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Purpose & Scope of this policy
Children learn and thrive best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. Chingford House School aims to offer an environment where children feel welcome, safe, stimulated and where children are able to enjoy learning and developing in confidence.
In order to take all necessary steps to keep children safe and well, Chingford House School will safeguard children; ensure the suitability of adults who have contact with children; promote good health; manage behaviour; and maintain records, policies and procedures.
The purpose of this policy is to safeguard and promote the welfare of children at Chingford House School. Safeguarding and promoting the welfare of children is defined for the purposes of this policy as:
• Protecting children from maltreatment;
• Preventing impairment of children's health or development;
• Ensuring that children grow up in circumstances consistent with the provision of safe and effective care;
• Taking action to enable all children to have the best outcomes.
This policy applies to all staff, including paid staff, volunteers and sessional workers, agency staff, one-off visitors, students or anyone working on behalf of Chingford House School. This policy relates to all children with whom Chingford House School works. This policy is available on our website for professionals, parents and partners. Support and consideration will be given to those parents for whom English is not a first language. All staff must read, understand and put the policy into practice. Furthermore, all staff must read the statutory guidance Keeping Children Safe in Education (2018) and Working Together to Safeguard Children (2018). The DofE departmental guidance What to do if you're worried a child is being abused (2015) is also highly recommended. Education professionals are an important part of the wider safeguarding system for children. This system is described in statutory guidance Working Together to Safeguard Children (2018).
Chingford House School believes that no child or young person should ever experience abuse, maltreatment or neglect of any kind, and that it is our responsibility to keep children safe. We are committed to practise in such a way that both prevents and protects.
We recognize our role as educators to support parents and the community at wide to develop more effective parenting and behaviour management strategies, and to challenge any behaviour that puts children at risk.
Everyone's Responsibility
Safeguarding and promoting the welfare of children is everyone's responsibility. Everyone who comes into contact with children and their families and carers has a role to play in safeguarding children. If children and families are to receive the right help at the right time, everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action. No single professional can have a full picture of a child's needs and circumstances.
The voice of the child
All professionals should make sure their approach is child-centred. This means that they should consider, at all times, what is in the best interests of the child. We must try to understand the lived experience of a given child in a given classroom/family/neighbourhood at this moment; this necessarily involves giving the child a voice within their own safeguarding. Even non-verbal children have can express preference and wishes, and it is our job as professionals to ensure that these are understood and incorporated in our plans.
Obligatory practice for ALL staff
The statutory guidance Keeping Children Safe in Education (2018) and Working Together to Safeguard Children (2018), and departmental guidance What to do if you're worried a child is being abused (2015) are each clear that all staff:
• are individually responsible for safeguarding
• must be able to identify concerns (Early Help / Child in Need / Child Protection / Allegations Against Professionals)
• must be familiar with internal reporting procedures and processes (reporting safeguarding concerns to DSLs, and allegations only to the owner/manager
• must refer concerns to children's social care in the absence of DSLs
• must ensure that all safeguarding concerns are shared promptly with DSLs
• must be able to challenge professional safeguarding decisions internally and with other agencies
• must refer a case if disagree with DSL not to refer, with respect and transparency
• must be able to whistleblow when required
Each member of staff must take responsibility for reading and reviewing the safeguarding policy.
Equality Statement
We are committed to contributing to a fairer society by promoting equality and good relations for children, young people, parents and carers, partner organisations, staff and job applicants. We believe in giving every individual the opportunity to fulfil their potential. We are committed to treating all individuals with respect and dignity.
Research clearly shows that diversity in safe environments produces more creative and effective work products than homogenous groups. We recognise that differences and diversity enrich society and practice, and celebrating diversity is always at the heart of our practice.
All staff are committed to anti-discriminatory practice, and to giving all children the same offer of support, response and protection regardless of:
• Age
• Cultural identity
• Disability / ability / SEND
• Ethnicity
• Financial status
• Gender
• Housing status
• Immigration status
• Social class
• Social status
• Religion / beliefs
1. Requirements for all staff
Chingford House School is committed to safeguarding and promoting the welfare of all of its pupils. Each pupil's welfare is of paramount importance.
As such, all our staff are aware of our policies which support safeguarding. These are covered during training sessions and explained as part of staff induction. These include:
• the safeguarding policy;
• the behaviour policy;
• the role of the designated safeguarding lead (including the identity of the designated safeguarding lead and any deputies).
• Part 1 and Annex A of Keeping Children Safe in Education (2018) and Chapter 1 of Working Together to Safeguard Children (2018)
Support for all staff
All staff receive:
• appropriate safeguarding and child protection training which is regularly updated.
• In addition, all staff receive safeguarding and child protection updates via staff meetings, as required to provide them with relevant skills and knowledge to safeguard children effectively.
• Training ensures that ALL staff:
• Are aware of their local early help process and understand their role in it.
• Are aware of the process for making referrals to children's social care and for statutory assessments under the Children Act 1989
• Are aware of the process for making referrals of allegations against professionals to the local authority's Designated Officer (usually known as the LADO)
• Know what to do if a child tells them he/she is being abused or neglected.
• Know how to manage the requirement to maintain an appropriate level of confidentiality.
All staff demonstrate particular alertness for children who:
• Are disabled and have specific additional needs
• Have special educational needs (whether or not they have a statutory EHC plan)
• Are frequently missing/go missing from care or from home
• Live in a family circumstance presenting challenges for the child, such as substance abuse, adult mental health problems or domestic abuse
• Have returned home to their family from care
• Are showing early signs of abuse and/or neglect
• Are at risk of being radicalised or exploited, including their families
• Are a privately fostered child.
All Staff Awareness of Indicators
• All staff are aware of indicators of abuse and neglect so that they are able to identify cases of children who may be in need of help or protection.
• Staff working with children maintain an attitude of 'it could happen here' where safeguarding is concerned.
• When concerned about the welfare of a child, staff always act in the best interests of the child.
• If staff are unsure, they always speak to the designated safeguarding lead or the deputy DSL.
Information sharing
The Data Protection Act 2018 and GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe. The Data Protection Act 2018 allows practitioners to share information without consent when –
• it is not possible to gain consent,
• it cannot be reasonably expected that a practitioner gains consent
• if to gain consent would place a child at risk
• if a practitioner has reason to believe that there is good reason to do so, and that the sharing of information will enhance the safeguarding of a child in a timely manner. When decisions are made to share or withhold information, practitioners should record who has been given the information, what has been given and why.
2. The Legislative & Guidance Framework
All Staff & Volunteers:
Everyone working in or for Chingford House School shares an objective to help keep children and young people safe by contributing to:
• providing a safe environment for children and young people to learn and develop
• identifying children who are suffering or likely to suffer significant harm, and taking appropriate action with the aim of making sure they are kept safe both at home and in our setting.
This policy adheres to the London Child Protection Procedures. This policy has been drawn up on the basis of legislation aimed to protect children:
• Children Act 1989
• UN Convention of the Rights of the Child 1991
• General Data Protection Regulations 2016
• Data Protection Act 2018
• Human Rights Act 1998
• Education Act 2002
• Sexual Offences Act 2003
• Children Act 2004
• Safeguarding Vulnerable Groups Act 2006
• Childcare Act 2006
• Protection of Freedoms Act 2012
• Children & Families Act 2014
It is also applied alongside the following statutory guidance:
• Keeping Children Safe in Education (2018)
• Working together to safeguard children: A guide to interagency working to safeguard and promote the welfare of children 2018
• Early Years Foundation Stage (EYFS) (2017)
• Special Educational Needs & Disability (SEND) code of practice for 0 to 25 years: Statutory guidance 2014
• Section 39 (1) (b) of the Childcare Act 2006 places a duty on childcare and early years providers to comply with the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage 2017. All childcare providers should also to refer to Keeping Children Safe in Education (2018)
And departmental guidance:
• What to Do if You Are Worried a Child is Being Abused - Advice for Practitioners (2015)
• Information sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers 2018
Basic Statutory Requirements
• All staff must read s3 of the EYFS 2017
Related policies
This policy should be read alongside Chingford House School's policies and procedures on:
• Concerns about a member of staff
• Child Protection
• Health & Safety
3. Safeguarding Leadership
The Designated Safeguarding Lead Role
Ms Yolande Farrell is our Designated Safeguarding Lead (DSL) and as such has the appropriate status and authority to carry out the duties and key tasks of the post.
Key Tasks of the Designated Safeguarding Lead (DSL) Role
• Work with others
• Raising Safeguarding Awareness with children, professionals and parents
• Managing the child protection file and transfers for incoming and leaving pupils
• Ensure availability and cover
• Managing referrals to children's social care
• Supporting staff around referrals
• Policy development, review & compliance
• Raising awareness
• Managing annual safeguarding training of all staff
• Take a lead on decision-making in relation to blemished DBS disclosures of candidates and referring cases to the DBS
