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CODE OF BEHAVIOUR School Rules 2013/14
This Code of Behaviour applies to students of the High School and relates to all school activities, both during and outside school hours. This policy was drawn up in consultation with all the partners in the whole school community.
Our school strives to provide a safe and secure learning environment for the development of our students. Our Code of Behaviour is based on respect for oneself, for others and for our environment. Our goal is to develop a moral framework within which initiative, responsibility and sound relationships can develop, so as to enable students to develop a sense of self worth and a respect and tolerance for others. School rules must have this as their objective. Positive behaviour is affirmed and encouraged. Every effort is made to assist students to comply with the Code of Behaviour. The High School is also committed to observing its obligations pursuant to the Equal Status Act of 2000. Bullying, racism, sexism, harassment and violence will not be tolerated.
The High School expects that students will at all times do their best to uphold the Code of Behaviour of our school. We trust that all parents will agree with our code and support and encourage their sons to uphold it. The code is based on the recognition of the student as an individual and yet creates an environment in which the welfare of all is protected.
We ask for the full co-operation of the whole school community in implementing the Code of Behaviour.
1. Your behaviour, manners and language while in school uniform should be appropriate and such as to bring credit to the school community.
2. You should treat all members of the school community with courtesy and respect.
3. Bullying, intimidation or any form of harassment (physical or verbal) will not be tolerated. (See Anti-Bullying Policy)
4. Parents/Guardians of a student who threatens, bullies or abuses a teacher or supervisor (whether physically or verbally) will be asked to remove him immediately.
5. You should address members of staff properly, using the titles "Father"," Miss", or "Sir" as appropriate and obey all instructions given by them.
6. You should respect the property of others.
7. Normal school sanctions will apply to misbehaviour on (a) out-of-school activities (b) school buses or (c) in town while wearing the school uniform.
8. Students who attend or participate in any way in organised fights will be liable to suspension.
9. If you want to do something which is not usually allowed you should ask a member of staff for permission.
Uniform & Appearance
The school uniform symbolises the proud tradition, identity and equality that exists in the High School. As representatives of the school, you are expected to continue this tradition by wearing the full uniform correctly and to keep your general appearance neat and tidy.
10. You are expected to be neat and tidy in person and dressed appropriately in uniform, throughout the school day.
11. The school uniform is:
a) A plain grey jumper with crest (v-neck)
b) Plain grey trousers
c) Black shoes
d) Pale blue shirt (not denim)
e) Dark blue tie (junior)
f) Striped tie (senior)
12. If you are not wearing your full uniform you must have a written explanation from a parent/guardian. Students who come to school with incorrect uniforms must report to the teacher in charge and hire missing items. (Trousers cost 5 per day. All other items cost 2 per day.) A student with a valid excuse, supported by a written note from a parent/guardian, may be excused from the cost of hiring the necessary items.
13. For sports classes a change of clothes should be worn (togs, sweater, tracksuit etc.) and an appropriate change of footwear (runners or football boots) and socks.
14. Hair and fingernails must be kept clean and neat. Jewellery (including rings, necklaces, bracelets and jewellery requiring body piercing) may not be worn during the school day.
Attendance & Punctuality
Regular attendance is essential if you are to succeed at the High School. If you are absent for any reason, you should catch up on work you may have missed from your teacher. It is also important that you attend class on time as arriving to class late disrupts the lesson for your colleagues.
15. You should have a parent/guardian complete an entry in your "School Year Planner & Diary" if:
a) you have been absent from school,
b) you want to leave school during the day e.g. to visit a dentist,
c) you are late for school and have a valid reason.
The school has an obligation to inform the National Educational Welfare Board when absences of 20 days or more are recorded in a school year.
16. Leaving the school grounds or being absent from classes without permission from the school authorities is a serious offence and pupils who break this rule may be subject to suspension.
17. Students with such permission from the school authorities must report to the Secretary's office, sign out and obtain signature of relevant school authority.
18. Classes start at 9.00 in the morning and at 1.45 in the afternoon.
You must be in school at 8.55 in the morning and 1.40 in the afternoon.
Students who persistently break this rule may be returned to the care of their parents/guardians.
19. If by coming late to school in the morning or afternoon you miss (a) part of a class, (b) a full class or (c) a number of classes; you must sign in at the office and submit a note outlining the reason for lateness.
