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|Anti-Bullying PolicyChild Protection PolicySEN & Inclusion PolicyTeaching and Learning PolicyCurriculum Policy Statement
ANTI-BULLYING POLICYIn Charles Dale, it is recognised that bullying is an unpleasant and unacceptable feature of school life. The whole school staff, in conjunction with Parents are committed to reducing the number of incidents of bullying in school and associated problems within the immediate school environment.What is bullying? Bullying takes a variety of forms. It can be defined as repeated and systematic harassment or attack on others. It may be by individuals or groups. It can include many different behaviours, such as:
All of these may cause real distress or upset for the victims. This can affect their learning and general well-being.
What is the school doing to help?
In School
CHILD PROTECTION POLICYAll children have a right not to be abused and to be protected from abuse and neglect, therefore child protection is the responsibility of everyone. 'It's everyone's job to make sure every child is 'alright'. This underlines the need for us all to take responsibility in order to protect children.In our school we are committed to creating an environment in which children are safe from abuse and in which any suspicion of abuse is responded to promptly and appropriately. The well being of children in our care takes precedence over any other consideration. It is the clear responsibility of all those involved in our school to adopt good practice throughout their work.In order to achieve this we will:
Child abuse is a criminal offence. All staff working in our school have an ethical duty to report any reasonable concern that a child may have being abused.
The role of members of staff is to inform the designated person of any instance, which suggests that abuse is taking place. It is not the role of the member of staff to wait for proof, investigate or gather evidence of abuse.
When a child tells an adult about possible abuse, his or her statements should not be dismissed or ignored. The adult should attend carefully to what the child wants to communicate, taking account of the child's age and stage of development, and allow the child to say what he or she wants to say without being drawn into detailed questioning.
Our school will always seek to work with families in a clear, positive and open way, bearing in mind always that the welfare of the children is paramount.
The guidance counsellor must be informed at all stages and must make sure that proper/appropriate records are being kept.
Any concerns about the well-being of a child need to be shared.
No matter how good we are at evaluating and assessing matters to do with children in our classes, when it comes to the child's welfare we cannot evaluate and assess potential danger, risk, damage, as we only know a tiny part of the whole picture. We must share our concerns with the designated person.
Child Protection Procedure checklist for our staff.
The member of staff must: RECORD and REPORT
E Enquire casually about how an injury was sustained or why a child appears upset
C Confidentiality must not be promised to children or adults in this situation
O Observe carefully the demeanour or behaviour of the child
R Record in detail what has been seen and heard
D Do not interrogate or enter into detailed investigations: rather encourage the child to say what he/she wants until enough information is gained to decide whether or not a referral is appropriate
Then REPORT to the designated person without delay.
Members of staff must not
SEN (Special Educational Needs) and Inclusion PolicyRationale:Charles Dale Memorial International School is committed to providing an appropriate and high quality education to all the children living in our school. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.We believe that all children should be equally valued in school. We do not tolerate prejudice and discrimination, and we will strive to develop an environment where all children can flourish and feel safe.
CDMIS is committed to inclusion. Part of the school's strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.
This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:
· girls and boys
This policy describes the way we meet the need of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.
We recognize that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognize that these may be long or short term.
At CDMIS we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.
CDMIS sees the inclusion of children identified as having special educational needs as an equal opportunities issue, and we will also aim to model inclusion in our staffing policies, relationships with parents/carers and the community. We are trying to move from an SEN approach that locates a problem with the child to looking at what additional provision we need to make for specific children.
The development and monitoring of the school's work on Inclusion will be undertaken by the Leadership Team and the School Governor responsible for Inclusion and SEN.
The SEN Coordinator will take the lead role in relation to inclusion, and as a member of the Leadership Team, reports regularly to the group on this area.
1. To ensure the SEN and Disability Codes of Practice and guidance are implemented effectively across the school.
2. To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, children with special educational needs.
3. To continually monitor the progress of all pupils, to identify needs as they arise and to provide support as early as possible.
4. To provide full access to the curriculum through differentiated planning by class teachers, SENCO, and support staff as appropriate, we aim to offer the full curriculum to all our pupils.)
5. To provide specific input, matched to individual needs, in addition to differentiated class room provision, for those pupils recorded as having SEN at School Action or School Action Plus.
6. To ensure that pupils with SEN are perceived positively by all members of the school community, and that SEN and inclusive provision is positively valued and accessed by staff and parents/carers.
7. To ensure that we are able to meet the needs of as wide a range as possible of children internationally.
8. To enable children to move on from us well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of university life and learning.
9. To involve parents/carers at every stage in plans to meet their child's additional needs.
10. To involve the children themselves in planning and in any decision making that affects them.
2. At other times, the SENCO will be alerted to newly arising concerns through the additional needs concern form.
3. The SENCO will discuss issues arising from these forms with the form tutor within one week of receiving the form.
4. Where necessary, reviews will be held more frequently than twice a year for some children.
5. Targets arising from IEP meetings and reviews will be used to inform and support whole class approaches to inclusion, e.g. differentiation, varied teaching styles.
6. The SENCO monitors planning for SEN supports year group teams with curriculum planning.
7. The SENCO, together with the vice- principal, monitors the quality and effectiveness of provision for pupils with SEN through classroom observation.
8. SEN support is primarily delivered by teachers through differentiated teaching methods. Additional support is provided by the SENCO and by trained teaching assistants (TAs) throughout the school. This is funded from the school's annual budget. The support timetable is reviewed annually, by the SENCO, and the management team, in line with current pupil needs, educational initiatives such as literacy and numeracy strategies, and the budget.
9. Support staff, class teachers, SENCO and outside agencies liaise and share developments in order to inform reviews and forward planning.
Each year we map our provision to show how we allocate resources to each year group and calculate the cost of the whole of our SEN provision.
Identification and Assessment Arrangements, Monitoring and Review Procedures
* The school's system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs.
* The school's system includes reference to information provided by:
¨ Baseline assessment results
Based on the school's observations and assessment data and following a discussion between the class teacher, SENCO and parent, the child may be recorded as needing either:
1. Differentiated curriculum support within the class
In order to make progress a child may only require differentiation of the plans for the whole class. The differentiation may involve modifying learning objectives, teaching styles and access strategies.
Under these circumstances, a child's needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.
Monitoring of progress will be carried out by the class teacher and used to inform future differentiation within whole class planning.
The child's progress will be reviewed at the same intervals as for the rest of the class and a decision made about whether the child is making satisfactory progress at this level of intervention.
The school uses the definitions of adequate progress in our Code of
¨ Closes the attainment gap between the child and their peers
Where a period of differentiated curriculum support has not resulted in the child making adequate progress OR where the nature or level of a child's needs are unlikely to be met by such an approach, provision at the School Action level may need to be made.
School Action provision would be indicated where there is evidence that:
There has been little or no progress made with existing interventions
Additional support is required to develop literacy or numeracy skills
Additional support is required for emotional, behavioural or social development
Additional support is required for sensory or physical impairments
Additional support is required for communication or interaction needs
There are likely to be two groups of children recorded at School Action.
1. Children, who have needs similar to other children with additional needs within the class, e.g. lack of phonological skills, spelling.
2. Children whom we consider to have more severe or longer term needs that are likely to result in an application for further professional advice.
Where needs are similar, it is appropriate to support these children within a group, focusing on the common needs. However, there should be scope within the School Action plan for each child to have an individual target/s.
Both groups of children will have provision for their common needs in a small group as well as some individualized support for their more unique needs. Provision will run concurrently with differentiated curriculum support.
The group may be taught by the class teacher and also supported by a TA.
The responsibility for planning for these children remains with the class teacher, in consultation with the SENCO.
A child receiving support at School Action will have an Individual Education Plan, including a cover document.
This document forms an individual record for the child and contains information about school-based observation and assessment, a summary of the child's additional needs and action taken to meet them, including any advice sought from outside agencies. We use the LEA model with minor adaptations for this purpose.
Monitoring will be carried out by all those involved with the child. Significant achievements and difficulties will be recorded. The SENCO will look at the monitoring information on a half-trebly basis and make adjustments to the provision for the child, if appropriate.
Individual Education Plans will be reviewed at least twice a year, although some pupils may need more frequent reviews. The SENCO will take the lead in the review process. Parents/carers and wherever possible, their child, will be invited to contribute and will be consulted about any further action.
As part of the review process, the SENCO and school colleagues, in consultation with the parents/carers, may conclude that despite receiving an individualized programme and/or concentrated support for a considerable period, the child continues to have significant needs which are not being met by current interventions. Where this is the case a decision may be made to make provision at the School Action Plus level.
School Action Plus would be indicated where there is evidence that the level and duration of the child's additional needs is such that the child:
¨ Continues to make little or no progress in the areas of concern
Planning, provision, monitoring and review processes continue as before while awaiting the outcome of the request.
A child who had a Statement of Special Educational Needs will continue to have arrangements as for School Action Plus, and additional support that is provided using the funds made available through the Statement.
There will be an Annual Review, chaired by the SENCO, to review the appropriateness of the provision and to recommend whether any changes need to be made, either to the Statement or to the funding arrangements for the child.
v Meeting additional needs and Inclusion issues are targeted each year through the school's long-term goals and the School Development Plan. In-Service training and individual professional development is arranged matched to these targets.
v In-house additional needs and Inclusion training is provided through staff meetings by the SENCO.
v All the staff have access to professional development opportunities and are able to apply for additional needs or Inclusion training where a need is identified either at an individual pupil or whole class level.
v Support staff are encouraged to extend their own professional development and the management team will ensure tailor-made training where this is appropriate.
The use made of teachers and facilities from outside the school, including support services
v The Educational Psychologist visits the school regularly (according to timetable), following discussion with the SENCO as to the purpose of each visit.
v The Special Needs Support Service visits regularly to provide specific information, share resources and provide in-service training.
v Specialist, direct teaching from this service is used where we do not have the necessary in-house expertise – for example, in relation to children with autistic spectrum disorders, or severe emotional and behavioural difficulties, or 1:1 teaching.
v Teachers from the Sensory Impairment and Complex Needs Teams work in school to support children, both with and without Statements, who have vision or hearing impairment. The specialist teachers work directly with children where this is indicated on a Statement. Class teachers plan alongside these specialist teachers who also attend and contribute to IEP reviews.
v The SENCO liaises frequently with a number of other outside agencies, for example:
1 Education Welfare Service
v Parents/carers are informed if any outside agency is involved.
Arrangements for partnership with parents/carers
v Staff and parents/carers will work together to support pupils identified as having additional needs.
v Parents/carers will be involved at all stages of the education planning process. An appointment will be made by the class teacher to meet all parents/ carers whose children are being recorded as having additional needs. The SENCO will attend this meeting if the school or the parent thinks this is appropriate.
v We make sure that all parents/carers are given information about Supportive Parents/carers for Special Children as soon as a child has been identified as experiencing special educational needs.
v At review meetings with parents/carers we try to always make sure that the child's strengths as well as weaknesses are discussed. Where we make suggestions as to how parents/carers can help at home, these are specific and achievable and that all parents/carers go away from the meeting clear about the action to be taken and the way in which outcomes will be monitored and reviewed.
v IEP targets may include targets to work towards at home, and parents/carers are always invited to contribute their views to the review process. All IEPs and reviews will be copied and sent to parents/carers after meetings.
v Parents/carers evenings provide regular opportunities to discuss concerns and progress. Parents/carers are able to make other appointments on request.
v Regular communication between school and home will ensure that concerns are promptly acted on. Where this has not happened, however, parents/carers are able to make a complaint by contacting the principal or, if this fails to resolve the issues, the governing body.
v There are many organizations supporting SEN. The SENCO maintains an up to date list. Parents/carers will be given details of these groups on request or as appropriate. Information sent from organizations will be posted on the parents/carers notice board.
v Within the school, staff and pupils will be constantly involved in the best ways to support all pupils' needs within the school. There is flexibility in approach in order to find the best placement for each child.
v Within each class, teaching and learning styles and organization will be flexible to ensure effective learning. Grouping to support children identified with additional needs will be part of this process.
v Where appropriate, links with partner special schools are made and children included into mainstream school on full or part-time basis. Liaison and planning between both schools takes place to ensure continuity and match to needs. Review meetings take place, as above to ensure that the most appropriate provision is being made for the child.
