of bullying 285 Solberg, M. E. & Olweus, D. (2003) Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire, Aggressive Behavior, 29(3), Strohmeier, D., Spröber, N., Burger, C., Bauman, S. & Rigby, K. (2011) Teachers strategies for tackling bullying cases in schools, submitted. Thorsborne, M. & Vinegrad, D. (2006) Restorative practice and the management of bullying, Rethinking behaviour management (Queenscliff, VIC, Inyahead Press). Young, S. & Holdorf, G. (2003) Using solution focussed brief therapy in individual referrals for bullying, Educational Psychology in Practice, 19, Youth Justice Board, United Kingdom (2004) National evaluation of the Restorative justice in Schools Programme (London, Youth Justice Board).
Bullying Interventions in schools: Six major approaches. Ken Rigby University of South Australia www.kenrigby.net
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text:
Demityramon is a small Digimon,neutral from battles. S e will soon learn,however sides must always be taken...
===Fan:The Origin Digidestined=== DemiTyramon(or Reik as Zack calls him) Virus Busters is a prototype digimon given to Zack by MetaDevimon when his [[Gabumon]] gets deleted. Zack at first shuns this digimon until he realises it has Gabumon's memories.He instantly apologizes. This was not enough however and the negativity results in a digivolution to DarkTyrannomon
This is not permanent and soon shelearns to digivolve to Tyrannomon,[[MasterTyrannomon]] and BlasTyrannomon.
DemiTyramon is jealous of Kari. Zack and Kari's feelings for each other make her "Exlode inside".
In the epilogue howevwer ,when she hears Zack and Kari are getting married ,she smiles and says
"If you're happy than I'm happy."
Digivolves from:Koromon Digivolves to:[[DarkTyrannomon]]/[[Tyrannomon]] [[Fan:BlasTyrannomon]](warp overpower).

subset: commoncrawl


text:
Vores hjemmeside bruger cookies af tekniske, analytiske og marketingmæssige grunde. Her er mere information. Er du indforstået, kan du bare fortsætte med at besøge siden.
Really well decorated rooms. Very minimal, modern vibe. Think pocket doors and functionally efficient furniture. Outside the downtown hubbub, but only minutes away from all of it. The lobby floor is a bit convoluted, and parking costs $9 a night.
newness meant that building looked good and felt "new"
superior breakfast bar
spacious shower
really small swimming pool
somewhat thin walls between rooms


text:
Would you like to be a member of our research panel? Join here - there's (nearly) always a great incentive offered for your views.
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text: I have a .com domain plus say for example 10 different tld's each one representing a country i.e.: mydomain.com (main site) mydomain.com.au mydomain.co.uk mydomain.us PLUS a couple of others like myOTHERdomain.com etc etc etc I was wondering what others thoughts are on the best way to set all these up? If I park the domains in the .com cPanel and create redirects to the .com then the .htaccess contains 10 or more redirect entries: RewriteCond %{HTTP_HOST} ^beautytherapistnetwork\.com\.au$ [OR] RewriteCond %{HTTP_HOST} ^www\.beautytherapistnetwork\.com\.au$ RewriteRule ^/?$ "http\:\/\/www\.beautytherapistnetwork\.com" [R=301,L] (times 10) all slowing down the initial landing time for users. Is there a better way of doing it that will enhance the SEO especially bringing up the user's specific tld in say Google search, best impact for rankings etc etc etc


text:
About The Tab
The Tab is a university news network run by students who like being first. We have teams of writers at leading universities in the UK and US, breaking stories and shooting original videos that are seen around the world.
We were founded by three undergraduates at Cambridge in 2009 as a reaction to out-of-touch student newspapers. Since then The Tab has spread like a rash to become an institution across campuses in the UK.
Now we've grown into a global movement of bold, fearless and entertaining journalists reaching millions of readers every month.
Tab stories ignite conversations on campus: we livestream from protests, expose bullshit and discrimination and tell you which kebab shops are worth your money.
Last year our scoops appeared in the BBC, The New York Times, BuzzFeed and pretty much everywhere else. Reporters from those organisations call our journalists when they want to know what's happening on the ground.
Our local teams are run by student editors who decide what to cover and how to cover it. They are supported by people who used to do their job – our editing staff who work at The Tab's headquarters in London and New York.
We hire our best people when they graduate, and so do some of the world's leading media companies. Ellie Pithers, one of our first editors, is now Fashion Features Editor at British Vogue, and dozens more Tab graduates are working for companies like Reuters, VICE, the BBC, BuzzFeed and the Daily Mail. To date, eight of our former student editors in the UK have gone to work for us in New York.
The Tab is published by Tab Media
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Active Spy Software
Use this security logo:
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The trial version of Active Spy Software can be freely distributed over the internet in an unchanged form.