20. Persistent lateness will lead to immediate detention.
In the Classroom
In order for you to learn and achieve, it is important that you conduct yourself appropriately in the classroom. You are expected to be on time, fully equipped and contribute to the lesson when requested. Disruptive behaviour not only impedes your progress, but also that of your classmates and those around you.
At the start of class:
21. You should not enter a classroom without permission.
22. Students are expected to enter the room quietly and in an orderly way.
23. You should remove your coat or anorak unless the teacher gives you permission to wear it.
24. You should take out your books and materials for class without waiting to be told.
25. You are not allowed eat or drink during class. Fines or sanctions may be imposed.
26. You are expected to take part in the work of the class. You should not cause any interruption, or distract any other student.
27. Refusal to obey a direct instruction from a teacher will lead to instant removal from class.
28. You may not interrupt class to query a teacher's decision. If you feel your case has been misunderstood arrange to discuss this with your teacher after class.
29. If you have not completed your homework you must have a written explanation from a parent/guardian.
30. You may not leave class without permission.
31. You must not ask to leave the classroom except for illness or some other emergency.
At the end of class:
32. You should not put away your books until the teacher has told you to do so.
33. Make sure that all the furniture is replaced in its proper position.
34. You should leave the room quietly, and go straight to the room where you have your next class. You may not visit lockers or toilets on the way.
35.(a) You must obey the specific rules and regulations that apply to specialist areas such as laboratories, Woodwork rooms, Gym hall, Canteen etc.
(b) Food and drink must be consumed in the Canteen area.
In order to maintain a healthy, safe, working environment, your conduct outside the classroom is just as important as inside. You are expected to pay particular attention to the following points so that you can contribute to this policy in the school and the community.
36. You should go directly to the classroom where you are expected. Students found loitering or who arrive late for class are liable for detention.
37. It is important that people should be able to move around the school easily. Please take care not to cause any obstruction, either by standing in the way of other people or by leaving your bag in an awkward place.
Bags left obstructing corridors may be confiscated and their owners fined.
38. You should not run or shout in the corridors or stairs or in any way disturb other classes. Be careful not to let the doors swing in the path of others.
39. You should move through the school as directed by school notices or staff.
When moving through corridors/stairs you should keep to the left. Leaning over the balustrades is forbidden.
40. Students should keep to their assigned areas during break times.
41. You are forbidden to climb through windows or on to the roof of the building.
42. You should not enter the classrooms outside of class times without permission.
43. You must report accidental damage. Otherwise you will be subject to serious sanctions as well as having to pay for the damage. Deliberate damage, graffiti or vandalism will also be subject to serious sanctions and parents/guardians are responsible for damage caused by their children.
44. You must not drop litter at any time. Offenders will be expected to do cleaning work during breaks and/or sports classes.
45. The High School is a smoke free environment and students may not smoke within the school or near the school. Pupils caught breaking this rule are liable to suspension. (See Smoke-Free Workplace Policy)
46. The possession, use or supply of prohibited substances (including alcohol, drugs or associated paraphernalia) in the school/school grounds is strictly forbidden. Students caught breaking this rule will be subject to serious sanctions.
47. Students may not bring chewing gum into school. (5 fine imposed.)
48. Disruptive implements or materials such as bangers, fireworks, laser devices, micro cassette recorders etc. are strictly forbidden in the school and pupils who breach this rule are liable for suspension.
49. Students must switch off and put away mobile phones on entering the school building. Failure to do so will lead to phones being confiscated. Parents/guardians may arrange to collect them.
Lockers are provided for your convenience. You have a responsibility to look after them, so that this service can continue to be offered in the future.
50. Lockers are school property. You may not use a locker without permission from the school authority.
51. You may not lease or rent your locker to any other student.
52. You may only visit your locker during official breaks or if a teacher gives you permission.
53. If you have a problem with your locker you must inform the school authorities immediately.
54. Interfering with lockers is a serious offence. Students who do so will be barred from the lockers for the rest of their time in school.
It is important that, when travelling to and from school at any time during the school day, you have due consideration for the people and property in the surrounding neighbourhood and community. You should not congregate in groups or cause disturbances.
Homework is an essential aspect of school life. (See "Homework policy"on school website). Designated homework must always be attempted. This may include revision, learning and written work.
The procedures set out below are designed to adequately address breaches of the schools code of behaviour. The system aims to provide a fair and transparent structure that will encourage the student to take responsibility for his own behaviour.