v CDMIS is a single site school, with Key Stage 3 and Key Stage 4 departments. The Entrance to the building is through the main gate, which is level and therefore suitable for wheelchair access. Ground floor classrooms are accessed by corridors from which there is also wheelchair access. As yet, there is no wheelchair access to classrooms on the other floors.
· There is shower, changing or laundry facility.
v Children requiring equipment due to impairment will be assessed in order to gain the support that they require.
v Details of our plans and targets on improving environmental access are contained in the School Improvement Plan.
Arrangements for providing access to learning and the curriculum (see also School Access Plan)
v The school will ensure that all children have access to a balanced and broadly based curriculum, and that the National Curriculum's programmes of study are flexible enough to meet every child's needs. (No child will be excluded from any learning activity due to their impairment or learning difficulty, unless it is clearly of benefit to that individual and leads towards inclusion.)
v Learning opportunities will be absorbing, rewarding and effectively differentiated and the teaching styles will be diverse.
v Staff will work in a way to avoid the isolation of the children they are supporting, and will encourage peer tutoring and collaborative learning.
v Schemes of work and policies for each area of the curriculum are in place and are differentiated to include appropriate learning outcomes for all pupils. Each policy has an Inclusion Statement detailing access to that curriculum area for pupils identified with additional needs.
v Differentiation takes a variety of forms within teacher planning. Learning intentions are always made explicit and then activities may be adapted, or planned separately as appropriate. Alternative methods of responding or recording may also be planned for where this is appropriate.
v Children with sensory or mobility impairments or a specific learning difficulty will access the curriculum through specialist resources such as ICT where this is appropriate.
v The school will ensure that the hidden curriculum and extra curricular activities are barrier free and do not exclude any pupils.
v All children requiring information in formats other than print have this provided.
v We adapt printed materials so that children with literacy difficulties can access them, or ensure access by pairing children/peer support/extra adult support.
v We provide alternatives to paper and pencil recording where appropriate, or provide access through peer/extra adult scribing.
v CDMIS uses a range of assessment procedures within lessons (such as taping, role-play and drama, video, drawing) to ensure children with additional needs are able to demonstrate their achievement appropriately.
v Children identified, prior to joining our school, as having additional needs will also be matched to each class to ensure a balance of both provision and opportunity
v Prior to starting school, parents/carers of children with a Statement of SEN or Statement pending will be invited to discuss the provision that can be made to meet their identified needs.
v The library resources are regularly reviewed to ensure they include books that reflect the range of special educational needs and come from a disability equality perspective, and priority is given to the ordering of books with positive images and a positive portrayal of disabled People as they become available.
v We work with the children to understand the impact of the words they use, and deal seriously with derogatory name calling related to special educational needs or disability under our Anti-Bullying Policy.
v We also try to make sure we have positive images of disabled children and adults in displays, resources etc.
v We aim to make optimum use of Circle Time for raising issues of language and other disability equality issues.
v CDMIS encourages the inclusion of all children in the School Council and other consultation groups. We also have Circle Time throughout the school.
v We aim to include children in their target setting and encourage and support them to take an active part in their annual reviews, through preparation, and making the information and meeting itself accessible and un-intimidating.
v The staff has on-going training opportunities on issues relating to communication and listening skills.
v CDMIS recognizes that there will be a number of disabled parents/carers of children within the school, and we work to try to ensure they are fully included in parents/carers activities. We also make sure that we hold parents/carers meetings in the library that is accessible.
v When a child starts at the school we ask the parents/carers about their access needs and then send notes/newsletters home in the required format e.g. large print.
v CDMIS tries to make all trips inclusive by planning in advance and using accessible places.
v All children are welcome at our after school activities and we try to rearrange SEN transport if necessary.
v Every year, we analyze the data we have on the percentage of our pupils with low attainment at the end of their key stage, compared to the percentage in similar schools. We also analyze data on behaviour: major behaviour incidents and exclusions. We use this analysis to help us plan our provision map. At the same time, we set new targets for the year ahead, aiming for:
¨ A reduction in the percentage of children with very low attainment,
¨ A zero tolerance in behaviour incidents and exclusions
v We report progress against these targets to the governing body, who in turn report to parents/carers through the Governors Annual Report. This Annual Report also includes the details of SEN provision.
v In January and July, the SENCO will provide information to the governing body as to the numbers of pupils receiving special educational provision through School Action, School Action Plus and Statements as well as any pupils for whom a Statutory Assessment has been requested. The number of pupils transferring to or from each type of provision will be noted. The Head will report on any whole school developments in relation to inclusion, at the same time, and will ensure that governors are kept up to date with any legislative or local policy changes.
v The Annual Report to parents/carers will include the details of SEN provision.
v SEN and Inclusion is a standing agenda item at all Curriculum Sub-Committee meetings and will be reported at the full governing body meetings through sub-committee reports, which are then discussed as necessary.
v The SENCO will meet with the SEN Governor to discuss Inclusion and current SEN concerns. The SEN Governor will lead governor monitoring of the SEN policy through sampling, observations and other procedures to be agreed annually.
v Individual targets for children with additional needs will be reviewed through IEP targets, and a summary of the outcomes arising from these targets will be included in the governors' annual report to parents/carers and at the subsequent governors meeting with parents/carers.
v Whole school monitoring and evaluation procedures will include sampling of work and observations. Outcomes pertinent to SEN provision and planning will be taken forward by the whole staff and used to build upon successful practice.
v Target setting for all pupils takes place half-termly and within each Key Stage. Annotated samples of work are kept as evidence to support predictions as to the future achievements of pupils at the end of each Key Stage. Percentage targets are set for children to achieve the required Level at the end of Key Stage3 and at the end of Key Stage 4. Targets are also set, within the Basic Skills Policy for children identified as having additional needs.
v The policy itself will be reviewed annually by the school's Inclusion Steering Group.
v If a parent wishes to complain about the provision or the policy, they should, in the first instance, raise it with the SENCO, who will try to resolve the situation.
v If the issue can not be resolved within 10 working days, the parent can submit a formal complaint to the principal in writing or any other accessible format. The principal will reply within 10 working days.
v Any issues that remain unresolved at this stage will be managed according to the school's Complaints Policy. This is available, on request, from the school office.
RATIONALE AND BROAD AIMSThis policy on Learning and Teaching is seen as of fundamental importance in our school, underpinning our entire philosophy which seeks to offer equality of opportunity in all aspects of education in an atmosphere which is well-ordered, hard-working and yet friendly and relaxed. It encourages pursuit of high standards in academic, social, cultural and sporting activities and describes the ideal to which we all as professionals aspire. The Policy inevitably embraces all our School Aims and their many component objectives.GENERAL SCHOOL FACTORS
Relationships within School
The basis of all activity in a school is the nature and quality of relationships between all in the school community – pupils, staff and parents.
All of course are equally important in setting the tone of the school – and naturally the SMT has a salient role in this respect. The crucial reinforcing link with parents depends on excellent communication and mutual understanding. The links between staff and pupils must naturally be of particular focus here and we see this in the following terms.
At all times and at all stages a clear sense of equality and justice – particularly in respect to matters of discipline – should be obvious to all pupils. Fairness of treatment should pervade every aspect of teacher/pupil relationships within school in order to establish a sense of equality and worth.
• be approachable
For their part, pupils are expected to:
• show a sense of co-operation and commitment
In seeking to achieve these objectives, a clear sense of effective discipline is vital to help establish the correct atmosphere conducive to positive learning and teaching. While details of our policies on 'Discipline' and 'Bullying' are set out elsewhere, the role of the SMT in offering a lead in this respect is significant as is the importance of positive classroom relationships.
Extra-curricular Activities
The importance of a wide range of extra-curricular activities in fostering our cultivation of a good school ethos cannot be underestimated and each pupil is encouraged to take advantage of the many opportunities voluntarily offered by staff beyond their normal teaching duties. Such activities can help to:
• develop not simply new skills but also self esteem and image
Effective Learning and Teaching involves appropriate provision and access to up-to-date materials and technology in all areas of the school. This is facilitated by an annual formula-based departmental requisition supplemented by development requests prioritised against departmental 3 year plans and resolved on a whole-school basis by the school management.
In further seeking to encourage positive behaviour, the creation and maintenance of an appropriate learning and teaching environment is a priority. Where appropriate, improvements in decor and furnishings will be regularly sought. Involvement of pupils is crucial in maintaining a good environment (eg litter) and looking after and developing the physical surroundings (eg landscape). Display of the work of pupils (eg paintings in public areas) is very desirable.
The best possible communication between all members of the school community is strived for, with care being taken to ensure that parents as well as other groups not physically present in the school, are as informed and involved as possible. This is designed to ensure a positive school ethos and the best atmosphere for effective Learning and Teaching
In particular we are keen to facilitate the Learning and Teaching process by:
• fostering partnership with parents
Continuous Consultative Development
An open consultative ethos guiding development in all aspects of school life is essential. This naturally is applied to the process of Learning and Teaching in all departments. In the same way, a whole-school culture which attempts to recognise the contributions and aspirations of all in the school community, naturally extends into the classroom.
Homework is regarded as an important part of a whole school policy on Learning and Teaching with the following aspects being of particular significance:
• the frequency, nature and purpose of homework is made clear
Wider Opportunities for Learning
Philosophical and Scientific Basis of Learning and Teaching
As teachers we consider it essential to be as aware as possible of developments in this area such that they can inform our teaching. Senior Management have a particular role here in ensuring effective dissemination of such information.
Summary of our Approach to Learning and Teaching in our Classrooms
We as teachers attempt as far as possible to promote effective learning and teaching by
• providing courses which meet the needs of pupils and are appropriate to their abilities
• providing clear and appropriate exposition and explanations
– encouraging pupil responsibility for their own learning
The effectiveness of Learning and Teaching is reviewed routinely by Heads of Department – and at least termly when constructing annual revised Year Plans.
All policies including this one, and related policies such as Homework, Discipline etc, are reviewed across the school in a scheduled 3 yearly cycle.
The following is a brief summary of material in "Teaching for Effective Learning, which itself is a summary of current knowledge/research findings in the area.
The following insights are drawn from a variety of sources – neurological, psychological, sociological and psychiatric as well of course as educational. These are included as a necessarily incomplete, but as up to date as possible, basis on which Learning and Teaching classroom processes can be overlaid.
• There appear to be several different 'Intelligences' – eg logical/mathematical, visual/spatial, musical, interpersonal, intrapersonal and 'bodily /kinesthetic'
• Any form of 'Intelligence' is not fixed -teacher expectations and pupil self esteem are extremely influential
• Motivation to learn is crucial – being involved in, and consulted on, their own learning builds pupil self esteem – and thus motivation, and thus achievement
• Learning is more effective when we think things through for ourselves or apply it and is facilitated in a situation where we are able to express new information or ideas, ideally by talking with others
• Learning is 'messy' – we rarely learn simply by proceeding along a single path to predetermined outcomes, and different learners need teachers' help in different ways in interpreting content, structures and contexts to make meanings and to find links
• Learning involves emotions and feelings as well as thinking and thus
– good pupil self esteem is crucial
• Self reflection on how we learn, helps us learn more effectively
• There are differences in the way that people prefer to learn – all are equally valid and require different kinds of support.
Effective teaching –
• involves teachers adopting a role far beyond that of a manager of learning resources, such as worksheets and writing notes on the white board
• involves motivating, listening and responding, and, most importantly, the ability to explain and describe things clearly and interestingly
• is practised by people who are very different from one another and involves effective organisation and management, but no single style or approach to classroom management is best
• involves good relationships – a well ordered but relaxed atmosphere supports effective learning without undermining learners' self esteem
• involves knowing learners as people, ie their characters, their prior and current knowledge, their ways of, or difficulties in, thinking/learning
• involves talking regularly with learners about their learning and listening to them, be it with individuals, small groups or the whole class; and where worksheets/resources are used, providing time for such interaction rather than using the material as a substitute for discussion
• involves teachers teaching to their own preferred (and usually therefore most effective) style, but doing so in a way that takes account of and respects different learning preferences
• involves being knowledgeable about the subject but also looking for links across topics and subjects
• is enhanced where teachers develop themselves, are open and self-critical, work positively with colleagues and parents in a culture which supports all of these activities.
Curriculum Policy StatementThe school will deliver the national curriculum at both junior and senior school. However the aim of CDMIS is to provide more than this. We want a curriculum which responds to the needs of our students and is seen as relevant to their needs in the future. Our aim is to integrate the Nigeria national curriculum with the British national curriculum and their respective program of learning,
The curriculum should:
• be balanced, relevant and differentiated.
• promote the spiritual, moral, cultural, mental and physical development of all students.
• prepare students for the responsibilities and opportunities they will face in adult life.
• be delivered in ways which help the students to learn
• provide a seamless pathway through to education at higher level.
• provide the opportunities for students to work at a pace best suited to their own needs.
Students are taught in mixed ability groups for the majority of the time. There is also an increasing amount of setting
according to ability. This is done in order to match the learning experiences to the ability of the student so that they reach the highest possible standards of achievements.
The learning support team, (guidance counselor), work closely with all departments, supporting students so that they all have