School Transfers: child protection file
• Where children leave Chingford House School, we ensure their child protection file is transferred to the new setting as soon as possible. This is transferred separately from the main pupil file by secure transit, and confirmation of receipt is obtained.
• In addition to the child protection file, the designated safeguarding lead might, if appropriate, share information with the new setting in advance of a child leaving. For example, to continue supporting victims of abuse and have that support in place for when the child arrives.
• The designated safeguarding lead or deputy DSL are always available during the school's opening hours for staff or parents/carers to discuss any safeguarding concerns. Mrs Akhtar is our Deputy Designated Safeguarding Lead and is trained to the same standard as the designated safeguarding lead. Mrs Akhtar can deputise and cover for Ms Farrell. However, the ultimate lead responsibility for child protection, as set out above, remains with the designated safeguarding lead, Ms Farrell.
4. Understanding & Identifying Abuse
All staff are aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap with one another.
Abuse and neglect are forms of maltreatment – a person may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm.
Child welfare concerns may arise in many different contexts, and can vary greatly in terms of their nature and seriousness:
• Children may be abused in a family or in a community setting, by those known to them or by a stranger, including, via the internet.
• In the case of female genital mutilation, children may be taken out of the country to be abused.
• They may be abused by an adult or adults, or another child or children.
• An abused child will often experience more than one type of abuse, as well as other difficulties.
• Abuse reduces resilience in children and puts them at further risk of abuse throughout their lives.
Abuse and neglect can happen over a period of time, but can also be a one-off event. Child abuse and neglect can have major long-term impacts on all aspects of a child's health, development and well-being.
Contextual Safeguarding
Assessments of children consider whether wider environmental factors are present in a child's life that are a threat to their safety and/or welfare. Children's social care assessments should consider such factors so Chingford House School has a duty to provide as much information as possible as part of the referral process. This will allow any assessment to consider all the available evidence and the full context of any abuse.
Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting by those known to them or, more rarely, by others. Abuse can take place wholly online, or technology may be used to facilitate offline abuse. Children may be abused by an adult or adults or by another child or children.
There are four main categories of abuse and neglect:
• physical abuse
• emotional abuse
• sexual abuse
• neglect.
Physical Abuse:
Physical abuse is deliberately physically hurting a child. It might take a variety of different forms, including hitting, pinching, shaking, throwing, poisoning, burning or scalding, drowning or suffocating a child.
Physical abuse can happen in any family, but children may be more at risk if their parents have problems with drugs, alcohol and mental health or if they live in a home where domestic abuse happens. Babies and disabled children also have a higher risk of suffering physical abuse. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Physical abuse can also occur outside of the family environment.
Indicators may include:
• Children with frequent injuries;
• Children with unexplained or unusual fractures or broken bones; and
• Children with unexplained bruises or cuts, burns or scalds; or bite marks.
Emotional Abuse:
Emotional abuse is the persistent emotional maltreatment of a child. It is also sometimes called psychological abuse and it can have severe and persistent adverse effects on a child's emotional development.
Although the effects of emotional abuse might take a long time to be recognisable, practitioners will be in a position to observe it, for example, in the way that a parent interacts with their child. Emotional abuse may involve deliberately telling a child that they are worthless, or unloved and inadequate. It may include not giving the child opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child's developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child from participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
Indicators may include:
• Children who are excessively withdrawn, fearful, or anxious about doing something wrong;
• Parents or carers who withdraw their attention from their child, giving the child the 'cold shoulder';
• Parents or carers blaming their problems on their child;
• Parents or carers who humiliate their child, for example, by name-calling or making negative comparisons.
Sexual Abuse & Exploitation:
Sexual abuse is any sexual activity with a child. Many children who are victims of sexual abuse do not recognise themselves as such. A child may not understand what is happening and may not even understand that it is wrong. Sexual abuse can have a long-term impact on mental health. Sexual abuse may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside clothing. It may include non-contact activities, such as involving children in the production of sexual images, forcing children to look at sexual images or watch sexual activities, encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can commit acts of sexual abuse, as can other children.
Indicators may include:
• Children who display knowledge or interest in sexual acts inappropriate to their age
• Children who use sexual language / have sexual knowledge that you wouldn't expect them to have
• Children who ask others to behave sexually or play sexual games
Neglect is a pattern of failing to provide for a child's basic needs, whether it be adequate food, clothing, hygiene, supervision or shelter. It is likely to result in the serious impairment of a child's health or development.There are many different aspects in which neglect can manifest: educational neglect, medical neglect, emotional neglect, physical neglect, and so on. Neglect usually indicates a relationship issue between the parent and child. Emotional neglect can be as detrimental if not worse than physical neglect. Emotional Neglect is a parent's failure to respond enough to a child's emotional needs; it is a failure to notice, attend to or respond appropriately to a child's feelings. It results in children having difficulty trusting or knowing their own feelings or others because theirs were never validated. Children who are neglected often also suffer from other types of abuse. Neglect may occur if a parent becomes physically or mentally unable to care for a child. A parent may also have an addiction to alcohol or drugs, which could impair their ability to keep a child safe or result in them prioritising buying drugs, or alcohol, over food, clothing or warmth for the child. Neglect may occur during pregnancy as a result of maternal drug or alcohol abuse.
Indicators may include:
• Children who are living in a home that is indisputably dirty or unsafe
• Children who are left hungry or dirty
• Children who are left without adequate clothing – e.g. not having a winter coat
• Children who are living in dangerous conditions, i.e. around drugs, alcohol or violence
• Children who are often angry or aggressive
• Children who fail to receive basic health care
• Parents who fail to seek medical treatment when their children are ill or are injured
The warning signs and symptoms of child abuse and neglect can vary from child to child. Disabled children may be especially vulnerable to abuse, including because they may have an impaired capacity to resist or avoid abuse. They may have speech, language and communication needs which may make it difficult to tell others what is happening. Children also develop and mature at different rates so what appears to be worrying for a younger child might be normal behaviour for an older child. Parental behaviours may also indicate child abuse or neglect, so it is important to be aware of parent-child interactions.
Some of the following signs might be indicators of abuse or neglect:
• Children whose behaviour changes – they may become aggressive, challenging, disruptive, withdrawn or clingy, or they might have difficulty sleeping or start wetting the bed
• Children with clothes which are ill-fitting and/or dirty
• Children with consistently poor hygiene
• Children who make strong efforts to avoid specific family members or friends
• Children who are having problems in the setting
• Children who appear to be tired and hungry
• Children who talk about being left home alone, with inappropriate carers or with strangers
• Children who reach developmental milestones late, with no medical reason
• Children who are regularly missing from education
• Children who are reluctant to go home after nursery
• Children with poor attendance and punctuality / consistently late being picked up
• Parents who are dismissive and non-responsive to practitioners' concerns
• Parents who collect their children when drunk, or under the influence
Children with special educational needs & disabilities (SEND) and other additional needs:
Additional barriers can exist when recognising abuse and neglect in this group of children. This can include;
• Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child's impairment without further exploration
• Assumptions that children with SEN and disabilities can be disproportionally impacted by things like bullying- without outwardly showing any signs
• Communication barriers and difficulties
• Reluctance to challenge carers, (professionals may over empathise with carers because of the perceived stress of caring for a disabled child)
• Disabled children often rely on a wide network of carers to meet their basic needs and therefore the potential risk of exposure to abusive behaviour can be increased
• A disabled child's understanding of abuse
• Lack of choice/participation
• Isolation
To ensure that all of our pupils receive equal protection we will give special consideration to children who are;
• Affected by parental substance misuse, domestic violence or parental mental health needs
• Asylum seekers
• Living in temporary accommodation
• Live transient lifestyles
• Living in chaotic and unsupportive home situations
• At risk of sexual exploitation
• Do not have English as a first language
• At risk of female genital mutilation (FGM)
This list provides examples of additionally vulnerable groups and is not exhaustive. Special consideration includes the provision of safeguarding information and resources in community languages and accessible formats for children with communication needs.
5. Thresholds for intervention
Waltham Forest has a Single Request for Help, Support and Protection via the Multi-agency Safeguarding Hub (MASH). This means that Chingford House School does not need to make a thresholds assessment when referring children for concerns beyond the universal level.
A referral for Early Help and for acute concerns will go to the MASH. These referrals will be assessed by professionals from social care, the police, and health. This process helps to ensure that there is:
• Timeliness of screening decisions
• Consistency of threshold decisions
• Outcomes from the single request
• Responses to referrers
• Timeliness of allocations following screening decisions
Following any information raising concern, the designated safeguarding lead will;