1. Minor breaches of discipline (e.g. inattention, whispering in class) will lead to a staged teacher response of reminder, warning, direct instruction as to behaviour. The teacher will record such incidents in his/her 'Teacher's Journal'
2. Persistent minor breaches will be regarded as a serious matter, and move the student through the more formal procedures outlined below. The teacher may, at this stage, ask the student for a written evaluation of the situation using either the white version of the "Student Plan for Success at School" or the "Joint Student-Teacher Assessment" sheet. In these the student identifies the ways in which his behaviour has been unacceptable, sets out a plan for improvement, and gives satisfactory undertakings about future behaviour. The student and a parent/guardian sign the completed plan.
3. More serious breaches of discipline will lead a student directly into the formal structure at the appropriate stage.
4. Before activating the formal procedures the teacher may consult the Year Head (see "Appendix 1" below) who may first attempt to sort out the problem informally.
The Year Head may send a letter to parents of a student, outlining the problem (e.g. homework regularly not done.
The Formal Procedure has four stages:
I- Booking; II- Conduct note; III- Suspension; IV- Expulsion
Stage I: Booking
The student is told in what way his behaviour has been unacceptable, and is also told that a formal written record is being made of it. The teacher may also (a) require the student to explain his behaviour, (b) seek undertakings about future conduct, (c) put the student apart from the class to consider his position, (d) impose a sanction such as detention.
Where a "Booking Note" is issued:
1) A written report is made of the complaint and lodged with the Deputy-Principal who discusses the problem with the teacher and the student.
2) A copy is sent to the student's parents.
3) The teacher may again, at this stage, ask the student for a written evaluation of the situation using the white version of the "Student Plan for Success at School" or the "Joint Student-Teacher Assessment" sheet. In this the student identifies the ways in which his behaviour has been unacceptable, sets out a plan for improvement and gives satisfactory undertaking about future behaviour. The student and a parent/guardian sign the completed plan.
Stage II: Conduct Note & Removal from Class
A "Conduct Note" is used where a student, who has received a "Booking Note", persists in misbehaving.It might also be used as the first step if the misbehaviour is serious (e.g. a direct refusal to obey a teacher's instructions). In effect, the "Conduct Note" means that the student is seriously uncooperative, and that the problem is being referred onwards for action.
Where a Conduct Note is issued because of classroom behaviour:
1) The student may be excluded from class with the teacher concerned until the difficulty has been resolved
2) He may be placed under the supervision of other teachers.
3) He may be assigned an "Advocate" (see "Appendix 2" below)
4) His parents/guardians are informed that he may be temporarily withdrawn from class in one subject until he is prepared to accept responsibility for his behaviour.
The objective at this stage is to have the student draw up a statement (using the Green version of the "Student Plan for Success at School") in which, with the assistance of his Advocate, he identifies the way or ways in which his behaviour has been unacceptable, sets out a plan for improvement, and gives satisfactory undertakings about future behaviour. The school retains signed copies of this statement. Parents may have a copy on request. When this has been done, he can be readmitted to class.
Where a Conduct Note is issued for misbehaviour outside of the classroom:
The student must also draw up the Green version of the "Student Plan for Success at School".
Stages III and IV are explained in great detail in the "Suspensions & Expulsions Policy" which accompanies this document
A student who has reached stage III is accepted back on probation for a period of 12 weeks. He is given a "Probation Book", which he must present to the teacher at the beginning of each class. The teacher writes a comment at the end of the class. The student must have this book signed by his Year Head each week. The Year Head will check his progress and give feedback. Minor concerns might be sorted out by
Parents/Guardians will be able to check and initial the Probation Book each evening. They should sign it once a week.
At the completion of his probation the student must return his book, which is now a record of his success, to the Deputy-Principal.
For breaches of the Code of Behaviour it may be deemed appropriate to implement a detention period for a student. Detention may take place during the school day or after hours. The student will be given details of when and where detention will take place. The duration of the detention will also be stated. The student will be aware of the impending detention so that relevant arrangements can be put in place.
Failure to attend an assigned detention will be considered to be a very serious breach of school discipline.
(N.B. It should be noted that, where misbehaviour is quite serious, the student might go directly to stage II or III of the procedure).
Before this stage is implemented a student may be referred to the Discipline Committee by the Principal or Deputy Principal.
Discipline Committee
1. A Discipline Committee may be set up each year. This will be a panel of teachers, who are willing to assist with particular discipline issues in the school.
2. The Discipline Committee shall liase with the Principal, Deputy Principal and Year Heads.
3. In the case of a major incident or breach of discipline for which no one has taken responsibility, the Discipline Committee may set up a subcommittee of three teachers to interview students who may have been involved in the incident. On identifying the students involved, the subcommittee will report the case to the Principal and may recommend appropriate sanctions.
