text:
- Gladys Henry
- 1 years ago
- Views:
1 LETHBRIDGE PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY BACKGROUND TO RELIGIOUS EDUCATION AT OUR SCHOOL Religious Education (RE) is not a National Curriculum subject, but must be taught to all pupils as part of the Basic Curriculum. Section 352 of the Education Act 1996 identifies the distinctive place of RE as part of the basic curriculum alongside the National Curriculum. As RE is not nationally determined the Local Education Authority must provide an Agreed Syllabus for us to follow. The Swindon Agreed Syllabus of Religious Education 2011 is used as the basis of our planning and delivery of RE (note 1). Religious education is to have equal standing in relation to the core and foundation subjects within the school. Families who send their children to Lethbridge Primary are in the main nominally Christian, but we do have some children from practising Christian families. In addition there are children who are from religions other than Christianity and some from non religious backgrounds. RE is concerned with learning about religions and learning from religion and it is not the practice of this school to preach to or convert the children. The faith background of both the staff and child s family is respected at all times. RIGHT OF WITHDRAWAL Religious Education means educating children about religion without prescriptive objective to indoctrinate. At Lethbridge we wish to be an inclusive community but recognise that parents, of course, have the legal right to withdraw their children from religious education and collective worship on the grounds of conscience. We would ask any parent considering this to contact the head teacher to discuss any concerns or anxieties about the policy, provision and practice of religious education. Children must not be unsupervised, therefore parents may have to be responsible for supervision of children at this time if the school is unable to do so. Teachers may also opt out of teaching RE on grounds of conscience. THE AIMS OF PURPOSES OF RELIGIOUS EDUCATION At Lethbridge Primary School we aim that pupils might: Develop a knowledge and understanding of Christianity and its impact on our local community, and on our society today Develop a knowledge and understanding of some of the other principal religious traditions represented in Great Britain today. These include Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism, each of which is represented in Swindon. Develop a sense of respect for religious traditions, beliefs and practice. Grow in their spiritual development Page 1 of 7
2 Develop a sense of awe and wonder and mystery Develop skills and attitudes which will support their personal, moral, social and cultural development (See the locally agreed syllabus for specific skills and attitudes) Explore some questions of meaning and consider how the world s religions have responded to them. Think about their own beliefs and values in the light of the beliefs of others, both religious and non religious, and the values of the school community. OBJECTIVES Learning In RE we foster a reflective approach to learning by encouraging an open and honest enquiry, an awareness of prejudice, a growing self understanding and respecting the rights of others to hold beliefs different from their own by Learning about Religions and Learning from Religion. These two attainment targets with their associated statements set out the broad objectives in terms of knowledge, understanding and skills for the RE curriculum. Attainment Targets 1 and 2 Learning about religion (Attainment target 1) includes: Enquiry into, and investigation of, the nature of religion, its beliefs, truth claims, teachings and ways of life, sources, practices and forms of expression. Skills of interpretation, analysis, evaluation and explanation. Communicating their knowledge and understanding using specialist vocabulary. Identifying and developing an understanding of ultimate questions and ethical issues. Develop pupils knowledge and understanding of individual religions and how they relate to each other as well as the study of the nature and characteristics of religion. Learning from religion (Attainment Target 2) is concerned with developing: Pupils ability to reflect on and respond to their own and others experiences in the light of their learning about religion. Pupils skills of application, interpretation, evaluation and questioning of what they learn about religion. Pupils ability to communicate their own ideas, particularly in relation to questions of identity and belonging, meaning, purpose and truth, and values and commitments. An attitude of willingness to question and explore in order to develop sensitivity and empathy towards others. APPROACHES TO THE TEACHING OF RE In order to make religious education a lively, active subject we employ a variety of teaching methods including art, music, discussion, the development of thinking skills, drama, the use of artefacts, pictures, stories, and the use of periods of stillness and reflection. Where possible we want our pupils to have opportunities to encounter local faith communities through visits to local places of worship or visits from members of local faith communities. Page 2 of 7
3 Both Key Stage 1 and Key Stage 2 are following the Swindon Agreed syllabus for RE In accordance with the structure of this syllabus we have agreed that: At KS 1 pupils study Christianity and Islam with opportunities to encounter other world faiths linked to festivals and topics At KS 2 pupils study Christianity and Judaism with encounter units in Hinduism and Sikhism. SKILLS AND ATTITUDES The teaching of RE will focus on a broad and secure base of skills that underpin the ability to think, reason, reflect and articulate ideas. This is applicable to the whole curriculum and a vital means to giving children access to a good understanding of world faiths. The above skills are cumulative across KS1 and KS2 and examples follow below: Investigation I can search for answers Interpretation I can understand and explain words, actions, events, symbols and artefacts Analysis and Evaluation I can develop an argument Synthesis I can comprehend and develop concepts relative to a wider perspective Application I can make considered connections and distinctions between the beliefs of others Communication I can express my thoughts, ideas, beliefs and values clearly to other people Attitudes to be developed in RE include: Self awareness Respect for all Open mindedness Appreciation and wonder The Scheme of Work will address these specific skills and attitudes. (Swindon Agreed Syllabus (SAS), 5 8 attached Appendix) Continuity and progression were given due consideration when the Scheme of Work was produced. This will be reviewed regularly in accordance with the School Development Plan. Religious Education is taught in a variety of ways: Through topics as appropriate As a separate RE led topic Through teaching contexts Through resumes In order to achieve these aims and fulfil legal obligation the following minimum hours are devoted to RE each year: KS1 36 hours KS2 45 hours Page 3 of 7
4 ASSESSMENT Over the course of the academic year both AT1 and AT2 will be assessed. Where possible this will be achieved through a key task that integrates the assessment of both attainment targets. However, it is recognized that it is inappropriate to assess some aspects of RE, spiritual development, for example. The purpose of this assessment is to inform classroom planning and to give an indication of pupil progress and development. The key task should be an integral part of teaching rather than a bolt on activity. A list of key task examples follows below: Creative work Drama and role play Discussions and circle time Extended writing Self assessment REPORTING TO PARENTS End of year reports to parents will be based on the attainment and progress of children throughout the year. IMPLEMENTATION AND REVIEW The implementation of this policy is the responsibility of all teaching staff. The responsibility for monitoring and review rests with the RE subject leaders Approved by Governors November 2016 To be reviewed November 2018 Page 4 of 7
5 Appendix Skills to be developed in Religious Education Our teaching must stimulate curiosity, and develop children s sense of exploration and discovery. We aim to help children understand that questions in RE are in the main contentious, and that worthwhile questions in RE will seldom simply be answered by facts. In RE we aim to develop a classroom where inquiry is the norm children are encouraged to look for alternative possibilities and to be open minded and flexible in their thinking. We aim to teach children to think for themselves, become reflective learners and draw their own conclusions. A broad and secure base of skills which underpins the ability to think, reason, reflect and articulate ideas, and that is applicable to the whole curriculum, is vital in giving children access to good religious education. These skills are cumulative across the key stages and include: Investigation I can search for answers: I can ask appropriate questions; I can gather evidence from many different sources e.g. people, texts, artefacts, media, ICT; I can discover criteria and explore concepts and their boundaries e.g.: a friend is (definition). Is a parent or a pet a friend? a human is (definition)...is a foetus a human? God is..(definition). What is God like? I do not make assumptions well, not too often! just because X says it is true does not mean that it is true; just because X is usually what happens, does it mean that it will always happen? I can find and suggest solutions. Interpretation I can interpret words, actions, events, symbols and artefacts: I can give examples of how humans try to make sense of their experience e.g. I was sad then my Grandad died ; I can suggest meaning of my own e.g. I think because ; I can explain the meanings that are given by others; I can see implications of actions; of events; of words; of belief, e.g.: is X implying that he is right and others are wrong? I know that if I behave like this then there will be consequences; I know that belief affects behaviour; I can imagine and reflect on other possibilities e.g. Have you ever thought about creation, death, loss, awe and wonder? I can develop and expand my own ideas. Analysis and Evaluation I can develop an argument: I can voice my opinions and my ideas; I can give my reasons; I can look for explanations; I can consider alternatives; Page 5 of 7
6 I can seek reasons from others; from myself; I can explore agreement and disagreement; I can search for and weigh up evidence; I can use examples to show how an argument is weak or strong; I can make considered and reasoned judgements. Synthesis I can link ideas to make the bigger picture clearer: I know that others including those of faith communities can share common values and ideas e.g.: The value of community life; that charity is important; that killing is wrong. Application I can apply the learning gained in AT1 to my own and other people s beliefs, ideas and experiences (AT2): Links: a Muslim thinks that respect is important because respect is important to me because a celebration is important to many believers human beings like to celebrate because I know and can explain that there are connections between the values held both between members of different faith communities and those with no faith at all e.g. value of life. Distinctions: I can make distinctions does everyone think the same? Are there different beliefs about the same concept, e.g.: what happens after death? Is Jesus the Son of God? forgiveness Communication I can communicate my thoughts, ideas, beliefs and values: I can state my opinion about matters of fact and of deep concern; I can empathise with the opinions and concerns of others; I can stick to the point in discussion I can connect what someone says to the topic we are discussing. I can show others how a comment helps us with the topic we are discussing; I can say I think this idea will help us I can say Today in RE I have learned ; I can accept criticism I know that I may be wrong; I know there are other points of view; I can argue against my own ideas; I can correct myself: I am trying to say I did think but now I think ; I know that I can make mistakes safely in this classroom so that I can learn. The teacher will identify several skills for development within each unit of work taught. This will normally be two or three skills for development in each half term. Page 6 of 7
7 Attitudes in religious education The following attitudes are essential for good learning in religious education and should be developed at each stage or phase of religious education: self awareness respect for all open mindedness appreciation and wonder. Self awareness in religious education includes pupils: feeling confident about their own beliefs and identity and sharing them without fear of embarrassment or ridicule developing a realistic and positive sense of their own religious, moral and spiritual ideas recognising their own uniqueness as human beings and affirming their self worth becoming increasingly sensitive to the impact of their ideas and behaviour on other people. Respect for all in religious education includes pupils: developing skills of listening and a willingness to learn from others, even when those views are different from their own being ready to value difference and diversity for the common good appreciating that some beliefs are not inclusive and considering the issues that this raises for individuals and society being prepared to recognise and acknowledge their own bias. being sensitive to the feelings and ideas of others. Open mindedness in religious education includes pupils: being willing to learn and gain new understanding engaging in argument or disagreeing reasonably and respectfully (without belittling or abusing others) about religious, moral and spiritual questions being willing to go beyond surface impressions distinguishing between opinions, viewpoints and beliefs in connection with issues of conviction and faith. Appreciation and wonder in religious education includes pupils: developing their imagination and curiosity recognising that knowledge is bounded by mystery appreciating the sense of wonder at the world in which they live developing their capacity to respond to questions of meaning and purpose Page 7 of 7