access to the curriculum (see inclusion policy).
Charles Dale School is a centre of excellence and to maintain this position it is essential that the curriculum is constantly evolving. All departments are constantly reviewing what is taught and how it is taught at both junior and senior levels.In particular:
• the pace of lessons
• the most appropriate time for assessment and the methods of assessment
• the suitability of courses being offered
There is a strong emphasis on modern foreign languages but not to the detriment of other subjects. In fact there is a strong international element in most courses and modern foreign languages are viewed as critical in helping to make our curriculum relevant to the needs of the 21st century.
During the course of the year there are enrichment days when students study different subjects in different ways (various time slots, outside speakers, trips, different groupings). All departments
contribute to these days and there is a strong international theme present.Curriculum Subjects
• English
• Mathematics
• Science (physics chemistry, biology, integrated science)
• History
• Geography
• Modern Foreign Language(French)
• Physical Education
• Religious Education
• Design and Technology
• Visual Arts
• Music
• Home economics
· Technical drawing
It is the school's policy to enter some students earlier than would be normal for external tests in certain subjects. This is done at both key stages but only when it would benefit the student.
The present new buildings contain an abundance of up to date technology. We have always used ICT in our teaching in order to help equip our students with the knowledge they will require when they go on to further education. It is embedded in our schemes of work and is in evidence in all lessons where it can make an impact.
The technology department is fortunate in having modern, extremely well equipped facilities, which encourage accelerated learning and hands on advantage.
The curriculum at CDMIS never stands still. It is constantly evolving to meet the needs of our students and we believe that at present we offer a first class curriculum delivered by first class staff in a modern superbly equipped buildings.
CDMIS has a proud tradition of providing its students with a large range of extra-curricular activities. All of these activities are seen as enhancing the learning experience and providing students
Homework Club exists for any student who requires help after school. There are also ICT , Music and Drama Clubs.
All students deserve the best opportunities possible and we strive to provide these opportunities for all students at all stages of their education. Not only do we constantly review what we teach, but we believe that the best way of moving forward is in partnership with our link education providers. Only by pooling the expertise that exists in all of our institutions can we move forward and continue to provide a quality education for all.
BEHAVIOUR POLICYAIMSWe believe that good behaviour throughout the school is a pre-requisite to all educational processes. This is implicit in our first two school aims: "to maintain a friendly atmosphere which encourages mutual respect, tolerance, co-operation and an appreciation of positive human values"; "to promote diligence and provide the maximum opportunity for the talents of all pupils to be identified and developed though a range of learning experiences".ORIGINS OF GOOD BEHAVIOUR
Good behaviour and discipline, within an all-pervasive philosophy of positive behaviour,
derive from :
• the nature and quality of relationships between all in the school community – pupils, parents and staff
• a clear perception of equality, fairness and justice based on moral sense of right and wrong
• the quality and effectiveness of the Learning and Teaching process and all the whole-school and classroom factors which influence it, including the positive effect of praise
• pupil awareness of agreed expected conduct within an ethos promoting high self-esteem.
The relationships between pupils, staff and parents are all equally important in setting the tone of the school – and naturally the senior management team has a salient role in this respect. The general atmosphere we nurture as a staff is one where relationships are friendly, courteous, purposeful and promote diligence and industry. The crucial reinforcing link with parents depends on excellent communication and understanding. Good behaviour and discipline depends on parents, pupils and staff having a common perspective – in everyday interactions and, crucially, in extreme situations where a joint approach by school and parents is highly desirable.
Equality, Fairness and Justice
The acceptance and support of behavioural standards and related discipline system depends on a perception certainly by pupils, and also parents and staff, of equality of applications, fairness and justice. As a staff we strive towards this end. This aspect like others here is monitored in our surveys.
Pupil Awareness of Agreed Expected Conduct
The 'Code of Conduct' and 'Classroom Code', are gone over with all pupils at orientation at the beginning of term. This code is applied within an ethos of promoting high pupil self-esteem by 'Positive Behaviour' approaches.
These, originally agreed with pupils, give pupils the security of knowing what is expected. If a pupil's behaviour falls outside these codes, we attempt to criticise the behaviour rather than the pupil, thus allowing the pupil to maintain and improve his/her self-esteem.
While all members of staff strive to reach the ideals set out above, we all recognise that perfect lessons cannot happen with every class every period of every day.
• changing the behaviour of the individual pupil concerned
• positively influencing the behaviour of other pupils
• allowing other pupils in a classroom the opportunity for unhindered learning.
Extremely serious problems may be referred to the Deputy Principal (Pupil Support), or Principal direct.
When a problem arises from a classroom situation, the teacher concerned is kept involved in the process as far as possible and where this is less practicable (eg Stage 5), as comprehensive feedback as possible is given to that specific teacher, and others as appropriate.
Stage One
For minor acts of misbehaviour eg noisy behaviour, late arrival in class, disturbing other pupils, the Class Teacher may: give a verbal reprimand (which may be expressed in a wide range of styles and degree); issue a punishment exercise perhaps signed by parent; specify departmental lunchtime detention; expect an apology; withdraw some classroom privilege; remove from the room a few minutes to "cool off"; or send to a 'Partner Teacher' (see Annex 5 to this policy).
(b) Serious incidents, especially if repeated, may warrant a formal referral to the Head of Department. Repetition of the customary sanctions by the Head of Department, or simply his/her overt support, is usually effective and the great majority of incidents are successfully dealt with at departmental level. Sometimes transfer of the pupil temporarily or permanently to another section is appropriate but clearly other factors, including educational attainment, have to be considered. Sometimes the Head of Department may temporarily place the pupil in his/her own or another classroom where a class of a different year group is being taught.
At this stage, a formal referral to the guidance teacher by a 'Cause for Concern' form may take place as a result of discussion arising from the standing item in all Department Meeting Agendas. This form can be used either for passing information only to the pupil's Guidance Teacher, or for requesting that the Guidance Teacher takes appropriate action including informing the parent.
If a purely departmental response appears to be having little effect the Head of Department either completes a 'Cause for Concern Form' for action to the Guidance teacher, who may flag this to the Vice Principal ( Pupil Support) for his/her information or if the situation warrants it refers the problem directly to him/her thus moving directly to stage 4. At about this point following referral by a Head of Department or request by the Vice principal (Pupil Support), the Guidance teacher may (1) find out the picture in other departments; (2) discuss the nature of the problem with the pupil; (3) meet with the pupil to set targets for improvement of behaviour; (4) contact parents usually by letter and they will probably be invited to come for further discussion, especially if that problem appears to be common to several departments.
In some cases it may also be considered useful to give the pupil a 'behaviour report' (see section on 'Practical Support Strategies' below) and/or arrange for a meeting of the pupil's teachers, chaired by the Vice Principal (Pupil Support), to consider the nature of the problem and initiate an "across the board" response.
The referring department is informed of the action taken.
Stage Three is seen as a point where, while the usual sanctions continue, a concerted effort is made to deal with the problem in a personal spotlighting way.
If these stage 3 measures prove inadequate, or if a direct line from stage 2 is appropriate, a Formal Referral is made to the Vice Principal (Pupil Support) who will apply appropriate sanctions possibly including formal lunchtime detention. In serious or chronic cases he will inform the Principal and may write to the parents and invite them to discuss the problem.
In discussion with the parents in a serious or chronic situation the implications of exclusion from the school may be outlined; and if possible assurances obtained regarding parental co-operation in persuading the pupil to accept school discipline.
At this stage the Vice Principal (Pupil Support) will have on file all relevant correspondence and copies of internal referrals, including the final one that has led to the exclusion. Since in such cases the final incident that leads to exclusion may in isolation appear to be quite trivial, the importance of keeping records of referrals, punishments, consultation, etc cannot be over-emphasised in establishing a clearly justified case. Good clear records of all events are absolutely essential (by all staff) to ensure clarity and avoid a perception of potential victimisation by school staff.
However, wherever possible, the co-operation of parents is sought. We almost always invite parents of excluded pupils to two meetings. Amelioration of behaviour requires ideally a joint school-parental approach. Sometimes, with parental agreement, medical or psychological consultations also take place. Guidance staff are involved in the re-admission of a pupil, including the second meeting involving the Principal and the Vice Principal with his/her parents. Also re-admission is generally dependent on specified conditions being met by the pupil and/or the parents.
As well as informing all staff of an exclusion (staffroom notice flagged in circular), staff are informed of any readmission by the same means and a summary of the readmission conditions listed if appropriate.
(a) Behaviour Report
Within the context as set out above a pupil may be given a Behaviour Report – a grid for comment to be signed by each teacher. This may be issued at Stage 3 or beyond within the 'sanctions' procedures above, and may be used when a pupil is readmitted after exclusion, subject to decision of the re-admission meeting. This device re-inforces good behaviour such that a pupil is taken off it when such behaviour is established as the norm. (However, two critical comments normally lead automatically to lunchtime detention).
As well as in the classroom situation, appropriate behaviour is essential and will be encouraged and enforced in all relevant situations such as within school grounds, school buses, school evening functions, and school excursions including team games or competitions etc. In the same context it is worth stating that any non-medical involvement with mind altering substances including alcohol is taken to be so serious as to normally entail automatic invocation of Stage 5.
BEHAVIOUR POLICY: Annex 1
This paper sets out developments which are likely to evolve further based on experience.
This aspect of Learning and Teaching evolved naturally from a desire by staff to improve the classroom climate/ethos/discipline generally across the school. This was first expressed at our training meetings.
Put simply our intention is to maintain and further evolve an achievement ethos where it is seen as 'cool to work' and 'cool to achieve' rather than the opposite. This is an integral part in all classrooms of all aspects of Learning and Teaching. This is also done on a whole-school basis by recognising and encouraging extra-curricular achievement – eg in the circular, on our Website, in Newsletters, in the local newspaper and by pupils speaking at assemblies. The equivalent classroom focus involves all of us in a process of establishing a positive climate in which pupils feel secure, valued and stimulated to work and to achieve appropriate targets. In other words we are striving further towards maintaining an 'Ethos of Achievement' in our school.
1 a uniform set of pupil-agreed classroom climate-setting rules and expectations across the school
2 use of praise wherever possible
3 further development of our 'commendations' system involving refinement of the process and promulgation of pupil success by an Achievement Board and by informing parents routinely (as we do with the Early Warning system).
It is as follows
· Arrive on time, ready to work, with your completed homework and all necessary equipment
A list of these is displayed in each classroom
We aim to further the use of praise and encourage pupil self-achievement and self-esteem wherever possible, for example –
· verbally
We issue commendations to pupils when either
· unexpectedly good work is done (whatever a pupil's ability)
Commendation information flow will be by means of a coloured commendation slip issued by a teacher taking the following path:
The names of all pupils receiving a commendation go up on the Achievement Board, which being
This process and the Achievement Board is under the overview of the Vice Principal
The Achievement Board lists only a pupil's name and class indicating he/she has received a commendation.
However, the weekly/daily Circular, School Notes in local newspaper, School Newsletters, School Website and Pupil Presentations at Assemblies are routinely used to let people know of successes in detail.
Noticeboards in the administrative Area are designed to hold photographs. Senior pupils may be available to take digital photographs for display at relatively short notice. This can be arranged by contacting the ICT co-ordinator.
BEHAVIOUR POLICY: Annex 2
The situations which result in exclusion are set out in the Behaviour Policy above. Essentially it is used as a last resort for cumulative/recurring problems or for a very serious breach of discipline.
Exclusion is a rare event in Charles Dale and is such because of the importance we attach to addressing problems early, through promoting positive behaviour management strategies, through early warning (eg weekly consideration of 'Cause for Concern' at all Departmental Meetings)and involvement of parents, if appropriate.
The Principal is responsible for managing all exclusions, and generally does so in association with the Vice- Principal and in consultation with the executive director (ED). In the Principal's absence the responsibility lies with the Vice- Principal in consultation with the executive director.
While preliminary investigation of an event resulting in potential exclusion is normally undertaken by the Vice-Principal who has responsibility for disciplinary issues in general, it may be carried out by the Principal, or may involve two or all three members of the senior management team. However, before any pupil is excluded, except in unusual circumstances, the pupil concerned is normally interviewed by the Principal and the executive director to ensure that details are correct as far as can be ascertained and to ensure that the views of the pupil are accurately established and taken into account.
Children with Special Circumstances
Before excluding, account is taken of the circumstances of: pupils having Special Educational Needs (SEN) In any exclusions involving such children which arise from a cumulation of events over time (rather than an immediate serious 'crisis'), not only is it normal practice where possible to involve parents/guardians/carers and relevant professionals well in advance of exclusion being considered an option, but also the school seeks to balance the case for exclusion with the need to take all reasonable steps to ensure appropriate provision for the pupil's special educational needs.
Categories of Exclusion are defined in the Highland Council Guidelines 'Management of Exclusion in Schools'
Category A – Low level exclusion – less than 5 school days
Category B – Medium level exclusion – less than 10 school days
Category C – High level exclusion – maximum period of 15 school days
Category D – Particularly serious offences/recurring Category C exclusions – exclusion by school for more than 15 days (involves liaison with the executive director and the managing director.
It is not necessarily the case to commence exclusion at Category A. If a reason to exclude is of a more serious nature, or more time is needed to resolve it, exclusion can commence at a high level. Serious offences requiring an immediate response would include:
(a) physical, verbal or sexual threats to staff and/or fellow pupils
As with all policies, the 'Behaviour Policy' of which this is part is subject to our scheduled triennial reviews. In addition, our exclusion pattern is reviewed at least annually by the Board of Directors.


