Although people want to believe that time heals all wounds, unfortunately that isn't always true. Many wounds may require specialized, individual treatment plans and can be clinically complex due to the patient's particular health conditions.
This is the kind of care patients receive at our Wound Care Center.
Problems like these are never the result of just one cause. That's why, at the Wound Care Center, we treat the whole person rather than an isolated wound. We look at all aspects of the patient including the physical, mental and social factors. After the initial assessment – and in cooperation with your referring physician – we develop a treatment plan.
Regional One Health's Hyperbaric Oxygen Therapy chamber is accredited by the Undersea and Hyperbaric Medical Society, and is the only multi-place chamber in Tennessee, accommodating up to 12 patients at one time.
Hyperbaric Oxygen Therapy allows wounds to heal more effectively. Hyperbaric – or pressurized – oxygen encourages the growth of blood vessels in wounds. The increase of white blood cells fights infection in the wound and promotes healing.
To schedule a wound care or hyperbaric oxygen therapy appointment, call 901-545-8999.


text:
Mobile malware: Threatening endpoint security for a decade
by Charles Leaver
access_time 5 min read
Ever since mobile devices first began permeating the market, there have been cybercriminals leveraging them for malicious purposes. Recently, security researchers took a look at the history of mobile malware, which has been threatening endpoint data protection measures for 10 years now.
Mobile malware through the years
According to Help Net Security, the first mobile malware worm appeared in 2004, called Cabir. The sample was designed to specifically infect the Nokia Series 60; infected endpoints displayed the word "Caribe" on the devices' screens. Using the hardware's Bluetooth capability, the sample was able to quickly spread to other nearby mobile devices.
The very next year saw the development of mobile malware, as a new sample emerged that could spread through Bluetooth as well as MMS. The sample, dubbed CommWarrior, had the ability to access an endpoint's contacts and send messages without the user's permission. Not only did this serve to further expand the malware's infection range, but also cost users an additional surcharge when messages were sent. Eventually, this endpoint security threat became so prevalent that some carriers reported up to 3.5 percent of all traffic came from CommWarrior messages. In all, Help Net Security stated that the sample sent more than 450,000 unauthorized messages.
Another mobile malware sample, RedBrowser, built on the capabilities of Cabir and CommWarrior by leveraging a phone's premium rate SMS service. Infected endpoints caused users to be charged around $5 per SMS, one of the first steps in malware's revenue generation. This sample also boasted another significant difference not previously seen with other malicious programs, in that it infected endpoints via the Java 2 Micro Edition platform.
"Until the emergence of RedBrowser, the security community believed it was impossible that a single piece of malware could infect a wide range of mobile phones with different operating systems," security researcher Axelle Apvrille told the source. "The use of J2ME as an attack vector was an important milestone during this period, as was the use of SMS as a cash generating mechanism."
Fast forward just a few years, and mobile malware samples have a wide variety of new abilities, including unique ways to infect endpoints, spread, and attack users' financial resources and sensitive information.
New ways to detect mobile malware
However, as cybercriminals discover new ways to leverage mobile malware, so too have white hats changed the way users detect infections. Today, nearly every business utilizes a bring-your-own-device practice, which calls for boosted security including endpoint data protection programs.
Additionally, MIT Technology Review recently reported on a new application called Zimperium that can learn a user's habits to detect suspicious activities. The source stated the application can "watch how your smartphone normally acts and can spot strange changes in its usage, enabling it to detect and prevent attacks, including those that may strike via unprotected Wi-Fi networks."
For the typical end users, this application could mean the difference between a usable, normally functioning device or one that suffers from performance lags and considerably increases the service bill. However, business users require something more substantial, such as business-geared endpoint data protection from Ziften.
arrow_backPrevious ArticleGoogle's privacy policy sparks larger data leakage fines in Europe
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TULY The quality of answers is roughly proportional to the quality of the question.
The downside of being better than everyone else is that people tend to assume you're pretentious.
Well this just proves that I have remembered my password after many years.
people are doing their laundry!
Putting the Chur in Christchurch, bro!
Maybe now SAP have killed SCN, there's scope for a revived sapfans?
m@t wrote: Maybe now SAP have killed SCN, there's scope for a revived sapfans?
Hold on. They killed SCN? I just took a peek and it seems the forums are gone and they just left a "questions" page. It's for real?
SCN has been redesigned.. it's not a forum anymore, but an open space with tags... uggghhhhhh.
Then, if I have a doubt, I must go there, and publish a "question" expecting some brain will read it and solve faster than dotted forehead people start spamming it?
Sounds really practical, like nitrogliceryn boxing bags or seat-less mountain bikes.
if you put the right tags in your question, you will be more likely to get someone who is interested in your post, thus, getting an answer.
Snowy wrote: if you put the right tags in your question, you will be more likely to get someone who is interested in your post, thus, getting an answer.
tbh, to ask people to use the proper tags in their questions is like to ask them to search before ask them... am I wrong?


SmartXYZ is dedicated to create tools make work easier.
Copy folder list as text.
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Too many files in the list, I'm tired to find them by scrolling up and down. Why do it just like search key string in any text editor?


text:
CT VIEWPOINTS -- opinions from around Connecticut
Should the CSCU Board of Regents exist?
by Rev. David Cannon and Jules Lang
State Rep. Gail Lavielle, R-Wilton, is asking some very good questions about the role and responsibilities of the Board of Regents for the CSCU System. In a report on WSHU and an article in the Hartford Courant of Aug. 18, she asks if the board is "adding value, providing leadership, accountability, and fiscal responsibility" and even questions its existence in proposed legislation to eliminate the board.
After little over four years of existence, the Board of Regents has seen numerous leaders fail, repeated votes of no confidence, ongoing cost increases in tuition and fees, declines in college budgets and enrollments, and the loss of experience and expertise that has led to low morale and high cost opportunities for consultants who must shore up drastically reduced, under-resourced operations.
Now, with the resignation of the system's second President Gregory Gray, which is not effective until the end of the year, the Board of Regents rushes to appoint Gov. Dannel Malloy's soon-to-retire chief of staff as the new "interim" president for two years rather than promptly launch a search for a competent educational leader.
This simply gives added evidence about what the Board of Regents does or doesn't do – it does exactly what the governor's office tells it to do and has since its inception in July 2011.
The governor merged the three successful independent systems of public colleges in his budget implementer bill in 2011 over the objections of many legislators and the warnings of educational leaders from Connecticut and across the country where similar mergers have not worked well.
The leadership first appointed by the governor lasted less than a year in their positions before giving themselves and other staff illegal raises. He promised cost savings that have never been fully realized or accounted for.
He appointed and then dismissed one chair of the Board of Regents and appointed another, a major donor to his campaigns who continues to defend the performance of failed leaders and dismiss the concerns of faculty.
He chose the name for a reorganization plan, promised to fund it to "transform" the system, then denied any responsibility for the plan or funding.
New Interim CSCU President Mark Ojakian.
He reduced the budget for this system of higher education despite promises to improve services and offer more opportunities for Connecticut students.
To make up for the governor's budget reductions, the leaders he appointed, the Board of Regents and the president of the system increased tuition and fees costs repeatedly.
He reduced financial aid programs for students sponsored by the state so that fewer students are able to afford the higher costs of higher education.
In all of this, the governor was aided and abetted by his legislative aide cum Chief of Staff Mark Ojakian who is now going to be the third president of the CSCU system in four years.
We're not sure there is anyone on the Board of Regents who can answer Rep. Lavielle's questions. The best, most informed answers would likely be in the governor's office or the office of his chief of staff who led the governor's higher education agenda from the very beginning.
If Ojakian lasts for 18 months, the current longevity record for system leadership, he will receive a significant boost to his state pension. This answer is public record: The CSCU president's salary is just below $400,000 annually with additional benefits.
Like Rep. Lavielle, we wonder "why the Board of Regents is failing to produce real added value. Instead of simply filling the top spot, the legislature, the administration and the board's members should be reassessing the board's role, its relationships with the state colleges and universities, the limits of its authority — and, if necessary, whether it should exist."
Rev. David Cannon of Preston and Jules Lang of Norwalk are the longest serving members of the former Board of Trustees for the Connecticut Community Colleges.
Border Patrol officials dodged Congress' questions about migrant children's deaths
by Robert Moore | Special to ProPublica
The Trump administration sought to "conceal information" about the death of a 16-year-old Guatemalan boy in Border Patrol custody, a House subcommittee chairwoman said at a hearing last week.
Connecticut's mistrust of government is well founded
by Bob Stefanowski
Most people have a pretty good nose for sniffing out when someone is telling them the truth and when someone is lying to them. It's hard-wired into us. We all have a gut instinct about who we can trust and who we can't. When you consider the broken campaign promises, misinformation and outright lies about Connecticut's transportation system, it's not hard to understand why Gov. Ned Lamont has struggled to pass his signature tolling plan for close to a year now. Connecticut residents have sniffed him out. They simply don't trust his administration anymore -- and for good reason.
Transportation climate initiative is the wrong policy at the wrong time
by Joseph R. Sculley
As the 2020 legislative session is about to get underway, Connecticut residents and businesses need to be on the lookout for attempts by the legislature to adopt the Transportation Climate Initiative (TCI). TCI bills itself as a "regional collaboration of 12 Northeast and Mid-Atlantic states and the District of Columbia that seeks to improve transportation, develop the clean energy economy and reduce carbon emissions from the transportation sector." Those things sound like laudable goals, but they don't tell nearly the whole story.
A $25,000 Lyme disease challenge
by Christopher Montes
Chronic Lyme and other tick-borne diseases continue to disable thousands of people every day. With over 300,000 new cases of Lyme disease occurring each year, and 10-20% of those causing ongoing illness according to the CDC, it's well past time to look at published, peer reviewed articles demonstrating refractory Lyme disease despite "adequate" antibiotic treatment.
An after-action report: Trump, Soleimani and Khameni
by Red Jahncke
Donald Trump has been excoriated by critics for ordering the killing of the number one terrorist in the world, Qassem Soleimani. If he wasn't number one, who was?
Opinion Connecticut's mistrust of government is well founded
Opinion Transportation climate initiative is the wrong policy at the wrong time
Opinion A $25,000 Lyme disease challenge
Opinion An after-action report: Trump, Soleimani and Khameni


