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Recently weve had trouble determining who owns the golf course because its been sold, and its going through the process of foreclosure, he said. At this point we have scheduled a code board case. But the city has been hampered by state laws that prohibit it from sending out code enforcement officials to inspect the property. Weve attempted to do the best we can. Its a very difficult situation, Landon said. City Attorney Bill Resichmann said that both of those were criminal matters that could be handled directly only by the Flagler County Sheriffs Office, but that if it gets to the point where there are health and safety issues City Council can direct staff to go onto the property and remedy that portion of the problem that affects public safety.
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Most classrooms can be categorized in one of two ways: active and a bit noisy, with students engaged in hands on work; or teacher oriented, with students paying attention to a presentation or quietly working on individual tasks. Each of these teaching environments sets a tone and an expectation. For example, when students work actively in groups, we ask them to use their "six inch" voices. When we ask them to attend to the teacher, we also request that they turn their "eyes front. " When they work individually at their desks, we ask them not to bother other learners. Teachers must signal a shift in tone when they ask students to reflect on their learning. Reflective teachers help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing, step away from their work, and ask themselves, "What have I or we learned from doing this activity?" Some teachers use music to signal the change in thinking. Others ask for silent thinking before students write about a lesson, an assignment, or other classroom task. In the reflective classroom, teachers invite students to make meaning from their experiences overtly in written and oral form. They take the time to invite students to reflect on their learnings, to compare intended with actual outcomes, to evaluate their metacognitive strategies, to analyze and draw causal relationships, and to synthesize meanings and apply their learnings to new and novel situations.
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This evidence based course takes place of the previous Workplace Violence toolkit and is your go to tool for workplace violence in the ED. Free for ENA members!ENA recognizes emergency nurses are at significant occupational risk for workplace violence and emergency nurses have the right to personal safety in the work environment. Guiding Principles: Mitigating Violence in the Workplace ENA and the American Organization of Nurse Executives AONE created these guiding principles to assist nurse leaders in systematically addressing measures to manage and reduce violence against healthcare professionals. The guiding principles include steps to systematically reduce lateral, as well as patient and family violence in the workplace. Nothing Changes, Nobody Cares: Understanding the Experience of Emergency Nurses Physically or Verbally Assaulted While Providing CareJournal of Emergency Nursing, January, 2014 This qualitative study was designed to better understand the experience of emergency nurses who have been physically or verbally assaulted while providing patient care in US emergency departments. The findings are consistent with existing literature but with an added contribution of clearly identifying an underlying cultural acceptance of violence in the emergency department, as well as a distinct lack of cue recognition.
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T. 2001 . Bibliometrics of electronic journals in information science. Information Research, 71. http://InformationR. net/ir/7 1/paper120. html accessed 2013 08 28 Hussain, A. , Nishat, F. and Kumar, D. 2011. Bibliometric analysis of the 'Electronic Library' journal 2000 2010.
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ac. uk to improve your experience. You can find out more about our cookie policy. By continuing to use our site you accept these terms, and are happy for us to use cookies to improve your browsing experience. AppsAnywhere is a web based tool which provides access to the Software applications you use for teaching and studying. AppsAnywhere can be used from your own Windows device or from a University owned PC, from any location.