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I've been blogging, on blogger format, since about 2010. But honestly, I've been blogging on myspace, livejournal, and xanga for as long as I can remember. In all honesty, I've forgotten most of the blog names that I've had on myspace, tumblr, livejournal, and xanga. However, I remember my old blogger account like it was yesterday.
I started it as A Day in the Life of Ria, then created Peppermints & Pixie Dust, which finally transformed into From The South, my current blog. I recently was reading some of my old blog posts on my original blog and am kind of astounded with some of the posts that I had written.
One that really stuck out to me was around the time my last serious boyfriend and I started dating. It's written the day after my birthday, and all about holding hands. While it may bring back some memories that aren't so great, it also reminds me of the good times. I was so happy, and still am, and reading back brings back really great memories as well.
My favorite quote, that apparently I wrote, says this:
After the first time you hold hands with someone, comes the kissing and nicknames and all that other cute stuff. When you hold hands with someone, it's like you're telling them "I like you. I trust you. I'd like to show the world that you mean something to me". Holding hands is such a small gesture with a big meaning.It's kind of funny to me because it's still something that I believe today. I still think that holding hands is the greatest feeling in the world, granted it doesn't happen to me as much now, and that it's one of the most serious displays you can have.
Remembering where I came from, and the people who have been along with my journey reminds me to stay true to myself. The past holds a great deal of meaning to me, and I do like to revisit it. It's crazy to see how wise I was whenever I was younger. It's odd to see how far I've come, but I couldn't be happier.
{from my} twitter / instagram / bloglovin / vlog channel / main channel