The Kalamazoo Symphony Orchestra partners with Principle Restaurant for Gourmet Classics – an afternoon of music and fine dining, Sunday, June 4 from 12:30 p.m. – 3:00 p.m.
Gourmet Classics will offer patrons a delicious three-course meal with paired wines, served in the relaxing atmosphere of one of Kalamazoo's newest restaurants while you enjoy the KSO's Burdick-Thorne String Quartet. Tickets are $100/person and include a meal with paired wines, other non-alcoholic beverages, gratuity and tax. Seating is limited to 38 people.
Reserve your seat now by contacting: Principle at 269.743.6563.


text:
Evelyne Politanoff, Contributor
Arts blogger, Publisher of Trouvaillesdujour
Goddesses and Subdits : The Exquisite Artwork of Mariana Monteagudo
This post is my third one on Mariana Monteagudo's stunning doll sculptures. Her latex, ceramic and mixed-media dolls are intriguing and fascinating. Her artwork covers a wide range of expressions, from the pre-Columbian aesthetics, to fashion, pop culture, Japanese manga and mass-market toys.
Mariana Monteagudo is a Venezuelan artist who has been working on various series of Muñecas (Dolls) over the last decade. Muñecas is the generic term Monteagudo uses to describe her creations since 1998. She has received several awards, and her artwork has been featured in solo, group shows and fairs in Madrid, Miami, Chicago, Aruba, Caracas, New York, Sao Paulo, and other venues. Monteagudo's striking and unusual pieces have attracted the attention of many critics and her work is part of the MOLAA Museum in California, Everson Museum, NY, Cesar Gaviria Trujillo Collection, Columbia, among other contemporary art collections.
In my latest 2012 series, Goddesses & Subdits, I wanted to make an interpretation of the power of beauty and femininity over others. These goddesses, queens and princesses are at the top of their society. They look over their shoulders and watch us from another dimension. They are powerful, magnetic, proud, coquette, dominant and they know how to cast their spell...
~ Mariana Monteagudo
Mariana Monteagudo lives and works in Miami, Florida. Her artwork is on display at JustMad Mia art fair, Soho Studios at The Wynwood Convention Center, Miami.
Mariana Monteagudo
Goddesses & Subdits
Images © Mariana Monteagudo
JustMad Mia art fair 2012, Miami, FL
Via Trouvaillesdujour
Arts Art Art Basel Art Exhibitions


text:
Q: Passing variable sized multi-dimensional array by pointer in C I am trying to pass a 2D array of variable size to a function to print it. I know how it's done when one has fixed sized arrays. But how does one do this with variable sized arrays? Here is some code that'll give you an idea what I am trying to do:
void print_grid(char (*g)[9], int size) // the array subscript (9 here) be variable
{
   int i, j;
   for (i=0; i<size; i++)
   {
      for (j=0; j<size; j++)
         printf("%c ", g[i][j]);
      printf("\n");
   }
}

I'll call this function using the following code:
char a[3][3], b[9][9];
// assign a, b
print_grid(a, 3);
print_grid(b, 9);

Is there any way to do this without allocating any dynamic memory in print_grid()?

A: void print_grid(int rows, int cols, char g[][cols]) { ... }

A: void print_grid(char *g, int size)
{
   int i, j;

   for( i = 0; i < size; i++)
      for( j = 0; j < size; j++)
      {
         printf("%c ", *(g + i*size + j));
         printf("\n");
      }
}

print_grid(a, 3);

A: When you pass an array in C it is always passed by reference, i.e. through a pointer. The type of this pointer is not pointer-to-array, but pointer-to-first-element. For example,  the code generator will handle void f(char[][10]) as if it where void f(char*). The array dimensions are lost. The parser, however, will complain if it sees f declared twice so.
The motivation behind C was to have a powerful and portable assembler, not a new programming language. Multidimensional arrays are logical constructs that do not exist in the machine. Arrays are a way of thinking.
To pass the dimensions of arrays to functions C programmers traditionally use structs:
typedef struct array_tag {
    int count;
    char data[1]; /* actually data[count] */
} ARRAY;

typedef struct grid_tag {
    int rows, columns;
    char grid[1][1]; /* actually grid[rows][columns] */
} GRID;

void f(ARRAY* x)
{
    int i;
    for (i = 0; i < x->count; ++i) {
        char c = x->data[i];
    }
}

void g(GRID* x)
{
    int i, j;
    for (i = 0; i < x->rows; ++i)
        for (j = 0; j < x->columns; ++j) {
            char c = x->grid[i][j];
        }
}

void h()
{
    {
        const int len = 100;
        ARRAY* x = (ARRAY*) malloc(sizeof(ARRAY) + len * sizeof(char));
        x->count = len;
        f(x);
    }

    {
        const int rows = 2, cols = 3;
        GRID* x = (GRID*) malloc(sizeof(GRID) + rows * cols * sizeof(char));
        x->rows = rows;
        x->columns = cols;
        g(x);
    }
}

Yes, the malloc expression in this example allocates few bytes too much. Therefore the GNU-compiler supports arrays of zero length for a long time, which are not allowed in C90.
C99 has gone one step further with flexible arrays. From ISO/IEC 9899:1999, Section 6.7.2.1, paragraph 16: "As a special case, the last element of a structure with more than one named member may have an incomplete array type; this is called a flexible array member." In C99 the ARRAY and GRID types can be declared as:
typedef struct array_tag {
    int count;
    char data[]; /* actually data[count] */
} ARRAY;

typedef struct grid_tag {
    int rows, columns;
    char grid[][1]; /* actually grid[rows][columns] */
} GRID;

and you can
assert(1*sizeof(int) == sizeof(ARRAY));
assert(2*sizeof(int) == sizeof(GRID));

Many people think C arrays are quirky. But they're also an elegant solution which allows the declaration of indefinitely complex arrays. It is known as the "K&R array equation". A good explanation can be found here.
Hope this helps.

A: This one does it, assuming a squared grid:
void print_grid(void* g, int size)
{
  char* my = (char*) g;
  int i, j;
  for (i=0; i<size; i++)
  {
    for (j=0; j<size; j++)
       printf("%c ", my[i+j]);
    printf("\n");
  }
}

If you want to use non-squared grids, replace size with a rows and columns parameter and adjust counting: i<rows and j<columns.

redpajama_set_name: RedPajamaStackExchange


text:
Iliffe Media
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Exhibition at Rutland County Museum celebrates 50 years of family board games
By Jonathan Smith
jonathan.smith@iliffepublishing.co.uk
An exhibition celebrating 50 years of family board games can be seen at Rutland County Museum until September 7.
The Game Play exhibition looks back at the history of board games and features around 30 board, card and dice games from the 1920s to the 1970s – all of which are on loan from local collectors. There will also be plenty of modern games for visitors to play.
The museum opened its doors in May 1969. Events and activities organised to celebrate the anniversary year, including: Space 69 on July 31; Crafts Inspired by the Collections on August 7 and All that Glistens and Let's Celebrate onAugust 14.
Rutland County Museum vintage games
The second special anniversary exhibition, Back to School: The Village School in 50 Objects can be seen from September 21 to November 23.
It explores the history of local village schools in Rutland from the Victorian period through to the 1920s.
Open from 10am until 4pm on Monday, Wednesday, Friday and Saturday.
Visit www.rutlandcountymuseum.org.uk
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Laser eye surgery doesn't appear to have long-term effects on the cells that line the inside of the cornea, a new study has found.
The study included 29 eyes of 16 patients who had undergone either photorefractive keratectomy (PRK) or laser in situ keratomileusis (Lasik) procedures. Photos of the cells lining the cornea (endothelial cells) were taken before and nine years after surgery. The researchers compared the annual rate of corneal endothelial cell loss in the eyes of the patients who had laser surgery with 42 eyes of people who didn't have laser eye surgery.
Nine years after laser eye surgery, the density of corneal endothelial cells was 5.3 percent less than it was before laser eye surgery. But the annual rate of cell loss (0.6 percent) was the same in patients who had laser eye surgery and those who didn't, the researchers found.
"Our results support the findings of numerous short-term studies that found no significant endothelial cell loss after Lasik and PRK," wrote Drs. Sanjay V. Patel and William M. Bourne, of the Mayo Clinic in Rochester, Minn.
"The importance of the findings in our study relates to using corneas that have undergone Lasik or PRK as donor tissue," they concluded. "Our findings of no difference in endothelial cell loss after keratorefractive surgery compared with normal eyes suggests that corneas after keratorefractive surgery should be suitable for posterior lamellar keratoplasty," a surgical treatment that uses donated tissue to correct corneal problems.


Get a Grip on your game! Be noticed with the best and coolest hockey grips on planet. Longer life and the best feel and grip available. Multiple colors available. Match your club, school or college, or just stand out from the crowd!
How to Grip your stick.
Start from the bottom using the cut corner as your guide.This will start the grip on the correct angle.
Slowly wind the chamois around your stick overlapping each turn by about a centimeter.
Keep the grip tight as you apply it.
Secure the end of the grip tightly with electrical tape or medical tape.
Optional - If you find the grip doesn't go on smoothly, try cutting the top end of the grip at 45 degrees and use this end to start the gripping process.
Again optional - If you are having trouble getting a neat finish and the grip is bunching up, try wetting it before you put it on. Leave the top and bottom inches dry and soak the rest of the grip. This should allow you to get a really tight finish as the grip will shrink slightly as it dries out.