WEST SUSSEX AGREED SYLLABUS. For RELIGIOUS EDUCATION
WEST SUSSEX AGREED SYLLABUS For RELIGIOUS EDUCATION Agreed on March 10 th 2008 INDEX FOREWORD 3 Page PART 1 RELIGIOUS EDUCATION IN THE CURRICULUM Background 5 The importance of religious education 5 AboutMore information
RE Policy. Chase Lane Primary School and Nursery Unit. Updated January October 2017 or earlier if necessary. Next review. Ratified by Governors
Chase Lane Primary School and Nursery Unit RE Policy Updated January 2015 Main author Kim Veldtman Next review October 2017 or earlier if necessary Ratified by Governors 30.6.15 1 Chase Lane Primary SchoolMore information
Religious Education Policy. Date: May 2015 Signed: (Headteacher) Review Date: May 2017 (Chair of Governors) Our Mission Statement is:
Love your neighbour as you love yourself Matthew 22:39 Religious Education Policy Date: May 2015 Signed: (Headteacher) Review Date: May 2017 (Chair of Governors) Our Mission Statement is: Love your neighbourMore information
Dioceses of Leeds and York Diocesan Syllabus for Religious Education
Dioceses of Leeds and York Diocesan Syllabus for Religious Education RE Today 2017. This syllabus was written by RE Today Services for the Dioceses of Leeds and York. All rights reserved. Permission isMore information
Policy and guidelines for assemblies and acts of collective worship
Policy and guidelines for assemblies and acts of collective worship September 2017 NON-STATUTORY The school has carefully considered and analyses the impact of this policy and guidelines on equality andMore information
Excellence with compassion Love your neighbour as yourself Mark 12.31
St Mary s Bryanston Square CE Primary School Religious Education Policy December 2016 Excellence with compassion Love your neighbour as yourself Mark 12.31 Our Vision To provide an excellent learning environment,More information
The Derby City Agreed Syllabus for Religious Education
Derby City Religious Education Agreed Syllabus 2015 The Derby City Agreed Syllabus for Religious Education Aditi Singh 2015-2020 Amended and approved by SACRE, April 2015 1 Contents Derby City ReligiousMore information
Chelmsford Diocesan Board of Education. Religious Education Syllabus. for Key Stages 1 and 2
Chelmsford Diocesan Board of Education Religious Education Syllabus for Key Stages 1 and 2 Contents Section 1... 2 About Religious Education and Its Place in the Curriculum... 3 The Importance of ReligiousMore information
Distinctively Christian values are clearly expressed.
Religious Education Respect for diversity Relationships SMSC development Achievement and wellbeing How well does the school through its distinctive Christian character meet the needs of all learners? WithinMore information
ST ANSELM S CATHOLIC PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY. Learning and growing together through prayer, belief and love
ST ANSELM S CATHOLIC PRIMARY SCHOOL RELIGIOUS EDUCATION POLICY Reviewed by staff and re-approved by the Governing Body Pupil Committee 3 May 2017. Learning and growing together through prayer, belief andMore information
Religious Education Policy. St Barnabas & St Philip s Church of England Primary School. P:\Policies and Documents\Religious Education Policy 2017.
Religious Education Policy St Barnabas & St Philip s Church of England Primary School CURRICULUM POLICY FOR RELIGIOUS EDUCATION AT ST BARNABAS & ST PHILIP S There is a need for a coherent programme ofMore information
Promoting British Values at St Joseph s Catholic Primary School
The DfE have recently reinforced the need to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual libertyMore information
Discovery RE and Understanding Christianity: can they be used together?
Discovery RE and Understanding Christianity: can they be used together? What do they share in common? So how do their approaches match up? Both resources seek to provide teachers with practical tools toMore information
City of York. Agreed Syllabus for Religious Education
City of York Agreed Syllabus for Religious Education 2016-2021 0 Written by Stephen Pett, Kate Christopher, Lat Blaylock, Fiona Moss, Julia Diamond-Conway Images, including cover images, courtesy of NATRE/SpiritedMore information
Multi-faith Statement - University of Salford
Multi-faith Statement - University of Salford (adapted in parts from Building Good Relations with People of Different Faiths and Beliefs, Inter Faith Network for the UK 1993, 2000) 1. Faith provision inMore information
Reculver Church of England Primary School
those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Isaiah 40:31 connect nurture aspire learn excelMore information
3. Why is the RE Core syllabus Christian in content?
1. Historic transferor role The role of Churches and religion in Education Controlled schools are church-related schools because in the 1930s, 40s and 50s, the three main Protestant Churches transferredMore information
CURRICULUM OVERVIEW: Key Stage 1
CURRICULUM OVERVIEW: Key Stage 1 In the Foundation Stage and nursery classes, children will have had opportunities to find out and learn about the world they live in. These experiences are likely to haveMore information
Collective Worship Policy
One Family Achieving more together Collective Worship Policy Rationale This collective policy document is written in conjunction with the School Christian Values of; Love, Respect and Responsibility alongMore information
St Mary s Catholic Primary School Religious Education Policy
St Mary s Catholic Primary School Religious Education Policy Introduction The message of the Gospel is central to our school: it is essential to our view of education and underlies all we do. We recogniseMore information
BELONGING, BELIEVING, BECOMING 1. Fundamentals Policy for Collective Worship Christian emphasis In this Church of England Voluntary Aided School, Collective worship is in conformity with the ethos statementMore information
venue Infant School COLLECTIVE WORSHIP AND ASSEMBLY POLICY Adopted: Signed on behalf of the Governing Body Position: Date: Review date:
The venue Infant School COLLECTIVE WORSHIP AND ASSEMBLY POLICY Adopted: Signed on behalf of the Governing Body Position: Date: Review date: 1 THE VENUE INFANT SCHOOL COLLECTIVE WORSHIP AND ASSEMBLY POLICYMore information
We use the Come and See programme in the academy. This is a programme that begins with early years and goes up to year 6.
R.E. Curriculum Come and See Come and See has been developed to respond to the needs of children today in their faith journey, to enable them to grow in their religious literacy and understanding in aMore information
ZIMBABWE MINISTRY OF PRIMARY AND SECONDARY EDUCATION FAMILY AND RELIGIOUS STUDIES SYLLABUS FORM 1-4 Carriculum Developmwent Unit P. O. Box MP 133 MOUNT PLEASANT HARARE All Rights Reserved Copyright (2015-2022)More information
End of Year 1 statements AT1 - Learning about religion and belief AT2 - Learning from religion and belief
End of Year 1 statements Begin to name the different beliefs and Begin to talk about and find meanings practices of Christianity and at least one behind different beliefs and practices. other religion.More information
YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh)
YEAR 4 Unit A2 - The Qur'an & the Prophet Muhammad (pbuh) Teacher's note: This unit is part of a scheme of work designed to deliver the Agreed Syllabus. It has been written by a joint Hackney & EnfieldMore information
St John the Evangelist Religious Education Policy. St John the Evangelist RC Primary School Religious Education Policy
St John the Evangelist Religious Education Policy St John the Evangelist RC Primary School Religious Education Policy Our Mission Statement was created as part of a joint initiative between our staff,More information
PROFESSIONAL SUPERVISION. A process of Reflection on Ministry Experience
PROFESSIONAL SUPERVISION A process of Reflection on Ministry Experience The Uniting Church in Australia Ministerial Education Commission 2011 Published by the Uniting Church Assembly s Ministerial EducationMore information
Objective breakdown per Key Stage: Year Religions to be covered AT1/AT2 objectives to achieve
RE at Sheringdale Reception: Look at major festivals as they occur, particularly for religions represented in the class. Year 1: Christianity and Hinduism Year 2: Christianity and Islam Year 3: Christianity,More information
EIC Primary School Tours
EIC Primary School Tours European Islamic Centre 79 Manchester Road Oldham OL8 4LN 10 th February 2017 PRIMARY SCHOOLS WEEK: 8-12 May 2017 Dear Head teacher, It gives me great pleasure to invite you onMore information
RELIGION IN SCHOOLS. A guide for non-religious parents and young people in England and Wales
RELIGION IN SCHOOLS A guide for non-religious parents and young people in England and Wales ABOUT HUMANISTS UK At Humanists UK, we advance free thinking and promote humanism to create a tolerant societyMore information
THE CHURCH OF SCOTLAND A CO-ORDINATED COMMUNICATION STRATEGY Contents Context Communicating Beyond the Church of Scotland Communication Within the Church of Scotland Implementation Guidelines for SpokespersonsMore information
CURRICULUM FOR KNOWLEDGE OF CHRISTIANITY, RELIGION, PHILOSOPHIES OF LIFE AND ETHICS Dette er en oversettelse av den fastsatte læreplanteksten. Læreplanen er fastsatt på Bokmål Valid from 01.08.2015 http://www.udir.no/kl06/rle1-02More information
Diocese of Knoxville Catholic Schools
Diocese of Knoxville Catholic Schools Mission Statement Dedicated to teaching the mission of the Catholic Church, the Diocese of Knoxville s Catholic Schools are faith-centered, academic communities focusedMore information
John Pujajangka-Piyirn Catholic School Evangelisation Plan
John Pujajangka-Piyirn Catholic School Evangelisation Plan Our Mission Statement At John Pujajangka-Piyirn Catholic School we are a community of adults and children who with the guidance from the GoodMore information
SYMBOLISM. 12 to 16 years. Educational visits at the Sagrada Familia. Pre-visit activity. Religious symbolism visit Groups: 12 to 16 years
Educational s at the Sagrada Familia Pre- activity. Religious symbolism Groups: 1 0. Discovering the Temple The Sagrada Familia has an open-doors policy for school children to come and observe and learn.More information
GCE. Religious Studies. Mark Scheme for June Advanced GCE G574 New Testament. Oxford Cambridge and RSA Examinations
GCE Religious Studies Advanced GCE G574 New Testament Mark Scheme for June 2010 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide rangeMore information
COMMON ENTRANCE EXAMINATION AT 13+ COMMON ACADEMIC SCHOLARSHIP EXAMINATION AT 13+ RELIGIOUS STUDIES SYLLABUS B (Revised Summer 2014 for first examination in Autumn 2015) Independent Schools ExaminationsMore information
Mark Scheme (Results) Summer 2014
Mark Scheme (Results) Summer 2014 Pearson Edexcel GCSE Religious Studies (5RS01/01) Unit 1: Religion and life based on a study of Christianity and at least one other religion Edexcel and BTEC QualificationsMore information
CARING FOR CHURCH LEADERS P A S T O R A L W E L L - B E I N G A CODE OF BEST PRACTICE Introduction HEBREWS 13:17 Have confidence in your leaders and submit to their authority, Churches that thrive spirituallyMore information
RELIGIOUS & CULTURAL SENSITIVITIES IN THE EXPRESSIVE ARTS. Haringey Standing Advisory Council For Religious Education (SACRE) 2016.
Haringey Standing Advisory Council For Religious Education (SACRE) RELIGIOUS & CULTURAL SENSITIVITIES IN THE EXPRESSIVE ARTS GUIDANCE FOR HARINGEY SCHOOLS IN RESPONDING TO PARENTAL CONCERNS ABOUT RELIGIOUSMore information
Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification. Why believe in God? YEAR GROUP: Year 7
Why believe in God? YEAR GROUP: Year 7 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification Writing group/ Nottingham City & County SACRE / Units of work in RE 01/06/2009 1More information
Mission. "If you continue in my word, you are truly my disciples, and you will know the truth, and the truth will make you free.
Central Texas Academy of Christian Studies An Enrichment Bible Studies Curriculum Imparting the Faith, Strengthening the Soul, & Training for All Acts 14:21-23 A work of the Dripping Springs Church ofMore information
*X213/201* X213/201 RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES INTERMEDIATE 2. There are four Sections in this paper.
X213/201 NATIONAL QUALIFICATIONS 2008 WEDNESDAY, 28 MAY 9.00 AM 11.00 AM RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES INTERMEDIATE 2 There are four Sections in this paper. Section 1 World Religions: ThisMore information
Acts 19 : 1-7 Mark 1 : 4-11 Sermon
Sermon The story of how the Christian faith spread and grew, as told in the book of Acts, is mightily impressive. It begins in Jerusalem, which was at the time an insignificant place on the outskirts ofMore information
GCSE Religious Studies B (Short Course)
GCSE Religious Studies B (Short Course) Beliefs in Action This draft qualification has not yet been accredited by Ofqual. It is published to enable teachers to have early sight of our proposed approachMore information
Effective curriculum planning
Effective curriculum planning Top Tips Kathryn Wright Diocesan RE Adviser Created for the East Coast RE Network Group hosted by Homefield VC Primary Some general introductory points RE should focus onMore information
R.E.R.E. ISLAM Medium term question planning
Key Skills to be covered: Taken from Level 1 Taken from Level 2 AT1: Learning about religion Pupils I can retell some parts of religious stories. I recognise religious people. I recognise religious places.More information