subset: commoncrawl


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They sell them at Fry's.
This is why I left the Republican Party, they have no good people to offer and no good sense in voting for him.
He has the right to enjoy his birthday as he wishes. He did not make the mess this country is in and he will not get us out of it either even if he worked 24/7 throughout his presidency. All our politicians and big money put us where we are and they will not get us out either. We need all new leaders, top to bottom. FOX is showing what a poor corporation they truly are, like British Tabloids are.


text:
Spider with shed skin
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text:
In today's Fat News, we learned that obese women have a far higher chance of getting seven different cancers than women who are a healthy weight.
Yes, another day, another revelation about how obesity is blighting our nation's health – and its finances.
Indeed that increased risk of cancer for the obese is a tummy-wobbling 40 per cent, with one in 12 women who get cancer doing so for no reason other than the simple fact that they are fat.
It's a startling figure – although perhaps not as startling as the figures of some of the people who eat themselves into such life-threatening predicaments.
For most of us, whether you're naturally stick thin or whether you battle daily to lose that 10 lbs you promised you'd lose by the summer/Christmas/your birthday, the idea of eating yourself into oblivion (quite literally) is incomprehensible.
And yet millions upon millions of our fellow countrymen and women are busy chomping away on pizza, burgers, chips, crisps and cakes in the full knowledge that they are doing just that.
Obesity is now a bigger economic burden on the UK bottom line than war and terrorism, second only to smoking, and costs the country nearly £47bn in NHS care, lost working days and other long term impacts.
As a result, there is plenty of talk by policy makers and politicians about how much obesity costs us all for their diabetes medicine, their heart treatment, their knee and hip replacements, and – as we have just learned – their cancer treatment too.
Unlike getting old, obesity isn't something that just happens to us, it's something (for the vast, vast majority) that people choose, and they make that choice every time they open their mouths and stuff another double cheese crust pizza into their gobs.
Yet, despite all the costs they impose on many millions of taxpayers both now and in the future, the obese don't face any financial penalty for eating the wrong food and too much of it.
Meanwhile, smokers and drinkers are forced to contribute to the cost of their NHS care through huge taxes on cigarettes and alcohol. Indeed, 77 per cent of the price of a packet of cigarettes is now tax, while a few quid from every bottle of wine sold in the UK goes to HM revenue and Customs in tax.
Drinking and smoking are, we're told, both lifestyle choices that have costs on the rest of society so it is fair to tax those products to pay for those costs.
But while demand is growing for a new Fat Tax on unhealthy foods that are high in fat, or sugar or both, politicians are wary of imposing a food tax that they know will end up hitting the poorest hardest, without necessarily having any impact on their overall weight. Not to mention the fact that it would also hit perfectly healthy people who just fancy a culinary treat after their green bean salad.
It's just not fair to force obese people to eat less, we are told. Which is strange because apparently it is perfectly fair to expect other taxpayers to cough up the billions it costs the NHS to treat people for all the problems they have after they eat too much.
But with a growing population, and growing waistlines, we have to do something to get people to take personal responsibility for their health.
So, instead of a politically sensitive Fat Tax, why not introduce a far more popular Fit Tax Credit?
Instead of using the stick of a tax on fatty or sugary foods to force the obese to stop doing the wrong thing, why not use the carrot of a tax credit to reward the healthy for doing the right thing?
The healthier your weight, the bigger your tax credit will be.
The scheme would have to be voluntary so no one would be required to reveal any personal health information to the tax man, but all that people would have to do to claim their tax credit is get a certificate from their GP after their annual health check-up confirming that they have a weight-to-height ratio and waist measurement that is within the healthy range.
Yes, of course there will be people, such as Olympic athletes, who don't fulfil the specific BMI model, but it can't be beyond the wit of the average GP to tell whether a patient is a big lump of lard or a perfectly normal healthy weight and confirm that in writing.
No one would be punished or forced to change the way they live, but the people who choose not to gorge themselves on a kebab and extra-large chips washed down with a litre of Fanta every day will at long last get a financial reward for doing the right thing.
And, who knows, perhaps this is finally the carrot that might tempt the obese into putting down the pizza and dropping a few stone in return for some cold hard cash.