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Best Of :: Food & Drink
Captain Keith Schlabs, Meddlesome Moth partner and beer guru, precedes the craft-brew revolution. His Flying Saucer was serving up the best beers available in the area before "craft brew" or even the now antiquated-sounding "microbrew" were terms that merited USA Today trend pieces. Flying Saucer, which has blossomed into a formidable chain of franchises in the South, may have more mind-boggling arrays of taps, but the Moth is where you'll most often find Schlabs' most prized trophy brews: cellar-aged kegs, special one-off casks and rarities otherwise difficult or impossible to find in North Texas. Better yet, chef David McMillan's culinary creations are made with beer pairings in mind, helping prove that beer is just as good (well, better, if you ask us) as wine when it comes to elevating a great meal.
"I would like to do an in-your-face Texas concept," Stephan Pyles said when he was interviewed in the Observer about the state of Dallas dining in 2010. "Maybe it's a little Disneyland-like." Pyles lamented the lack of "Texas" in local Texas cooking and suggested that Dallas chefs had gotten off track. As he spoke he was sowing the seeds for his latest restaurant, Stampede 66, which delivers Texas custom tailored to downtown Dallas with the volume turned up to 10. From the color-shifting lights and quirky artistic sculpture to the images of cowboys branding calves, and the wall-mounted longhorns, Stampede 66 is as in-your-mug as it gets. If there's one restaurant to take an out of town guest to show them everything Dallas is about, Pyles' latest creation is it.
Barbecue is a humble art, and there's something special about brisket procured from a barbecue shack on the side of the road. Trouble is, most of the ramshackle joints across Texas don't serve very good smoked meats — that is until Travis and Donna Mayes first fired up their brick smoker in 2009. They've been serving up exceptional barbecue in this modest, smoke-stained building ever since. And it's the best "shack" barbecue you'll find around. The menu is hand-painted on the brick exterior next to the take-out window, and parked cars compete with massive piles of wood for real estate. There's no pretension here, and there's no seating either. All you get is smoky, tender brisket, ribs that pull from the bone. The smoky understand that this is precisely how barbecue was meant to be experienced.
You're finally up to order at Lockhart and despite how much time you spent in line you still haven't figured out what you want to eat. So you ask the guy taking orders because he works here and his epic beard conveys a lot of authority about meat. He tells you that if you're going to try anything today it should be the special, turkey breast, and your first impulse is to think that's absurd — you came for barbecue, after all, and barbecued turkey just sounds like a waste of good sides. But you know it would be rude to not take his suggestion, and he still has that authority-commanding beard. And thank God you listened to him. After that first spicy, tangy, juicy bite and the decadent blue cheese coleslaw you can't believe that for a moment you doubted that guy or his beard.
Get it? Because you smoke barbecue slowly, and ... OK, you get it. Fortunately, the meat is even better than the innuendo, with brisket that can be falling-apart tender and smoky, great sausages and ribs, and daily specials that can be hit-or-miss but always creative. Also noteworthy for those who aren't solely focused on the meat, the sides — often an afterthought at great Texas barbecue joints — are outstanding: green-bean casserole that doesn't come from a can, dessert-like sweet potatoes and even hush puppies. The meat alone puts this place among Dallas' best barbecue restaurants, and the quality side dishes make it one of our favorite restaurants period. Huh huh, we said "period."
It looks like a hot dog, even though it's too long and too skinny. It smells like a hot dog too. But as soon as your teeth snap through the casing on a Post Oak Red Hot, you're bathed in endorphin rush that's transformative. It's as if all your childhood memories — the dog your old man bought you at your first baseball game, the wiener you grilled on a stick at camp — are simultaneously unlocked in your cerebellum to set off a hot dog euphoria. The link is a perfect example of pedestrian charcuterie, and creator Brian Luscher adorns it with handcrafted condiments that only enhance the magic. Spicy mustard, pickled peppers and cucumbers, onions and tomatoes are all nestled in a pillow-soft bun speckled with poppy seeds. The only rub is you have to hit the White Rock Farmer's Market to get one until Luscher's opens in East Dallas late this fall.