text:
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Heather Goe, BS, DBA
Editing provided by Joanne Byron, BS, LPN, CCA, CHA, CHBS, CHCO, CIFHA, CMDP, OHCC, ICDCT-CM/PCS
Health care has always been a target for fraud and abuse. Criminals are taking advantage of these uncertain times to strike an already burdened health care industry during this global COVID-19 pandemic. For this reason, the Department of Justice (DOJ) has made COVID-19 Fraud a pertinent area of focus. Since March 2020, the DOJ has begun taking legal action against such fraudsters. This article outlines just a few of these initial cases.
The Department of Justice (DOJ) announced its first enforcement action against COVID-19 fraud on March 22, 2020. The federal court began their response with a temporary restraining order against the website offering a fraudulent Coronavirus vaccine.
The operators of the website "coronavirusmedicalkit.com" were reportedly, in the civil complaint and in accompanying court papers, engaging in a wire fraud scheme seeking to profit from the uncertainty of the COVID-19 pandemic. The website offered information and access to the World Health Organization (WHO) vaccine kits in exchange for a shipping charge of $4.95. The website directed consumers to pay by entering their credit card information. More details about this case can be found by clicking here.
On April 17, 2020, the DOJ announced another injunction, this time by the United States District Court for the Southern District of Florida, halting the sale of a fraudulent and potentially dangerous COVID-19 treatment product. Genesis II Church of Health and Healing and its principals Mark Grenon, Joseph Grenon, and Johnathan Grenon were alleged to have been selling and distributing a product called Miracle Mineral Solution or MMS. Reportedly, MMS was sold on Genesis's website as a cure, treatment, and/or for the prevention of Coronavirus, which includes COVID-19, as well as many other diseases including Alzheimer's, Autism, brain cancer, HIV/AIDS, and Multiple Sclerosis, among other things. Further information on this case can be found by clicking here.
The DOJ attests to protecting consumers from illegal and potentially harmful products offered to treat COVID-19 and continues to work closely alongside the Food and Drug Administration (FDA) to quickly shut down those selling illegal products during this pandemic.
The DOJ offers some precautionary measures for Americans to follow to protect themselves from known and emerging scams related to COVID-19 such as:
Independently verifying the identity of any company, charity, or individual that contacts you regarding COVID-19.
Checking the websites and email addresses offering information, products, or services related to COVID-19.
Being aware of how scammers will often employ addresses that differ slightly from those belonging to the entities' they are impersonating. For example, they might use "cdc.com" or "cdc.org" instead of "cdc.gov."
Simply ignoring offers for a COVID-19 vaccine, cure, or treatment. If a vaccine becomes available, you most likely will not hear about it for the first time through an email, online ad, or unsolicited sales pitch.
COVID-19 Fraud however is not constrained to just false products and unsubstantiated treatments. On May 22, 2020, the DOJ's Office of Public Affairs released news regarding a software engineer, based in Issaquah, Washington, charged with COVID-19 Relief Fraud by allegedly seeking more than $1.5 million from the Coronavirus Aid, Relief and Economic Security (CARES) Act guaranteed by the Small Business Administration (SBA) Paycheck Protection Loans.
The charge further details multiple filings of fraudulent bank loan applications, submissions of false documents, and an overall intentional attempt to defraud the Paycheck Protection Program (PPP). Click here for more on this case.
Keeping yourself and your organization current regarding compliance and regulatory issues is paramount and we believe being aware of the work our governmental officials are doing to help un-muddy the waters is, too. Auditors and compliance professionals understand the importance of following guidelines and have been primarily tasked with implementing policies and procedures for their organizations to ensure compliance. COVID-19, to say the least, has surely put these skills to the test. Consider enhancing your skills through online training in Compliance and Internal Forensic Healthcare Auditing.
COVID-19, DOJ, Health Care Fraud
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text:
BAD HAIR DAY - Disney Channel viewer favorites Laura Marano ("Austin & Ally") and Leigh-Allyn Baker ("Good Luck Charlie") star in "Bad Hair Day," a buddy comedy about a high school tech-whiz whose prom day abruptly shifts into a wild ride across town, thanks to a down-on-her-luck cop and a jewel thief. Leigh-Allyn Baker also executive-produces this Disney Channel Original Movie, premiering FRIDAY, FEBRUARY 13 (8:00 p.m., ET/PT). (Disney Channel/Jan Thijs).LAURA MARANOPhoto courtesy of Disney
Disney's Laura Marano Talks Prom, Popularity, and Her Upcoming Movie 'Bad Hair Day'
Next time you wake up with a bad case of bed head, just remember that it could be worse.
By Chantal Strasburger
If you aren't one of Laura Marano's 1.41 million Twitter followers, jump on board, because this actress/singer/songwriter is going places. With a fourth season of Austin and Ally approaching, a debut album in the works, and her Disney Channel Orignal Movie Bad Hair Day premiering tomorrow, you could say she has a lot on her plate. But the infectiously friendly 18-year-old is just getting started.
Bad Hair Day follows the unfortunate series of events of Laura's character, Monica, when she wakes up on the day of prom with the worst hair day ever. Like, really bad. Everything that could possibly goes wrong does, so she teams up with a down-on-her-luck cop (played by Good Luck Charlie's Leigh-Allyn Baker) to help fix everything before the big night. But this is unlike any other Disney movie you've seen. "Disney's never done a buddy-cop, The Heat-esque film before," Laura explains. "Actually, it's one of the only Disney Channel movies to have an adult as a main lead, which is why I think it's something the whole family will enjoy."
And since prom is on everyone's mind, the movie couldn't have better timing. Thankfully, though, Laura's own prom experience wasn't quite as traumatic: "Mine did not turn out the same as Monica's does in the movie, thank goodness," she laughs. "I actually had a junior prom, a senior prom, an Austin & Ally prom episode, and now a movie about prom, so I am all prom-ed out!" But that just means when it comes to prom fashion advice, Laura has plenty of experience. "Prom is the time in a girl's life that feels like you're going to the Oscars. It's your princess-royalty moment, so just go for it! I chose a long dress for my senior prom and wore my hair in a little waterfall braid." But when her hair is a little less than Oscar-worthy, she's learned a few tricks: "Hats are fantastic. I do the old put-a-hat-on-it move and I'm like, 'Oh, I'm just very boho-chic today.'"
Crazy hair may seem like Laura's character's defining attribute, but there's much more to Monica than meets the eye. "What I love about her is that she isn't a stereotype—she actually embodies a ton of opposing clichés. She's prom queen nominee, interested in beauty and fashion, and really popular. At the same time she's also this really nerdy tech-obsessed girl who codes, and I think it's so cool that she's both. That was one of the things that really attracted me to her, that's the girl I want to see more of: the genius prom queen."
If you're not a coder or a prom queen, you might still have more in common with Monica than you'd think. "I very much relate to Monica because a little subtle issue throughout the movie is that she's trying to pick between going to MIT or a state college in Ohio," Laura explains. "All her friends are going to the state school, so she's wouldn't know anyone at MIT. At the time we we're filming the movie, I was trying to decide what college to go to as well, so I really felt for her."
The takeaway you'll get from Monica's crazy adventures? "Even when you have bad days, just enjoy them," Laura says. "It's all about the experience, not the destination." Tune in to the Disney channel on Friday, February 13th at 8PM EST to catch the full premiere and tag along for the action-packed ride.
Keywordspromdisney
Why "That's So Raven" Was A Game-Changer for Plus-Size Fashion
Costume designer Nancy Butts Martin reflects on the show's sartorial significance 20 years later.
By Aiyana Ishmael
The Best Runway Moments of 2022
From runway debuts to tributes, here are moments that defined the year in fashion.
By Mayra Peralta
"I'm just excited to watch as a viewer."
ENHYPEN's Prada Adventure Started Way Before Its Latest Show
By Sara Delgado