• Consider the child's wishes and feelings, but not promise confidentiality
• Consider any urgent medical needs of the child
• Make an immediate referral to Waltham Forest MASH Team if there has been a disclosure and/or allegation of abuse or there are clear grounds for concerns about the child's safety and well-being
• Review Action when a child has suffered or is likely to suffer harm (Appendix 5) and Early help and threshold criteria for intervention
• Consult with a member of Waltham Forest MASH Team if uncertain whether or not a referral is required
Early help
Providing early help is more effective in promoting the welfare of children than reacting later. Early help means providing support as soon as a problem emerges, at any point in a child's life, from the foundation years through to the teenage years. Early help can also prevent further problems arising; for example, if it is provided as part of a support plan where a child has returned home to their family from care, or in families where there are emerging parental mental health issues or drug and alcohol misuse.
Effective early help relies upon local organisations and agencies working together to:
• identify children and families who would benefit from early help
• undertake an assessment of the need for early help
• provide targeted early help services to address the assessed needs of a child and their family which focuses on activity to improve the outcomes for the child
Identifying children and families who would benefit from early help
Practitioners must be able to identify new and emerging threats, including online abuse, grooming, sexual exploitation, criminal exploitation and radicalisation. To enable this, the safeguarding leads consider what training is needed locally and how they will monitor and evaluate the effectiveness of any training they commission.
Effective assessment of the need for early help
Children and families may need support from a wide range of local organisations and agencies. Where a child and family would benefit from coordinated support from more than one organisation or agency (e.g. education, health, housing, police) there should be an inter-agency assessment.
These early help assessments should be evidence-based, be clear about the action to be taken and services to be provided and identify what help the child and family require to prevent needs escalating to a point where intervention would be needed through a statutory assessment under the Children Act 1989.
The DSL or her deputy should undertake the assessment, provide help to the child and family, act as an advocate on their behalf and co-ordinate the delivery of support services.
For an early help assessment to be effective:
• It should be undertaken with the agreement of the child and their parents or carers, involving the child and family as well as all the practitioners who are working with them. It should take account of the child's wishes and feelings wherever possible, their age, family circumstances and the wider community context in which they are living
• Practitioners should be able to discuss concerns they may have about a child and family with a social worker in the local authority. Local authority children's social care should set out the process for how this will happen
In cases where consent is not given for an early help assessment, practitioners should consider how the needs of the child might be met. If at any time it is considered that the child may be a child in need, as defined in the Children Act 1989, or that the child has suffered significant harm or is likely to do so, a referral should be made immediately to the local authority children's social care. This referral can be made by any practitioner.
Child In Need (s17)
"A child in need is defined under the Children Act 1989 as a child who is unlikely to achieve or maintain a reasonable level of health or development, or whose health and development is likely to be significantly or further impaired, without the provision of services; or a child who is disabled. Local authorities are required to provide services for children in need for the purposes of safeguarding and promoting their welfare. Children in need may be assessed under section 17 of the Children Act 1989".
Child Protection (s47)
"The processes for children where there is reasonable cause to suspect that the child is suffering or likely to suffer significant harm (this includes immediate protection for children at serious risk of harm)"
Referrals to the Waltham Forest children's social care should be made immediately when concerns arise about a child's welfare if there is a concern that the child is suffering significant harm or is likely to do so. Practitioners who make a referral should always follow up their concerns if they are not satisfied with the response. In Chingford House School the DSL ordinarily takes responsibility for deciding whether to refer and they should be consulted prior to making a referral, where possible. If the DSL or Deputy DSL is not available, the referral should be made without delay by any other member of staff as a matter of priority. When practitioners refer a child, they should include any information they have on the child's developmental needs, the capacity of the child's parents or carers to meet those needs and any external factors that may be undermining their capacity to parent. Failure to accurately transmit the level of concern regarding a child by way of evidence (e.g., chronology, body map, disclosure) may result in the referral failing to meet threshold for statutory intervention; in turn, the child is not adequately safeguarded. If practitioners have concerns that a child may be a potential victim of modern slavery or human trafficking then a referral should be made to the National Referral Mechanism, as soon as possible.
Feedback should be given by the local authority children's social care to the referrer on the decisions taken. Where appropriate, this feedback should include the reasons why a case may not meet the statutory threshold and offer suggestions for other sources of more suitable support. Practitioners should always follow up their concerns if they are not satisfied with the local authority children's social care response and should escalate their concerns if they remain dissatisfied.
Referral guides
• Multi-agency referral form/single request for help and support or protection
• MASH information sharing guidance
• MASH practice guide
6. Procedures for reporting concerns
If you are concerned about a child's welfare
There will be occasions when staff may suspect that a pupil may be at risk. The child's behaviour may have changed, their artwork could be concerning, they may write stories that reveal confusion or distress, or display physical but inconclusive indicators of abuse. In these circumstances, the staff will try to give the child the opportunity to talk. Staff should use the welfare concern form on the staff noticeboard to record these early concerns, with a view to ongoing monitoring and assessment by the DSL, and can be referred to the Waltham Forest Early Help as required.
Staff Response
Staff will not investigate but will, wherever possible, listen, record and pass on information to the designated safeguarding lead in order that she can make an informed decision of what to do next.
• Listen to and take seriously any disclosure or information that a child may be at risk of harm
• Clarify the information by asking open questions (usually beginning with words such as 'what', 'when', 'where', 'how' – in other words, questions that do not predict the answer). Sometimes just repeating the last statement made with a question intonation can keep someone talking.
• Make a written record of what the child has said (do not ask a child to write a statement)
• Try not to show signs of shock, horror, disbelief or surprise
• Not express feelings or judgements regarding any person alleged to have harmed the child
• Reassure and support the person as far as possible
• Explain that only those who 'need to know' will be told
• Explain what will happen next and keep them informed
• Report your concern as soon as possible to the DSL, definitely by the end of the day
Designated Safeguarding Lead Response
• In an emergency take the action necessary to help the child; if necessary call 999
• Without delay, inform social care by phone that a referral is on its way
• Gather information from staff in the setting
• Produce detailed chronology from Child Protection recording system
• Share information on a need-to-know basis only – do not discuss the issue with colleagues, friends or family
• Complete a record of concern
• Seek support for yourself if you are distressed
In consultation with Waltham Forest MASH Team if necessary, Chingford House School's DSLs and involved staff will decide together:
• Wherever possible, to talk to parents, unless to do so may place a child at risk of significant harm, impede any police investigation and/or place the member of staff or others at risk.
• Whether to make a child protection referral to social care because a child is suffering or is likely to suffer significant harm and if this needs to be undertaken immediately.
• Contact the designated officer for safeguarding in another agency if that agency is working with the family.
• Not to make a referral at this stage, but retain the information in written notes on the child's confidential child protection file
• If further monitoring is necessary and agree who and how this will be undertaken
• If it would be appropriate to undertake an Early Help Assessment and/or make a referral for other services.
All information and actions taken, including the reasons for any decisions made, will be fully documented.
All referrals to social care for children living in Waltham Forest needs to be completed using the Request for Help, Support and Protection.
Action following a child protection referral:
The designated safeguarding lead or other appropriate member of staff will;
• Maintain contact with the allocated social worker
• Contribute to the Strategy Discussion and Strategy Meeting
• Provide a report for, attend and contribute to any Initial and Review Child Protection Conference
• Share the content of this report with the parent, prior to the meeting
• Attend Core Group Meetings for any child subject to a Child Protection Plan or Child in Need Meeting for any child subject to a Child in Need Plan
• Where a child on a Child Protection Plan moves from the setting or goes missing, immediately inform the key worker in Social Care
Disclosures by a child:
Disclosures or information may be received from pupils, parents or other members of the public. Chingford House School recognises that those who disclose may do so with difficulty, having chosen carefully to whom they will speak. Accordingly, all staff will handle disclosures with sensitivity.
Staff cannot promise complete confidentiality as staff must report any disclosure of abuse or harm to a child or young person. However, children can be reassured that only those who need to know will be told.
Staff must immediately report any disclosure to the designated safeguarding lead and make a contemporaneous record.
Often a child will disclose information that causes concern but insufficient to making a referral. In such cases, staff will try to seek sufficient information to refer successfully to children's social care, and thereby to effectively safeguard the child. In order to do this, staff will have to ask the child open questions that do not lead.
Policy adopted on October 15th 2018
Policy reviewed: April 9th 2019
Policy to be reviewed as necessary annually or whenever official guidance updates are issued.


