Central Florida Future, Vol. 37 No. 62, April 28, 2005

A look back: If you build it they will come; They rocked us like a hurricane; Wins don\u27t come easy or at all; They danced the knights away; Will economy short change liberal arts? In education shift Florida universities are told to push more students toward workforce needs; On a victim\u27s journey more than a few bumps: Woman alerts other to challenges that can follow an attack.https://stars.library.ucf.edu/centralfloridafuture/2827/thumbnail.jp

MAGIC AND HEALTH

Some important things to know before using magic as an educational tool include the MAGICIANS CODES OF ETHICS and basic rules of presenting a “magic show” whether for education or entertainment. (1). First and most importantly after you have shown a trick NEVER TELL YOUR AUDIENCE HOW IT WAS DONE OR REVEAL THE SECRET of the TRICK. The reasons for this are many. One reason is because most of the secrets or gimmicks to make a trick work are really easy once you know them. If you tell people how you did it, you ruin the effect for that person. You may teach these techniques to peer educators. However, it is important to remind them that when they present the effects they need to follow the magicians code of ethics.(2). NEVER REPEAT A TRICK FOR THE SAME AUDIENCE. The more often you repeat a trick the more likely the audience is to figure out how you did it. Magic works by surprise as people don't know what you are planning to do next. Do a different trick with a similar theme. (3). PRACTICE, PRACTICE, PRACTICE. Do not do the trick unless you have practiced it. The best place to practice is in front of a mirror. (4). If you are watching a magician preform, never reveal the trick to your friends or audience. (5). Read magic books AND WATCH magicians perform. 6. GIVE CREDIT TO THE ORIGINATOR OF ORIGINAL TRICKS or PATTER when teaching the technique. For example, the COIN TO THE CONDOM PATTER IS MY INVENTION but the "gypsy switch" technique is ancient and can be found in many books including Klutz Book of Magic.Other papers in Dr. Engs’ repository that discuss magic for health education are found at: http://hdl.handle.net/2022/17593 and http://hdl.handle.net/2022/17568This presentation is a health education lecture using magic effects. It covers alcohol, smoking and drugs, sexuality, sexually transmitted diseases, nutrition, and other health topics. It is a working outline for a presentation that can last from ten minutes to an hour depending what magic effects are used. It includes the “patter” (factual health information), effects (what the audience sees), equipment and material for the effects, and where to place items before and after the presentation. This magic lecture was presented in different forms and venues during 1992-1997

Band space: Promoting local musicians on the web

Local Rochester Musicians start off with limited resources to promote their music. One option would be to upload their music for free onto a website. A good example of a free website that introduces new and already familiar bands is MySpace. But sites like MySpace are not only focusing on music. MySpace has a primary focus on people interacting with other MySpace users, sharing their biography, photos, likes, dislikes etc. Amongst the users there are countless distractions that can almost drive a user away from the site. Is there another solution to promote local talent? What if a website can place the main focus onto just local artists? Band Space is a website that promotes local bands and their music on a more personal level. The website is devoted to music and to those who are devoted to loving and playing music. Band Space advertises the music that these bands love to play. Instead of cluttering the page with pointless friend requests and ads for a weight loss program, Band Space will update users on upcoming shows and new talent. Users are able to learn about a band on a more personal level through interviewing and footage from practices and shows. It\u27s a story of how a band came to be and what their dreams are for the future. Endyga, Endever, Ruby Shooz, Pia Mater, and Phoenix are just the start of Band Space. The user can follow along with the interview and learn more about the bands. MySpace only provides a slot for the bands biography. To show the user is much different than telling them what you saw (or what you read). The user can take a walk into a practice space or onto a stage with the band. This is something that MySpace doesn\u27t provide. Band Space is a new way of promoting local musicians on the web. It\u27s something more special than what other free websites have to offer

You Can Always Find a Bride in Russia: An Investigation into the Mail-Order Bride Industry

“American women are reputed to be the worst possible mates on the face of this planet.” “No matter how much a loser you may be in your own country, you can always find a wife in Russia.” Above are some of the selling myths mail-order bride “guide” books and international match-making agencies use to convince lonely Western men that their best chance of meeting a wife is in Eastern Europe. In the pages that follow I hope to outline the basic contours of the mail order bride industry as well as the attitudes held by many male participants and the kinds of information that are available to them. I also specifically address the myth that these women are a passive part of the industry

Religion als Wettbewerb.

This paper starts with the observation that the United States and Europe, both members of the family of “western-type-modern societies”, should (according to the still prevailing theories of modernization) follow the same pattern of development including secularization. They obviously don’t, which invites questions about those theories in general, but also about what is the rule (if there is any) and what is the exception, the United States where organized religion grew stronger and stronger during the last two centuries, or secular Europe? Contrary to Gunnar Myrdals still influential description of the “American Creed”, American culture or the “American Way of Life” were not anticipated by the pilgrims and then became independent of their religious roots. They rather developed against the puritan political theology and shaped the public discourse by providing an unregulated market they had by no means intended. Religious choice (at first not acknowledged but practiced by those who declined communion with an increasing number of less qualified immigrants and therefore built their own more exclusive communities) became the driving force. Choice produced religious competition (primarily in American Protestantism with now more than 300 denominations) which in turn explains the two distinguishing features of American Religion. If you are dissatisfied with the teaching or the devotional style of the religion you were born into, you can join another one instead of abandoning religion all together. (One third of Americans who are members of a congregation today have practiced this “Church Switching”). As individual discontent does not discourage from religious affiliations as such, so does social change not operate against organized religion if there is choice and therefore competition. Quite to the contrary every major cultural and political change was anticipated by a religious movement whose success moved this former minority into the mainstream, so it also gained members while the loosing part began to recover and regain intellectual power and following once it came up with a cultural critique of the present establishment.