text:
Ed Diener
Writer, professor, psychologist
eddiener.com
Edward F. Diener (born 1946) is an American psychologist, professor, and author. Diener is a professor of psychology at the University of Utah and the University of Virginia, and Joseph R. Smiley Distinguished Professor Emeritus at the University of Illinois, as well as a senior scientist for the Gallup Organization. He is noted for his research over the past thirty years[1][2][3] on happiness, including work on temperament and personality influences on well-being, theories of well-being, income and well-being, cultural influences on well-being, and the measurement of well-being.[4] As shown on Google Scholar as of May 2017, Diener's publications have been cited over 145,000 times.
For his fundamental research on the subject, Diener is nicknamed Dr. Happiness.[5] Researchers he has worked with include Daniel Kahneman and Martin Seligman.
2 Happiness research
2.1 Temperament and personality influences on SWB
2.2 Objective benefits of SWB
2.3 Optimum level of SWB
2.4 Limits to adaptation of well-being and set point change
2.5 Income and SWB
2.6 Culture influences on SWB
2.7 Measurement of SWB
3 Accomplishments
4 National accounts of SWB
5 Philanthropy
6 Partial bibliography
Diener was born in 1946 in Glendale, California and grew up on a farm in the San Joaquin Valley of California.
He attended San Joaquin Memorial High School in Fresno and subsequently received his BA in Psychology in 1968 from California State University at Fresno. He received his doctorate at the University of Washington in 1974 and was a faculty member at the University of Illinois for 34 years, retiring from active teaching in 2008.
He held the Smiley chair as the Joseph R. Smiley Distinguished Professor of Psychology at the University of Illinois. In 2010 he received honorary doctorates from the Free University of Berlin and Eureka College. He has won the distinguished scientist award from the International Society of Quality of Life Studies, as well as the Jack Block award for outstanding contributions to personality psychology.
In 2015 he resumed teaching, beginning as a professor of psychology at both the University of Virginia and at the University of Utah.[6]
Diener's wife Carol is a forensic psychologist (both a clinical psychologist and attorney), his daughters Marissa and Mary Beth are psychologists, as is his son, Robert.
Happiness research[edit]
Diener, also known as Dr. Happiness, is one of the lead researchers in the field of subjective well-being. Subjective well-being (SWB), as Diener et al. define it, is how people evaluate their lives – both at the moment and for longer periods such as for the past year. These evaluations include people's emotional reactions to events, their moods, and judgments they form about their life satisfaction, fulfilment, and satisfaction with domains such as marriage and work.[7]
In 2002, Diener conducted a study at the University of Illinois with Martin Seligman, finding that "the most salient characteristics shared by the 10% of students with the highest levels of happiness and the fewest signs of depression were their strong ties to friends and family and commitment to spending time with them."[4] Diener has said "It is important to work on social skills, close interpersonal ties and social support in order to be happy."[4]
Temperament and personality influences on SWB[edit]
Diener has found that the correlations between SWB and extraversion and neuroticism are stronger than the correlations with any demographic predictor or major life circumstance that has thus been studied.[8] One aspect of individual differences in well-being that his research on personality and SWB has been focused on is emotional reactivity/ reward theory. Diener discovered that there are reasons for greater SWB among extraverts beyond the fact that they spend more time with others, a hypothesis popularized by other researchers. He found that the more active reward system in extraverts is a greater influence than the social or nonsocial aspect of a situation.[9] This is evident in his research that shows that the pleasantness of a situation is a more important factor than the social or nonsocial aspect in determining extraverts' enjoyment. His longitudinal studies also reveal that extraverts are happier whether living solitarily or with others, working in social or nonsocial job environments, and living in large cities or rural areas.[10]
Objective benefits of SWB[edit]
Diener proposes that happiness has benefits beyond "feeling good". In a paper published in 2011, Diener and Chan reviewed eight types of evidences that support a causal relationship from SWB to health and longevity. After examining results from longitudinal studies, meta-analysis, animal experiments, human experiments and natural quasi-experiments, Diener and Chan concluded that the evidences overwhelmingly support the argument that high SWB causes better health and longevity (Diener & Chan, 2011).[11] Diener also summarized the pathways, through which happiness affects health and longevity. Among which are SWB's influence on physiological processes underlying health and disease, on practice of good health behaviors, and on fulfilling social relationships. Meanwhile, Diener and his colleagues showed that higher SWB leads to higher income, better job performance, more creativity and productivity. They also illustrated that happiness brings about greater self-control, more pro-social behaviors and higher-quality social relationships (DeNeve, Diener, Tay, & Xuereb, 2013).[12] In short, happiness is functional.
Optimum level of SWB[edit]
Despite the advantages of happiness for functioning, one line of Diener's research concerns with the question "can people be too happy". Using large survey data and longitudinal data, Diener and his colleagues showed that too much happiness could be detrimental to one's income, education and political participation(Oishi, Diener,& Lucas, 2007).[13] The most successful people in terms of these three variables are those who experience moderate to high levels of happiness, but not extremely high happiness. However, the very happiest people are most successful in terms of close relationships and volunteer work.
Limits to adaptation of well-being and set point change[edit]
The traditional adaption theory of Well-Being suggests that people have a pre-determined set point for happiness (Brickman & Campbell, 1971).[14] Any life event, positive or negative, can only have transitory influences on SWB. Diener's research challenged the theory by showing that people do not adapt completely to all events. Some powerful events or circumstances can change people's emotional set points (Diener, Lucas, & Scollon, 2006).[15] In particular, people who lose their spouses or jobs cannot fully recover many years after the events (Lucas, Clark, Georgellis, & Diener, 2004).[16] The discovery has profound implications. First, it explains the enormous differences of SWB between nations across the globe (Diener, Tay, & Oishi, 2013).[17] Second, it sheds light on the possibility for interventions, both at the individual-level and the societal level, to produce lasting boosts in happiness. Diener and his colleagues also discovered individual differences in adaptation. For instance, some people adapt quickly to the joy of marriage, while others experience a long-lasting effect on their SWB.
Income and SWB[edit]
Using longitudinal data from over 100 countries, Diener and his colleagues showed that rich countries are in general happier than poor countries (Diener, Tay, & Oishi, 2013).[17] Also, life satisfaction for most countries goes up as they become wealthier over time. Diener identified three factors that influence the relationship between income and SWB. Namely, rising income most likely results in higher SWB when it leads to greater optimism, financial satisfaction and household material prosperity among citizens. Furthermore, Diener and his colleagues investigated the relationship between income and different elements of SWB. They illustrated that income has stronger influence on people's evaluation of their lives than the positive or negative emotions they experience over time (Diener, Kahneman, Tov, & Arora, 2010).[18] The study points to the necessity to evaluate different elements of SWB separately instead of treating happiness as a single entity.
Culture influences on SWB[edit]
In recent years, Diener has conducted major studies looking at the role of culture in explaining the international differences of SWB. One important finding is that predictors of SWB may differ across cultures (Tov & Diener, 2007).[19] For example, the association between self-esteem and life satisfaction is much stronger in individualist culture than in collectivistic culture (Diener & Diener, 1995; Oishi, Diener, Lucas, & Suh, 1999).[20][21] Diener and his colleagues also discovered a cultural congruence effect such that people are happier if their characteristics match the cultural norms (Fulmer et al., 2010).[22] For instance, religious people are much happier than nonreligious people in very religious nations or regions, but such a difference disappears in nonreligious nations or regions (Diener, Tay, & Myers, 2011).[23] Finally, Diener investigated the differences of SWB among affluent countries. He compared the SWB scores of Denmark and the United States and discovered the "Danish Effect": people in Denmark are in general happier than those in the USA despite of similar income because the poorest citizens in Denmark are more satisfied with their lives than the poorest ones in the US (Biswas-Diener, Vitterso, & Diener, 2010).[24]
Measurement of SWB[edit]
Together with his colleagues, Diener has developed three scales that help scientists to assess Well-Being. The Satisfaction with Life Scale (SWLS) measures global cognitive judgments of satisfaction with one's life (Diener, Emmons, Larsen, & Griffin, 1985).[25] The original article has been cited for over 7,400 times and the SWLS has become the most widely used scale for evaluating life satisfaction. The Scale of Positive and Negative Experience (SPANE) assess one's frequency of experiencing a variety of positive and negative emotions. The Flourishing Scale (FS) measures one's self-perceived success in important areas of life, such as relationship, self-esteem, and optimism (Diener et al., 2009).[26]
Accomplishments[edit]
In 2012, Diener was awarded the Distinguished Scientist Lifetime Career Award by the American Psychological Association. In 2013, Diener became the recipient of the William James Lifetime Achievement Award by the Association for Psychological Science. Diener founded a new journal, Perspectives on Psychological Science, which has become one of the most acclaimed and widely read journals in the field. He is also one of the founding editors of the Journal of Happiness Studies. Diener has over 110,179 citations in Google Scholar (September 26, 2015). Diener has published 340 books and articles. He has several Psychological Bulletin articles, several American Psychologist papers, 12 publications in Psychological Science, and over 57 publications in JPSP. He has authored three books and edited seven more. Working with the Gallup survey organization, Diener conducted the first poll of the world ever conducted, including 155 nations and representing 99 percent of the population of the globe. More than any other scientist, Diener has studied the poorest people in the world, including groups such as the homeless and those living in slums such as in Calcutta. In this research he has discovered how some individuals can achieve positive well-being in dire circumstances, for example through their relationships and spirituality. In recognition of his scientific contributions, Ed Diener holds an endowed chair at his university, the Joseph R. Smiley Distinguished Professorship of Psychology. He has received the Distinguished Scientist Award from both the American Psychological Association and the International Society of Quality of Life Studies, and the outstanding personality psychologist award (the "Jack Block Award") from Division 8 of APA, the Society of Personality and Social Psychology. Diener has several honorary doctorates to his name, is a fellow of five scientific societies, and he has been the focus of many popular media articles, from Newsweek to the Wall Street Journal to Reader's Digest. In March 2017, the Emir of Dubai, Sheikh Mohammed bin Rashid Al Maktoum named Diener the inaugural chair the Council of Personal Happiness, a subcommittee of the World Happiness Council.[27][28]
National accounts of SWB[edit]
