Taku haumaru me te kurī - Te Reo Maori

Obtain a copy of the children’s leaflet (about 5-6yrs) in English from https://hdl.handle.net/10289/968. Obtain a copy of the children’s leaflet (about 5-6yrs) in Te Reo Maori from https://hdl.handle.net/10289/975. Obtain a copy of the children’s booklet (about 8-9yrs) in English from https://hdl.handle.net/10289/930. Obtain a copy of the children’s booklet (about 8-9yrs) in Te Reo Maori from https://hdl.handle.net/10289/984. Obtain a copy of the parents’/caregivers’ booklet in English from https://hdl.handle.net/10289/931. The Te Reo Maori version of the parents’/caregivers’ booklet will be available in 2009.This safety leaflet designed to target young children aged 5-6yrs will provide an age-appropriate understanding of how to avoid pet dog attacks which can injure, maim and even kill children. This research-based educational resource provides practical, valid and reliable guidelines for safe interaction between children and pet dogs in their homes or known to them. The content of this leaflet has been drawn from ‘Stories with happy endings: Preventing pet dog attacks on children’, the 2007-2008 Summer Scholarship report prepared for the Child Accident Prevention Foundation of New Zealand (CAPFNZ). Obtain a copy of the report from http://hdl.handle.net/10289/76

Taku haumaru me te kurī: He aratohu mō te haumaru i waenga i te tamariki (8-9 pea ngā tau) me te kurī - Te Reo Maori

Obtain a copy of the children’s leaflet (about 5-6yrs) in English from https://hdl.handle.net/10289/968. Obtain a copy of the children’s leaflet (about 5-6yrs) in Te Reo Maori from https://hdl.handle.net/10289/975. Obtain a copy of the children’s booklet (about 8-9yrs) in English from https://hdl.handle.net/10289/930. Obtain a copy of the children’s booklet (about 8-9yrs) in Te Reo Maori from https://hdl.handle.net/10289/984. Obtain a copy of the parents’/caregivers’ booklet in English from https://hdl.handle.net/10289/931. The Te Reo Maori version of the parents’/caregivers’ booklet will be available in 2009.This safety booklet for older children (about 8-9yrs) will provide the best level of understanding of how to avoid pet dog attacks which can injure, maim and even kill children. This research-based educational resource provides practical, valid and reliable guidelines for safe interaction between children and pet dogs in their homes or known to them. The content of this booklet has been drawn from ‘Stories with happy endings: Preventing pet dog attacks on children’, the 2007-2008 Summer Scholarship report prepared for the Child Accident Prevention Foundation of New Zealand (CAPFNZ). Obtain a copy of the report from http://hdl.handle.net/10289/76

Keeping our children safe around dogs: Guidelines for safe interaction between children and pet dogs - English

Obtain a copy of the children’s leaflet (about 5-6yrs) in English from https://hdl.handle.net/10289/968. Obtain a copy of the children’s leaflet (about 5-6yrs) in Te Reo Maori from https://hdl.handle.net/10289/975. Obtain a copy of the children’s booklet (about 8-9yrs) in English from https://hdl.handle.net/10289/930. Obtain a copy of the children’s booklet (about 8-9yrs) in Te Reo Maori from https://hdl.handle.net/10289/984. Obtain a copy of the parents’/caregivers’ booklet in English from https://hdl.handle.net/10289/931. The Te Reo Maori version of the parents’/caregivers’ booklet will be available in 2009.This information booklet for parents and caregivers will provide the best level of understanding of how to avoid pet dog attacks which can injure, maim and even kill children. This research-based educational resource provides practical, valid and reliable guidelines for safe interaction between children and pet dogs in their homes or known to them. The content of this booklet has been drawn from ‘Stories with happy endings: Preventing pet dog attacks on children’, the 2007-2008 Summer Scholarship report prepared for the Child Accident Prevention Foundation of New Zealand (CAPFNZ). Obtain a copy of the report from http://hdl.handle.net/10289/76

My safety around dogs - English

Obtain a copy of the children’s leaflet (about 5-6yrs) in English from https://hdl.handle.net/10289/968. Obtain a copy of the children’s leaflet (about 5-6yrs) in Te Reo Maori from https://hdl.handle.net/10289/975. Obtain a copy of the children’s booklet (about 8-9yrs) in English from https://hdl.handle.net/10289/930. Obtain a copy of the children’s booklet (about 8-9yrs) in Te Reo Maori from https://hdl.handle.net/10289/984. Obtain a copy of the parents’/caregivers’ booklet in English from https://hdl.handle.net/10289/931. The Te Reo Maori version of the parents’/caregivers’ booklet will be available in 2009.This safety leaflet designed to target young children aged 5-6yrs will provide an age-appropriate understanding of how to avoid pet dog attacks which can injure, maim and even kill children. This research-based educational resource provides practical, valid and reliable guidelines for safe interaction between children and pet dogs in their homes or known to them. The content of this leaflet has been drawn from ‘Stories with happy endings: Preventing pet dog attacks on children’, the 2007-2008 Summer Scholarship report prepared for the Child Accident Prevention Foundation of New Zealand (CAPFNZ). Obtain a copy of the report from http://hdl.handle.net/10289/76