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Narrow Your Investigation To Make Informed Decisions?All | Demographics | Education | Geography | Economic | Housing | Government | Taxes | Weather | Crime
The amount of education a person receives can deeply affect their lives. The amount of education Glenwood City, Arkansas citizens receive, averaged as group, may also affect the community.
(updated 2010)
( Grades: K-3, Location: 1000 Lakeshore Drive, Glenwood, AR 71943, Phone: (870) 356-3602, Students: 352 )
( Grades: K-6, Location: Po Box 954 608 N Clay Street, Glenwood, AR 71943, Phone: (870) 356-4404, Students: 27 )
210 2nd St. Suite L, Glenwood, AR 71943
(updated 2012)
809 State Highway 104, Glenwood, MN 56334
27166 Old Mill Pond Road, Glenwood, MN 56334
14077 Stevens Valley Court, Glenwood, MD 21738
(updated 2014)
Do you want to research glenwood city, arkansas? If you are considering a move, want to view where your friends live,
or just discovering a new place to travel, our data will interest you!
Use any data on this web site at your own risk. citymelt.com does not warrant or certify the correctness of data.


text:
Hi there,
For my website: http://www.burofondsenwerving.nl I am using the "Business Minimal" template.
For some reason – the responsiveness doesn't work smoothly.
Can you please assist?
Please go to your wordpress Specular > Layout > Boxed Container Width with percentage, set it to 100%.
Let us know if the issue persists.
Best regards!
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text:
Buck hammer
A buck hammer is an item of medical instrument used to test reflexes and neurological function, consisting of a metal handle with two cylendrical, rubber-tipped metal hammerheads.
Typically, one or both hammerheads can be detached and replaced with a short metal spike or needle-like attachment, or with a short, soft brush, both of which can be used to test sensation and neurological function in the skin. Sometimes used for percussion or sensation play.
Links and references
page revision: 2, last edited: 20 Jan 2013 00:55


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ISIS Displays Captured Iraqi Soldiers from Camp Saqlawiyah in Fallujah Victory Parade
On Sunday ISIS terrorists reportedly slaughtered 300 Iraqi soldiers by chlorine gas attack in Saqlawiyah.
Several Iraqi officials spoke out against the chemical weapons attack…
A number of MPs from Diwaniyah province confirmed the killing of 300 soldiers by Daash using chlorine gas in Saqlawiyah, north of Fallujah.
— Mustafa Ali Masood (@MustafaNajafi) September 23, 2014
A number of Iraqi troops were also kidnapped and slaughtered by the terrorists.
ISIS posted this photo of the massacre.
News from Saklawiyah (Saqlawwiyah)
A massacre of Iraqi soldiers.
ISIS also captured around 30 Iraqi soldiers and paraded them in Fallujah.
ISIS posted photos of these captured soldiers last week.
Stars and Stripes reported:
The Islamic State group on Tuesday paraded captured Iraqi troops through the streets of a militant stronghold west of Baghdad, residents said.
Residents of Fallujah said about 30 men in Iraqi military uniforms, who were captured earlier this week, were driven in the back of seized military vehicles through the city, located about 65 kilometers (30 miles) west of Baghdad. The captured soldiers looked very exhausted, eyewitnesses said.
The militants driving the convoy blasted songs glorifying the leader of the Islamic State group, Abu Bakr al-Baghdadi, as they paraded their captives. The residents spoke on condition of anonymity, fearing for their safety.
On Sunday, Islamic State fighters disguised in Iraqi army uniforms and driving stolen Humvees attacked an Iraqi army camp in the western Anbar province, killing 40 troops and capturing 68.
The militant attacks, involving several suicide bombings, happened in the town of Sijir, 70 kilometers (43 miles) west of Baghdad. The attacks dealt a blow to government efforts to rein in the militants who have seized much of the country's north and west.
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Initially a lean wine, with its tannins prominent. Then, as it opens up, the soft ripeness of the fruit comes through, its spice edged with black currant flavors. There is some pepper, black and red berry fruits and a leather texture that holds the wine together. Screwcap.
Roger Voss covers Bordeaux, Burgundy, Champagne, the Loire and South-West France as well as Portugal. His passion is matching food with wine, bringing the pleasures of the table to wine lovers. He has written six books on wine and food, and was previously national correspondent on wine for the London Daily Telegraph. He is based in the Bordeaux region.
Email: email@example.com


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The Mythological Significance of Horseshoes
The symbol I have chosen to research is the horseshoe. The horseshoe has been a symbol of good luck for centuries. For ages, the horseshoe seems to be the most commonly encountered lucky charm or lucky symbol in modern North America. The horseshoe can be seen in models of paintings, wall hangings and jewellery.
The horseshoe amulets when being used as magical protectors can be seen hung above or next to doorways. This use of the horseshoe originated in Europe, it can still be found in use nailed onto barns, houses and places of business from Italy to Germany and up into Britain. In Middle Eastern countries horseshoes used as wall hangings are common as well. Small metal or blue glass horseshoes as seen in Turkey are made with the protective all-seeing eye on them which is believed to ward off evil spirits or the evil eye.
It has been said that the crescent shape of the horseshoe is linked to the Pagan Moon goddesses of ancient Europe. Goddesses such as Diana and Artemis and the protection evoked from the horseshoe is that of the Goddess herself or more so of her sacred vulva. The horseshoe is also linked to other magically protective doorway goddesses such as the lunar protector, the Blessed Virgin Mary.
In countless parts of the Middle East, Latin America and Europe the protective horseshoes are hung or placed in a downward facing or vulval position, though in other parts of Britain and Ireland many believe the horseshoes must be turned in an upward position or the luck of the horseshoe will run out. Those of English, Irish and of American descent prefer to hang the horseshoe upward; those of Italian, Spanish, German, Austrian and Balkan descent prefer to place them in a downward position. What does the difference in directionality mean? I think that in most of the world it is the horseshoe itself that is lucky and protective; whereas in England and Ireland the horseshoe is seen as a mere "collector" of luck from above....
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Start Your Own Business QQI 5N1418
Course Name: Start Your Own Business (FETAC Level 5) Minor Award 5N1418
Course Overview: The purpose of this award is to equip the learner with the knowledge, skill and competence to compile a business plan to enable the learner to start their own business.
Course Outline:
Specific Learning Outcomes
Unit 1 The Business Environment
Learners should be able to:
10.1.1 distinguish between different business structures, to include sole trader, partnership, private limited company, public limited
company, cooperative
10.1.2 describe the political, economic, social and technical factors that effect entrepreneurial activity
10.1.3 identify the main characteristics of Small and Medium-sized Enterprises (SMEs)
10.1.4 describe the internal factors that contribute to the success and failure of Small and Medium-sized Enterprises (SMEs)
10.1.5 define the following terms: opportunities audit, feasibilities study, business plan, market research
10.1.6 identify the legal requirements for setting up a business and registering a company
10.1.7 identify the methods for disbanding a business
10.1.8 explain the safety, health and environmental regulations that apply to the workplace
10.1.9 recognise the importance of ethics within business
10.1.10 identify a range of personal and practical skills required for developing a successful business
10.1.11 explain the importance of the following: leadership, creativity, problem solving, risk management, ability to identify opportunities
10.1.12 identify the significance of time management and training and development
10.1.13 identify the importance of effective planning, organisation and management when running a business.
Unit 2 Planning and Decision Making
Learners should be able to:
10.2.1 identify sources of information required to develop a business
10.2.2 locate appropriate agencies to assist the process
10.2.3 identify appropriate means of finance
10.2.4 identify a range of business opportunities in the local environment
10.2.5 identify appropriate strategies for market research, marketing, finance, personnel requirements
10.2.6 design a market questionnaire for a business idea
10.2.7 select appropriate technologies for use in a business
10.2.8 identify the personnel needs of the business
10.2.9 identify individual and group training needs
10.2.10 follow appropriate procedures for organising and holding business meetings
10.2.11 identify legal and statutory requirements to include payroll, VAT, health and safety
10.2.12 analyse the potential strengths, weaknesses, opportunities and threats (SWOT analysis) to the business
10.2.13 devise short, medium and long term plans for the business
10.2.14 identify a number of decision-making models
10.2.15 make decisions based on data available
10.2.16 set personal goals
10.2.17 work effectively with others
10.2.18 identify the benefits of team work.
Unit 3 The Business Plan
Learners should be able to:
10.3.1 outline the main elements of a business plan
10.3.2 carry out an audit of enterprise opportunities in the locality
10.3.3 identify a specific product or service for development
10.3.4 carry out a feasibility study as appropriate
10.3.5 cost the development of product or service, including all relevant capital and revenue costs/expenses
10.3.6 determine sources of finance
10.3.7 consult relevant experts or consultants
10.3.8 compile a business plan
10.3.9 set realistic targets
10.3.10 apply 'what if' scenario to data and valuations.
Unit 4 Implementation
Learners should be able to:
10.4.1 design and construct a prototype
10.4.2 devise a production or delivery schedule
10.4.3 apply an appropriate marketing strategy
10.4.4 identify gaps or areas for improvement in the business plan
10.4.5 devise an appropriate accounting and/or recording procedure
10.4.6 apply all statutory requirements and regulations
10.4.7 produce product or supply service
10.4.8 monitor quality, costs and customer relations.
Unit 5 Evaluation and Review
Learners should be able to:
10.5.1 recognise the importance of evaluating all stages of the process
10.5.2 compare targets with actual results
10.5.3 identify areas of success and areas that require improvement
10.5.4 outline future plans for product/service
10.5.5 outline future resources required
10.5.6 record experience gained and lessons learned
10.5.7 carry out a personal review to identify skills and qualities that have been developed.
Below is the link to the Award Specification;
Certification: FETAC QQI Level 5 Start Your Own Business 5N1418
|Course fee
|Exam registration fee
|Wednesday 18/01/2017
|19:00 - 22:00
|Wednesday 25/01/2017
|19:00 - 22:00
|Wednesday 01/02/2017
|18:00 - 22:00
|Wednesday 08/02/2017
|18:00 - 22:00
|Wednesday 15/02/2017
|18:00 - 22:00
|Wednesday 01/03/2017
|18:00 - 22:00
|Wednesday 08/03/2017
|18:00 - 22:00
|Wednesday 15/03/2017
|18:00 - 22:00


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Paul D. Denton's new headquarters in Union Bridge will portray the same image he projects for his railway -- a Victorian romance of trains combined with the modern efficiency of a 1990s freight carrier.
Construction on the Maryland Midland Railway's new 4,500-square-foot general office and crew headquarters should begin in June, Mr. Denton, president of the railroad, said at the Carroll County Economic Development Commission meeting yesterday.
"We wanted to have that Victorian exterior, but it will be all modern inside," he said.
"Hopefully, it will have a lot less dust to get off the computers. Old buildings from the 1900s have a lot of that."