Diener proposed that nations collect data on the subjective and psychological well-being of citizens to help in policy discussions. In 2004 Diener authored with Martin Seligman an influential article, Beyond Money: Toward an Economy of Well-being, arguing that the well-being indicators would supplement economic, educational, and other national measures to provide policy makers and leaders with important information.[29] The idea is that because subjective well-being is affected by many aspects of quality of life in societies, the subjective well-being measures could be used to examine who and in what regions of nations people were flourishing versus suffering. The finding that subjective well-being is beneficial to outcomes such as health, longevity, social relationships, and work productivity, added force to the proposal. The idea of national accounts of well-being has met with some success. The United Kingdom adopted well-being measures based on a directive from David Cameron, the Prime Minister. The Organization of Economic Cooperation and Development issued guidelines in 2013 for national accounts of subjective well-being, and a number of nations are now collecting such data.
Philanthropy[edit]
In 2013, Diener and his wife Carol (also a psychologist) launched the Noba Project. Supported by their Diener Education Fund, the project aimed to reduce financial costs to psychology students by providing freely available online textbook alternatives.[30] The Dieners recruited their friends and colleagues (such as Elizabeth Loftus, Ap Dijksterhuis, and Roy Baumeister) to write chapters on their areas of expertise, and the project compiled these into a set of multimedia textbooks that are freely available and customizable by instructors. Eventually, the project began offering print versions of both curated and customized textbooks at cost ($10.95-$17.99 USD).
Partial bibliography[edit]
Happiness: Unlocking the Mysteries of Psychological Wealth, with his son, Robert Biswas-Diener.
Well-being and Public Policy (2009) with John Helliwell, Richard Lucas, Ulrich Schimmack
International Differences in Well-Being (2010) with Daniel Kahneman and John Helliwell.
^ Diener, E.; Emmons, R. A.; Larsen, R. J.; Griffin, S. (1985). "The satisfaction with life scale". Journal of Personality Assessment. 49 (1): 71–75. doi:10.1207/s15327752jpa4901_13. PMID 16367493.
^ Diener, E (1984). "Subjective well-being". Psychological Bulletin. 95 (3): 542–575. doi:10.1037/0033-2909.95.3.542. PMID 6399758.
^ Diener, E (2000). "Subjective well-being: The science of happiness and a proposal for a national index". American Psychology. 55 (1): 34–43. doi:10.1037/0003-066x.55.1.34.
^ a b c "The New Science of Happiness". Time Magazine, Claudia Wallis, January 9, 2005. January 9, 2005.
^ "The Science of Happiness Turns 10. What Has It Taught?". Time Magazine, Claudia Wallis, July 8, 2009. July 8, 2009.
^ http://people.utah.edu/uWho/basic.hml?eid=97109166. Retrieved August 22, 2014. Missing or empty |title= (help)
^ Diener, Ed; Oishi (2003). "Personality, culture and subjective well being: Emotional and cognitive evaluations of life". Annual Review of Psychology. 54: 403–425. doi:10.1146/annurev.psych.54.101601.145056. PMID 12172000.
^ Johns, O. (2008). Handbook of personality. New York: Guilford. pp. 785–814.
^ Pavot, W; Diener, E.; Fujita, F. (1990). "Extraversion and happiness". Personality and Individual Differences. 11 (12): 1299–1306. doi:10.1016/0191-8869(90)90157-m.
^ Diener, E.; Sandvik, E.; Pavot, W.; Fujuita, F. (1992). "Extraversion and subjective well-being in a U.S. national probability sample". Journal of Research in Personality. 26 (3): 205–215. doi:10.1016/0092-6566(92)90039-7.
^ Diener, E.; Chan, M. Y. (2011). "Happy people live longer: Subjective well-being contributes to health and longevity". Applied Psychology: Health and Well-Being. 3 (1): 1–43. doi:10.1111/j.1758-0854.2010.01045.x.
^ DeNeve, J-E., Diener, E., Tay, L., & Xuereb, C. (2013). The objective benefits of subjective well-being. In J. F. Helliwell, R. Layard, & J. Sachs (Eds.), World happiness report 2013. Volume 2. (pp. 54–79). New York: UN Sustainable Network Development Solutions Network.
^ Oishi, S.; Diener, E.; Lucas, R.E. (2007). "The optimum level of well-being: Can people be too happy?". Perspectives on Psychological Science. 2 (4): 346–360. CiteSeerX 10.1.1.175.7237. doi:10.1111/j.1745-6916.2007.00048.x.
^ Brickman, P., & Campbell, D. T. (1971). Hedonic relativism and planning the good society. In M. H. Appley (Ed.), Adaptation level theory: A symposium (pp. 287–302). New York: Academic Press.
^ Diener, E.; Lucas, R.; Scollon, C. N. (2006). "Beyond the hedonic treadmill: Revising the adaptation theory of well-being". American Psychologist. 61 (4): 305–314. CiteSeerX 10.1.1.411.3666. doi:10.1037/0003-066x.61.4.305.
^ Lucas, R. E.; Clark, A. E.; Georgellis, Y.; Diener, E. (2004). "Unemployment alters the set-point for life satisfaction". Psychological Science. 15: 8–13. doi:10.1111/j.0963-7214.2004.01501002.x.
^ a b Diener, E.; Tay, L.; Oishi, S. (2013). "Rising Income and the Subjective Well-Being of Nations". Journal of Personality and Social Psychology. 104 (2): 267–276. doi:10.1037/a0030487.
^ Diener, E., Kahneman, D., Tov, W., & Arora, R. (2010). Income's association with judgments of life versus feelings. In E. Diener, J. Helliwell, & D. Kahneman (Eds.), International differences in well-being. New York: Oxford University Press.
^ Tov, W., & Diener, E.. (2007). Culture and subjective well-being. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology. (691–713). New York: Guilford.
^ Diener, E.; Diener, M. (1995). "Cross-cultural correlates of life satisfaction and self- esteem". Journal of Personality and Social Psychology. 68 (4): 653–663. doi:10.1037/0022-3514.68.4.653.
^ Oishi, S.; Diener, E.; Lucas, R. E.; Suh, E. (1999). "Cross-cultural variations in predictors of life satisfaction: Perspectives from needs and values". Personality and Social Psychology Bulletin. 25 (8): 980–990. doi:10.1177/01461672992511006.
^ Fulmer, C. A.; Gelfand, M. J.; Kruglanski, A. W.; Kim-Prieto, C.; Diener, E.; Pierro, A.; Higgins, E. T. (2010). "On "Feeling Right" in cultural context: How person-culture match affects self-esteem and subjective well-being". Psychological Science. 21 (11): 1563–1569. doi:10.1177/0956797610384742. PMID 20876880.
^ Diener, E.; Tay, L.; Myers, D. (2011). "The religion paradox: If religion makes people happy, why are so many dropping out?". Journal of Personality and Social Psychology. 101 (6): 1278–1290. doi:10.1037/a0024402. PMID 21806304.
^ Biswas-Diener, R.; Vitterso, J.; Diener, E. (2010). "The Danish effect: Beginning to explore high well-being in Denmark". Social Indicators Research. 97 (2): 229–246. doi:10.1007/s11205-009-9499-5.
^ Diener, E.; Emmons, R. A.; Larsen, R. J.; Griffin, S. (1985). "The Satisfaction With Life Scale". Journal of Personality Assessment. 49: 71–75. doi:10.1207/s15327752jpa4901_13. PMID 16367493.
^ Diener, E.; Wirtz, D.; Tov, W.; Kim-Prieto, C.; Choi, D.; Oishi, S.; Biswas-Diener, R. (2009). "New measures of well-being: Flourishing and positive and negative feelings". Social Indicators Research. 97 (2): 143–156. CiteSeerX 10.1.1.722.228. doi:10.1007/s11205-009-9493-y.
^ WAM (March 20, 2017). "Sheikh Mohammed announces creation of first World Happiness Council". Emirates 24/7 News. Dubai Media Incorporated. Retrieved March 20, 2017.
^ "C'MON, GET HAPPY". attheu.utah.edu. The University of Utah. Retrieved May 22, 2017.
^ Diener, E.; Seligman, M. E. P. (2004). "Beyond money: Toward an economy of well-being". Psychological Science in the Public Interest. 5: 1–31. doi:10.1111/j.0963-7214.2004.00501001.x. PMID 26158992.
^ "About Noba and the Diener Education Fund".
Ed Diener, Positive Psychology, University of Illinois site.
Perspectives on Psychological Science
Ed Diener's Publications
[1], International Positive Psychology Association (IPPA)
[2], Ed Diener's "One Happy Autobiography"
Cognitive/Cognitivism
Wilhelm Wundt (1832–1920)
William James (1842–1910)
Ivan Pavlov (1849–1936)
Sigmund Freud (1856–1939)
Edward Thorndike (1874–1949)
Carl Jung (1875–1961)
John B. Watson (1878–1958)
Clark L. Hull (1884–1952)
Kurt Lewin (1890–1947)
Jean Piaget (1896–1980)
Gordon Allport (1897–1967)
J. P. Guilford (1897–1987)
Carl Rogers (1902–1987)
Erik Erikson (1902–1994)
B. F. Skinner (1904–1990)
Donald O. Hebb (1904–1985)
Ernest Hilgard (1904–2001)
Harry Harlow (1905–1981)
Raymond Cattell (1905–1998)
Abraham Maslow (1908–1970)
Neal E. Miller (1909–2002)
Jerome Bruner (1915–2016)
Donald T. Campbell (1916–1996)
Hans Eysenck (1916–1997)
Herbert A. Simon (1916–2001)
David McClelland (1917–1998)
Leon Festinger (1919–1989)
George A. Miller (1920–2012)
Richard Lazarus (1922–2002)
Stanley Schachter (1922–1997)
Robert Zajonc (1923–2008)
Albert Bandura (b. 1925)
Roger Brown (1925–1997)
Endel Tulving (b. 1927)
Lawrence Kohlberg (1927–1987)
Noam Chomsky (b. 1928)
Ulric Neisser (1928–2012)
Jerome Kagan (b. 1929)
Walter Mischel (1930–2018)
Elliot Aronson (b. 1932)
Daniel Kahneman (b. 1934)
Paul Ekman (b. 1934)
Michael Posner (b. 1936)
Amos Tversky (1937–1996)
Bruce McEwen (b. 1938)
Larry Squire (b. 1941)
Richard E. Nisbett (b. 1941)
Martin Seligman (b. 1942)
Ed Diener (b. 1946)
Shelley E. Taylor (b. 1946)
John Anderson (b. 1947)
Ronald C. Kessler (b. 1947)
Joseph E. LeDoux (b. 1949)
Richard Davidson (b. 1951)
Susan Fiske (b. 1952)
Roy Baumeister (b. 1953)
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Bintan mountain village located in Bekapur, Village Bintan Buyu, District Bay Bintan, Bintanregency in fact more similar to the hill, because the peak height is only about 400m above sea level. However, this hill is the highest mountain in Bintan island. Top of the hill can be reached only in about 2 hours.
There are some interesting things that can be found throughout the climb. The main thing, of course when we were in the top, we can enjoy the beautiful scenery, because of the hillwe could look around Bintan Island. Besides the beautiful scenery at the summit, the bintan mountain also a tropical rain forestinhabited by a variety of flora and fauna. We can easily find various kinds of tropical plantsand giant trees as well as a variety of animals such as monkeys, squirrels, snakes, coney, a variety of birds, etc. Having tired of climbing, we can shower with fresh water froma waterfall that is located right at the foot of the mountain.Foot of this mountain there are also many orchards the population, ranging from durian, rambutan, mangosteen, dukuetc.. At the time of the fruit season, of course we can buy the fruit here with a cheaper price than the market and newbecause it tastes better in picking from the tree.
Mangrove Sei Carang merupakan salah satu kawasan wisata berupa hutan bakau yang menjadi kebanggaan masyarakat kota Tanjung Pinang. Kawasan wisata yang diresmikan pada tahun 2010 ini berada di tepi Sungai Sei Carang, tak jauh dari Jembatan Gugus. Terdapat sekitar 3.000 jenis tanaman bakau yang tumbuh di kawasan ini. Berada di kawasan ini kita bisa melihat berbagai jenis tanaman bakau melalui jembatan yang telah disediakan. Selain itu, di kawasan hutan bakau ini juga dihuni oleh monyet-monyet yang tentunya juga bisa kita lihat. Monyet-monyet tersebut biasanya bergelantungan di antara rerimbunan pohon bakau.
Wisata hutan mangrove merupakan salah satu wisata yang cukup menarik untuk dikunjungi. Apalagi di kawasan wisata ini juga bisa menjadi spot yang menarik untuk menyalurkan bakat fotografimu. Namun saat melintasi jembatan di kawasan wisata ini diharapkan untuk berhati-hati karena ada beberapa bagian jembatan yang berlubang.
Nirwana Resort Hotel has 245 guestrooms including 31 suites, all with sweeping sea, pool or garden views. Full modern amenities and facilities are available to guests, and our ensemble of restaurants and bars will satisfy the most discerning taste buds. With a full and comprehensive range of activities lined up for guests, diverse interests and pursuits are matched with top quality facilities and services. Our unique blend of sunny Mediterranean spirit and warm Indonesian hospitality will make you feel more than welcomed here. In fact, with something to do for everyone in the family, you are assured of a great time in this sunny, cheery paradise!
Nikoi is a 16.9-hectare (42-acre) resort island located 8 kilometres (5 mi) off the east coast of Bintan, Indonesia, approximately 85 kilometres (53 mi) southeast of Singapore. The island was purchased by Andrew and Julia Dixon, an Australian couple visiting Bintan, in 2005 and developed, with the aid of a group of financiers, into a boutique resort named Nikoi Island. The resort opened in 2007, and as of 2010 consists of fifteen beach houses.
The island has a maximum height of thirty metres, and consists of white sand beaches studded with white granite boulders, with coral reef off-shore. Two thirds of the island is Banyan forest, home to various bird species, while turtles are said to nest on the island's beaches.
The resort is accessed by launch from Kawal, a small town on Bintan, one hour's drive from the Bintan Resorts ferry terminal.
Penyengat Island, Pulau Penyengat in Indonesian (literally, Wasp Island) is an island in Riau Province, Indonesia, of approximately 2 square kilometres. It lies just off Bintan Island, close to Tanjung Pinang, the capital of Riau Province.
The island has historical significance, dating back to the 18th Century, when it was established as a fort as part of the Sultanate of Johor by the Bugis.
The island contains the tomb of Raja Ali Haji, a 19th Century Islamic historian and scholar.