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subset: commoncrawl


text:
This article discusses the pros and cons of today's virtual machine technology to help you determine whether the cost of implementing virtual machine technology is worthwhile. Should the VM benefits outweigh the drawbacks in your multi-server datacenter, virtual machine technology can provide more reliability, easier manageability, and lower overall cost for your organization.
Using virtual machines should not require more physical machines and usually will result in fewer physical machines. This is a great boon because setting up and maintaining physical hardware is messy and time-consuming. On top of that, physical servers consume power. With electricity rising in cost, power savings translate into larger and larger financial savings.
Virtual machines also facilitate scenario testing by enabling virtual networks. In VMware Workstation, for example, you can set up multiple virtual machines on a virtual network with configurable parameters, such as packet loss from congestion and latency. You can thus test timing-sensitive or load-sensitive applications to see how they perform under the stress of a simulated heavy workload.
Advertiser Disclosure:
Some of the products that appear on this site are from companies from which QuinStreet receives compensation. This compensation may impact how and where products appear on this site including, for example, the order in which they appear. QuinStreet does not include all companies or all types of products available in the marketplace.


text:
Jennifer Horton
National · Chief International Operations Officer
Jennifer is currently in her third year of an Arts/Science degree at the University of Sydney, studying physics, government, and geography.
Jennifer's first experience with UN Youth was as a delegate on the Young Diplomats Tour. It changed her life forever. She has been heavily involved in UN Youth ever since, having discovered that UN Youth is really the only place where she can find other people who share her love for niche geography conversations. Her passion for UN Youth stems from her passion for UN Youth's international activities and her love for all the people in UN Youth.
Jennifer spends most of her spare time reading, seeking sweet potato chips, and listening to Pod Save the World.
Jen Rates: Bon Iver, succinct news podcasts, the solar system.
Jen Hates: e-books, angry radio shows, messenger notifications.
Email Jennifer Horton


text:
Merkevarer til faghandelen i hele Norge
The Maxi-Cosi carrier is specially desinged by Steco for the Babboe Curve. The carrier has good suspension and is suitable for virtually any type of child seat which is currently available (contact Babboe to find out which seats are suitable). Once the Maxi-Cosi carrier is installed, there is still room for two kids on the bench. Steco's smart design allows you to easily extract both the Maxi-Cosi and the carrier from the cargo bike. Super useful when you only have a full shopping bag (and no kids) to haul!
Please note that this carrier is only suitable for the Babboe Curve and cannot be used in combination with a toddler seat or baby seat.
> Kontakt oss for å bli sykkelforhandler
> Finn din nærmeste sykkelforhandler
BEACH MOUNTAIN AS, Østre Rosten 102b, 7075 Tiller
Tlf: 72 89 61 00


text:
- Course Description
- Course Credits
Table of Contents
Executive summary: The Brain Injury and Mechanism of Action of Hyperbaric Oxygen for Persistent Post-Concussive Symptoms after Mild Traumatic Brain Injury (mTBI) (BIMA) Study
LK Weaver, A Chhoeu, AS Lindblad , S Churchill , SH Wilson
Hyperbaric oxygen for mild traumatic brain injury: Design and baseline summary
LK Weaver, A Chhoeu, AS Lindblad , S Churchill , SH Wilson
Baseline neurological evaluations in a hyperbaric trial of post-concussive syndrome
CS Williams, LK Weaver , AS Lindblad, S Kumar, DR Langford
Baseline EEG abnormalities in mild traumatic brain injury from the BIMA study
CS Williams, MC Spitz, JF Foley, LK Weaver, AS Lindblad, MR Wierzbicki
Linear analysis of heart rate variability in post-concussive syndrome
S Mirow, SH Wilson, LK Weaver, S Churchill, K Deru, AS Lindblad
Sleep assessments for a mild traumatic brain injury trial in a military population
JM Walker, NT James, H Campbell, SH Wilson, S Churchill, LK Weaver
Baseline vestibular and auditory findings in a trial of post-concussive syndrome
A Meehan, E Searing , LK Weaver, A Lewandowski
Neuropsychological assessments in a hyperbaric trial of post-concussive symptoms
SH Wilson, LK Weaver , AS Lindblad
Hyperbaric oxygen for persistent post-concussive symptoms: long-term follow-up
LD Skipper, S Churchill, SH Wilson, K Deru, RJ Labutta, BB Hart
Review of recent non-hyperbaric oxygen interventions for mild traumatic brain injury
SH Wilson, M Rothe, AS Lindblad, LK Weaver
"The process to identify and disclose to learners the relevant financial relationships of the article's authors and editors or to resolve their conflicts of interest is handled by the Journal Editors. Disclosure by authors is a standard component of published articles, and the editorial review process manages the resolution of any conflicts of interest. The UHMS Education Committee does identify, resolve and disclose relevant financial relationships for those involved in planning the journal-based CME activity evaluation mechanism and they are listed below."
The content has been reviewed and is free of commercial bias. Any relevant relationships noted have been resolved prior to the start of the activity.
This activity reports no commercial support.
|Name of Individual
|Individuals Role in Activity
|Name of Commercial Interest (If Applicable)
|Nature of Relationship
|Renee Duncan
|Planner, Managing Editor
|Stacy Rupert
|Planner, CME Coordinator
|Enrico Camporesi, MD
|Planner, Editor
- Non-Member: $225
- Regular UHMS Member: $175
- Associate UHMS Member: $125
As a result of completing this Journal-Based CME activity, participants should be familiar with and have gained knowledge of the following:
- The basic BIMA study design features.
- The participants' overall baseline characteristics.
- The study's tiered outcomes and assessment schedule.
- Military personnel with post-concussion syndrome differ from their civilian counterparts in the number and nature (blast or explosion) of injuries and have a higher rate of co-morbid post-traumatic stress disorder (PTSD) due to conflict sustained traumatic injuries. These factors may influence recovery and therapeutic response to medical intervention.
- Most elements of the standard neurological exam show low sensitivity in this population of military members suffering from post-concussion syndrome.
- Two non-standard tests (near point of convergence and sharpened Romberg test) showed relatively good sensitivity for detecting neurological deficits in patients with post-concussion syndrome.
- Thirty-nine per cent (39%) of patients with post concussion syndrome had EEGs indicative of mild encephalopathy months to years after injury not explained by concurrent medication use or co-morbid headache/PTSD.
- Focal slowing was found in only nine per cent (9%) and both generalized and focal in only six per cent (6%). No epileptiform activity was observed in any of the 273 EEGs performed.
- T2/FLAIR hyperintensities were paradoxically correlated with EEG abnormalities and not diagnostic of mTBI.
- The prevalence of heart rate variability abnormalities measured in BIMA study participants
- The potential effects of autonomic nervous system dysfunction in brain injury.
- The limitations of heart rate variability as an outcome in the BIMA study.
- To recognize that sleep disturbances are almost universal in those with mild traumatic brain injury (mTBI), and these individuals have greater risks for insomnia, obstructive sleep apnea, hypersomnia, and restless legs syndrome.
- To understand that those with mTBI and coexisting Post Traumatic Stress Disorder (PTSD) have a higher probability of either insomnia or obstructive sleep apnea than mTBI alone.
- To describe the use of simple screening methods to help identify insomnia, obstructive sleep apnea, hypersomnia, and restless legs syndrome.
- To understand the auditory and vestibular deficits associated with chronic symptoms of post-concussive syndrome in U.S. military service members
- To determine which auditory and vestibular-balance assessments are most sensitive in identifying deficits in the military population following concussion/ mild head injury population
- To explore an optimal auditory and vestibular test battery following concussion/mild head injury
- Active-duty or veteran participants with a mild traumatic brain injury (mTBI) and concomitant post-traumatic stress disorder (PTSD) reported higher symptom severity and exhibited lower quality of life than those with mTBI alone.
- Although worse-than-average scores tended to occur less often for neuropsychological assessments than for symptom and quality of life assessments in the mTBI cohort, their frequency was still high when compared to published norms, particularly for visuospatial and reaction time tasks.
- Participants with mTBI reported more severe symptoms as compared to published norms on post-concussive symptoms, PTSD, and pain scales.
- No standard of care treatment exists for post-concussive symptoms following mild traumatic brain injury, and there is a lack of consensus regarding a validated set of outcomes that can be used to evaluate a potential treatment effect in interventional studies for mTBI.
- Existing published studies based on non-HBO2 interventions, such as drug and behavior therapy, have typically been exploratory in their evaluation of an intervention effect. Such studies have generally utilized a combination of neuropsychological and self-reported symptom outcomes for assessment.
- Very few studies included in the review addressed the issue of concomitant PTSD and none of the studies reviewed discussed the potential impact of a placebo effect.
For over 45 years the UHMS has been the primary source of information for hyperbaric medicine and physiology worldwide. This evidence based, peer-reviewed scientific journal-based CME has as its goal to address identified professional practice gaps and provide a quality CME opportunity which will improve scientific knowledge and skills for undersea, hyperbaric and wound care physicians, nurses and technicians, and other clinicians and personnel whose practice includes undersea, hyperbaric medicine and wound care.
Target Audience – Included in the "goal"
Date of the activity's original release – February 1, 2017
Termination date – February 1, 2020
Accreditation Statement: The Undersea and Hyperbaric Medical Society is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.
Designation Statement: Physician CME: The Undersea & Hyperbaric Medical Society designates this journal-based activity for a maximum of 10 AMA PRA Category 1 CreditsTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
MOC ABPM: This activity has been approved by the American Board of Preventive Medicine for up to 10 MOC credits. Claiming ABPM MOC credit is appropriate for those who are ABPM diplomates.
Nursing/RRT Contact: Hours: 10
License types: RN, LPN, CNS, ARNP, CNA
Provided through the Florida State Board of Nursing and the CE is reciprocal for nurses in the United States. Florida nursing credits are reciprocal and approved for nurses within all states. Receiving credit for Florida providers is simple, attend the course and our staff will upload your credits directly to the Florida State database. For out of state credit, we provide all the necessary paperwork for you to file with the respective nursing board.
Full Disclosure Statement: All faculty members and planners participating in continuing medical education activities sponsored by UHMS are expected to disclose to the participants any relevant financial relationships with commercial interests. Full disclosure of faculty and planner relevant financial relationships will be made at the activity.
UHMS Disclaimer: The information provided at this CME activity is for Continuing Medical Education purposes only. The lecture content, statements or opinions expressed however, do not necessarily represent those of the Undersea and Hyperbaric Medical Society (UHMS), its affiliates or its employees.
The content has been reviewed and is free of commercial bias. Any relevant relationships noted have been resolved prior to the start of the activity.
Hardware/Software Requirements:
Hardware required for a learner to participate in this journal-based enduring material activity includes:
Computer with internet connection and a modern, updated browser
Note: If using IE 6, IE 7, or IE 8 we cannot guarantee that the courses will work.
Keyboard to take the quizzes
This journal-based enduring material activity is produced for online use.
Provider Contact Information
If at any time during participation in this online CME enduring material event, a learner can contact UHMS, by clicking on "Contact Us" tab located on the far right hand side of the main menu bar found at the top of the screen. Also, the contact phone number and email address (hotlink) is always displayed on the top center of the screen, under the main menu bar.
Undersea and Hyperbaric Medical Society (UHMS)
631 U.S. Highway 1, Suite 307
North Palm Beach, FL 33408
Phone: +1-919-490-5140/877-533-8467
Fax: +1-919-490-5140
Email: firstname.lastname@example.com
Copyright © 2017 Undersea & Hyperbaric Medical Society, Inc. Undersea and Hyperbaric Medicine is a publication of the Undersea and Hyperbaric Medical Society, Inc., which holds the copyright thereto. No portion of this publication may be reproduced, displayed or transmitted in any form or using any information storage and retrieval system including photocopying (except for personal use) without prior written permission of the copyright owner.
Course Credits