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Love, Totodile Style and Other Episodes is a fan-fiction VHS/DVD Release featuring three Pokemon episodes, three Thomas and Friends episodes and three Donkey Kong Country episodes.
- Love, Totodile Style (Pokemon)
- The Ninja Poke-Showdown (Pokemon)
- Lapras of Luxury (Pokemon)
- Rheneas and The Roller Coaster (Thomas and Friends)
- Thomas, Percy and The Squeak (Thomas and Friends)
- The Runaway Elephant (Thomas and Friends)
- Bad Hair Day (Donkey Kong Country)
- Ape Foo Young (Donkey Kong Country)
- The Day The Island Stood Still (Donkey Kong Country)
- Distributed by USA Home Entertainment.
- In the Strand VCI/Strand Home Video/Video Treasures versions, the back cover shows a picture from "Baby Kong Blues", but that episode doesn't appear on the video.
DVD Artwork
Front Cover (USA Home Entertainment version)
- Top: Totodile and Azumarill
- Bottom: Rheneas racing down the mountain from "Rheneas and The Roller Coaster"
Back Cover (USA Home Entertainment version)
- Naomi from "Lapras of Luxury"
- Alicia Botti screaming from "Thomas, Percy and The Squeak"
Front Cover (Strand VCI/Strand Home Video/Video Treasures versions)
- Azumarill from "Love, Totodile Style"
Back Cover (Strand VCI/Strand Home Video/Video Treasures versions)
- Donkey Kong and Diddy Kong from "Baby Kong Blues"


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Our Celebrity College Course Wishlist
Professor Knowles? Don't worry, Beyonce hasn't put away her leotards and big hair. But Matthew Knowles, longtime manager of Destiny's Child, Beyonce, Kelly and Solange, has received a professorship at Texas Southern University to teach a course titled, "The Entertainment Industry." Known for making Destiny Child the most successful female group in the history of pop music, over the last two decades Knowles built a global entertainment empire, Music World Entertainment. Add to that his dual degrees in Business and Science, and Knowles proves that he's the man to teach such a course. As both students and teachers make their way back to school, we thought about the college courses we would love to see some our favorite celebrities teach...
Read More
Latest News


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When it comes to Music, I Truly love House music whether its Electro, Beach and other House music.
2. PC - for my work and for leisure
3. Cellular Phone - to keep in touch with family and friends
4. Pens & Pads/notebook - 'coz i often write down things that i want and things that gives me a lot of ideas.
5. Toothbrush/paste and facial wash :P
6. Wrist Watch - I must have this always, tho i have PC or phone to check for time. I'ts giving me a bit of confidence.


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Print advertisment created by Milc, Italy for Milc, within the category: Agency Self-Promo.
The beauty of mixing ideas.
Don't let appearances fool you: mixing our heads is the best way we know to find great ideas for your brand.
Creative Director: Giampiero Cito
Art Director: Matteo Scheggi
Copywriter: Matteo Spadoni
Strategic planner: Antonio Paolo
Highest Rated
text is awful. might be translation... but the whole campaign not really a prove for creativity.
yeah i dont see it either.
you mix 2 normal things togheter, and get some shitty results? that's... brillant!? i suppose
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Built in 2005, this 236-room hotel offers resort facilities in the Red Centre of Australia. The deluxe resort overlooks the spectacular MacDonnell Ranges and the 18-hole international standard desert golf course. The hotel combines luxury, elegance and resort-style facilities. The hotel offers a wide range of services for leisure or corporate travellers in a relaxed and stylish environment. For example, the air-conditioned hotel provides guests with the following services: a reception lobby, a hotel safe, currency exchange facilities, a bar, a restaurant, conference facilities, room service and a car park. For an additional fee, guests can use the hotel's WLAN/Internet access.
This hotel in Alice Springs (2 km from the town centre) is located in Todd Street. It is also located near the Todd Mall. From the hotel guests can visit the MacDonnell Ranges, Ayers Rock and the Olgas amoung other tourist destinations. Moreover, several eateries and restaurants are also located near the hotel. Alice Springs Airport is 14 km away.
The rooms have all the necessary amenities for guests staying at the hotel. They are all decorated in fashionable style. The rooms also have luxurious private bathrooms with a shower, towels, toiletries such as soap and shampoo and other facilities such as a hairdryer. The rooms have individually regulated air conditioning units, tea and coffee making facilities, colour satellite TV, direct dial telephone, Internet access, minibar, an iron and ironing board and a safe.
The hotel has a private helipad for the adventurous and magnificent views of the mountain ranges at night. The hotel has a fully equipped gym which is perfect for a serious work out or a relaxing sauna. Other facilities include a recreation and sports court, an outdoor pool and a Jacuzzi.
The hotel has a range of dining options designed for the convenience of its guests. Guests can select from casual all day dining in Balloons Bistro, a bite in the Lobby Bar or by the pool (seasonal). The hotel also features an award-winning Thai restaurant.
The hotel accepts American Express, Diners Club, JCB, MasterCard and VISA as forms of payment.
The hotel combines luxury, elegance and resort style facilities. The hotel offers a wide range of services for leisure or corporate travellers in a relaxed and stylish environment.
Room Facilities:
Direct dial telephone
Satellite cable TV
Internet access
Tea Coffee
Iron and board
Individual airconditioned