text:
SUPE'S ON November 2019 - Fall Edition
By Grant Bennett, Superintendent
The Four C's of 21ST Century Learning
The four C's of 21st Century Learning are some of the most popular learning strategies in today's environment.
Critical thinking is the practice of solving problems, among other qualities. In addition to working through problems, solving puzzles, and similar activities, critical thinking also includes an element of skepticism. This is important in the 21st Century because it's harder than ever to verify accurate information. Critical Thinking empowers students to discover the truth in assertions, especially when it comes to separating fact from opinion. With critical thinking, students don't just learn a set of facts or figures. Instead, they learn how to discover the facts and figures for themselves. They ask questions. They become engaged in the world around them. They help others to think critically. That might be the most important part of critical thinking. Once one student has it mastered, it quickly spreads to their peers. Whether they learn how to think critically from spending time online or simply asking "Why?" in everyday life, this skill prepares students for a life of independence and purposeful thought. Still, critical thinking is just one of the four C's in 21st Century skills. It works just fine when students use it alone. But when students combine it with the next skill, the sky is the limit to what they can achieve.
Creativity is the practice of thinking outside the box. While creativity is often treated like a you-have-it-or-you-don't quality, students can learn how to be creative by solving problems, creating systems, or just trying something they haven't tried before. That doesn't mean every student will become an artist or a writer. Instead, it means they'll be able to look at a problem from multiple perspectives — including those that others may not see. Creativity is allowing students to embrace their inner strengths from big-picture planning to meticulous organization. As a student learns about their creativity, they also learn how to express it in healthy and productive ways. More importantly, they also become motivated to share that creativity with others. Just like with critical thinking, that makes creativity contagious. One student creates an interesting or innovative solution to a problem. Then, when they share it, the next student can become inspired to try something similar. That's not to say every single creative endeavor will be a ringing success. Students will fail at some point, and some of their ideas simply won't work. But that's okay. The point of creativity is to encourage students to think differently than convention demands. They don't have to do things the way they've always been done. Instead, they can figure out a better way. Students don't have to embrace their creativity alone, either. In fact, creativity works best when combined with the next 21st Century skill.
Collaboration is the practice of working together to achieve a common goal. Collaboration is important because whether students realize it or not, they'll probably work with other people for the rest of their lives. Virtually every job requires someone to work with another person at some point, even if it's for something as simple as what to get for lunch. Practicing collaboration helps students understand how to address a problem, pitch solutions, and decide the best course of action. It's also helpful for them to learn that other people don't always have the same ideas that they do. In fact, as students practice collaboration more and more, they'll learn that they have almost none of the same ideas that others do. This can affect students in one of two ways. First, it could discourage them since nobody seems to agree with them that often. Second, it could embolden them because they realize they're bringing something unique to every conversation. As a teacher, it's crucial that you encourage students to look at themselves through that second lens. That way, students learn that they should speak up when they have an idea. They may not be on the money 100% of the time — and some of their peers may have strong, opinionated reactions — but it'll teach them to speak up when they're working with others.
Communication is the practice of conveying ideas quickly and clearly. Communication is often taken for granted in today's society. After all, if you say something, that means you conveyed an idea, right? Not exactly. In the age of text-based communications — SMS, emails, social media, etc. — It's never been more important for students to learn how to convey their thoughts in a way that others can understand them. That's because text-based communications lack tone, which is critical to understanding the context of someone's words. Still, even in situations where vocal tone is available, students need to learn how to communicate effectively. That includes minimizing tangents, speaking directly to an idea, and checking other participants to make sure they're engaged. Reading an audience — even if it's just two other people in a group discussion — lets students determine whether they should keep expanding on an idea or wrap up their point. Their audience could even be their family at Thanksgiving dinner. The point is that as students practice communication, they become better at efficiently conveying an idea without losing their point "in the weeds," so to speak. With communication locked down, students can streamline their ideas and make a positive impression on those around them. Still, it's important to note that communication isn't enough on its own to help students with 21st Century skills. To really succeed, students need to use all four of these skills together.
By Candace Reines, Deputy Superintendent
Facilities Construction Update
Liberty High School Project
Liberty High School is beginning to take shape and has now gone vertical! With the support of our community, Perris Union High School District (PUHSD) was able to pass Measure W in November of 2018 which paved the way for our 4th high school located on Leon Road, just North of Scott Road. Construction crews have been busy working on the project since beginning construction in March of this year. As part of the earthwork, crews crushed millions of tons of rock that existed on the site. Large equipment moved material to on-site rock crushers to be processed into smaller material that was used as fill for low spots on the campus. Rocks that were too large to move with equipment were broken through the use of explosives. Construction crews have moved into underground utilities throughout the site. Storm drain lines have been installed on the campus as have electrical and water lines. Crews have placed concrete foundations for the Gym building, the campus operations building and the first portion of classroom buildings. These foundations have allowed the placement of the steel building columns which are visible as you drive by the site. Liberty High School will be completed and open for students and staff for the 2021-22 school year!
Block walls of the Campus Operations Building
Foundations and rebar columns of the Gymnasium Building
Gym and locker room building foundations
Steel columns for classroom building
CMI Gymnasium and Student Drop Off/Circulation Project
The CMI Gymnasium and Student Drop Off/Circulation project also began this year. This will add a new gymnasium building that includes a full CIF basketball court, fitness and exercise room, new boys and girls locker rooms with coaches offices, and an ASB classroom. The project also includes removal of the original 1962 locker rooms, moving the existing R portable classroom buildings to that location. Parking and student drop off facilities are also being reconfigured and expanded as part of this project. Additionally, the City of Perris plans to widen A Street in front of the CMI Campus and will add a traffic signal with a crosswalk at Highland Vista, next to the school. Construction began with the demolition of the Q building and crews are currently finishing the site work and building foundations. Underground utilities will begin shortly after the building foundations are finished. This project is scheduled to be completed in the summer of 2021.
Earthwork equipment ready to begin construction
Demolition of the Q Building
Paloma Valley High School Classroom Addition and Stadium Improvement Project
At Paloma Valley High School, the Classroom Addition and Stadium Improvement Project was completed and opened for students in August of this school year. This project added a 2 story, 10 classroom building addition next to the existing J buildings at Paloma. This classroom building includes 4 labs and 6 regular classrooms. The project expanded the area in front of the gymnasium to create a student plaza that has seating areas and allowed for expanded student circulation. The new building at the Paloma stadium provides a new stadium entrance with expanded parking and includes restroom facilities, concessions, and a ticket booth. A dedication ceremony for these additions to the Paloma campus was held on August 30.
Ticket booth at concession building
Concession/restroom building
New classroom building - upstairs
Perris High School Completion Phase
Plans for the final phase of construction at Perris High School have been completed and submitted to the Division of the State Architect for approval. The final phase will include a new administration building, a new on-campus performing arts complex with a variety of classroom/performance spaces, a new learning commons (library), an agricultural mechanics facility, new tennis courts, new PE facilities, and improvements to the existing weight room and wrestling room. It is expected the project will begin in Summer 2020 and be completed in 2022.
Perris High School architects rendering
By Dr. Charles Newman, Assistant Superintendent
I cannot express my excitement and gratitude at the opportunity to serve in the Perris Union High School District. After completing my first year as Assistant Superintendent, I continue to be inspired and encouraged about the high level of professionalism and passion that so many of our staff members and teachers have for our district and the students that we so proudly serve.
This school year we selected "teacher clarity" as an instructional focus area to help move us forward and improve learning outcomes for our students. The rationale behind this decision is based on teacher clarity being a foundational practice for all student learning. For our students to achieve at high levels in all content areas, learning targets must be clear and concise in daily classroom lessons. There are two key indicators for teachers to establish teacher clarity. The first is for a teacher to communicate in student-friendly language the learning intention for students. Secondly, teachers define the "success criteria" that provides clarity to students with regard to what success looks like when meeting the outcomes of the daily learning target. These two key indicators of teacher clarity are evident when students can independently answer the following questions:
What am I learning today? (Learning Intention)
Why am I learning this today?
How will I know that I have learned it? (Success Criteria)
As professional learning teams work to answer PLC essential question # 1, "What is it that we want all students to be learning?," teacher clarity serves as a catalyst to ensure daily classroom learning targets continuing to align with the essential standards that their content level teams have selected for students to master.
This year we have embarked on a journey focusing on building "teacher clarity" so that as a district, we can identify the most critical parts of instruction: learning intentions, success criteria, and learning progressions. In an effort to support this work, we have coordinated our professional development with Dr. Nancy Frey of the Instructional Leadership Networks (ILNs) to train and develop site-specific professional learning experiences to build capacity at our district school sites. We have also ensured that a large percentage of our content level teachers received training on teacher clarity, encompassing the development of learning intentions and progressions for students.