text: Unable to connect to campus WiFi We are currently experiencing problems with the campus WiFi Our technicians are currently investigating an issue where users are unable to login to the campus wifi (eduroam and UOBWifi). This problem is affecting anyone who is currently trying to authenticate to the University WiFi. If you have already connected to the WiFi then this access will remain as long as you stay on the connection point. This is being dealt with as a high priority and our technicians are looking to resolve the problem as soon as possible. We apologise for any inconvenience. Further updates will be provided shortly on our status page.


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Definitions for "General Education"
Keywords: baccalaureate, liberal, math, breadth, bachelor
Related Terms: General education requirements, Major, Foundation course, Course of study, Certificate program, Course, Advanced standing, Electives, Elective courses, Degree program, Required courses, Program, Programme, Core courses, Minor, Access course, Credit course, Bridging course, Program of study, General education requirement, Diploma, Elective, Courses, Developmental courses, Remedial courses, Coursework, Exemption, Associate in arts, Core, Prerequisite, Articulation, Core curriculum, Core course, Graduation requirements, Non-credit course, Programme of study, Graduate certificate, Advanced placement, Required course, Core requirements, Concentration, Directed study, Degree plan, Equivalent, Certificate, Prerequisites, Prerequisite course, Academic, Emphasis, Sandwich course
subject areas in which the university requires all students to experience some learning, in order to assure that the students have a "rounded" educational experience.
Classes that all students must take, usually in the first and second year. For example, all students must take English and mathematics.
UNSW requires undergraduate students to complete some courses outside their study area. General Education courses are offered in a variety of general subject areas to allow students to complete this requirement.
All education not included under Special Education.
Wright State's general education program is required of all students and serves as a foundation upon which all baccalaureate programs are built. Students must complete a minimum of 56 credit hours in the general education curriculum.
A program of courses in the arts and sciences that provides students with a broad educational experience. Courses typically are introductory in nature and provide students with fundamental skills and knowledge in mathematics, English, arts, humanities, and physical, biological, and social sciences. Transfer students often take these classes while attending a community college. Completion of a general education program is required for the baccalaureate degree.
a mastery of a common body of essential knowledge and skills facilitating the development of human potential in the individual and community
A core of liberal arts courses required at most liberal arts institutions of higher learning for learners intending to graduate with an associate or baccalaureate degree. At UIU, the faculty members have chosen these courses with the goal of developing well-rounded and knowledgeable individuals.
A cluster of course work designed to help you develop as an educated person and as a citizen. For more information about this see General Education under [ Types of Courses Offered at EKU].
Courses that may not necessarily be required for the major, but are required in order to provide the backbone of the liberal arts curriculum at Berea.
also referred to as breadth requirements. These are the liberal arts courses the arts, math and science, social science, literature, language a college or university wants all students to take, in addition to their primary subject. General education courses expose students to and usually include courses in English, history, the social sciences, science, and math.
A sequence of courses offered in five areas (Clusters) required by all undergraduate degrees at JMU.
Lower division classes, taken at the freshman and sophomore levels, including English, math, science, history and other requirements which some colleges require all students to complete for graduation. Many of these are required before you can register for upper level courses, so complete these as soon as possible.
The cultivation of the knowledge, intellectual skills, and attitudes that citizens and workers use throughout their lives.
General education is a grouping of courses from different areas that the faculty at a particular institution have selected so that students receive a well-balanced and rich education. The distribution areas and the courses that satisfy these requirements are decided by faculty. The general education programs and the transfer courses meeting these requirements are included in section 1 of the Transfer Guide for Students.
Thirty-six credit hours of liberal arts courses required in university parallel, A.A. Degree programs. A lower number of General Education credit hours are required in A.A.S. and A.S. Degree programs.
A common core of courses that all students are required to take which provide for the acquisition of the core skills and knowledge of a literate citizen.
Specific number of semester hours of basic liberal arts courses required as foundation in university parallel A. A. Degree. General Education courses also are required in A. A. S and A. S. Degree programs.
Courses outside of the major that all students must complete to obtain a degree. See the Catalog for further information and specific lists of courses.
Courses to include a wide variety of subjects outside a specific major; also known as survey courses.
the courses required for every student, regardless of major. These courses provide a background of knowledge which allows students to place their chosen major in the context of the entire world.
GE – Breadth Requirements – A specific group of courses in general academic areas (Social Science, Fine Arts, humanities, Math, English, Life and Physical Sciences) required for an Associate or Bachelors degree.
A requirement of the State University of New York system that all degrees have an established number of credits spread out over seven (associate) or 10 (bachelor's) areas of knowledge and skills.
These are courses in various academic areas that are required for all students before they graduate, regardless of their major area of study.


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'Tis the season to be spooky! With Halloween just around the corner, now is the perfect time to start looking for some spooky recipes to delight your guests and trick or treaters. Whether you're looking for something sweet or savoury you'll be sure to find something suitably creepy or gory here. But don't forget, it's all about presentation! To really get into the season spirit, make sure you serve your dishes on some themes plates to really set the scene. Try one of the Corelle dinnerware sets for plates that will not only match your theme but are also chip and break resistant so no need to worry about the horror of damaging your plates.
Savoury Recipes
Pumpkin Sick chip and dip (the throw-up style pumpkin with the dips coming out of it, vom style)
Unlike most Halloween-y recipes, this one isn't actually pumpkin flavoured, but does feature a carved pumpkin to create a rather gruesome centrepiece for this dish. The whole premise of pumpkin sick is that you carve a pumpkin that looks like it's throwing up, then arrange the various dips to look like the vomit (so not one for the squeamish!). You can choose to use any type of dip, although guacamole works particularly well for the effect, then surrounded by tortilla chips for dipping.
1. Deviled Eye (Egg) Balls
To create this spooky dish, make the deviled eggs as you would usually before adding beetroot puree or red sauce to create the veins. To create the pupils for the eyes, add a sliced black olive. For an even more ghoulish look, you can add a few drops of green food colour to the filling itself to create a pair of monster eyes.
2. Witches' Fingers (can be sweet or savory)
Witches' Fingers are a Halloween classic, and can be made as either a sweet or savoury dish. The premise is simple, bake either a biscuit or shortcut pastry in a shape resembling fingers, then decorate with almonds for nails. For the sweet version, you can use a simple biscuit recipe and attach the almond 'nails' with some strawberry jam for a gory look. For the savoury version, use a shortcut pastry or make your own cheddar cheese pastry for some added flavour, then attache the almonds with some tomato sauce.
Sweet Recipes
1. Halloween Boo-scuits (biscuits with ghostly icing)
To create some spooky shortbread or biscuits that go 'Boo!' all you need are some ghost shaped cookie cutters and coloured icing. Start by making the dough for your Boo-scuits then using a cookie cutter to create their ghostly outline. Once you have baked and cooled your biscuits, all that is left to do is to flood them with some white icing, then adding ghost-like details using black icing.
2. Meringue Ghosts (meringues with some black icing eyes, easy peasy)
Another ghostly creation that's spookily easy to make, meringue ghosts are crispy on the outside and contain a deliciously gooey centre like all good meringues. This recipe is perfect if you're looking for a spooky treat to make ahead of time, or have been searching for a simple recipe. All you have to do is pipe your meringue mixture onto a baking sheet, and add some edible eyes and voila! Your ghosts are ready and all that is left is to bake them. You can also make meringue bones by piping out your meringue mixture over patterns on your baking sheet.
3. Spiderweb Tart
Spiderweb desserts are the perfect mix of stylish and spooky, making them ideal for more grown-up Halloween parties, or if you're after a dish that won't look too scary. To create a spiderweb effect, drizzle your tart in chocolate ganache before piping on white chocolate ganache and using a toothpick to drag lines from the centre outwards to create the spiderweb effect. You can create a similar effect on cheesecakes too, and top with some candy spiders for added creepiness.