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Home > Florida B&Bs > Key West Bed and Breakfast Inns > La Mer Hotel & Dewey House
504 & 506 South Street, Key West, FL 33040, USA
Matthew Babich, Carrie Babich
Circa 1900. La Mer Hotel and Dewey House are the only oceanfront, Four Diamond bed & breakfasts in Key West. The Dewey House is the original home of philosopher and educator John Dewey. Both restored Victoria...
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How many moms are football fans? I can say I am not nor is my fiance so i don't have to watch it!! I instead have to hear about it from my mom and friends it drives me insane so i told a few of my Bronco fan friends that if they go to the Superbowl this year i will for ever be a Bronco fan!!! I just want to know how you moms feel about the football season!
Patriots fan ;)
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About Elizabeth
Current: Denver, Colorado
Birth: November 27
On Moms.com since: Jan 11, 2014
I'm a single mom of 4 beautiful and amazing kids!!!
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A new feature for Google Maps for Android is rolling out, and it aims to make your mapping experience a bit more personal.
With the new Google Maps for Android, you can customize how your work and home appear on the map using stickers. There are lots of different stickers that you can slap onto your map, including a farm, castle, igloo, lighthouse, submarine, and a dragon.
Sure, adding a sticker to your map won't help you get there faster or anything like that, but they do give a fun way to personalize your Google Maps experience. And there are a lot of stickers to choose from, so if you do decide to sticker up your home or work, you should be able to find one that you like.
Google also notes that you can label places other than your home and work. To label a place, type an address in and hit the "Add label" button in the three-dot menu located on the place's page. You can then label it whatever you'd like. This will help you to more quickly navigate to those places in the future.


text: The beloved author of Goodnight Moon was indisputably a master of "night-night" books! Collected in this newly published hardcover - adorably illustrated by a host of talented artists - are eight of Margaret Wise Brown's whimsical stories, perfectly suited for sending little ones off to peaceful slumber. Snuggle up with your kiddos and share these timeless tales of frolicsome animals, caring families, sweet dreams, and more! For ages 1 to 4. (CH)