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In the summer of 2015, ThinkZone LLC conducted a survey of hundreds of in-service K-12 teachers and school administrators to understand their attitudes, practices, and barriers to use of technology and digital game-based learning (DGBL) in the classroom. We found that the majority of educators think that DGBL provides students with new ways of learning rather than focusing on content knowledge via textbooks. The majority of educators are using DGBL in some capacity and want to use games for more diverse purposes if technology supports. We further identified the sources educators use to find DGBL, the factors that influence which ones they use, and the features most in demand. We investigated issues of equity in technology access and using DGBL for assessment. While teachers and administrators were in agreement on most topics in the survey, they seem to have different views about what types of professional development would be appropriate for DGBL.
After conducting the surveys, we produced a White Paper on the results. The publication can be downloaded here: Next Generation Digital Game-Based Learning in Schools.


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Nobody keeps your production assets at peak performance quite like Danos.
From production support to construction, fabrication, coatings, logistics and more—our customers get more than just a job well done. They get results.
Danos is led by an accomplished team of industry veterans who have decades of production asset management experience. Fully engaged in day-to-day business operations, the executive team provides strategic direction to ensure Danos fulfills its purpose of honoring God and helping solve big challenges for our customers and communities.
Owner and chairman of the board
For over four decades, Hank Danos has been the leader at the helm of Danos' global success. In 1962, he joined the company his father and uncle founded, and from his first job as a roustabout, to his current role as Chairman of the Board, Hank has been a hands-on leader and the driving force behind the company's values-based approach to business.
Hank has been actively involved in professional organizations, including: the executive subcommittee of Offshore Operators Committee (OOC), the Louisiana Association of Business & Industry (LABI), the LSU Board of Supervisors, the National Ocean Industries Association (NOIA), and the LA 1 Coalition.
Hank served in the Louisiana National Guard and earned a Bachelor of Science in Business Administration from Louisiana State University.
Owner and executive over human resources, finance, safety and land
Eric Danos oversees the company's finance, safety, human resources and land activities. A third-generation owner and member of the Danos Board of Directors, Eric began his career at Danos in 2004 as an operations manager for the international labor division. In 2008, he was promoted to vice president of international and was responsible for all aspects of Danos' international activities in Nigeria, Equatorial Guinea, Angola, Cameroon, China and Malaysia. Eric served as executive vice president from 2010 to 2017.
Prior to joining Danos, Eric gained extensive financial experience working with Simmons & Company International as an associate of corporate finance, with Stonehenge Capital as an associate of a $500 million private equity/mezzanine fund, and with Chemical Americas Group at ExxonMobil Corporation as a financial analyst.
Eric earned a Bachelor of Science in Marketing from Louisiana State University and an MBA from Stanford Graduate School of Business.
Owner, executive over production services, sales, business development and marketing
Paul Danos oversees the company's strategic planning and direction, business development, marketing and sales initiatives, and production services. He is a third-generation owner and president of the Danos Board of Directors.
Paul joined Danos in 2005 as project manager of the offshore construction and fabrication division and later served as vice president of U.S. operations. From 2010 to 2017 he held the role of executive vice president. Prior to joining Danos, Paul was the senior consultant of special projects at Plains All American and the senior consultant of risk consulting at Arthur Andersen (Protiviti Consulting).
Paul is a member of the Offshore Operators Committee (OOC); the National Oceanic Industries Association (NOIA); the advisory board for the Deepwater Operations Conference; Louisiana Community and Technical College Foundation; and Council for a Better Louisiana (CABL) Leadership Louisiana program. He earned a Bachelor of Science in Finance from Louisiana State University and an MBA from Stanford Graduate School of Business.
Owner, executive over project services
Mark Danos oversees the company's integrated project services. He is responsible for ensuring operational excellence for all domestic and international deep water, subsea, shelf and onshore projects. He is a third-generation owner and member of the Danos Board of Directors.
Mark joined Danos in 2013 as a project manager and was later promoted to division manager of construction and fabrication. Mark served as vice president of project services from 2015 to 2017.
Prior to joining Danos, Mark worked for ExxonMobil for eight years in various project management roles, where he supported large capital projects in the U.S. and internationally. Mark held a supervisory role in Angola, overseeing ExxonMobil's subsea work.
Mark lived in Kenya for one year as part of a mission outreach project. He earned a Bachelor of Science Degree in Mechanical Engineering from Louisiana State University.
Vice President of Finance and Administration
David Cedro is responsible for overseeing the company's domestic and international administration, finance, accounting and commercial activities.
David has more than 25 years of experience in construction and energy accounting and finance, including management positions with Ernst & Young LLP, Arthur Andersen LLP and the Shaw Group (NYSE: SGR). He also has worked with a variety of public and private companies, advising them in finance, administration and risk management.
David serves on the Executive Board of the Boy Scouts of America (SELA Council) and the University of New Orleans Accounting Department Advisory Council. He is a member of the American Institute of Certified Public Accountants (AICPA) and the Society of Louisiana Certified Public Accountants. He holds a master's degree in accounting from the University of New Orleans.
Vice President of Project Services
James Callahan provides strategic oversight and management of the company's project management, construction, fabrication, automation, coatings, scaffolding and other related service lines. He is responsible for the successful operations of projects worldwide, providing integrated total project support for customers' onshore and offshore activity.
James has 27 years of executive, accounting and finance management experience and joined Danos in 2013 as the director of finance and administration. Prior to joining Danos, James was the chief executive officer for Superior Shipyard and Fabrication and chief operating officer for SJI LLC, a privately held telecommunications company. James served as Danos' vice president of finance from 2015-2017.
A board member for Restore or Retreat, a coastal advocacy group, and former chairman of the Lafourche Chamber of Commerce, James earned a Bachelor of Science in Computer Science and an MBA from Nicholls State University.
Vice President of Human Resources
Stacey Gisclair has 20 years of human resources experience in the oil and gas industry. She oversees the company's human resources and recruiting activities, and champions strategic efforts that support Danos' high-performance culture.
Stacey joined Danos in 1999, was selected as the company's Quality Person of the Year in 2008, and was named vice president of human resources in 2015. Prior to joining Danos, Stacey worked for Edison Chouest Offshore for 10 years.
A certified professional in human resources, and member of the Society for Human Resource Management, Stacey earned a Bachelor of Science in Business Administration from Nicholls State University.
Vice President of Production Services
Reed Peré has a decade of industry experience and oversees the company's production services division. He ensures quality work and adherence to safety policies for Danos' global production workforce.
Reed joined Danos in 2006, was selected as the company's Quality Person of the Year in 2012, and was named vice president of production services in 2015. Prior to joining Danos, Reed worked as a secondary education administrator, coach and educator.
A member of South Central Industrial Association, Gulf Coast Safety and Training Group, and Society for Human Resource Management, Reed earned a Bachelor of Science in General Studies and Master of Education from Nicholls State University.


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Database Comparer VCL 6.4 released!
RAD Studio 10.1 Berlin support. Compare, synchronize and update databases structure and table data.
Trouble logging in? Simply enter your email address OR username in order to reset your password.
For faster and more reliable delivery, add email@example.com to your trusted senders list in your email software.