THE DISTINCTIVE CURRICULUM OF THE CATHOLIC SCHOOL GUIDELINES FOR SCHOOL REVIEW In your Catholic schools, there is always a bigger picture over and above the individual subjects you study, the differentMore information
Sixth Form External Applicant Form 2018/19 DEADLINE
Sixth Form External Applicant Form 2018/19 DEADLINE 3.20pm 15th December 2017 Name: Date of Birth: Current School: Once this form is complete, please sign to confirm the choices you have made and alsoMore information
RAMADAN 2017 A Simple Guide for Schools
RAMADAN 2017 A Simple Guide for Schools January 1, 2017 363-365 Lewisham High Street, Lewisham, London, SE13 6NZ www.lewishamislamiccentre.com Tel: 0208 690 5090 Email:email@example.com RegisteredMore information
UNIT I: INTRODUCTION TO RIGHTS AND RESPONSIBILITIES LESSON 1: ESTABLISHING CLASSROOM RULES, RIGHTS, AND RESPONSIBILITIES OBJECTIVES: To establish rules that ensure a safe, respectful classroom environmentMore information
WJEC GCSE in RELIGIOUS STUDIES. (Full and Short Course) SPECIFICATION A. For Assessment from Summary of Assessment 2.
GCSE RELIGIOUS STUDIES Specification A 1 Contents WJEC GCSE in RELIGIOUS STUDIES (Full and Short Course) SPECIFICATION A For Assessment from 2013 Page Summary of Assessment 2 Introduction 3 SpecificationMore information
The Hub Belfast Lead Pastor / Associate Chaplain. Information Pack
The Hub Belfast Lead Pastor / Associate Chaplain Information Pack 1. Introducing The Hub Belfast 2. Lead Pastor / Associate Chaplain Job Description and Criteria 3. Discipleship, Formation and DevelopmentMore information
The Parish Community God s Holy Spirit in Action
Level: 3 Grade: 4 The Parish Community God s Holy Spirit in Action In this unit students explore the Holy Spirit in action in their families, their parish and in their wider community. They examine theMore information
Family Life Education
Ontario Catholic Elementary Curriculum Policy Document, Grades 1-8 Family Life Education Summary 0 2012 Introduction The curriculum in Ontario Catholic schools is understood not only in terms of knowledgeMore information
GCSE Religious Studies A: (World Religion(s)) Mark Scheme for June Unit B588: Muslim Texts 2: Sunnah and Hadith
GCSE Religious Studies A: (World Religion(s)) Unit B588: Muslim Texts 2: Sunnah and Hadith General Certificate of Secondary Education Mark Scheme for June 2016 Oxford Cambridge and RSA Examinations OCRMore information
Prentice Hall United States History 1850 to the Present Florida Edition, 2013
A Correlation of Prentice Hall United States History To the & Draft Publishers' Criteria for History/Social Studies Table of Contents Grades 9-10 Reading Standards for Informational Text... 3 Writing Standards...More information
MUSLIM COUNCIL BRITAIN. ISLAMOPHOBIA ISSUES, CHALLENGES and ACTION. Boardman House 64, Broadway Stratford E15 1NT RESPONSE FROM. (20 November 2003)
1 ISLAMOPHOBIA ISSUES, CHALLENGES and ACTION REPORT BY THE RUNNEYMEDE COMMISSION ON BRITISH MUSLIMS AND ISLAMOPHOBIA RESPONSE FROM THE MUSLIM COUNCIL OF BRITAIN Boardman House 64, Broadway Stratford E15More information
A Model for Understanding the Identity and Mission of a Catholic School
A Model for Understanding the Identity and Mission of a Catholic School This template for understanding and promoting the religious charism of a school comes from an address to the Conference of the UnionMore information
Name of Unit: Faith: Who Is Jesus? Christianity. Key Stage In Which This Unit Should Be Taught:
Name of Unit: Faith: Who Is Jesus?. Key Stage In Which This Unit Should Be Taught: Recommended Year Group (if specified:) KS2 Previous Learning: Incarnation and Salvation Units: Foundation Stage, Key StageMore information
Parish Pastoral Council 1. Introduction 2. Purpose 3. Scope
Parish Pastoral Council 1. Introduction Saint Luke the Evangelist church in Westborough has updated the previously formed Parish Council into the newly revised Parish Pastoral Council, which builds onMore information
Relocation as a Response to Persecution RLP Policy and Commitment
Relocation as a Response to Persecution RLP Policy and Commitment Initially adopted by the Religious Liberty Partnership in March 2011; modified and reaffirmed in March 2013; modified and reaffirmed, AprilMore information
German Islam Conference
German Islam Conference Conclusions of the plenary held on 17 May 2010 Future work programme I. Embedding the German Islam Conference into society As a forum that promotes the dialogue between governmentMore information
Mass booklet. Gathered in my name...
Education Sunday 2017 Mass booklet Gathered in my name... For where two or three are gathered in my name, I am there among them. Matthew 18: 20 Foreword The Catholic Community gathers every year on EducationMore information
Key Competencies Needed by an Effective Sunday School Director
Key Competencies Needed by an Effective Sunday School Director Who is the Sunday School Director? The Sunday School Director can be any of the following leaders: pastor, minister of education, Sunday SchoolMore information
Syllabus for PRM 660- Practical Theology for Charismatic Ministry 3 Credit Hours July 8-12, 2013
I. COURSE DESCRIPTION Syllabus for PRM 660- Practical Theology for Charismatic Ministry 3 Credit Hours July 8-12, 2013 A course designed to help implement the promises of God and to build the Kingdom ofMore information
Tolerance in Discourses and Practices in French Public Schools
Tolerance in Discourses and Practices in French Public Schools Riva Kastoryano & Angéline Escafré-Dublet, CERI-Sciences Po The French education system is centralised and 90% of the school population isMore information
Page 1 of 8 Syllabus v. 5.8.2012 Course Title: World Religions (ANTH 3401) Credits: 3 WORLD RELIGIONS (ANTH 3401) SYLLABUS Instructor: Professor Jocelyn Linnekin firstname.lastname@example.com (or, preferably,More information
1.7 The Spring Arbor University Community Covenant Biblical Principles
1.7 The Spring Arbor University Community Covenant As an academic community, Spring Arbor University is shaped by its commitment to Christian values found in the teachings of Jesus Christ, its historicalMore information
Framing the Essential Questions: A Tool for Discerning and Planning Mission 6
Retreat #2 Tools Tab 89 Framing the Essential Questions: A Tool for Discerning and Planning Mission 6 I beg you... to have patience with everything unresolved in your heart and try to love the questionsMore information
ST507: Contemporary Theology II: From Theology of Hope to Postmodernism
COURSE SYLLABUS ST507: Contemporary Theology II: From Theology of Hope to Postmodernism Course Lecturer: John S. Feinberg, Ph.D. Professor of Biblical and Systematic Theology at Trinity Evangelical DivinityMore information
I Wonder... Questions that puzzle us Year 1/2
Sam and Alisha asked a puzzling question: Where is God? They suggested answers in their drawings I Wonder... Questions that puzzle us Year 1/2 Sandwell RE Syllabus Support Unit of work Non Statutory Exemplification:More information
First section: Subject RE on different kind of borders Jenny Berglund, Leni Franken
Summaria in English First section: Subject RE on different kind of borders Jenny Berglund, On the Borders: RE in Northern Europe Around the world, many schools are situated close to a territorial border.More information
MEDIUM TERM PLANNING Class: Y3 Term: Autumn 2 Topic: Invaders and Settlers - Romans Subject: History Differentiation and support SEN: Simplify tasks to focus on collecting less information. Provide withMore information
Religion 12: In Search of the Good
Religion 12: In Search of the Good School Name: Vanier Catholic Secondary Developed by: Canadian Conference of Catholic Bishops Date Developed: 2007 Principal s Name: Edward Frison Department AuthorizedMore information
Spiritual Life Reference Form
Spiritual Life Reference Form To be completed by the applicant. This form is to be completed by your pastor, youth minister, small group leader, spiritual mentor or other person in a position of spiritualMore information
Religious Education Key Stage 3: Year 7
Religious Education Key Stage 3: Year 7 Unit Overview: How can religion affect our lives? Approximate duration: 8 lessons Key Questions Concepts Learning Outcomes: Students should: Possible Teaching &More information
Program Goals. Sathya Sai Speaks Vol. 10 Chapter 33 page 207, Bal Vikas Teachers Training Camp 6/6/78
Program Goals Bal Vikas (Spiritual Education) is the primary basis of the great movement to restore righteousness (dharma) in the world. The ideal of the Bal Vikas (program) is to raise a generation ofMore information
SCIENTIFIC THEORIES ABOUT THE ORIGINS OF THE WORLD AND HUMANITY Key ideas: Cosmology is about the origins of the universe which most scientists believe is caused by the Big Bang. Evolution concerns theMore information
Office of the Permanent Diaconate
Office of the Permanent Diaconate Formation and Training for Permanent Deacons: D IOCESE OF D ULUTH A Guide for Pastors 2830 East Fourth Street Duluth, MN 55812 Phone: 218-724-9111 Fax: 218-724-1056 E-mail:More information
As part of their public service mission, many colleges and
Journal of Higher Education Outreach and Engagement, Volume 6, Number 2, p. 57, (2001) PUBLIC SERVICE A ND OUTREACH TO FAITH-BASED ORGANIZATIONS Mark A. Small Abstract This article describes the changingMore information
Unley Park Baptist Church Marriage Affirmation
Unley Park Baptist Church Marriage Affirmation The upcoming voluntary postal ballot on legalising same-sex marriage has stirred an important and challenging debate across our nation. The leadership ofMore information
EPISODE 7: Charlie and Blue Do Some Soul Searching. Key Stage 1 Cross-Curricular Topic: Ourselves Key Stage 2 Cross-Curricular Topic: Identities
EPISODE 7: Charlie and Blue Do Some Soul Searching Key Stage 1 Cross-Curricular Topic: Ourselves Key Stage 2 Cross-Curricular Topic: Identities Introduction The concept of the soul is a complex one forMore information
The United Reformed Church Northern Synod
The United Reformed Church Northern Synod Guidelines and Procedures on the Care of Manses In recent years, many synods have introduced a variety of manse policies. In 2009, a task group was set up in NorthernMore information
Philosophy of Women s Ministries, Roles and Objectives
Philosophy of Women s Ministries, Roles and Objectives By Ardis Dick Stenbakken Leadership Certification Level 2 General Conference Women s s Ministries Definition of Philosophy Love and pursuit of wisdomMore information
Spiritual Formation, Part 2
Kris Miller Lipscomb University Hazelip School of Theology Spring 2017 Spiritual Formation, Part 2 Course Description The spiritual formation of leaders is a key commitment of the Hazelip School of TheologyMore information
Guide to Pastoral Practice and Ministry. Guidelines for those who are called to Baptist Ministry.
Guide to Pastoral Practice and Ministry Guidelines for those who are called to Baptist Ministry. GUIDE TO PASTORAL PRACTICE AND MINISTRY Baptist Union of Great Britain Introduction All that follows recognisesMore information
Summit Christian Academy 1500 SW Jefferson Lee s Summit, MO Phone: Fax:
Summit Christian Academy 1500 SW Jefferson Lee s Summit, MO 64081 Phone: 816-525-1480 Fax: 816-525-5402 firstname.lastname@example.com SUBSTITUTE APPLICATION Application Date: Date Available: A. APPLICANT'S NAME ANDMore information
Name of Unit: Why Did Jesus Teach The Lord s Prayer As The Way To Pray?
Name of Unit: Why Did Jesus Teach The Lord s Prayer As The Way To Pray? Faith: Key Stage in which this unit should be taught: Recommended Year Group (if specified:) Key Stage 1 1 or 2 Previous Learning:More information
abcdefghijklm = påüççäë=aáêéåíçê~íé = pìééçêí=ñçê=ié~êåáåö=aáîáëáçå= Directors of Education, Managers of grant aided schools and Proprietors of independent schools sáåíçêá~=nì~ó= bçáåäìêöü=bes=snn= = qéäééüçåéw=mnpnjoqq=mvmv=More information
Positions 1 and 2 are rarely useful in academic discourse Issues, evidence, underpinning assumptions, context etc. make arguments complex and nuanced
Shaun Theobald email@example.com The Student Learning Advisory Service With any argument, theoretical statement or academic opinion we can adopt 3 positions: 1.Agree 2.Disagree 3.Agree/disagree withMore information
Lesson Preparation. by Mark A. Taylor
Lesson Preparation by Mark A. Taylor What is the very first thing you do to prepare a Sunday school lesson so you may teach it effectively? Pray? Perhaps. Prayer certainly is vital and should accompanyMore information
Kerem School. Hampstead Garden Suburb Barnet. Headteacher: Mrs. R. Goulden
PIKUACH INSPECTION REPORT Kerem School Hampstead Garden Suburb Barnet Headteacher: Mrs. R. Goulden Reporting inspector: P. M. Leckstein Dates of inspection: 8 th and 9 th February 2000 Inspection carriedMore information
Philosophy of religion
IBAcc Course Syllabus Philosophy of religion Course Information Lecturer: Bedjo Lie, S.E., M.Div., Th.M. Class location : Credit : 2 classroom units Office phone : (031) 2983195 Class : Tuesday, 13:30More information
1 COSMOLOGY & FAITH 910L COSMOLOGY & FAITH By John F. Haught, adapted by Newsela Since the beginning of human existence on our planet, people have asked questions of a religious nature. For example, whatMore information
GCSE Religious Studies New Specification A
GCSE Religious Studies New Specification A Slide 1 Follow us on Twitter @AQACPD. Structure of the Session Introduction and Context New Specification A Full Course Assessment Objectives Assessment StructureMore information
Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium
Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium The Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium is developed in four sections.More information
Some Aspects of Paganism in Modern Scotland
RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 1 Religious and Moral Education: Some Aspects of Paganism in Modern Scotland RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 2 A CurriculumMore information