Over the next few months, I look forward to visiting classrooms throughout the district to get a first-hand look at how teachers are practicing "teacher clarity." Additionally, we are asking for teachers and administrators to share artifacts and samples of how departments and individual teachers are ensuring "teacher clarity" for our students. Once again, I am enthusiastic to serve the Perris Union High School District and I look forward to visiting your school site.
School, Family, and Community Partnerships are an integral factor in the quality of a student's education. Perris Union High School District's Local Control and Accountability Plan (LCAP) Goal #4 is to secure and strengthen home-school-community connections and communications. Each of our school sites are taking a more meaningful approach to connect with our families and community partners. The partnerships between schools, families, and communities allows schools to build on their strengths. Research shows that all parents want their children to succeed in school; however, not all parents know how to best support their children in education. Our goal is to build a trust between our families, create a sense of community and build partnerships that will positively influence our student's educational success.
Parent Engagement Leadership Initiative (PELI)
The PELI curriculum has been developed based upon the Six Types of Parent Involvement and moves family engagement from a program to a practice. The PELI curriculum is a ten module training, including the topics of Parent Engagement: Keys to Student Success, Positive Parenting in Public Education, Communicating, Volunteering, Learning at Home, Decision Making, Collaborating with the Community, and Action Teams for Partnerships. The Action Team for Partnerships is made up of administrators, classroom teachers, counselors, support staff, community aides club leaders, coaches, business partners, students and parents. Each ATP develops goals called an Action Plan that provided the structure for successful family engagement in alignment with the priorities and goals found in the LCAP and in the Single Plan for Student Achievement (SPSA).
Parent Advisory Committee (PAC)
On September 19, 2019, PUHSD held its first of three PAC meetings, establishing a strong collaborative school, family and community partnerships. The Parent Advisory Committee's mission is to provide an authentic parent voice, that reviews student achievement and provides advice and input to the PUHSD School Board and Superintendent, to ensure that the District's LCAP reflects the input of parents and key stakeholders.
October is the start of college season in the Perris Union High School District. This month, the District hosted a variety of college and career readiness activities across school campuses. There are two major events that take place each year. First, the annual Kickoff to College Event is hosted at each school in the District to focus on getting students prepared for post-secondary plans after high school. The activities include, college applications, interest inventory assessments, college searches, college prep assessments such as the PSAT and ASVAB, and completing the FAFSA application. This event began in the Perris Union High School District five years ago, and has now spread throughout the county to more than 300 schools participating in similar events county-wide. More than 1000 seniors district-wide began their college and FAFSA applications. The second event is the annual District College Fair. This is the 13th year that the District has hosted the event with more than 50 colleges, trade schools, and careers represented. In addition to these district-wide events, each of the school sites offer additional activities to help support students with the college process. These events include college application workshops, Cash for College FAFSA nights, and AVID family nights. It is the goal of the Perris Union High School District to provide as many opportunities as possible for our students to prepare them for a successful future.
Starting this Spring, the English Learner Proficiency Assessment for California (ELPAC) will be administered completely online. Sites have participated in the ELPAC field tests to give us a better understanding of how students will be assessed with the new test format. Teachers can help students prepare by using the Online Practice test at https://www.elpac.org/resources/practicetests/ (try clearing browser history if you can't get in).
We are in the process of providing English Learners and parents with College Readiness workshops in the 6th Annual Latino Family Literacy College Readiness program. Our District EL TOSA, PUHSD Teachers and Counselors, MSJC Counselors, and current college students have provided training on High School graduation requirements, A-G course requirements, and financial aid. The college students share advice and real world experiences which is always the highlight of the workshop. The next series of workshops will start in March. Contact your site Literacy coach for more info or if you would like to attend.
On October 10th and 11th every staff member in the Perris Union High School District had an opportunity to attend professional development training that covered a variety of topics. Pupil Services was proud to bring Dr. Joelle Hood from Thriving University to present on Social, Emotional, and Academic Learning - S.E.A.L training. Dr. Hood spoke to our entire classified, teaching and administration staff about the importance of "Belonging." In her sessions she covered topics of suicide training and protocol, bullying, and spoke about issues of self harm and trauma that students often bring to school with them. As she addressed those very important topics, she did so within the larger context of "Belonging." Students, parents, and all staff members need to have a sense of connection and belonging in order to thrive and be successful at school. She quoted Dr. Martin Luther King who said, "Men hate each other because they fear each other, and they fear each other because they don't know each other, and they don't know each other because they are separated from one another." Dr. Hood led our teachers and staff members through activities to foster belonging in the classroom and across the campus. She provided strategies on connecting students to their school, to activities, and ultimately to the curriculum and skills that they need to learn. The Mission Statement of the Perris Union High School District states that, "We will develop a high quality, CARING staff who will be dedicated to learning, and connect students to their education and potential goals." The recent training by Dr. Hood demonstrates a genuine commitment to that mission. Teachers, administrators and classified staff were energized and rededicated themselves to providing the caring atmosphere that students need.
By Kirk Skorpanich, Assistant Superintendent
Celebrating Staff Longevity
A relatively recent study concluded that forty to fifty percent (40% - 50%) of new teachers leave the occupation within the first five years (Ingersoll, 2016). Turnover is even higher among African-American and Latino teachers. This is staggering! This is also problematic when we look at the current nationwide teacher shortage. According to the U.S. Department of Education (2015), fewer college students are pursuing careers in education. In fact, over the past ten years, the number of students who have entered the teacher education programs has declined by over thirty percent (30%).
However, the Perris Union High School District's Board of Education has supported policies and practices within our district to recruit and, more importantly, retain high quality employees. And, the results speak for themselves. The certificated staff (i.e. teachers, counselors, psychologists, nurses, etc.) within the Perris Union High School District have an average of over ten (10) years of service within the profession. Similarly, our classified staff (i.e, secretaries, campus supervisors, groundskeepers, custodians, etc.) have nearly eight (8) years of services. It is obvious that we have a workforce that are clearly committed to our district, our students, our families, and our communities.
In October, we celebrated two groups of people. First, we recognized all of our employees who gained permanent or veteran status within the District with the Apple Award. This is a celebration that our Superintendent, Mr. Grant Bennett, instituted several years ago. Certificated and classified employees earned this recognition by successfully passing probation. Certificated employees, for example, serve a minimum of a two-year probationary period. This year, we were able to honor seventy-one (71) awesome permanent employees within the Perris Union High School District and veteran teachers at the California Military Institute.
Apple Award Recipients
Manuel Aviles - Pinacate Middle School
Samantha Avne - Heritage High School
Raquel Bailon - Perris High School
Gricelda Barboza Quiroz - Paloma Valley High School
David Behrens - Perris High School
Agatha Berglund - District Office
Brenda Bernabe - Paloma Valley High School
Annette Blount - Paloma Valley High School
Rebecca Burgess - Special Education
Rashiid Burgo - California Military Institute
Jacob Carroll - Maintenance and Operations
David Casey - Paloma Valley High School
Tomeryl Collier - California Military Institute
Kristi Coulter - Perris High School
Maria Cruz-Smith - Paloma Valley High School
Frank De Anda Jr. - Heritage High School
Rueben Diaz - Pathways (PALS)
Charlitha Dotson - Heritage High School
Lawrence Duncan - Perris High School
Jami Eiler - Perris High School
Lusiza Felix - Special Education
Hector Flores Jr. - Pathways (PALS)
Jennifer Galindo - Heritage High School
Kyle Garrity - Paloma Valley High School
Samuel Gomez - Pinacate Middle School
Tawny Gonzales - District Office
Kassandra Gonzalez - Heritage High School
Andrew Green - Paloma Valley High School
Luis Gutierrez - Perris High School
Reyna Gutierrez - Perris Lake High School
Samuel Halls - California Military Institute
Amber Hamilton - Perris High School
Carmen Herrera - Heritage High School
James Holmes III - Special Education
Casey Jones - Paloma Valley High School
Joseph Jones - Student Services Center
Dana Lane - California Military Institute
Kailey Langdon - Perris High School
Stephany Lon - Perris Lake High School
Chelsea Long - Student Services Center
Rosetta Lovell - Heritage High School
Scott Malone - Heritage High School
Yenessa Miranda - Heritage High School
Victoria Muedano - Perris High School
Ernesto Murillo - Perris High School
Nathanael Nash - Pathways (PALS)
Tara Noonan - Paloma Valley High School
Martha Nunez - Heritage High School
Judith Oceguera - Heritage High School
Vanessa Patino - California Military Institute
Vanessa Penaloza - Pinacate Middle School
Deborah Pohl - Paloma Valley High School
Natalie Priester - Pinacate Middle School
Dylan Purcell - Paloma Valley High School
Brittany Ross - District Office
Elide Sanchez - Perris High School
Juan Santos - Perris High School
Gretchen Schultz - Paloma Valley High School
Michael Soza - Paloma Valley High School
Tricia Stainer - Pinacate Middle School
Alejandra Tavarez - Perris High School
Veronica Tejeda - Paloma Valley High School
Delia Toscano - Paloma Valley High School
Amber Trejo - Paloma Valley High School
Francesco Triolo - Information Technology
Antoinette Vallejos - Student Services Center
Catherine Vargas - Perris High School
Melanie Walker - Pathways (PALS)
Candace Watts - Heritage High School
Damany Willingham - Paloma Valley High School
Secondly, we honor the years of service that our staff have completed in our District. We celebrated one-hundred and eighteen employees with a combined 1,568 years of service to the Perris Union High School District! Mr. Robert Serewik, teacher at Heritage High School, and Mr. Robert Lara, Groundskeeper, topped the list with 42 and 40 years of services respectively. That means, when they started working for our District, President Jimmy Carter was in office. They began working for the Perris Union High School District before the Internet, the launch of the first Space Shuttle, before the cell phone, before Microsoft Windows®, before ESPN, before Michael Jackson's Thiller, and before the Sony Walkman®. In fact, they started working in our District before some of our principals were even born! Yet, they, like most of our staff, have demonstrated a continued commitment towards our students.