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Members of the community will gather on the Concord State House plaza at noon on Saturday, December 5th, to rally in support of Syrian and Iraqi refugees. The rally is sponsored by American Friends Service Committee, New American Africans, NH Peace Action, and the UNH Muslim Student Association. Members of the immigrant community will speak at the event.
"Under current law, refugees are already required to pass a rigorous set of background checks by multiple federal agencies before being finally approved—a process that is more robust than the screenings for any other applicant for entry to the US," explained Honore Murenzi of New American Afrians, "This bill would require that, in addition to the existing screening processes, the heads of the FBI and DHS and the Director of National Intelligence all unanimously concur that each refugee has cleared an additional background investigation. It would also require that DHS submit multiple reports to a long list of congressional committees, including for each applicant who was denied admission to the US."
Despite no evidence that refugees from Syria were involved with the attacks in Paris, many US leaders responded by calling for a closure of their states to refugees from the Syrian civil war.
On Thursday, November 19, the US House passed HR 4038, a bill that would place additional obstacles on the resettlement of Syrian and Iraqi refugees. "While supporters may assert that this bill is merely an additional background check, HR 4038 would effectively halt the US resettlement process," says Mehdi El Azouzi, "At a time when 4 million Syrians have fled from their home country and 12 million more are internally displaced due to armed conflict, this is a cruel and unnecessary response." The issue is now slated to come before the US Senate.
Will Hopkins of NH Peace Action said, "Punishing Syrian and Iraqi refugees for the violence of a few will not make the US any safer. To the contrary, turning our backs on refugees betrays our nation's core values. We do not make judgments about people based on the country they come from and their religion."
"Refugee resettlement has been a successful and longstanding process in the US. For decades, local faith and community-based groups have successfully partnered with officials to welcome, support and sponsor refugees. We are called to welcome refugees who are fleeing violence and insecurity in their home country," says Arnie Alpert of American Friends Service Committee.
Hopkins continued, "It's important to all of us that our Senators vote against HR 4038 or any rider or amendment that would block the resettlement of Syrian or Iraqi refugees in the US."


text: Okay, let me start by saying that it is 5:30 a.m. as I write this, which does not in any sense of the word make me happy. And I m usually a very happy fellow. Just the other day, for example, out of the blue I jumped into the air and kicked my heels together. I think I was at work on my way outside to smoke a cigarette. I even sing along with the car radio playing Sheryl Crow songs. I am nice to waiters and convenience store clerks and I have learned to have much more patient with Memphis drivers, even if the concept of a turn lane or speed limit is foreign to them. Instead of screaming curse words at them, I just concentrate on them somehow grasping traffic rules. And yes, I am very nice to children. But, as I said, it is 5:30 a.m., my back is killing me, and I just discovered a very bad leak in my bathroom, which is going to cost a fortune to fix. And since I do not have a fortune, I suppose I am going to be forced to enter a new career. I am buying a day care center! Man, did those Cherokee Children and Family services have it made or what? Trips to Europe and New York and Mexico cruises through the Caribbean and expensive dinners and gifts and parties and leased cars and maid service and most of it paid for by your tax dollars and mine. Well, I have a penchant for travel and finery myself. I would never go on a cruise because I don t think I could stand the spectacle of those people eating 24 hours day, not to mention the fashion factor. But Europe? Hell, yeah. Only instead of expensive dinners in Paris, my receipts would all be from Amsterdam for herbal medications. And I would have to go to Russia to dine on caviar served with a jeweled platinum spoon. Rack it up to Dietary Research for Children, even though the children they were supposed to be helping probably didn t get three decent meals a day. Of course there would be much hygiene research. Hair transplants, teeth bleaching, personal trainers, lyposuction, seaweed wraps, and mud baths (just hope diarrhea doesn t strike like it does that woman in that hilarious television commercials). It would all be a study to find out how physical improvements have bearing on a child s ability to learn. I would buy three hubcaps to replace the ones missing. I would start buying up the big newspapers, and every time a story about George Bush appeared it would be accompanied by a photo of Alfred E. Newman. I could buy a big house in Collierville and let someone drive through the French doors. But alas, here I sit in Memphis, Tennessee with no day care center with which to funnel money into my own account to live a lavish lifestyle. I ll get to work on it though. In the meantime, here s a brief look at some of what s going on around town this week. Today, you can learn all about the floor at the new Downtown School at the UrbanArt Commission Lunch at 10 N. Fourth Street (hope it ain t gonna have none of them Commie sayings in it). You can learn all about Basic Meditation & Discovering Your Psychic Self at a workshop by internationally known psychic medium Tina Michelle at the The Deliberate Literate (she ll be there for a while doing several). Tonight s Grand Reopening of Handy Performing Arts Park on Beale Street features Ronnie Milsap and Aaron Neville. I ve never heard these bands but with names like 3 Guys That Hate You, NYFB, and , playing at The Map Room tonight, it should be interesting.