text:
This website contains adult material and is only suitable for those 21 years or older. Click Enter only if you are at least 21 years of age.
Log in
Create an account
0 item($0.00) ·
Check out
$23.46 $394.24
is on back order
R. Jelinek Slivovitz 5 Year 750ML
Copyright © 2019 spiritboss. Powered by Shopify.

subset: commoncrawl


text:
Halloween Scares Up a Second Win at the Box Office
It seems there is still some life to Michael. Halloween took in $32.04M in the U.S. to score a second weekend at the box office. It's domestic total now stands at $126.69M and globally it has hit $172.29M off of a $10M budget. Second place went to A Star is Born with $14.14M, bringing its… read more


text:
The cannabis industry's excitement is building as the California takes steps towards establishing its legal recreational market. This week Los Angeles voters approved Measure M to create regulations for adult-use marijuana, thus setting up the city to steal the title of marijuana capital from Denver.
This energy is bringing a whole new crop of investors into the pot stock market, who may not be aware of the past hiccups in this market.


text:
Welcome to the Community Exchange, where community members ask and answer questions about DNN. To get started, just start typing your question below and either select one of the suggested questions or ask a new question of your own.
Return to previous page
We have our company website http://www.infinite-usa.com that has been built in DNN Community edition. Currently being hosted at IOWA Solutions. We are moving to a different server now. We have successfully created two instances of current website on the new server - (a) Infinite Dev ; (b) Infinite Live. We want to point Infinite Live from IOWA Solutions to this new server.
We have the website (infinite live) hosted on the new server with IP : 192.x.x.x:81. This internal IP has been mapped to an external global IP of 198.xx.xx.xx.
We have added following IPs in Portal Alias table of dnn : (a) 192.x.x.x:81 ; (b) localhost:81 ; (c) 198.x.x.x . When we access the site using these IPs, it comes up fine.
Now we changed the DNS mapping from 208.xx.xx.xx (currently) to 198.xx.xx.xx. When we try to now access http://www.infinite-usa.com from the browser it gives us "404 - File or Directory not found".
What are we doing wrong? Please help. We are in a deadlock here !!!!
DNN Digest is our monthly email newsletter. It highlights news and content from around the DNN ecosystem, such as new modules and themes, messages from leadership, blog posts and notable tweets. Keep your finger on the pulse of the ecosystem by subscribing.


text:
Items where Author is "Quarmby, T"
|Up a level
Gammon, C and Morton, K and Atkin, A and Corder, K and Daly-Smith, A and Quarmby, T and Suhrcke, M and Turner, D and van Sluijs, E (2019) Introducing physically active lessons in UK secondary schools: feasibility study and pilot cluster-randomised controlled trial. BMJ Open. ISSN 2044-6055 (In Press)
Quarmby, T and Sandford, R and Pickering, K (2018) Care-experienced youth and positive development: An exploratory study into the value and use of leisure-time activities. Leisure Studies. ISSN 0261-4367 DOI: https://doi.org/10.1080/02614367.2018.1535614
Quarmby, T and Sandford, R and Elliot, E (2018) 'I actually used to like PE, but not now': Understanding care-experienced young people's (dis)engagement with physical education. Sport, Education and Society. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2018.1456418
Quarmby, T and Daly-Smith, A and Kime, N (2018) 'You get some very archaic ideas of what teaching is…': Primary school teachers' perceptions of the barriers to physically active lessons. Education 3-13. ISSN 0300-4279 DOI: https://doi.org/10.1080/03004279.2018.1437462
Morley, D and McKenna, J and Gilbert, S and French, J and Till, K and Quarmby, T and Turner, G (2017) Can't pay, can't play? Talent lead's perspectives on the financial constraints experienced by athletes on the England Talent Pathway. High Ability Studies, 29 (1). pp. 1-14. ISSN 1359-8139 DOI: https://doi.org/10.1080/13598139.2017.1341389
Hobbs, M and Daly-Smith, A and McKenna, J and Quarmby, T and Morley, D (2017) Reconsidering current objectives for physical activity within physical education. British Journal of Sports Medicine. ISSN 1473-0480 DOI: https://doi.org/10.1136/bjsports-2016-097328
Quarmby, T and Pickering, K (2016) Physical activity and children in care: A scoping review of barriers, facilitators and policy for disadvantaged youth. Journal of Physical Activity and Health, 13 (7). pp. 780-787. ISSN 1543-5474 DOI: https://doi.org/10.1123/jpah.2015-0410
McKenna, J and Quarmby, T and Kime, N and Parnell, D and Zwolinsky, S (2016) Lessons from the field for working in Healthy Stadia: physical activity practitioners reflect on 'sport'. Sport in Society. 1 - 9. ISSN 1743-0437 DOI: https://doi.org/10.1080/17430437.2016.1173913
Quarmby, T and Dagkas, S (2015) Informal mealtime pedagogies: exploring the influence of family structure on young people's healthy eating dispositions. Sport, Education and Society, 20 (3). 323 - 339. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2013.765399
Quarmby, T (2014) Sport and physical activity in the lives of looked-after children: a 'hidden group' in research, policy and practice. Sport, Education and Society, 19 (7). 944 - 958. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2013.860894
Quarmby, T and Dagkas, S (2013) Locating the place and meaning of physical activity in the lives of young people from low-income, lone-parent families. Physical Education and Sport Pedagogy, 18 (5). 459 - 474. ISSN 1740-8989 DOI: https://doi.org/10.1080/17408989.2012.690384