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SOURCE: mCig, Inc.
March 06, 2017 07:00 ET
HENDERSON, NV--(Marketwired - Mar 6, 2017) - mCig, Inc., (OTCQB: MCIG), a diversified company servicing the legal cannabis, hemp, and CBD markets, filed its 3rd Quarter financial reports with the SEC in preparation for its Shareholder Conference Call scheduled for tomorrow, March 7, 2017 at 4:30 PM Eastern Time. Highlights of the earnings statement include:
Three months ended January 31, 2017 compared to the three months ended January 31, 2016
Three months ended January 31, 2017 compared to the three months ended October 31, 2016
Subsequent actions during this quarter
MCIG will address its financial performance in the quarterly shareholder conference call tomorrow, March 7, 2017 at 4:30 PM ET. To participate in the conference call shareholders and investors may call in to 712-451-0011 and enter access code 889964.
Paul Rosenberg, MCIG's Chief Executive Officer included, "We encourage everyone to join our team of industry experts as we discuss MCIG's history and future. We look forward to updating our shareholders on MCIG operations."
About mCig, Inc.
Headquartered in Henderson, Nevada, mCig Inc. (OTCQB: MCIG) A diversified company servicing the legal cannabis, hemp and CBD markets via its lifestyle brands. MCIG has expanded from originally a vaporizer manufacturer, to an industry leading, large scale, full service cannabis cultivation construction company currently operating in the rapidly expanding Nevada market, and a Hemp based CBD market supplier. The company looks to further broaden its expansion in multiple different fields within the cannabis industry through organic growth and strategic partnerships. For more information visit www.mcig.org.
Safe Harbor Statement
Any statements contained in this press release that do not describe historical facts may constitute forward-looking statements as that term is defined in the Private Securities Litigation Reform Act of 1995. Any forward-looking statements contained herein are based on current expectations, but are subject to a number of risks and uncertainties. The factors that could cause actual future results to differ materially from current expectations include, but are not limited to, risks and uncertainties relating to the Company's ability to develop, market and sell products based on its technology; the expected benefits and efficacy of the Company's products and technology; the availability of substantial additional funding for the Company to continue its operations and to conduct research and development, and future product commercialization; and the Company's business, research, product development, regulatory approval, marketing and distribution plans and strategies.
mCig, Inc.
Paul Rosenberg
Chief Executive email@example.com
mCig, Inc.
Paul Rosenberg
Chief Executive email@example.com
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Hi everyone,
I just wanted to see what other peoples opinion on my fear is............I'm really not joking either, I'm so scared of zombies.
I'm not sure if it's because they chase you, or bite you or whether it's just so un-natural that dead people are alive again but I just cannot get over this fear.
I'm aware that zombies that are in films and on tv are made up and any stories about 'real' zombies are from Hatian folk law but I only have to think about a zombie film or see it mentioned in the tv guide and that night is plagued with nightmares.
I am aware that I have an over active imagination - I've even thought of how I would escape the house with my husband and son if a zombie invasion occured and if I could afford it, I would build a bomb shelter in the back garden full of food that could last for a year or something........ not for air raids though, just in case of zombie invasion.
The more I'm writing, the more stupid I seem, I know! It doesn't matter how much I think to myself that it's not real (the fact that I know it's not real leads me to think that it is something about the chasing or the biting that I'm afraid of) I just can't get over this fear. If it ever happened, it would be my worst nightmare.
So, can anyone help me to decode this stupid fear? Any suggestions would be much appreciated!


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We offer tours and experiences throughout the day, 7 days per week. Reservations are recommended but not required.
No. 99 Club members save 50% on all tours and experiences. Not a member? Join today!
Make reservations online or call us at 1.844.643.7799
The Winery & Distillery is open Sunday-Thursday 10am to 9pm and Friday-Saturday 10am to 10pm
1219 Niagara Stone Road
Niagara-on-the-Lake, Ontario, Canada
The new Wayne Gretzky Estates Winery & Distillery in the heart of Niagara-on-the-Lake is now open! Nestled among the vineyards, the distillery is home to state of the art distilling equipment, while the winery features a beautiful barrel fermenting and aging cellar and tasting room. The 23,000 square foot facility is the first of its kind in the region, featuring both wine and distilling production. The summer water feature next to the Great Lawn will become an ice rink in winter, complete with a 'loonie' buried at centre ice, dropped by The Great One himself at the groundbreaking ceremony in September, 2015.
Boasting award-winning Winemaker Craig McDonald and Master Distiller Joshua Beach, guests to the Winery & Distillery can enjoy wine and whisky tasting bars, retail stores, tours and seminars throughout the day, and a VIP tasting room. Visit us to sample wine, whisky and grape based spirits that are only available at the Estate and relax with light fare and cocktails on the patio at The Whisky Bar.
Summer Hours:
The Whisky Bar Hours:
Winter Hours:
Skating Rink:
Group Reservations
Wine/Whisky Media
Estate/Travel Media
No. 99 Wine & Cocktail Club


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"We don't laugh because we're happy, we're happy because we laugh."
― William James, 19th century American philosopher, doctor, and psychologist
Patient Zero was riding the subway. Well, her name was Jessica Serow and she was neither sick nor very patient. If anything, she was impulsive which is why it was surprising that the whole chain of events started with her reading a book. A book! That alone would make anyone who knew her laugh, but it wasn't what made her laugh. No, what made her chuckle was something she read. She was alone that day which is why she was reading in the first place. She knew better than to read in company.
(What it was that she read has been speculated wildly. Some say it was P.G. Wodehouse, others talk about an IKEA catalogue.)


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Zombie titles and foreclosure: Are you a victim?
When homeowners embark on the bankruptcy process with the help of their Illinois bankruptcy lawyer, they often quickly pack up and move out of their home after receiving a foreclosure notice. When this occurs, many homeowners believe that their lender will take over the property. However, in some situations, the bank does not complete the process and the property's title remains in the absent homeowner's name, allowing it to become a zombie title.


text: Lots and lots and lots of work to be done, but just enough to time to show off my expert fringe trimming skills and newest buys! The shorts and bra cost me £3 each; I was so pleased with my bargins!! The shoes are my absolute fave, New look, but beautiful and so comfy! I had a lovely day with My darling flatmate, India. She is leaving university soon and I really am going to miss her tremendously! We have some shenanigans planned for the easter holidays though seeing as we don't live to far away at home. My week have been a ray of sunshine compared to last week and I'm glad of it; pity Monday's essay is going to come and ruin my life. Hope you are all well and as ever, stay beautiful xx


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Search engine optimisation (SEO) is a process. That means that there are lots of small details that you need to pay attention to. Some of those details may seem small or insignificant or even petty. But you need to remember that you're dealing with computers and they can be exceptionally fussy when it comes to this kind of thing. Follow these stupidly simple SEO principles and you'll be ahead of most of your competition, whether you're using pay per click or old-fashioned organic SEO.
Teaching your team members how to successfully build their own networks and treating them like people with individual needs, instead of treating them like numbers on a spreadsheet is key to success in Network Marketing. If you are unfriendly or aloof, some of the more sensitive people will remain dormant or leave entirely.
On your day planner, flip forward 7 days and write this note on your to do list: SHUT OFF PAY PER CLICK ACCOUNT. The amount of money you could save is massive.
You can also help yourself by doing the occasional bolding, or putting in italics, of your various keywords – but not on every single page. This really is a pretty valuable little tip for on-page SEO. It's impossible to say how much, but the search engine algorithms will add some degree of weight to your keywords when you do that. With SEO, doing more can often, and usually does, hurt you so don't over-do this. Maybe two to three times, roughly, and that will be enough to add a few more points in your favor. With your H1 and H2 tags, be sure you use your primary/secondary keywords in them. As you can guess, these words treated in such a manner will add more SEO weight to them. Always keep in mind that each page should be optimized for a primary keyword plus some secondaries.
Fact Sheet – This is a new addition to the modern press kits. The fact sheet gives the reader a quick reference to your bands accomplishments. It includes tours, album sales, big shows, festivals and radio play (internet, college, FM). Bullet points should be used. Don't lie about your information. Also, laminate the fact sheet to make it stand out.
Why do lead generation systems work so well in this market? Freely given information is one key to a good agent/client relationship. Your prospects get the information they desire and you have lowered their resistance.
The first step is to open a Google AdWords account by going to Google and either signing in to your current account or creating a new account. In your AdWords account click on Reporting and Tools. A drop down menu comes up and you then click on Keyword Tool. In the middle of the page you will see: "Specify a website, word or phrase, or category to get started." In the box above this message where it says – Website- type in the address of a competitor with similar products to you. Click search. AdWords will then generate up to 800 keywords in connection with your topic.
This is an interesting one because I hear all the time that you should be optimizing for long tail keywords. There are both ups and downs to this one. The up is that long tail keywords are very specific and so your leads have the potential of being very well qualified. However, long tail keywords don't get a lot of traffic and so typically aren't worth a lot. Short tail keywords are popular and generate ROI for a reason. Yes it may take longer to get the ranking you want but it is well worth it. In short no it is not better to go about optimizing for long tail keywords.


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Cartagena attraksjoner Se alle
Convento de la Popa
Gleaming white in its vantage point, high above Cartagena's protected bay, the Convento de la Popa is visible from almost anywhere in the city. Though it's a bit of a chore to get here—you'll need to hire a taxi (to avoid walking through poor, rather unsafe neighborhoods) or book a city tour—it's worth the effort.
The convent itself is quite pretty, particularly the flower-filled interior courtyard of graceful stone arcades. It was founded by an Augustian order in 1607, after Father Alonso de La Cruz Peredes received a divine message to build the chapel in honor of Cartagena's Patron, Nuestra Senora de la Candelaria. Her lovely gold altar also worth a look.
But you're really here for the grand views over the city, from atop a 150m (500ft) hill above the bay. You can see almost everything, from the the delicate strand of skyscrapers rising from slender Boca Grande, to the dusty reds of tejas tiles topping the old walled city.