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Minimum Age Required as on 31 March of the year of Admission.
Nursery : 3 Years Completed.
Class 1 : 5 Years Completed.
Add one year for each subsequent Class.
First, Third & Fifth Saturdays
Monday - Friday
PrePrimary Section
Nursery Class
Kindergarten Class
8.30 - 12 noon
Last time for Dispersal 12.10 pm.
Primary Section
Classes : I - IV
8.30 - 1.50 p.m.
Last time for Dispersal 2.00 pm. Thereafter at 2.30 pm. Without checking of escort cards
Secondary Section
Classes : V - X
8.30 – 12.30 pm
8.30 – 2.30 pm
Allowed to leave school at 2.30 pm on their own. Normally 2nd and 4th Saturdays are closed for all classes
Welcome to The BGES School website. I appreciate your interest in The BGES, and I hope you will enjoy your time here learning about its members.
The school has four houses named after famous national leaders Tagore, Patel, Nehru and Gandhi.
Beyond Class rooms Download School Prospectus Virtual Tour


text:
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Profile Comments
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text: Four of Bradley's five starters scored in double figures and the Braves (1-0) won their 16th consecutive season-opening home game, 72-65, against Jacksonville State University (0-1) Friday night at Carver Arena in the first round of the Global Sports Invitational. Sophomore guard Omari Grier led all scorers with 17 points in his Bradley debut, while fellow newcomer, junior forward Auston Barnes, added 11. Senior forward Tyshon Pickett chipped in with a double double, 15 points and 10 rebounds, shooting 7-10 from the floor. Though he had an off shooting night, preseason All-MVC guard Walt Lemon Jr. still put together a solid all-around stat line with 16 points, five rebounds, five assists and four steals. Bradley returns to action Sunday at 4 p.m. against Alabama State at Renaissance Coliseum in the second round of the Global Sports Invitational.


text:
Phone: +62 85600000076 Mail: firstname.lastname@example.com
Why You Must Trust Seawijh Indonesia
Swallow's Nest is one of the best or feautured products by seawijh Indonesia.
We tried to make a bird nest products without any mixture of third parties.
of raw materials, we have own bird nest house in Borneo (For white Birdnest Product/ Grade A) and in Java (For Golden / Yellow birdnest).
For processing, seawijh Indonesia has its own processing factory, so the quality level of similarity in Grade size, up to the level of cleanliness can be properly maintained.
of course, all the processing can be ascertained without chemical process, nitrid, or dangerous drugs.
The process of sorting and delivery / sales is also done by the Seawijh Indonesia.
We have worked with a lot of the expedition so that we can make delivery in Singapore, Hong Kong, Macau up to China.
The price we offer is the CIF is all include Tax, Express Processing and Handling, Door to Door Service and Covering by Insurance.
The New Product by Seawijh Indonesia
1. Fish Maw (Kerapu Fish) (4 - 6 pcs / Kilogram)
2. Fish Maw (Kurau Fish) (30 - 35 pcs / Kilogram)
Seawijh Indonesia has many agents in Southeast Asia. Do not Hesitate to start business with us. We always send sample to test the quality of our products , before make a deal with seawijh indonesia. of the samples you can see if we deserve to do business with your company
We accept orders with various conditions, from the level of dryness, hygiene products, up to the size of the requested. dont worry we have very cheap price to premium price of all kind sea cucumber
Surely it makes you more confident to do business with Indonesian Seawijh
Seawijh Indonesia is a Gold Suplier & Verified Seller on Alibaba
We Accept payment by Wire Transfer (CV Seawijh Indonesia) or Western Union, But if u coverage by Seawijh Agent (See Our Team) by country, Payment by Cash On Delivery.
Soaking and Preparing Dried Sea Cucumber / Haisom / Teripang
Prepare a sea cucumber in dried condition is very easy .Especially if you are buying from Seawijh Indonesia
We have very good quality of sea cucumber to makes it very easy to process to be eaten.
Sebut saja dia ..
Teripang , Trepang , Haisom
Timun Laut , Sea Cucumber , Holothuroidea
Fakta Menarik tentang Teripang
Teripang bukanlah Ikan
Teripang berkomunikasi dengan mengirim signal melalui hormon
Teripang bernafas dengan menggunakan Anus
Teripang mendiami dasar laut dan kadang terlihat setengah terkubur
: Jl Retno Dumilah no 3F Rejowinangun, Kotagede Yogyakarta , Indonesia
: (0274) 2840899
News & Hot Info


text:
Jessica Ellis
The Pretty
The Pretty
Stay Connected
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Jessica Ellis
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Jessica Ellis
Jessica Ellis
Jessica Ellis is a screenwriter and freelance writer in Los Angeles who will swear to you on pain of death she's never written a movie you've heard of. You can find her quoting Hamilton and swearing about the film industry on twitter @baddestmamajama
Serena Williams is having the most glamorous French babymoon ever
breaking all the rules
Why I'm making my first feature film, and why I think all female filmmakers should, too
Books Made of Paper
7 summer reading challenges to set for yourself this year
Bachelor Nation
Three HG editors share their picks for who will be the last "Bachelorette" dude standing
Things We Need
Please give Melissa McCarthy and Kate McKinnon's screen sirens from "Saturday Night Live" their own movie
say it ain't so
No women are in Billboard's "Top 10" chart for the first time in over three decades
Eat of the Moment
7 magical jelly bean cakes that are giving us cravings on National Jelly Bean day!
Baby Baby
April the Giraffe is giving birth RIGHT NOW!
We want to go there
7 places in Monterey you HAVE to visit if you're planning your own
Big Little Lies
bowing to the movie gods
8 reasons we're still obsessed with '90s classic "Romeo + Juliet"
Period Probs
7 problems you only have if you solely wear pads
Rebel Wilson just played a seriously gruesome April Fool's prank on the set of "Pitch Perfect 3"
Bowing to the TV Gods
7 questions that *aren't* about the murder we're praying the "Big Little Lies" finale answers
Twitter users are sharing the weirdest questions kids have ever asked them and no, you don't need Instagram to get a bank account
Happy Birthday To You
Jessica Chastain's plans for her 40th birthday actually make us excited to hit the 4-0 someday
In case you missed it
Chris Pratt has given us ANOTHER episode of "What's My Snack" and he promises it's way more manly
Acts of Bravery
An entire New York subway car just worked together to remove anti-semitic graffiti
Girl Power
The Kristen Stewart pizza roll commercial from SNL is almost indescribably sexy
Women Supporting Women
These photos of the crowd sizes at the Women's Marches are the hope we need
Treat Yo Self
7 free and low-cost self-care tactics that are getting us through the year
more things like this please
6 movies we love to watch when we need to feel empowered
Food For Thought
10 amazing ways to repurpose all that leftover fruitcake
Nerding out
10 movies we're already super excited about in 2017
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Every Sunday I provide videos and valuable links to the Truth or Tradition teachings. We've been following the Truth or Tradition teachings for many years now and they have truly blessed our family. We have found peace and happiness through our beliefs and we walk confidently for God. My hope, by passing on this information to you, is that what you find here, or on the Truth or Tradition website, will guide you to a better, more blessed and abundant life.
Let's get started:
Thanks for watching.
(Comments have been turned off. The information is here to inform and bless you).
Check out Truth or Tradition teachings on:
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- April To Be Read Stack
- April 2020 Bullet Journal Spreads
- Thankful to Still Have a Job
- Don't Trust the Media
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"The economic crisis, austerity and cuts are not factors that favour multicultural policies. In many cases they have strengthened the rejection of multiculturalism under the shadow of Islamophobia"
Claudio Chipana
One of the biggest problems in the debate on multiculturalism is the lack of agreement on the definition of this term. As Gary Younge says "The beauty of multiculturalism, for its opponents, is that it can mean whatever you want it to mean so long as you don't like it."
However, as argued by several proposers of multiculturalism, we should distinguish several plans and models. Tariq Moddod distinguishes four modes of integration, multiculturalism being one of them. One also has to differentiate various intensities in multiculturalism: for instance Rattansi talks about a strong multiculturalism (Australia and Canada), a moderate form (Belgium, UK y others) and a weak form (Austria, Denmark, and Finland).
At the same time, it is necessary not to confuse multiculturalism at an objective or descriptive level, which is the expression of cultural diversity, with the set of state policies in favour of multiculturalism.
Perhaps David Cameron alluded the latter in his criticism of "state multiculturalism" wanting to justify the dissociation of the state with any multicultural obligation.
Modood adds a third sense of multiculturalism that he calls the "ideology" of multiculturalism or multiculturalism as an "idea of nation".
For him this third definition is important as it allows us to imagine the nation as identity. In the case of Great Britain it allows for the definition of 'Britishness'.
For Kymlicka, however, in order to counter the model constructed by some critics of multiculturalism who have caricatured it by reducing it to a mere expression of cultural diversity, the crucial thing is to differentiate between multiculturalism as "feel-good and enthusiastic celebration of ethno-cultural diversity" and multiculturalism as a model of citizenship or "citizenization".
According to Kymlicka, "multiculturalism is first and foremost about developing new models of democratic citizenship, grounded in human-rights ideals, to replace earlier uncivil and undemocratic relations of hierarchy and exclusion."
With the exception of the Netherlands where there has been a marked decline of multiculturalism in favour to an assimilationist policy, according to the Policiy Migration Institute the evolution of multiculturalism in the last thirty years in Europe and other countries that have embraced multicultural policy to a greater or lesser extent, shows that multiculturalism has not failed and neither has there been a retreat.
Better still, empirical data suggests that there has been moderate progress, however, in the last ten to fifteen years there has been a strengthening of civic integration policies in several countries with the adoption of compulsory citizenship and language and stricter immigration controls.
In other words neither the "backlash" nor the anti-multicultural, anti-immigrant and Islamophobic rhetoric have managed to stall or rule out multiculturalism.
However, the economic crisis, austerity and cuts are not factors that favour multicultural policies. In many cases it has strengthened the rejection of multiculturalism under the shadow of Islamophobia. There a future for multiculturalism? (To be continued)
(Translated by Amanda Flanaghan – firstname.lastname@example.com) – Photos: Pixabay