text:
First Day Hike at Smith Mountain Lake State Park
Start the year off right with an easy hike at Smith Mountain Lake State Park! Winter is a great time to hike in Virginia. Without leaves on the trees you can see things you don't normally see; it's quiet, it's cool, and there are no pesky bugs! Meet at the Visitor's Center. There is a $5 fee for parking.
Note: Optional Adventures in Virginia State Parks patch available for $2; optional Adventurers patch available for $2; optional Adventurers t-shirt available for $12
Participants may attend as individuals or troops.
Who: Girls ages 11 & up and adults
Fee: $6/girls; $6/adults
Min/Max: 5/16
Patch included: No
Registration Opens: 11/1/17
Registration Closes: 12/18/17
Questions: Laura Burchett, firstname.lastname@example.com or 540-776-6562 or 540-354-4877
To Regsiter: Submit Adventurers Event Registration #2277 and check made to:
Adventurers c/o Laura Burchett
6146 Renoir Lane
Roanoke, VA 24018


text:
I fell for it last year. I needed a US History course for my kids and wanted it to be me-friendly. Teacher manuals, appropriate reading level for my kids to use independently, workbooks for each kid and all extra texts already collected in one spot. This book with bright colored pictures, maps all printed and bound ready for my students to color, and nice fresh smell seemed like the winner. I placed the order and dropped a bundle of money.
I was skeptical at first. The reading level wasn't what I was expecting, so I had to still read or supervise the reading. I also had to help the kids locate the maps and worksheets they were assigned. I had to help with the shuffle of all the separate books. So far, not so "easier for the teacher." The lure of easy and bundled had gotten me.
Prior to falling for the bundle, I had always used "living books," a term thrown around the classical education world meaning books written by people who are passionate about the subject, thus producing an extremely good text from which to learn. Most textbooks are written by textbooks writers—those that are hired to write about a particular subject and tend to be lacking in quality.
The struggle with living books is that there can be a large amount of books to choose from. Stacks of brilliant books that we need to shuffle through and loads of titles in the library (which I inevitably pay a fine on) can all be found on all topics. How do I keep them managed? What system do I follow to ensure all aspects of our subject are covered? How to I test the kids on their knowledge? Do I need to create worksheets or activities for further mastery?
Despite it being a little more of a large furry beast to manage, living books still win the day for me. I resold that bundle I bought and never looked back. I am back on the living books bandwagon and plan on staying here. Yes, that means I have to find places to store the books we aren't using as well as keep the books we do need. And yes, I need to budget for all library fines accrued during the year, but I am still trusting the old faithful of books.
Are you the bundle buyer or do you prefer living books? Maybe you are a mixture of both! How do you manage to keep the book tower from toppling over?
Looking for high-quality curriculum that is great for students AND great for teachers?
Global Student Network gives you the choice of 8 comprehensive online learning programs that are interactive and motivating for the student and easy to track and manage for the homeschool teacher.
Find the perfect fit for your homeschool today!
Lindsay Banton is a caffeinated mother to three great kids. She never expected to homeschool, but has found that it is a wonderful addition to their lifestyle and wouldn't change it for the world. In addition to homeschooling, Lindsay works alongside her husband in campus ministry at a large university in Connecticut. She grew up in Virginia but has settled into life in New England, learning to love the long winters, cool springs, green summers and gorgeous autumns- and has built a boot collection to meet all the demands. She is currently blogging at www.oaksreplanted.blogspot.com.


text:
10adriano10 2014-11-16 07:58
I can translate Ukrainian, but not found file.
Woo-Cash 2018-12-01 11:04
Hi. I made some corrections to Polish translation. I just want them to be included to the application, so I don't have to overwrite them myself with every new version. Jose77 isn't active for 6 years, so I write directly to you. The file isn't 100% done yet, I just wanted to improve what I use for myself, but if you take it, I'll try to do the rest. If you want it, please contact me.
You are reading "Localize Genie Scout and win".


text:
A Comprehensive Guide on Gambling
It is good to know that one of the activities that you will get a large number r of the people doing in the current world is to gamble. It is important to note that the people have their own reasons as to why they are gambling and for each one of them there is a satisfying need to get at end of the day.
It is good to know that if you want to play so that you can win then you will need to do whatever it will take to have the best winning streak at all of the times. You should know that it is not an easy thing to become the best gambler. It is good to know that for any career it will need some perfect knowledge and the gambling too will need such info as well.
Therefore, it will be a good thing to have some guiding things that will make you a good gambler. You should read the following tips for you to have a complete guide to gambling needs. It will be a good thing to identify the gambling point or the place that will suit you the best.
It will be great to use the advantage that there are many casinos to select the best for your needs. It will be great to do a better research and read the reviews to be certain that you have the right one. With the best site in sight then it will be good to know the best game that will suit your playing chances.
It will be a good thing to study the games carefully so that you can be able to know what they entail. It is good to know that the game rules will be vital. It is good to note that with the different rules you will need to have a proper study of them, as they will determine how well you will play.
You should know that through the use of the occasional offer and the promos you will have even better chances of winning mega money at given times. It will be a good thing to know when it is good to take the day off from gambling. You should know that one of the mistakes that you can do, as a gambler is the failure to know when to stop at an even of a bad day.
You will realize that avoiding such a thing as professional gambler you will have much money to save, as you will have a bad day to keep off. It will be essential to know that for a better day also you should maximize your profit and know when to stop for the day. You should know even though it will take time and some regular learning it would lead into success one day. Learn more about guidetogamblingonline.com for more details.
To get additional info, visit - https://www.huffingtonpost.com/entry/how-casinos-states-are-winning-big-from-online-gambling_us_5936b246e4b0cca4f42d9d5d


text:
Hanshin Tigers: June 26, 2010
by Gen on Jun.26, 2010 @ 2:34 pm, under NPB
...Takashi Toritani has driven in at least one run in five straight games.
...Ando Yuya started a Ni-gun game against Chunichi yesterday and tossed seven shutout innings while allow four hits and striking out five. Yuya threw a total 101 pitches and topped out at 144km/h. Based on the start, it would seem he has secured an Ichi-gun start against Chunichi on 7/1 (5 days of rest).
Tags: Hanshin Tigers


text:
FREE Suitcase + Tote bag
when you spend £120 in store or online. Mix and match between brands.
Spend threshold minimum applies when all deductions have calculated. Available in blue only.
For more information and full terms and conditions please click here.
Features & benefits
- Multi-purpose blow dry cream
- Moisturising
- Colour Safe
- NO: Drying Alcohols, Parabens, Dyes, Propylene Glycol, THC.
- Vegan
In StockDelivery Lead Time: Available for next day delivery
Delivery Lead Time: Available for next day delivery
Color Secret Multi-talented blow dry cream for color treated hair. Versatile and lightweight this incredible cream will create the perfect blow-dry on any hair style. Whether you are straight, wavy or curly, Blow-Dry Balm is Infused with color strengthening technology to repair damage, increase strength and manageability.
Apply to damp or dry hair. Blow-dry for smooth touchable looks or use hot tools to refine curls. On dry hair, re-apply to add texture, control or instant style boost.
Aqua/Water/Eau, Caprylic/Capric Triglyceride, Isopropyl Palmitate, Cetyl Alcohol, Cyclopentasiloxane, Dimethiconol, Linum Usitatissimum (Linseed) Seed Extract, Polyacrylamide, Glyceryl Stearate, PEG-100 Stearate, Salvia Hispanica Seed Extract, C13-14 Isoparaffin, Laureth-7, Hydrolyzed Vegetable Protein PG-Propyl Silanetriol, Panthenol, Cannabis Sativa (Hemp) Seed Oil, Simmondsia Chinensis (Jojoba) Seed Oil, Argania Spinosa (Argan) Kernel Oil, Ethylhexylglycerin, Phenoxyethanol, Parfum/Fragrance, Hexyl Cinnamal, Limonene, Citral, Citronellol, Linalool.
Warning: Avoid contact with eyes. If irritation occurs discontinue use.
Featured Products
Customer Reviews
There are no reviews for this product yet


text:
Sentinel & Enterprise staff
FITCHBURG -- A skateboarder struck by a car Friday evening on Blossum Street suffered a broken leg and is good condition, police said Monday.
Initially transported to UMass Memorial Medical Center in Worcester suffering from serious injuries, police Capt. Harry Hess said the 21-year-old Fitchburg man's injuries were less significant than originally thought.
The man, according to police on Saturday, was riding his skateboard down the middle of Blossum when a woman driving a Honda Accord turned off of Main Street into his path.
The driver was not injured and remained on the scene and cooperated with investigators, said the police on Saturday.
Hess said Monday the driver is not expected to be charged in the collision.


text:
Gutters can be difficult and messy to clean, particularly after heavy rains, wind or snow, which is why it's great to consider gutter guards.
A build up of debris like leaves, sticks, and dirt can cause gutters to break or flood, and this can lead to unsightly and expensive damage to homes.
Structural damage, rot and water stains are not only unattractive, but they can also be costly and time consuming to fix. Using a gutter guard system is a sensible solution to this problem.
Why You Should Choose Gutter Guards
Gutter guards work by protecting gutters so that debris doesn't build up. By preventing large and small objects from building up in the drains, they allow gutters to work like they should, funneling water away from the walls and roof of the house.
In this way, they can prevent a myriad of problems, like broken drainage systems, flooding in the house, rot and unattractive water stains.Furthermore, gutter guards can save money in the long run. Water damage can be prohibitively expensive to repair, particularly if it has caused structural damage to the walls or roof.
In addition, broken gutters must be replaced to avoid further damage, which can also cost a lot of money. By simply installing guards, a number of costly problems can be avoided, meaning no expensive repairs or replacements.
Gutter Guards Give You More Time
A final benefit of gutter guards is that they can save time. Gutters without guards need to be constantly cleaned in order to function properly. This takes time, and can also be quite dangerous as it usually involves climbing a ladder to reach the gutters.
With gutter guards in place, homeowners don't have to clean the gutters as often. In this way they free up time and energy that could be better spent on other pursuits.For homeowners living in any climate, and with any size of house, gutter guards are a practical maintenance solution. They protect the gutters and house from water damage, rot and unattractive stains, and make cleaning the gutters frequently unnecessary.
In this way they can save valuable time and energy in addition to protecting the home. For any type of homeowner this product is a logical and inexpensive investment.
For more information, or to get a free quote for your home, contact us today.