Stories with happy endings: Preventing pet dog attacks on children

A number of dog safety resources have been produced as a result of this research. Obtain a copy of the children’s leaflet (about 5-6yrs) in English from https://hdl.handle.net/10289/968. Obtain a copy of the children’s leaflet (about 5-6yrs) in Te Reo Maori from https://hdl.handle.net/10289/975. Obtain a copy of the children’s booklet (about 8-9yrs) in English from https://hdl.handle.net/10289/930. Obtain a copy of the children’s booklet (about 8-9yrs) in Te Reo Maori from https://hdl.handle.net/10289/984. Obtain a copy of the parents’/caregivers’ booklet in English from https://hdl.handle.net/10289/931. The Te Reo Maori version of the parents’/caregivers’ booklet will be available in 2009.This 2007-8 CAPFNZ Summer Research Scholarship had as its objective the identification of valid and reliable guidelines for safe interaction between children and pet dogs in their homes or known to them and their incorporation in a range of age-appropriate educational resources

My safety around dogs: Guidelines for safe interaction between children (about 8-9yrs) and pet dogs - English

Obtain a copy of the children’s leaflet (about 5-6yrs) in English from https://hdl.handle.net/10289/968. Obtain a copy of the children’s leaflet (about 5-6yrs) in Te Reo Maori from https://hdl.handle.net/10289/975. Obtain a copy of the children’s booklet (about 8-9yrs) in English from https://hdl.handle.net/10289/930. Obtain a copy of the children’s booklet (about 8-9yrs) in Te Reo Maori from https://hdl.handle.net/10289/984. Obtain a copy of the parents’/caregivers’ booklet in English from https://hdl.handle.net/10289/931. The Te Reo Maori version of the parents’/caregivers’ booklet will be available in 2009.This safety booklet for older children (about 8-9yrs) will provide the best level of understanding of how to avoid pet dog attacks which can injure, maim and even kill children. This research-based educational resource provides practical, valid and reliable guidelines for safe interaction between children and pet dogs in their homes or known to them. The content of this booklet has been drawn from ‘Stories with happy endings: Preventing pet dog attacks on children’, the 2007-2008 Summer Scholarship report prepared for the Child Accident Prevention Foundation of New Zealand (CAPFNZ). Obtain a copy of the report from http://hdl.handle.net/10289/76

Lessons in Failure: The Rice Growers Association Cooperative

This empirical study investigates a large California cooperative's closure and identifies lessons learned that might be useful to other cooperatives. It was found that the cooperative's directors failed to effectively supervise management. In turn, management fell short of expectations to fully evaluate complex business decisions.Agribusiness,

On The Local Level: Rethinking Grammar and The Role of Editing in Writing Centers

The discussion regarding how to address requests for help with grammar and sentence-level concerns has been an ongoing conversation throughout writing center literature. The general consensus among administrators and tutor-scholars within in the field is to move away from a product-oriented focus towards one that is more process-oriented, preferring to prioritize writers over their writing. In response to this literature, and in an attempt to move away from the “repair center” stigma, writing centers often incorporate policies on their websites that negate editing and proofreading services. This thesis explores the messages that these policies send to students and offers a compromise in regards to how writing centers should approach requests for help with sentence-level concerns, suggesting three different grammar-based sessions. This compromise would provide students with the grammar knowledge they may be missing in order to become better writers and stronger editors

Assessment Practice in Year 10 Elective Music in New South Wales Secondary Schoolse

This research project investigates and analyses the implementation of the New South Wales Music Years 7 – 10 Syllabus assessment requirements in three specifically selected schools. At present, no research focusing on classroom approaches to developing and implementing a school-based assessment program has been undertaken in Music in Stage 5 (Year 10) in NSW classrooms. Therefore, this research project will add to the international body of knowledge regarding school- based music assessment. The research project focuses on Year 10 in the NSW Curriculum. Research has shown that this is a time when some students have seemingly disengaged from learning, studying and achieving. This research found that in music, students involved in the project are actively engaged at most levels of music learning. The research aimed to provide an opportunity for teachers to consider their assessment practice, the value of feedback to students after tasks are completed and ways in which they prepare their students for each task or topic. For students, it is hoped that they would reflect on their assessment preparation, its value in their learning and the value of teacher feedback in this process. The data has been collected in the natural setting of the selected schools where the researcher interviewed the teachers and students and observed their behaviour within their natural context (Creswell, 2009). This ethnographic method has advantages because of the capacity to provide a picture of the environment being studied. As the study has taken place over three school terms, it has a longitudinal perspective. The research provides a comprehensive picture of assessment in the Year 10 music classroom through the comparison of experiences within the three schools. It demonstrates the variety that exists in the planning and delivery of assessment tasks, the variety of resources utilised between schools and the different levels of feedback given after tasks. It also points to the inequity that currently exists in the awarding of a School Certificate grade from school to school in a subject such as music which relies on internal assessment

Placement Services in Today\u27s Economy

To fully understand placement issues at the University of Missouri-Columbia (MU) one must realize that career services functions are decentralized. MU has eight individual career services offices that focus on issues related to careers, primarily for juniors and seniors. These career services are supported by the following schools: Business & Public Administration; Engineering; Education; Human and Environmental Sciences; Library Science; Agriculture, Food and Natural Resources; Law; and Journalism. This structure leaves Arts and Sciences students and freshmen and sophomore students, as well as deciding students to be served by the Career Center (CPPC). To develop and encourage open communication between the various career services offices at MU, a Placement Council has been established. The group meets once a semester to articulate changes and concerns in career services