4. The Discipline Committee may set up a sub-committee of three teachers to interview a student who is persistently in breach of the school rules and assist him in correcting his behaviour.
5. The sub-committee will formally interview the student and ask him to explain his position. It may then request that he draw up a plan for good behaviour with the assistance of his Advocate or recommend other appropriate sanctions.
6. During a formal interview one member of the committee will act as chairperson, one will conduct the interview and the third will act as secretary, recording minutes of the meeting.
7. The Discipline Committee has the authority to identify, assist and encourage students who, it feels, could avoid impending suspension.
1. The Year Head will only become involved with: (a) persistent problems, (b) irregular serious problems, (c) general class problems and (d) in a Pastoral capacity.
2. The Year Head will help monitor: (a) Homework journals, (b) Uniform, (c) Absenteeism, (d) Class seating plans, (e) Study and revision programmes, (f) School campaigns on issues such as litter, etc. (g) Individual students from his/her year who are on probation, (h) Staff awareness of medical problems.
3. The 1st Year Head, in consultation with the Class Teacher, will have the additional tasks of class allocation in September and helping with settling-in problems, which would arise with some students. He/She might also be involved with the Guidance teacher in dealing with specific difficulties that might arise in subject choices in April/May.
4. The 5th Year Head will have the extra function, in consultation with the Class Teacher, of helping new students in that year settle in.
5. The 6th Year Head will liase with Student Council.
6. Each Year Head will record persistent or serious problems involving pupils in his/her year. When only the Class teacher becomes involved he/she will pass on the relevant information to the Year Head.
7. The Year Head may, at his/her discretion, contact the parents of a student.
1) When a student receives a conduct note he needs help as well as sanction.
2) It appears that "problem" students do not have bad relationships with every member of staff. A teacher who has a suitable relationship with a student in trouble might agree to act as that student's "Advocate".
3) The function of the Advocate would be to assist the student to take whatever steps are necessary to remedy his position.
4) The style would be sympathetic and co-operative within the terms of the code of discipline and its requirements.
5) The student-advocate relationship might be maintained, so that if the student got into difficulties later, the same Advocate might assist him.
1. A class teacher is assigned to each class each year
2. The class teacher's role is purely pastoral. He/she may be consulted by subject teachers having difficulties with the class but is not expected to assume a disciplinary role
3. The class teacher helps the class to settle in and encourages class spirit and cohesion
4. The class teacher looks out for his/her class and establishes a personal relationship with students in that class
5. The class teacher may, at his or her discretion, help organize class outings
6. The class teacher encourages students who may have problems to confide in him/her or any other teacher of their choice
7. The class teacher reports class problems to the Year Head, Guidance Counsellor, Deputy Principal or Principal as appropriate
8. The class teacher reads and explains the School Rules and Disciplinary Procedures to the class
9. The class teacher encourages the class to respect the rules.
10. The class teacher oversees the appointment of two prefects for the class
11. The class teacher is informed by other teachers of information relevant to the welfare of students in his/her class
12. The class teacher monitors the progress of each member of his/her class
13. She/he writes and signs the overall comment in the Christmas and Summer Report Forms
The class teacher does not normally meet with parents but refers them to the Year Head.
Through its Code of Behaviour, Patrician High School, Carrickmacross, aims to create a calm, ordered, and work-oriented atmosphere in a caring and supporting environment based on respect for self and respect for others. In cases where pupils fail to observe the Code of Behaviour, it is necessary, for the good of the school community as a whole, to impose sanctions on such pupils, including suspension or expulsion where warranted. This policy outlines the school's approach to suspension and expulsion and has been formulated taking due consideration of the rights and responsibilities inherent in the Education Act 1998, Education Welfare Act 2000, Equal Status Act 2000, and the principles of fairness and Natural Justice.
Suspension Principles
In certain cases of unacceptable behaviour, it will be in the best interests of the school community and/or the pupil involved, to remove the pupil from the school for a period of time. Under the Articles of Management for Secondary Schools, the Principal has the authority to suspend a pupil from attending school for a period up to and including 3 days. Suspensions beyond 3 days are the responsibility of the Board of Management/Manager. The Principal /Board of Management/Manager will exercise this authority in a fair and non-discriminatory manner, having regard to his responsibility to the whole school community and to the principles of Natural Justice
The primary purpose of suspension is one of corrective support rather than punishing pupils for misbehaviour. It is the intention of the school that suspension allows pupils the time, under the supervision of their parents/guardians, to reflect on their unacceptable behaviour; accept responsibility for the behaviour that led to the suspension; and to change their future behaviour to meet the expectations of the school.