text:
On #GoalSetting1, I discussed some steps and tips to set goals. In this post, I will give you 9 simple but effective tips that will turn your goals into achievements.
The only thing you have to do is keep in mind these 9 fundamental rules of achievement:
(1) Think Like a Child:
"Dream, dream, dream… Dreams turn into thoughts and Thoughts turn into actions." – APJ Abdul Kalam
When you are setting a goal think like a child, forget about all of the doubts and disbeliefs. You can have whatever you want to have and you are designed to be what you decide to be. There are no limits, you get whatever you ask for.
(2) Be Passionate:
Don't set goals that doesn't serve you. Set goals that you really want to achieve. Do what will improve your life and inspire yourself being you. Setting unwanted goals will just increase stress in your life.
(3) Create a Belief System:
Make a list of all the pleasures you will get if you achieve this goal and a list of all the pains you have to face if you don't achieve this goal. Review this list every day to create a belief why achieving the goal is a must for you.
(4) Study about Your Goals:
Read, learn and grow. Find sources that will make your will power of achieving the goal stronger. Study the ways you can improve strategy. Model people who already have the life you want to have, follow their strategies.
(5) Keep Your Body Healthy:
Whatever your goal is to make sure you are taking care of your body first, it always should be the top priority. Your body is where you live in; you want to have it when you achieve your goal. Get a healthy eating pattern, a proper exercise routine and keep maintaining them. Never stop learning about your body and remember that Healthy body=Healthy mind.
(6) Make Your Goals Public:
This is the best way to to make sure you are actually achieving your goals. Telling your goals to your family, friends and even to the person you have just met will increase the chances of getting asked about your progress towards the goals. You will face guilt or embarrassment if you do not make the progress. Making public commitments creates a strong momentum and enough motivation to take steps. And you will be more accountable each time you achieve certain goals. This is the reason I published my 2016 new year resolutions in this blog.
(7) Take 1 Step Every Day:
Improving yourself just 1% each day and in a year you are
1.01365 = 37.8
Degrading just 1% each day and in a year you are
0.99365 = 0.03
Keep a goal journal and make sure you are getting closer to the goal every night you go to bed. Don't get overwhelmed if your goal is bigger than your beliefs; you don't have to achieve it within 2 days. Just take small steps every day. Working on your goal should be your daily habit. You have to regularly condition and improve yourself physically, emotionally and mentally as you work toward your dream.
(8) Have a Reward System:
"What gets rewarded, gets repeated."
Celebrate your achievements. Set rewards for you after you achieve your goals. Train your brain (like you train a dog or a dolphin to do some tricks in exchange for treats, the treats are rewards of achieving certain things) to act on your goal so that every achievement becomes celebration and celebrations become pleasures that motivate you to achieve again.
(9) Master The Strategy:
Set the start and end clearly. Don't get overwhelmed if your goal is bigger than your Follow the SMART rule while setting the goals. If know what you want and how you will get it you are halfway there to get it.
And that's it!
Here you have it the top 9 fundamental rules to achieve your goals. All of them are essential and very helpful.


text:
A town's steelmaking heritage is being celebrated with a new piece of art.
The structure, measuring almost 30ft by 20ft, has been placed at the entrance to Fawcett Park, a new urban recreational area in Consett, County Durham.
It was transported in sections from Shildon, where it was fabricated by TSB Fabrication, a firm based on the Hackworth Industrial Park.
The pieces were winched in by a crane and positioned on a specially-prepared plinth.
The artwork, developed by Project Genesis and designed by the Auton Design Studio in Hexham, now stands on part of the town's former steelworks site.
It has been created in an image representing molten steel being poured from a ladle.
At the heart of the structure is the original iron hook which was used at the steelworks to transport molten steel. The hook, weighing in at 1.6 tons, was found and rescued three years ago during clearance work being done by Consett company Absolute Civil Engineering.
The discovery sparked the idea for a permanent public artwork commissioned by Project Genesis, which is managing the development of the £1m urban park.
The piece is the latest in a series of high-profile artworks that have taken up residence in the town.
Last month saw the installation of murals at the entrance to the new Tesco store depicting steelworkers lifting pig iron and the former steelworks' site in all its glory.
Mark Short, Project Genesis managing director, said: "Project Genesis was set up to bring employment and drive regeneration to what was the former steelworks site.
"At this point only 20% of the land has been developed for commercial, residential and amenity activities.
"Part of the Project Genesis brief is to manage the landscapes and we have set a theme for installing high-profile artworks at strategic locations. We feel it's important to respect Consett's industrial past and the latest artworks achieve that wonderfully."
The official opening of Fawcett Park is scheduled for spring next year.


text:
Film festival offers a new perspective on lives of black women
Local filmmaker Rosheena Beek is looking to make history later this month when she hosts the first Black Women's Mini Video/Film Festival in Bermuda.
The inaugural event, taking place at Chewstick's Neo-Griot Lounge on April 11, 19 and 26, is geared towards celebrating black women filmmakers and empowering women of colour.
Ms Beek said: "One of the reasons I wanted to host this film festival was because we don't celebrate black women enough.
"I'm a film director myself and my biggest service to the community is creating films that are true to people's lives. I will be screening my latest film 'Before We Were Man', which is the first film I have done exclusively from me to my community.
"The tag line is 'What if you had the power to chose your mama?'. As you know our society is in need of healing and this film goes back to the fact of where we all come from and how sacred we are as women. I think the value on black women has been lost in the fray of commercialism and consumerism.
"Although mine is a short film, it deals with who we are essentially as mothers and beings higher than just this flesh that we know."
In addition to Ms Beek's film, 'Daughters of the Dust', the 1991 film by American filmmaker Julie Dash, will also be screening.
Ms Dash's film was revolutionary for its time and shattered some of the stereotypes that people had towards black women filmmakers.
Ms Beek reached out to the American filmmaker through Facebook and was thrilled to get her permission to show the film.
"She was very proud to be part of this inaugural event because it has never happened before in Bermuda where we have had a black women's film festival. She gave me her blessing."
In addition to the films, art work from female empowering artists like Kendra Earls, student talent Zianna Rubaine and US-based artist Patrick Earl Barnes will also be on exhibit.
Three local trailblazers in the film industry will also be honoured during the festival — including long-time broadcaster Leola Stovell, as well as Venetia Mildred Manders-Richardson and Maude Joel-Fox, both of whom played the piano during silent films in the early 1900s.
"They are part of my legacy and I believe that as you go forward in life, you should always remember the people that brought you forward on your shoulders," Ms Beek explained.
She first started delving in filmmaking in 2002. A man known as Tall Oak, a Pequot First Nationer, was visiting the island and Ms Beek was encouraged by friend Jill Bascome to take a camera with her to St David's.
"I went and just started shooting and when I came back with the footage it floored Jill and she was like 'No way'," she said. "I had never picked up a camera before."
Her first film called 'Keepers of the Gate: Bermuda's Reconnection of the Spirit' went on to have an encore showing on ZBM.
She said she has been writing since she was ten years old, so film proved to be another outlet for her in story telling. Through her film production company Moja Co Productions she has been able to video international stars like Beyonce and Steve Harvey on their visits to the island.
Ms Beek said there was no greater reward than sharing stories and having people enjoy and learn from them.
She encourages people to come out to the festival firstly to be entertained, but also to get a new perspective on the lives of black women and in support of women filmmakers.
"The evening is just going to be filled to capacity with entertainment," she said. Local singer Ashanti Caesar, aka Princess Black, will be performing on April 11; while Berkeley Institute student Marquedelle Philip Rodriguez's film 'Bermuda Was Another World' will be screened on April 19.
On April 26, one of the highlights will be a performance by the African Dance Group.
Ms Beek's nervousness hasn't yet kicked in, but for now she is excited about the festival. "I'm still pretty calm because any production that I do because there is so much to do and I have to stay focused on it," she said.
"I have been planning this event since January, so it will be nice to see the end result."
Tickets, $17, are available from www.BDAtix.bm, Pulp & Circumstance in Washington Lane and Fabulous Fashions in the Heron Bay Plaza.
Part proceeds from the event will be going to Government's Community Driven Development (CDD) Programme, which helps to train and empower women to get back on their feet and find suitable work.
You must be registered or signed-in to post comment or to vote.
Published Apr 3, 2014 at 8:00 am (Updated Apr 2, 2014 at 5:26 pm)
Need to
2. Please respect the use of this community forum and its users.
3. Any poster that insults, threatens or verbally abuses another member, uses defamatory language, or deliberately disrupts discussions will be banned.
4. Users who violate the Terms of Service or any commenting rules will be banned.
5. Please stay on topic. "Trolling" to incite emotional responses and disrupt conversations will be deleted.
6. To understand further what is and isn't allowed and the actions we may take, please read our Terms of Service
Renewed call for Simmons arbitration centre
Public opinion sought on immigration reform
Woman, 22, hurt in bike crash
House approves hospital funding-grant change
Entrepreneurism a learning process for Laws
Young Achiever: MSA pupils think tourism
Stark message for insurers: digitise or die
Take Our Poll
- "Confidence that Bermuda will be removed from the EU blacklist after May 17 meetings?"
- Confident
- 35%
- Not confident
- 56%
- Indifferent
- 9%
- Total Votes: 3167
- Poll Archive
Today's Obituaries
eMoo Posts


text:
Prairie Wolf Press Review
jacklyn janeksela can be found @ felled limbs, Oddball Magazine, The Nervous Breakdown, Berfrois, Barrelhouse, Uut Poetry, Pig Latin, Thought Catalog, Luna Magazine, & Talking Book. forthcoming in WhiskeyPaper, Reality Hands, & Mann eqüin Haüs. she is in a post-punk band called the velblouds. her baby @ femalefilet. more art @ artmugre & a clip. she is an energy.