Life Domain Research Report Series: Social Connections and Community Conduct

Integral to formulating a picture of youth overall well being is to understand how youth participate in social networks with peers and friends, engage in social or leisure activities, and more generally forge healthy relationships with others. Among a variety of emotional and behavioural challenges faced by children and youth involved with residential treatment or intensive family services may be their ability to negotiate relationships within social contexts (Cameron, de Boer, Frensch, & Adams, 2003). Data was collected about youth who had been involved with children’s mental health residential treatment (RT) or intensive family service programs (IFS), designed as an alternative to residential treatment. Data was gathered about youth functioning at program entry, discharge and 12 to 18 months after leaving the program. Parent-reported measures were used to assess youth functioning prior to service involvement and at follow up. Discharge information was gathered from program records. Both youth and parents/guardians were asked a series of questions assessing behaviour within social networks as well as conduct within the community. For example, parents/guardians indicated how often youth experienced difficulty getting along with friends or were easily annoyed by others. Youth in our study had the opportunity to speak freely about their friendship networks, social activities, and what they liked to do for fun. We also sought to describe the nature and frequency of youth misconduct within the community such as vandalism or theft. Both parents/guardians and youth were asked about behaviour that led to involvement with the legal system

Life Domain Research Report Series: School and Employment

The Life Domain Series describes the community adaptation of children and youth graduating from residential and intensive family service children’s mental health programs in multiple life domains (education and work, social involvements, family and health). This full length report presents evidence from the first and second phases of longitudinal research about how children who were involved with residential and intensive family service mental health programs are doing in school and at work

Transforming Front-Line Child Welfare Practice: The Impacts of Institutional Settings on Services, Employment Environments, Children, and Families (SYNTHESIS REPORT)

In 2006, the Ontario government launched an ambitious and multi-faceted Transformation Agenda for child welfare services. Among this Agenda’s objectives was the development of more cooperative helping relationships in child welfare, reducing the system’s reliance on legal authority to engage families, creating community and service partnerships and increasing child welfare capacity to respond differentially to families. Within this shifting child welfare context, the Transforming Front-line Child Welfare Practice Project research’s main purpose was to understand how centrally located service delivery settings and service delivery settings that were more accessible to families affected front-line child protection practice. A second encompassing objective was to examine how partnerships with other service organizations and neighbourhood associations affected front line child welfare practice. This Transforming Front-line Child Welfare Practice research examined eleven separate accessible and central child welfare service delivery sites at six child welfare agencies in Ontario. These sites were selected to vary on these two dimensions of accessibility and partnerships. These two dimensions have also been identified in the literature as contributing to child welfare capacity to respond differentially or flexibly to familes (Cameron, Freymond, & Roy, 2003; Schene, 2001, 2005). With one exception, accessible service delivery models in this research embedded front line child protection service providers in neighbourhoods or schools so that service providers would be more familiar and accessible to families. The philosophies of accessible programs emphasized collaboration with other community service providers, local community building and prevention. Central models located child protection service providers in agency premises that generally were not physically close to most of the families served. This was the more common service delivery setting for child protection services in the participating agencies and in other Children’s Aid Societies in Ontario. Earlier exploratory research through the Partnerships for Children and Families program of research (Frensch, Cameron, & Hazineh, 2005a) at Wilfrid Laurier University found that different child protection service delivery settings had notable impacts on child protection service delivery including: (1) service provider accessibility to children and families, (2) the development of cooperative helping relationships with children and families, (3) the development of partnerships with other service organizations, (4) the development of partnerships with neighbourhood associations, (5) the levels and types of assistance provided to children and families, and (6) client and community image the child welfare agency. This more extensive research built upon this earlier exploratory research. More specifically, this multi-faceted longitudinal research incorporated: An assessment of the impacts of accessible and central service delivery models on family functioning indicators and child protection system indicators (e.g. formal court applications, out-of-home placements of children, etc.). An exploration of how these different child welfare service delivery settings affected front line child protection service providers’ satisfaction with their work with children and families. An exploration of how these different child welfare service delivery settings affected parents’ satisfaction with their child welfare service involvements. An examination of how these different child welfare service delivery settings influenced the services and supports available to families. An assessment of the impacts of accessible and central service delivery settings on front line helping relationships in child welfare. An exploration of how accessible and central service delivery settings affected employment satisfaction and sustainability. This research also discusses the development requirements of the accessible service delivery models and what practical lessons can be gleaned from these experiences. Finally, it looks at broader implications for how we understand and organize our efforts to keep children safe and help families