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Mission of the AACAP: Promote mentally healthy children, adolescents and families through research, training, advocacy, prevention, comprehensive diagnosis and treatment, peer support and collaboration.Accreditation Council for Graduate Medical Education
The Accreditation Council for Graduate Medical Education (ACGME) is responsible for the Accreditation of post-MD medical training programs within the United States. Accreditation is accomplished through a peer review process and is based upon established standards and guidelines.American Association of Directors of Psychiatric Residency Training
To better meet the nation's mental healthcare needs, the mission of the American Association of Directors of Psychiatric Residency Training is to promote excellence in the education and training of future psychiatrists.Association for Academic Psychiatry
Mission Statement: The Association for Moral Education (AME) was founded in 1976 to provide an interdisciplinary forum for professionals interested in the moral dimensions of educational theory and practice. The Association is dedicated to fostering communication, cooperation, training, curriculum development, and research that links moral theory with educational practice. It supports self-reflective educational practices that value the worth and dignity of each individual as a moral agent in a pluralistic society.Association of American Medical Colleges MedEd Portal
The Association emphasizes the development of moral understanding in all individuals, and believes that such development requires opportunities for engagement in moral dialogue. Through its program of conferences and publications, the AME serves as a resource to educators, practitioners, students, and the public in matters related to moral education and development, provides expertise on educational policies and practices, and provides information about moral education to interested parties in the general public.
The AME is governed by an Executive Board elected by and drawn from its membership, and the active participation of all of the members of the Association is encouraged. Members include public and private school teachers and administrators, counselors and psychologists, philosophers, sociologists, researchers, teacher educators, religious educators, and graduate students interested in advancing the study of moral education. The AME invites all professionals interested in moral education to be members.
In 2005 the Association of American Medical Colleges (AAMC) developed and launched MedEdPORTAL as a free publishing venue and dissemination portal to support educators and learners as they create and use on-line teaching materials, assessment tools and faculty development resources. As an internationally available service, MedEdPORTAL facilitates sharing of high quality peer-reviewed educational material and promotes collaboration and educational scholarship across institutions. Examples of MedEdPORTAL publications include tutorials, virtual patients, cases, lab manuals, assessment instruments, faculty development materials, etc. MedEdPORTAL publications cover the continuum of medical and dental education (i.e. undergraduate, graduate, and continuing medical and dental education).EthicShare
EthicShare is a research and collaboration Web site for scholars working in the field of ethics. Developed with an initial focus on bioethics, the EthicShare collection features scholarly articles, books, archival and digital objects, popular press literature, dissertations, and commission reports, as well as blogs and other sources.Medical Education Online
Medical Education Online (MEO) is a forum for disseminating information on educating physicians and other health professionals. Manuscripts on any aspect of the process of training health professionals will be considered for peer-reviewed publication in an electronic journal format. In addition MEO publishes letters to the editor as well as provides a repository for resources such as curricula, data sets, syllabi, software, and instructional material developers wish to make available to the health education community.System for Teaching Experimental Psychology
STEP (System for Teaching Experimental Psychology) is an project designed to maximize the use of E-Prime, PsyScope, and other experiment generating systems for teaching undergraduate classes in Experimental Psychology. It is directed by Brian MacWhinney in the Department of Psychology at Carnegie Mellon University. Other contributors include Ping Li of the University of Richmond, Chris Schunn of the University of Pittsburgh, and James St. James at Millikin University.
Mission: To support and assist children and families who are at risk.Indiana Association for Infant and Toddler Mental Health
The IAITMH Vision: All infants and toddlers are entitled to an opportunity to grow, learn and develop in a way that enhances their social and emotional health so that they may reach their maximum potential.Indiana University Center for Bioethics
The IAITMH Mission: To advance the conditions which provide an early start toward optimal mental health.
The Center's mission is to provide leadership to advance the academic and public understanding of bioethics; to inform the development of social and public policy in health, research, and related fields; and to provide support for the provision of ethics services at Indiana University hospitals. The Center will fulfill its mission through research, education, and service as a university-wide entity.The Poynter Center for the Study of Ethics and American Institutions (Indiana University, Bloomington)
Mission Statement: The Poynter Center for the Study of Ethics and American Institutions is dedicated to studying a broad range of ethical issues in American public life. Interdisciplinary in aim, the Center uses the full resources of Indiana University to initiate research and teaching across traditional academic boundaries.
The Poynter Center promotes moral deliberation about developments in science and technology, the provision of health care, the aims of higher education, the duties of corporate responsibility, and the challenges of democratic life and culture. Critical reflection about the meaning of rights, community, justice, diversity, power, and virtue provide the more general terms for much of the Center's inquiry.
The Poynter Center sponsors collaborative work among faculty, graduate students, and undergraduate students in the College of Arts and Sciences and professional schools, along with members of the wider community. Initiatives include a publication series, national seminars, interdisciplinary faculty fellowships, teaching and research workshops, symposia with visiting lecturers, and seminars with local professionals. Focusing on theory and practice, the Center's strengths include work in bioethics; professional ethics; religion, culture, and society; research ethics; and teaching ethics in the sciences and humanities.


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Awarded for Client Assistance Program (CAP) toDisability Rights Connecticut
Grantee: Disability Rights Connecticut
864 Wethersfield AvenueHartford, CT 06114
Contact person: Gretchen Knauff
Click on the report to view it.
Click on the award amount in the following table to open the grant award page for that year's award.
Enter a grant award (or the first few characters of a grant award) in the box below and click SEARCH.


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The Bank Secrecy Act (BSA) was created in 1970 to assist in criminal, tax, and regulatory investigations.
Today, government regulations require financial institutions to complete annual bank secrecy training, so providing quality education and training to employees on this topic has become a priority for these organizations.
The Bank Secrecy Act applies to banks, money services businesses, commodities firms, casinos and card clubs, insurance companies, precious metal dealers, and loan or finance companies.
Using online video (or microlearning) to deliver BSA training to employees and compliance officers is the most effective way to ensure compliance with federal regulations.
Bank Secrecy Training Topic Areas:
- Bank Secrecy Act
- Anti-Money Laundering
- Loan Processing
- CTR/SAR Policies & Procedures
- Risk Assessment
Enjoy a 1-minute preview of "BSA: Exceptions to the Rule" below. To watch the full course and other BSA training courses from The BizLibrary Collection, request a demo of our solutions today!


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Thats right, it snowed in Miami Wednesday night at the SNOW A' ALA MODE Fashion show. The event took place on the rooftop of the classic yet Chic, Viceroy Hotel. Seems like snow boarding companies know how to put on a fabulous fashion show. I can not tell you how many shows I've been to where the models are just horrible, but this show had all of the best models in town. The runway was placed on the edge of the roof, over looking the city lights and Miami Beach in the distance. The show consisted of winter sports wear such as big jackets, furry hats, and wool scarves, but this is Miami and what kind of show would it be without the swimwear. Everyone was wearing tiny little swim suits in under their jackets and they were rocking it! Of coarse I have video so you guys can check it out.
Special thanks to Julius Gregorio for the video Footage and Alicia at Femme Fatale Salon.
( you can see the video next saturday at 12:30 eastern time on the CW)


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Brenda's Story
Across sub-Saharan Africa, nine million girls will never attend school.
Brenda is 12 years old, and from Bukedea District, Eastern Uganda. Her moving story demonstrates the difference your support can make.
Right now, across rural Kenya and Uganda there are thousands of girls, just like Brenda, who we need to reach. They deserve an education. They deserve a brighter future.