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Please note: We DO NOT ship trees – You will need to pick up your trees at two events – One in January and one in March. These events occur in Central Phoenix.
The Urban Farm Special Order Fruit Tree Program gives you direct access to hundreds of trees from Dave Wilson's wholesale nursery. If you're looking for a special tree that the Urban Farm is not offering this year, this is the place to find it. Download 2016/17 SOFT Inventory Form
HOWEVER – not all of the trees offered by Dave Wilson will grow in our area. Before you place a special order, sign up for a class (online or in person), ask questions, and learn about chill hours and root stocks. A great place to start is the Dave Wilson website HERE.
Don't get stuck with a tree which won't grow here or will never give you fruit – do your homework before you order!
All SOFT varieties are only $38 this year, with the exception of Persimmons and Jujubes, which are $50.
Here's how to place a Special Order:
- Download & review The Urban Farm's Special Order Inventory Form & make your selections. (Please disregard the dates at the top of this form, they are incorrect.)
- Download and complete the Special Order Form
- Send us your completed order form:
- Mail to The Urban Farm, PO Box 44434, Phoenix, 85064, or
- Scan and email to firstname.lastname@example.com
- Pay for your trees:
- Add your SOFT selections to your shopping cart (top of this page) continue and pay with a credit/debit card at checkout, or
- Include a check when you return your order by mail
ALL SOFT ORDERS & PAYMENTS MUST BE RECEIVED BY NOVEMBER 5th, 2015 (absolutely no exceptions)
Need help? Email email@example.com.


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Let us know when your receive great advice so we can thank our lawyers and point others with similar questions in the right direction.Got it!
My step-father's grandson(about 10 years old) likes to claim our family dog (lab/pointer mix) bites him every time he comes over.The dog isn't so great with children & the child making the accusations pulls the dogs hair, etc to get him upset.He's growled but never bitten.
The grandson claimed the dog bit him again on Thanksgiving, which was a lie.Five adults were in the same room & saw nothing .The dog he accused wasn't even inside the house.He's also claimed the dog bit him when the dog was wearing a muzzle.
This kid is a liability & his parents are really sue happy.
We are terrified that his accusations could result in our dog taken away.We now leave with the dog when he will be there. What else should we do? If a complaint was made to pd/animal control, what would happen to my dog?
You are very sensible in removing the dog when the child is there.
As far as liability goes you wrote nothig about child's injuries that were visible. You did not mention that he had to go to a hospital to have a tetanus shot. So I will let the sleeping dogs lie, so to speak.
However should there be any investigation, you should be prepared. there are several things you can do. The obvious one is to have proof of all shots done reecntly. If not, take the dog to the vet on Tuesday.
Since your dog has issues with kids, please consider taking him to an appropriate triner now, Find one on-line or ask your vet.
Finally, just in case you don't miss it, check if the dog is properly licensed in your county.
Got it. Well, if there is nothing else, there is nothing to worry about. Happy Holidays.
This communication is not legal advice: no documents or facts were examined. This does not establish an attorney-client relationship between us. The above is a common sense response to the limited question facts you provided.Ask a similar question
Each state has different laws regarding liability for dog bites. You can research your state law to determine the consequences for an actual bite. Many courthouses have a law library and the librarian could assist you. You can also contact animal control in your area and someone there could certainly explain what happens if a dog bite occurs. In Florida we have a dog bite statute and if an allegation of a dog bite occurs the consequences typically depend on the degree of damage caused by the bite. I would add that you should check with your homeowner's insurance to see if you have coverage for animal liability. Lastly, you may want to consider not allowing this child back into your house given his poor behavior towards your dog. Good luck to you.Ask a similar question
I'm confused - do you bring your dog to their home or are they coming to your home? If you bring the dog to their home then stop doing that. If they are coming to your home then you need to keep this child away from your dog. Put the dog in another part of the house where the child has no access to the dog. If this is not possible, then you need to let this child's parents know that unless they get a grip on the child's lying and abuse of your dog, they are no longer welcome in your home.
If we do not have a signed fee agreement I am not your attorney and this is not legal advice.Ask a similar question
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Click HERE for information about the MESA UNITES 2016-17 Campaign.
Click HERE for a downloadable and printable flier on the "Top 5 Reasons to Give to Mesa United Way."
Click HERE to learn about organizing a workplace campaign.
Click HERE to see how a model workplace campaign works.
Click HERE to see who our Workplace Campaign Trailblazers are.
Click HERE for the Campaign Toolkit.
Click HERE to learn about our Loaned Executives, and how to become one.
Click HERE for information about Arizona's charitable and foster care tax credits.
Click HERE to learn about Kids in Philanthropy.