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The purpose of this paper is to describe a seven stage community engagement process to develop and disseminate community uptake strategies which encouraged cybersafety as…
The purpose of this paper is to describe a seven stage community engagement process to develop and disseminate community uptake strategies which encouraged cybersafety as part of a positive transition from primary to secondary school among Australian young people.
The combined principles from socio-ecological models, community development models and student participation models formed the foundation for the strategies. Resources were developed for all members of the community – students, parents, teachers and the broader community. The methods included: the formation of a steering committee and a Youth Advisory Board; review of the current literature; development of online resources; a youth resource development activity; development of youth resources; translation of resources into health promotion initiatives; and the dissemination of resources at community events and facilities such as schools, libraries and recreation centres and through print and social media.
Community engagement strategies – in particular a partnership between a Western Australian university and local government body, the steering committee consisting of local organisations, and the student advisory board – were used to successfully design and promote resources developed by young people for young people.
This study utilises a community-level approach to develop resources to encourage cybersafety and a positive transition from primary to secondary school.
Today many young people are choosing to become vegetarian. Others are finding meatless meals appetising and attractive as they make a conscious effort to eat more healthily. So this year the Kraft Nutrition Award judges asked senior competitors to imagine they were having a vegetarian friend to stay and to plan a day's meals of breakfast, a packed lunch and special occasion meal for the evening. The twelve finalists were then invited to the Kraft kitchens in Cheltenham to prepare a few of their chosen dishes and to answer questions to test their overall knowledge of food, nutrition and healthy eating.
IT would be quite impossible adequately to report a Dublin conference of any kind in purely professional terms. The warm friendliness of its people demands an equally personal reaction from its visitors and for public librarians certainly this is as it should be, because we are ourselves, above all, involved with people. So professional affairs at this conference were kept in their proper place—as only a part of the whole and merely providing a framework round which the business of renewing contacts and making friends could take place.
BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.