text:
LIVERPOOL - Third Aged Planning and beyond
20 October 2014Time: 16:00 - 18:00
This event has now finished.
This is the final session in the Autumn series being held by Atlantic Chambers Chancery and Commercial group members.
Nigel Ginniff, Daian Sumner and James Granby will address Lasting Powers of Attorney (and professional negligence arising from them), Enduring Powers of Attorney and some tax planning.
This free event is accredited with 2 CPD points with light refreshments being provided.
To reserve your place email Julie Evans, firstname.lastname@example.com
Venue Details
Atlantic Chambers
4 - 6 Cook Street,


text:
Cranes are used in the construction site for moving a heavy load from one place to another. It has hoist rope, wire rope, and chains used for lifting the material and move them horizontally. Earlier donkey is used for moving the loads now crane can move loads beyond human capability. It is used in transport and construction industry. It was first used by the Ancient Greeks for supporting the construction of tall buildings. There are various types of cranes like Overhead crane, Truck mounted crane, rough terrain crane, crawler crane services Singapore, harbor crane, floating crane, pick and carry crane and much more.
There is need to have the safety measure while operating the crane. By knowing a safety measures company can prevent an accident and get their work done faster and efficiently. In Malaysia, people use the crane with all the safety measures. It has 0.1 chances of any accident.
Safety tips for using crane services
- It is legal in many countries like Malaysia that the entire crane operator should have a license. They get the certificate of certification of crane service providers. And have to pass the test.
- Before starting the crane check the list of all the steps used for moving the crane.
- Never overload the crane as it has the lifting capacity.
- Check the slings or any other attachments are done properly. The hoist should use the hook which is tightly secured.
- Always follow the load chart. It reduces the chances of an accident.
- Before setting up the crane please check the condition of the ground. The crane should be able to move and lift material easily.
The operation of the crane is very easy, but there is a risk of an accident if not used properly. Try to understand more about the crane and its maintenance. If you are in Singapore, and you are new to crane then learn from the expert for better and safe production.


text:
Mayo Clinic Social Media Network
First of all, great headline, right? Who doesn't want to do a little social media spying?
This article explains simply how to see what kind of ads your competitors are running on Facebook – very useful information for a number of reasons.
© Mayo Clinic Social Media Network. All Rights Reserved.
version 220.127.116.11.2.7Page loaded in 0.098 seconds


text:
Although I missed writing about this particular day of great public health interest on the day it actually took place, it was good to see the Indian corporates come up with an innovative way to celebrate this event. As I said in a previous post, this day needs more publicity because more and more cancers … Continue reading
Tag Archives: PopCult
Comic Book Meets Medicine: Little Orphan Annie
One of the classic histopathological signs that we read of in Pathology quite often is the Orphan Annie Eye nucleus seen in Papillary carcinoma of the thyroid. This odd name has an interesting history behind it. One that dates back to two popcult references – one at the fag end of the 1800s and one … Continue reading
Earworms: Kolaveri Di and the Pathogenesis of a Musical Malaise
Like the rest of the nation (and some would say, the world), I have been asking myself over and over again why this kolaveri kolaveri kolaveri di. And in addition to that I have been asking myself why the heck does this happen to us in the first place. Now if you are not aware … Continue reading
R.I.P.: Peter Roebuck
Just as I was about to wind up for the night, I came across this news bit on Twitter: Peter Roebuck is dead. He was supposedly being investigated for committing sexual assault when he jumped t0 his death from the 6th floor of his hotel room in South Africa. He was there to cover the … Continue reading
House MD 8×01: Twenty Vicodin
So, like I said in my last post, House is back, and with a bang. The new season starts off on a bleak note with House serving out the last few days in his 8 month old sentence, and being on the verge of getting paroled. After the rather weird season finale for season 7, … Continue reading
Anesthetists' Hymn
Alright, with all the hate and fear and negative stuff going around for the last few days, I decided to can it. Come on folks, let's move on already and let peace reign. And with that let me provide, for your entertainment, the Anesthetists' Hymn, a parody of "Total Eclipse of the Heart" – a … Continue reading
Gleeking Out!
OK. I can already feel the snark coming on. Anyways. Despite that, I am going to go ahead and write this post! As with all other shows, Glee, season 2, arrives to my part of the world literally an aeon after it was launched in the other side of the world. And I just simply … Continue reading


text:
- Home
- Policy
- Policy topics
- Regulation - conduct
Regulation - conduct
Alongside prudential regulation, firms have to comply with conduct regulation, which addresses the way lenders treat their customers and uphold market integrity. The Financial Conduct Authority is the principal regulator overseeing conduct regulation in the UK.
See below for detailed information on our policy work in this area.
Consumer buy-to-let
Last updated: 18 November 2016
This is an overview of the changes required for buy to let lending because of the introduction of new regulations which apply to consumers who use buy to let mortgages. These changes will mean that more buy to let loans fall within the remit of the FCA from 21 March 2016.
General Data Protection Regulation
Last updated: 10 May 2017
In April 2016, the General Data Protection Regulation (GDPR) was formally agreed. It is directly applicable legislation and will automatically become part of UK law from 25 May 2018.
Mortgage Credit Directive
Last reviewed: 6 October 2016
This page provides information on the FCA's final Mortgage Credit Directive (MCD) rules.
Mortgage market review
Last updated: 12 December 2016
The Mortgage market review (MMR) resulted in a set of major changes to the Financial Conduct Authority's Mortgage Conduct of Business rules (MCOB) which took effect from 26 April 2014.
The evolution of mortgage regulation
Last updated: 28 November 2016
A summary of mortgage regulation over the past twenty years and an explanation of how mortgage regulation works today.
Transparency of mortgage fees and charges
Last updated: 26 March 2018
A major strength of the UK mortgage market is that it offers a huge amount of choice to consumers. This makes it more likely that consumers can get a mortgage that best fits their needs.


text:
Dear Daddy-Long-Legs,
I have some awful, awful, awful news to tell you, but I won't begin with it; I'll try to get you in a good humor first.
Jerusha Abbott has commenced to be an author. A poem entitled "From My Tower" appears in the February Monthly―on the first page, which is a very great honor for freshman. My English instructor stopped me on the way out form chapel last night, and said it was a charming piece of work except for the sixth line, which had too many feet. I will send you a copy in case you care to read it.
Let me see if I can't think of something else pleasant―oh, yes! I'm learning to skate, and can glide about quite respectably all by myself. Also I've learned how to slide down a rope from the roof of the gymnasium. And I can vault a bar three feet and six inches high―I hope shortly to pull up to four feet.
We had a very inspiring sermon this morning preached by the Bishop of Alabama. His text was; "Judge not that ye be not judged.' It was about the necessity of overlooking mistakes in others, and not discouraging people by harsh judgments. I wish you might have heard it.
This is the sunniest. Most blinding winter afternoon. With icicles dripping from the fir trees and all the world bending under a weight of snow―except me, and I'm bending under a eight of sorrow.
Now for the news―courage, Judy!―you must tell.
Are you surely in a good humor? I flunked mathematics and Latin prose. I am tutoring in them, and will take another examination next month. I'm sorry if you're disappointed, but otherwise I don't care a bit because I've learned such a lot of things novels and bushels of poetry―really necessary novels like Vanity Fair and Richard Feverel and Alice in Wonderland. Also Emerson's Essays and Lockhart's[(1794-1854)羅克哈特,蘇格蘭作家。] Life of Scott and the first volume of Gibbon's[(1737-1794)吉薘,英國歷史學家。] Roman Empire and half of Benvenuto Cellini's[(1500-1571)卻利尼,義大利雕塑家,著有自傳。] Life―wasn't he entertaining? He used to saunter out and casually kill a man before breakfast.
So you seem Daddy, I'm much more intelligent that if I'd just stuck to Latin. Will you forgive me this once if I promise never to flunk again?
Yours in sackcloth,


text:
- Home
- Fireplace Accessories
- Chimney Brushes
- 8" x 12" Wire Light-Duty Chimney Brush
Product Description
Our stiff, oil tempered wire chimney brush is designed for you, the homeowner. Regular construction utilizes an open single spiral design, with plated shafts and 1/4" NPT Thread for easy coupling with fiberglass rods or pulls rings.
- 8" wide x 12" long 1/4" NPT Oil tempered, wire bristles Greater number of bristles as compared to standard homeowner grade brushes 6" long brush body 8 5/8" overall length Important Note: The tolerance on the brush body and overall length for all brushes is + - 1/2"


text:
Since 1998, SearchOne Advisors has helped leaders in the private equity industry find the leaders they need to grow.
We find only the best, most qualified candidates because of our deep relationships with top-tier investment professionals.
We find leaders at all levels of experience with our diverse network that covers every major industry and geography.
We find our candidates early and nurture decades-long relationships. We have known many of them their entire careers.
We find the right fit by understanding people. We get to know our candidates beyond just their pedigree or deal list.
Areas of Focus:
- Leveraged Buyout
- Distressed/Turnaround
- Growth Equity
Michael Garmisa, Founder
Email Michael Garmisa
Since he founded SearchOne Advisors in 1998, Michael has grown the company into one of the premier search firms in the alternative asset recruiting industry. Over the course of his career, he has helped a broad array of venture, hedge, and private equity funds find top-tier talent at every level – from analyst to partner. A recognized leader in the industry, Michael has been a guest lecturer at the Columbia Business School and also provides consulting services in the areas of compensation surveys and organizational design. He holds a BA from Indiana University.