We recognize years of service every five years, until an employee reaches thirty years of service. Then, we recognize those individuals annually. Below is a list of our Years of Service Award recipients this year.
Years of Service Recipients
Daisy Angel, Teacher - 5 Years
Anabell Arreola, Custodian - 10 Years
Thomas Ashley, TOSA - 25 Years
James Austin, Delivery Driver - 36 Years
Hilda Avalos, Teacher - 15 Years
Brandon Baker, IT Technician III - 5 Years
Lucia Barragan, Speech Therapist - 5 Years
Amanda Bates, Teacher - 5 Years
Ana Becerra, Receptionist - 15 Years
Alan Benson, Teacher - 15 Years
Kerry Bobbitt, Student Information Systems Coordinator - 5 Years
Velma Borrows, Teacher - 20 Years
Scott Boydston, Teacher - 5 Years
Jonathan Briggs, Teacher - 5 Years
Debbie Buck, Teacher - 5 Years
Moises Bugarin, Teacher - 5 Years
Javier Caro, Custodian - 10 Years
Anthony Carrillo, Groundskeeper - 10 Years
Norma Carrillo, TOSA - 15 Years
Steven Carroll, Senior Skilled Maintenance Worker - 10 Years
Judith Cavallaro, Teacher - 34 Years
Jessica Chirat, Teacher - 5 Years
Princess Choi, Teacher - 10 Years
Orell Colbert, Paraeducator - 5 Years
Kimberly Cooper, School Secretary - 10 Years
Andrew Cruz, Librarian - 10 Years
Chelsye Deboor, Teacher - 5 Years
Heather Dudziak, Teacher - 5 Years
Flavio Espinoza Nicaragua, Teacher - 15 Years
Bert Esposito, Teacher - 15 Years
Guadalupe Fierros, Counselor - 5 Years
Alejandra Garcia, Community Aide - Bilingual - 5 Years
Pauline Garcia, Principal - 20 Years
Christopher Genton, Plant Supervisor - 5 Years
Yolanda Guerrero, Attendance Tech - 20 Years
Simona Hargraves Webb, Guidance Technician - 10 Years
Cyndy Harris, Senior Clerk - 15 Years
James Harris, Teacher - 20 Years
Eliot Hays, IT Technician I - 15 Years
Layne Heiny, Teacher - 5 Years
Russell Henderson III, IT Technician I - 5 Years
Rosaura Herrera, Paraeducator (SH) - 10 Years
Sidney Hifo, Paraeducator - 5 Years
Sara Huerta, Teacher - 10 Years
Melissa Ingram, Paraeducator (SH) - 10 Years
Joseph Jennings, Teacher - 15 Years
Janesche Johnson, Paraeducator - 5 Years
Brandon Jones, Teacher - 10 Years
Roclyn Kane, Teacher - 10 Years
Lorraine Kardos, Teacher - 35 Years
Brian Kingman, Teacher - 10 Years
Brian Lapp, Teacher - 5 Years
Robert Lara Jr., Groundskeeper - 40 Years
Corey Leutz, Office Assistant - 15 Years
Francisca Lopez, Paraeducator (RSP/SDC) - 10 Years
Ryan Lundstrom, Teacher - 15 Years
Francisco Macias-Rios, Teacher - 5 Years
Christopher Mackenzie, Teacher - 15 Years
Margaret Maratsos, Teacher - 5 Years
Andrew Mares, Paraeducator - 5 Years
Socorro Marruffo, Senior Clerk - 39 Years
David McCoy, Teacher - 25 Years
Michael McGregor, Teacher - 15 Years
Catherine McNicholas Sacayan, Teacher - 15 Years
Katrina McPhail, Teacher - 20 Years
Juana Melendez Navas, Nutrition Services Assistant - 5 Years
Gary Miller, Teacher - 10 Years
Vickey Mueller, Teacher - 20 Years
Lucas Myhill, Teacher - 5 Years
Darleen Nash, Teacher - 36 Years
Natalie Navarro, Counselor - 15 Years
David Newton, Teacher - 10 Years
Beatriz O'Connell, Teacher - 15 Years
Monica Orozco, Secretary II - 10 Years
Julia Peacock, Teacher - 5 Years
Jeremiah Perotti, Teacher - 10 Years
Robin Perry, Teacher - 10 Years
Dorothy Peters, Teacher - 33 Years
Jerald Powell, Teacher - 20 Years
Coral Prendergast, Counselor - 15 Years
Delisa Provost, Personnel Technician - 15 Years
Robert Quevedo, Custodian - 20 Years
Christean Rathbun, Counselor - 31 Years
Sonia Rezkalah, Community Engagement Specialist - 10 Years
Tyler Richardson, Teacher - 5 Years
Luisa Rodriguez, Nutrition Services Assistant - 5 Years
Barney Rojas, Senior Groundskeeper - 5 Years
Daniel Ruiz, Teacher - 5 Years
Ignacio Ruiz, Custodian - 5 Years
Joshua Rushing, Campus Supervisor - 5 Years
Shaina Rushing, Teacher - 10 Years
Lisa Salazar, Account Clerk I - 20 Years
Faten Salem, Guidance Technician - 15 Years
David Sanchez, Teacher - 10 Years
Myrna Sanchez, Secretary IV - 10 Years
Sylvia Sandoval, Job Development Specialist - 5 Years
Matthew Schmidt, Teacher - 15 Years
Robert Serowik, Teacher - 42 Years
Audrey Smith, Secretary II - 38 Years
Anthony Stafford Jr., Custodian - 10 Years
Troy Stenlake, Teacher - 25 Years
Slobodan Stevanovic, Programmer Analyst - 5 Years
Gary Stone, Teacher - 30 Years
Lonnie Strickland, Teacher - 33 Years
Andres Tapia, Teacher - 5 Years
Ladonna Tapia, Nutrition Services Assistant - 5 Years
Angelia Terrell-Newman, Counselor - 10 Years
Jennifer Thomasian, Principal - 5 Years
Charles Tippie, Director - 15 Years
Jose Trujillo Iniguez, Groundskeeper - 10 Years
Nishantha Unantenne, Teacher - 5 Years
Martha Valenzuela, Translator - 10 Years
Kristy Wakeman, Teacher - 20 Years
Craig West II, Teacher - 5 Years
Marvin Williams, Lead Campus Supervisor - 36 Years
Mark Wojciechowski, Teacher - 10 Years
Dyanna Young, Teacher - 20 Years
It is obvious that the employees in the Perris Union High School District defy the statistics we see throughout the country. It is also clear that our District is committed to recruiting and retaining an awesome workforce.
*Ingersoll, R. (2016). The national teacher shortage: Sources and solutions. Fact sheet and presentation at American Educational Research Association Annual Meeting, Washington, D.C.
*U.S. Department of Education. (2015). Teacher shortage areas nationwide listing 1990–1991 through 2015–2016. Retrieved from http://www2.ed.gov/about/offices/list/ope/pol/tsa.pdf
By Joseph Williams, Executive Director
EdCamp Perris
EdCamp Perris is becoming a staple for quality professional development in the Inland Empire. An EdCamp is a gathering of people, focused on improving education and supporting each other in the process. It is based on 4 strong tenets: Free + Open to All, Participant-Driven, Experience not Experts and Rule of Two Feet. The Rule of Two Feet or "Vote with your Feet" means that if you are in an EdCamp session that you find is not relevant, then you are free to use your two feet and walk to another session. We encourage everyone to learn how to replicate this model at edcamp.org. Our event has run since Spring 2015. We have had many teachers from our own district as well as neighbors across the region grow together through EdCamp Perris. PUHSD rotates the venue each season, this year it was held at Perris High School. Not only were the sessions at EdCamp Perris impactful, holding the event at Perris High School allowed the district to showcase the improvements to the school.
Topics for discussion at any EdCamp are decided on by the attendees on site, the morning of. The hosts will simply provide time, space, and some moderate refreshment to all who are there. They start with an empty banner with room numbers and sessions times. Then EdCamp Perris participants collaborate to fill the sessions.
Some highlights shared by attendees of this most recent event include a book club for educational leadership, models for project based learning and standards based grading, improving classroom management and finding emotional support with common teacher challenges, time saving apps and best practices, and how to balance current events in politics and culture with the classroom.
EdCamp Perris Session Board
PUHSD continues to support the active participation that takes place at EdCamp Perris and are inspired by all the learners that make this event so great.
Please view some of the highlights in the photo album at http://bit.ly/2PsQYwV
IACUE
EdCamp Perris is just one example of professional development that has a great impact on teaching and learning. The model of professional learning that allows for some degree of autonomy works well with adult learners. Another example of awesome professional development is IACUE and PUHSD's involvement in the organization.
First, some info on IACUE. Computer Using Educators (CUE) is the largest statewide non-profit group dedicated to the successful integration of technology in education. CUE has affiliate regions across the state: Our local affiliate is called Inland Area CUE. Until about five years ago, IACUE was underperforming and was frankly losing its impact on the region. At that time, myself and the PUHSD Tech Coaches committed to helping take IACUE to the next level. We brought a large group of PUHSD and non PUHSD teachers to the 2015 affiliate spring affiliate meeting and several of us ran and won seats on the IACUE board, including myself, Jed Butler, and John Brubaker from the Beaumont. The 2016-17 IACUE Board Members set out to collaboratively transform how IACUE functioned. Many goals were adopted by the IACUE Board, but one of them was to hold an IACUE Tech Fair and leverage the extraordinary talent in the region.
After much work by the IACUE board and by Tom Ashley, who secured the location, on January 21, 2017 the first IACUE Tech Fair at the MSJC Temecula Higher Education Center. If you are interested, here is a link to the session board of that first event. http://bit.ly/31ZDs6y If you switch from the "schedule" tab over to the "speaker" tab you will see that Erik Anderson, Robert Guzman, Judy Lane, Chad Shaner, Ceara Torres, and Nishantha Unantenne were all contributors to the success of this event. If you switch over to the "attendees" you will see many names from PUHSD and some names of people who came to work here.
The first IACUE Tech Fair had dedicated people planning the event and inspiring people presenting and attending. Similar to an EdCamp, at IACUE Tech Fair participants select sessions that are right for them. And similar to an EdCcamp that collegiality and camaraderie are phenomenal.
Tech Coaches and Techs
Tech Coaches
There are many options you could seek out to drive your own growth and professional learning. EdCamp Perris, IACUE Tech Fair, online resources, professional organizations, or books are just some of your options. But one of the most powerful models of professional learning that PUHSD has been steadily providing is in-class, job embedded support from our technology coaches and our techs.
Here are just some examples of how tech coaches support teaching and learning at PUHSD.
Model Best Practices with instructional technology for teachers and students; co teaches in the classroom when needed
Collaborates with classroom teachers and district instructional staff to design lessons and activities that integrate technology into the curriculum
Encourages classroom teachers to share best practices and collaborate with other classroom teachers (empower and build capacity)
Designs and conducts effective professional development sessions at the site and district levels
Leads the Digital Citizenship Certification for the district; co-teaches digital citizenship lessons with other faculty
Collaborates with other district tech coaches to design and implement professional development, explore effective pedagogy, and explore new technology tools/programs
Provides instructional support to the District Testing Coordinator, site administration, and teachers as it relates to SBAC testing
Sits as a member and contributor to the Educational Technology Council (ETC) including participation in focus groups and info sessions
An interesting thing that has developed over the years is the role of the techs. Not only are our techs amazing in the traditional role of techs on a school campus, they all have taken it upon themselves to learn about the platforms teachers and staff use daily. When I was a teacher, someone once told me "tech just provides the email, we don't type it for you". While on some levels that statement might be true, the premise bothered me. Over the years, I have used that example with techs to illustrate that an indispensable tech should use their talents to go the extra mile with customer service.
Lucky for the district, our techs have created high standards for themselves. They have an innate curiosity of how things work and they don't stop at just hooking up wires or working behind the scenes. I am amazed when techs brief me on helpdesk requests that required more digging, research, or an innovative solution. It is impressive the amount of care and dedication the tech takes to help build the capacity of others. When I read the tech notes in our helpdesk platform, I often see where each tech went beyond what a traditional tech would have done. To go further, every single tech learns from each other, reads all the helpdesk notes, and communicates with each other across schools to ensure that each of them stays current of solutions occurring at each site.
When you have a chance, please thank the techs for all they do.