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Mr. Morrow returned to the firm in January 2018 as a litigation attorney in the Chicago office. He represents healthcare providers in arbitrations, mediations, and state and federal court proceedings against health plans, insurance companies and the government. From 2014-2017, Mr. Morrow practiced mass toxic tort and general insurance defense litigation, handling hundreds of high value matters for large, industrial corporations. Prior to law school, Mr. Morrow worked at Stephenson, Acquisto & Colman as a pre-litigation analyst in the Southern California office specializing in healthcare litigation and insurance coverage issues.
While attending Loyola University Chicago Law School, Mr. Morrow was a Beazley Institute for Health Law and Policy Fellow and earned a Certificate in Health Law and Policy. Two of his strongest passions are athletics and working with the elderly. In 2009, Mr. Morrow was part of the coaching staff for the University of California Golden Bears football team where he interacted with several future NFL players. Currently, he serves on the Board of Directors and advocates on behalf of the Alzheimer's Association's Illinois Chapter.
Bar Admissions
- Illinois, 2014
- United States District Court for the Northern District of Illinois, 2015
- United States District Court for the Southern District of Illinois, 2015
Professional Memberships
- Illinois Association of Healthcare Attorneys, Membership Committee
- Chicago Bar Association
- Illinois Bar Association
- American Association of Healthcare Administrative Management (Illinois Chapter & National)
- Healthcare Financial Management Association (Illinois/Region 7 Chapter)
- Alzheimer's Association, Board of Directors, Executive Committee, Advocate for Senator Dick Durbin (IL-D), Junior Board, Director of Advocacy


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Our company, Eros Non Woven (India), has been indulged in designing and supplying Black Knitted Fabrics. These fabrics are produced by knitting techniques and have excellent finish that makes them ready to use. Knitted fabrics are dyed in black color and can be also customized in different colors to meet clients' diverse demands. Apart from this, offered Black Knitted Fabrics are highly demanded in textile industry for designing home furnishing items and garments.
EROS NON WOVEN (INDIA) All Rights Reserved.(Terms of Use)
Developed and Managed by Infocom Network Ltd.


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The Navy Seal Minifigure comes with:
1x Minifigure
1x BK1X Helmet
1x tactical mic
1x BR1 vest with sticker
1x night vision goggles
1x tactical belt with pistol
1x assault rifle and knife
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The Centennial Conference Student-Athlete Advisory Committee has selected Franklin & Marshall senior football player Nick Porcelli (Lopatcong Township, N.J. / Phillipsburg) and Dickinson senior women's squash player Casey Merbler (Baltimore, Md. / Roland Park) as the 2015 Centennial Conference Individual Sportsmanship Award winners. Additionally, Dickinson's Baseball Team was selected as the Team Sportsmanship Award winner.
This award honors one male, one female, and one team who have distinguished themselves through demonstrated acts of sportsmanship and ethical behavior. They were selected from a pool of student-athletes nominated by the Conference's 11 member institutions and will now be placed on the ballot for the NCAA Division III National Sportsmanship Award this summer.
Nick Porcelli
Nick Porcelli was selected as the Centennial Conference male nominee for his positive impact on the Franklin & Marshall community and the football team. He selflessly put others' needs ahead of his own by giving his time to people on campus and in the community. During his time at F&M, Porcelli served as President of the Student Athletic Advisory Committee and was a member of the Football Leadership Society. He spearheaded the Little Dips Diaper Drive that raised 7,000 diapers for homeless moms in Lancaster. He is also a Junior Board Member of Lauren's First and Goal Foundation that raises money for the Pediatric Brain Tumor Foundation.
Head football coach John Troxell best describes his affect on the culture of the football team:
"He is the type of player that makes your team successful because of his unselfish behavior and his team first attitude. Nick always made personal sacrifices for the betterment of his team. He is one of the most respected members of our team. He brings a positive energy and attitude to everything he does and makes everyone around him better. To me, those attributes define greatness."
Casey Merbler
Casey Merbler was selected as the Centennial Conference female nominee for her impact on the Dickinson College's inaugural women's squash team. As a senior, having not had the chance to compete in college, Merbler contacted head squash coach Chris Sachvie before the season started to express her interest in helping to start the program. She provided leadership to a team of girls who were all new to college squash, some new to competition, and some new to the sport as of this fall. On court, she demonstrated how to play the right way, competing with exemplary sportsmanship the entire season.
Merbler was nominated by her peers to be captain of the team and represented them on and off the court as the leader of the team. She compiled an entire season of great behavior and leadership, and showed respect to her teammates and opposing coaches and players. Throughout the season, Coach Sachvie saw her pass these values and acts of sportsmanship onto her teammates and believes it will have a long lasting impact on the program and its culture. "As her coach, I am extremely sad to lose her after just one year but I know that the impact she had on her teammates will be felt for years to come."
Dickinson Baseball Team
The Dickinson Baseball Team was selected as the Centennial Conference team nominee through their involvement with Team Impact. Team Impact is a non-profit organization that pairs up children with terminal illnesses with college sports programs. Those boys and girls are "drafted" to that team and attend practices and games along with spending time off of the field with the team. The team was matched up with Matt Kocsis in the winter of 2014. Matt was born with hydrocephalous, or water on the brain. He has had almost 100 brain surgeries since he was born and suffers from seizures, vision impairment, and memory loss.
Head baseball coach Craig Hanson says Matt's family frequently tells him how much Matt has benefited from being part of the team over the past year, but he believes Matt has done much more for the team:
"We are so incredibly fortunate to have been paired with Matt and his family through Team Impact. Every player and coach who have had the chance to spend time with him are better people for it, and he has been an integral part of our team since he joined us. I am so proud to call him a member of our team, and proud of our team for the way they have accepted him with open arms."


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Loans are available for Cape Town residents to apply for online which allow applicants to borrow money for a new car, home, holiday or for debt consolidation as a few examples. In modern times it has become a little difficult to borrow from the major banks in South Africa such as ABSA, Standard Bank, Nedbank or FNB. They are restricted by tight laws and must comply by law to the national credit act. This creates difficulty for anyone who has been blacklisted or has a bad credit record to get approved for most kind of finance.
There is still hope for people who need to borrow cash though and loans for Cape Town residents can be applied for online by filling out and submitting the simple online form. The companies that offer car finance and home loan solutions to people with a bad credit record or who have been blacklisted are still registered SA credit providers yet have a little more freedom when it comes to lending than the major banks do. Approved amounts will however vary depending on the particular applicants personal finance history and whether a lender considers the applicant to be a low, medium or high risk to lend to.
Those seeking further finance for a new car, to buy a new home or for debt consolidation purposes need to consider their personal situation before jumping in at the deep end. If a person has difficulty keeping contracts and paying monthly repayments religiously every month they should first consider getting some kind of debt counselling before borrowing more money from a different company. If the person has been blacklisted for minor reasons and still has a reasonable credit record then the chances are very high that they can apply online for finance whether they live in Cape Town, Johannesburg, Durban or anywhere else in South Africa.


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Men's Basketball Signs Three
April 12, 2001
EUGENE -- Oregon men's basketball head coach Ernie Kent announced Thursday that Ian Crosswhite, Brian Helquist and Robert Johnson have signed national letters of intent to play for the Ducks next season.
Crosswhite, a 6-11, 225-lbs., forward from Castlecrag, Australia, is a member of the Australian Junior National Team and led the Sydney-based Western Australian U-20 team to the national championship in February. Crosswhite, who graduated from Killarney Heights High School last year, is in the middle of a season playing for the Australian Institute of Sport, an Olympic-level developmental program which is located in Canberra. His AIS coach is long-time Australian Olympic coach Adrian Hurley.
Crosswhite's sister, Anna Crosswhite, will be a sophomore on the University of Virginia's basketball team. His father, Perry Crosswhite, played for the Australian Olympic basketball team and actually played against current Oregon coach Ernie Kent and assistant Greg Graham while on a foreign tour at Mac Court in 1975. His mother, Janice Crosswhite, is a former Australian hurdles champion and is considered to be one of the best female players in Australia's history. Crosswhite will be a freshman this fall.
Helquist, a 6-10, 260-lbs., center from Jacksonville, Fla., will transfer to Oregon from Florida Community College-Jacksonville, where he averaged 14.7 points and 8.8 rebounds per game as a sophomore for coach Greg Gierke. Helquist also shot 60 percent from the field and was named all-Mid-Florida Conference second team. FCC-J went 19-12 this season.
Helquist started his college career at Louisiana State under coach John Brady, where he redshirted the 1998-99 season before transferring to FCC-J. Prior to LSU, Helquist averaged 18 points, 16 rebounds and three blocked shots per game a senior at University Christian High School for coach Bob Graham. He helped lead UC to the 1997-98 district championship and was named to the Jacksonville All-Star team and earned all-First Coast, honorable mention honors. Helquist averaged 11 points and 14 rebounds per game as a junior for a UC team that went 19-12.
He will be a junior this fall.
Johnson, a 6-8, 220-lbs., forward from Sebastopal, Calif., was the runner-up for player of the year honors in the state of California last season. He was named to the all-state and all-Bay Valley Conference first teams after leading Santa Rosa Junior College to a 29-3 record. The 29 wins were an all-time high for SRJC. Johnson averaged 12 points and 14 rebounds per game for the Bear Cubs and coach Craig McMillian.
Johnson prepped at Analy High School in Sebastopal, where he was named all-Sonoma County League first team as a junior. He was selected to play for the Sonoma County All-Stars following his senior season and scored 13 points with 14 rebounds in a win over the Humboldt-Del Norte All-Stars.
Johnson will be a junior this fall.
The three join Matt Short, a 6-11 post from Yreka, Calif., who signed an NLI with the Ducks in the fall. Oregon's 2001 class of big men will help offset the loss of 2000-01 senior front court players Bryan Bracey, Flo Hartenstein and Julius Hicks.
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Days on market in Costa Rica: an important indicator of real estate market health?
Days on market in Costa Rica is not an indicator of the health of your listing. But how do we reconcile this idea with our international buyers who are used to days on market being an important indicator of real…Read more