text:
Tag Archives: MLS Cup
- Beckham MLS legacy will not be a trophyless one
November 21, 2011
Beckham and LA Galaxy win MLS Cup
Popular Posts
WWE Owner Vince McMahon to Purchase Newcastle United Football Club?
February 19, 2014
Japan's casino industry could offer lifeline to fading Yakuza
October 4, 2017
Will Manchester United repeat?
August 13, 2011
Title beckons for United after Young signing
June 23, 2011
Sports betting firms endure a hellish weekend
November 21, 2011


text:
Monday saw the first MUGSE meeting (Mahara User Group for Southern England). Although this meeting was fairly last minute and the location was…interesting…it was reasonably well attended. There was a mix of Mahara veterans and some newbies, looking to find out more about what the system is and what it can offer.
For this reason the conversation was rather varied, which I thought was actually quite useful.
The meeting started with introductions and then went on to Don Christie (Catalyst IT) talking about the upcoming Mahara 1.9 upgrade. Don mentioned this upgrade will not be as huge as the leap from 1.7 – 1.8 (yay for rows!) but would offer improvement to accessibility. He mentioned that extensive user testing had done on this front, and how the system would be up to a high standard. Don also touched briefly on the 1.10 upgrade, and mentioned that this particular release was likely to incorporate a number of social feature being developed by Totara. These included things like sharing files (without a page), voting up content – such as questions and answers or 'ideas'. The 1.10 release should also be where we see the addition of Mozilla Open badges, allowing Mahara to act as a back-pack. Another possible feature on the social side could be real time chat. Don advised contacting Yuliya Bozhko (@YuliyaBozhko) for more information about the social tools they're looking to develop.
The meeting then opened up to more general conversation, and one of the topics raised was graduate or alumni access to Mahara. The usual issues or storage space, and costing were raised. As this is an area I am currently exploring I mentioned the USB portable version offered by Kenji Lamb from Soffed. Munib of JISC RSC South-East suggested I look at MAXOS, which offers Mahara on a stick.
After realising how new some of the members of the meeting were, we then did some show and tells about our Mahara instances, as an introduction for those unfamiliar with the system. I showed the UCL Mahara install, known as MyPortfolio, and talked about the popularity and functionality of groups at UCL.
The wonderful Sam Taylor then talked about student usage of Mahara at Southampton Solent University (also referred to as MyPortfolio) using the slides from here presentation at the German Moodle Moot, available online at mycourse.solent.ac.uk/mootde. Sam showed us some impressive looking student portfolios from a variety of subjects, many of which are publicly accessible.
Irene Bailey of Southampton City College continued the show and tell session by giving us a glimpse at their Mahara install, known as MyBit. In particular Irene showed off their work experience plugin, which includes pre-filled fields – for limiting mistakes on a standard form, and automatic reporting outside Mahara – to negate the cumbersome process of having to share the logs on a page. The work experience logs plugin is based on the CPD tool for Mahara, but with some code changes.
During the lunch break Don Christie mentioned a Mahara analytic tool to me, called Piwik. This tool works much like Google Analytics allowing you to see traffic to your site, include from where, how (what browsers/ devices) and when. This information can of course help with many things, including planning upgrades and targeting testing. Don later tweeted me a link to the Piwik presentation from the recent Mahara Hui in New Zealand.
After lunch we continued the general conversation before looking forward to the Mahara UK conference. The event is being hosted this year in Brighton on the 17th-18th July, and is titled Sea of Change. There is no particular theme for the conference, of proposals can cover a range of topics, the title is simply a pretty and clever pun based on the location. Meredith Henson (Catalyst IT Europe) encouraged us to send in proposals and spread the word about the conference, which I will be doing so ready your Twitter feeds! She gave away some top secret details, so unfortunately if you missed it you have missed out as I am not at liberty to disclose them here, but I think I am allowed to say the conference sounds even more exciting now! As if Brighton, the summer and Mahara weren't already excitement enough!
The day rounded off with a discussion of the future of the User Group, prompted by the possible scenarios I blogged late last week. On this we decided that those present would like to make the group inclusive of the South of England, rather than specifying the south East. It was also agreed that due to the relatively unrepresentative collection of users present at the initial meeting, some time would be set aside at the Mahara UK conference for a fuller discussion.
If you would like to be involved with, attend or host any future events please get in contact with myself or Catalyst IT Europe. We hope this group can grow and become a useful community resource.
Here is a selection of Tweets from the day:
One response to "MUGSE – Initial meeting"
[…] first User Group meeting based in Southern England, and you can read a full summary of the event posted on my personal blog (please note this blog is not connected to UCL and I'm linking to it to prevent a duplication […]


text:
Airport Service, Corporate Events, Chauffeur Service and all Special Occasions.
Atlanta Limousine Transportation has a proven record of excellence for car service, airport transportation, airport sedan, corporate limousine service and limo service.
Correct information is needed...
ShippersCarriers.com LLC
31 South Center Street
Suite D
Winder, GA 30680
The number one location for finding a warehousing and or fulfillment company that meets your needs anywhere in the United States.
Atlanta Airport Limo, Corporate Limo, Charter and all special events.


text:
|Graphic Version
|List of Terms
An Introduction
By Zen Dochterman
This project came out of an undergraduate Anthropology course that I took at U.C. Santa Cruz entitled "Contemporary Cultural Theory". We read a number of post-modern theorists including Foucault, Baudrillard, Derrida, and Judith Butler. For my final paper I decided to make a definition list of some of the key terms covered in the course and to relate them to Deleuze and Guattari's idea of desiring-production and the body without organs. They argue that subjectivity is something grafted onto the disconnected sites of desire rather than the source of desire. The body without organs functions as a recording site for the workings of the organs (desiring-machines) whose productive nature is always in battle with the anti-production of the BwO. While desire appears to emanate from the BwO (as if it stood "behind all desire"), the BwO arises when these desiring machines break down. The BwO resists the organ-ization of the body that implies an individualized subject to whom all these organs are a "part of", as opposed to being autonomous producers of desire. The "body suffers from being organized in this way, from not having some other sort of organization or no organization at all" with the Oedipal structure of sexuality being the most obvious and perhaps most dangerous example of how the organs (genitals, mouth, anus) are defined and made to connect to only certain other machines, or none at all (Deleuze & Guattari 8). The relation of organs to the possible connecting machines produces subjectivities that define people as gay or straight, perverse or normal based on how desire is controlled. Deleuze and Guattari read the figure of Oedipus as the great regulator and normalizer of a potentially disjunctive and polymorphous production of desire, who relates all desire to mother, father, and childhood sexuality.
This website is an attempt to show how these post-modern terms work on the body in order to channel, redirect, control, de- and re-territorialize desries. I have established connections between terms that relate the effects that these discourses produce on the body to other sites that may display similar effects. If there is a major failing of the undertaking it is the fact that I have not displayed the conflicts that arise between terms, such as say "Oedipalization" and "Schizophrenia" other than by inference. I would like to somehow connect the terms so as to produce a discourse between them rather than presenting them as having isolated definitions. On a more technical note, choosing to make the body without organs white was only in order to imply its lack of skin color (as an organ and site of desire) and not to ignore the question of race in producing subjectivity, or defining a relation to desiring-production. I could not see a way around this complication by painting the body green or purple which might imply substance. Another failure is my presentation of the body as disconnected from the machines to which it might be attached such as books, hands, stars, or dirt. This has not been done to try to create the notion of an individual body but rather for lack of space and for the sake of clarity.
Finally, I feel that many undergraduates and other people feel that "theory," as it is usually disparagingly called, has nothing to do with real life on the streets, in our homes, and with friends. My purpose in this project is ultimately to show that "theory" is not the work of a handful of academics for the sake of producing marketable books, but that rather these theories affect our relation to our bodies, our world, other people and the desires that make connections between all of these things possible. Studying theory is a way of challenging the directions our desires take and the sites of connection prepared for them, the social situations these desires produce, and the "real life"consequences of societies' desires that are increasing the numbers of prisons, forging stricter immigration laws, and upholding sexist practices in work, school and home. Theory is a way of understanding the complex functioning of discipline, normalization, and the workings of power. More importantly, theory is a way of producing and rejoicing in new desires, revealing possiblities for more intense experiences, desubjectifying individuals, and connecting humans more intimately with the world around them.
Enter the Body Without Organs
Please feel free to eMail if you have any questions, comments, or suggestions
Back to Rhizome Main Page
Thank you to Covell at UCSC for providing me with a number of definitions and to my brother Josef Dochterman who devoted many hours to setting this page up on the internet.
Deleuze, Gilles and Felix Guattari Anti-Oedipus: Capitalism and Schizophrenia. Trans. Robert Hurley, Mark Seem and Helen R. Lane. Minneapolis: U of Minnesota P, 1996.


text:
Its been a good week and I've been on a good level apart from a cold/virus thing. I'm coughing up a nasty phlegm. It seems like it happens most summers too. I'm not sure if it's the summer or if it's the fact I work even harder and longer in the summer. Maybe a bit of both. Who knows.
I've been reading some more spiritual stuff and realise where I need to head in life. I need to head the way I am going and to steer clear of distractions. Most things in it are a distraction. I've read an article that resonates with me once again. I know more than is in the article and also what's hidden in the article too but it's woken me from slumber yet again. I'm hoping it may resonate with others. I've shared it on my Facebook and various groups too. http://howtoexitthematrix.com/2015/07/23/the-matrix-the-sanskrit-texts/
I must keep trying to write in here daily. It's not happening lately. I'm so busy. Busy mentally and physically. Something I've not wrote down was that on Wednesday we took our son to an appointment with a psychiatric nurse. We spoke about my mental health and she suggested I take an adult Autism/Aspergers test. So I did. I hurried it the first time but scored well above the average cut off point. When I did it properly I scored even higher. It's a bit shocking but it's cool. It's ok. It explains even more.


text:
I am using spring JavaMailSender for sending mail. All works fine except for attaching file with filename in diacritic letters. i am storing the file in particular location under JBOSS directory. Issue occur during the attachment. I gone through the solutions given similar for my question But nothing helps me. Can please someone give me a solution for this?.
Thanks in advance.


text:
Buy Adult Bender Costume online at Costumesio.com – Halloween costume ideas for sale | Shop for Adult Bender Costume with free delivery to United States
Bender Bending Rodriguez is a robot of many talents. He can bend girders to any angle: 30 degrees, 32 degrees, even 31. But that's not his only talent. His skills also lie in drinking, smoking cigars, larceny (especially when it involves Fry's blood) and strangely enough, folk singing. It's exactly the kind of rap sheet that will get a young robot hired at Planet Express. Now, we can't suggest you do ALL of the things that Bender does while wearing this licensed Futurama costume, because one of two things will probably happen if you do. You'll either end up in jail, or members of Fathers Against Rude Television (F.A.R.T.) will form an angry mob and show up at Planet Express. We can recommend that you party like it's 2999 though.


text:
A hospice charity is inviting gardeners to join its biennial open gardens scheme, which aims to raise enough to fund a nurse for a year.
Rennie Grove Hospice Care is seeking all sorts of gardens across Herts and Bucks to open to the public during May to September next year.
Nicola MacKinnon, community fundraising manager for Rennie Grove, said: "We're very fortunate to have around 30 beautiful gardens appearing regularly in our programme – but we'd love to expand our portfolio so that our supporters can visit new gardens as well as their old favourites. Gardens can be large or small, formal or informal.
"It would be great to offer several gardens in one locality so if you are a keen gardener and prepared to sign up to the scheme, why not see if your neighbours would consider it too?"
The charity asks gardeners to open their garden to the general public for a few hours, usually on a Sunday, during May to September and to welcome visitors in return for a donation to Rennie Grove.
Nicola added: "If you love gardening and are proud of your garden then this is a great way to showcase it while making a big difference to local families affected by cancer and other life-limiting illness. This scheme has raised over £30,000 in the past – enough to fund a Hospice at Home or Day Hospice nurse for 12 months." To find out more, call 01727 731028 or visit