In general, there are two sets of circumstances under which suspension will be imposed:
(a) Serious breaches of the Code of Behaviour that indicate that the pupil should be removed from the school. In cases where health and safety could be at risk, it may be necessary to suspend a student with immediate effect, pending an investigation and the following of due procedures.
(b) Repeated less serious breaches of the Code of Behaviour that have not been rectified by disciplinary measures short of suspension. In such cases, formal written warning detailing the unacceptable behaviour will have been submitted to parents/guardians, along with an explanation of what is required of the pupil.
Serious breaches of the Code of Behaviour include, but are not limited to:
" Endangering the safety or health of any member of the school community.
" Disrespect or defiance towards or harassment or intimidation of a member of staff or the bullying of another member of the school community.
" Possession, use, or supply of prohibited substances (including alcohol, drugs, or associated paraphernalia) in the school, on school trips, or in the course of any school-related activity. Exception will be made only for legitimate medicinal use with the prior notification of the school authorities.
" Deliberate vandalism, including the writing of graffiti, in relation to school property or the property of a member of the school community.
" Interference with or persistent disruption of teaching and learning.
" Refusal to obey clear and reasonable instructions of staff members on a repeated basis.
" Smoking anywhere inside or in the immediate vicinity the school grounds.
" The use of obscene, abusive, or otherwise inappropriate language.
" Stealing, fighting, or the possession of offensive weapons. In addition to being serious breaches that incur suspension, these are criminal offences that will be reported to the appropriate authorities.
" Tarnishing the good name and reputation of the school.
" Truancy.
Less serious breaches of the Code of Behaviour include, but are not limited to:
" Eating or drinking in class or other areas not designated for food and beverage consumption.
" Failure to complete assigned homework.
" Such classroom disruption as inattention, talking without permission, passing notes, and failure to have the books and equipment required for class.
" Running, shouting, or horseplay of any description anywhere in the school.
" Tardiness for school or classes.
" Use of mobile phones on the school premises.
" Congregating in the toilets.
" Not wearing the full school uniform.
" Wearing of jewellery, including rings and earrings.
Suspension Procedure
In the event that the Principal exercises his authority to suspend a pupil for a fixed duration, the following procedure will be used:
1. The pupil will be informed of the precise grounds that gave rise to a potential suspension and will be given an opportunity to respond before a suspension decision is formalised.
2. The parents/guardians of the pupil will be informed in writing of the situation and invited to come to the school for a meeting
3. In cases where the suspension is to take effect immediately, such as in the interests of health and safety, parents/guardians will be informed by telephone, with written follow-up.
4. Pupils will not be sent home during a school day unless collected by a parent/guardian or some other suitable arrangement is made.
All suspension decisions will include a formal letter of notification that will include, at least:
" Notice of the suspension.
" Effective date of the suspension.
" Duration of the suspension.
" Reasons for the suspension.
Where appropriate, this letter may also include some or all of the following:
" Expectations of the pupil while on suspension.
" Reference to the importance of parental assistance in resolving the matter causing suspension.
" A statement that the pupil is under the care and responsibility of parents/guardians while suspended.
" A statement that the Education Welfare Board has been informed of the suspension.
" Information of the appeal rights and procedures regarding the suspension.
" Requirements to be met for the pupil's return to school.
Suspension Removal
As the principles of Natural Justice demand that there should be available a right of appeal to a higher authority, a pupil or his parents/guardians may appeal the Principal's decision to suspend to the Board of Management/Manager. Such an appeal must be made in writing to the Secretary of the Board/Manager stating the grounds on which the appeal is being made. However, the school may insist that the pupil remain at home while the appeal proceeds. In the event that an appeal is successful, the suspension will be lifted, and if the suspension has already been served, it will be expunged from the pupil's record.
An appeal of a suspension decision may also be made under Section 29 of the Education Act, where a student has been suspended for 20 days or more. Information regarding this right of appeal will be provided with formal notification of the suspension, if applicable.
Beyond success in such appeals, a suspension may be rescinded in the following circumstances:
" The Principal may agree that an alternative sanction be applied following discussion with the pupil's parents/guardians. The Principal will where appropriate also consult with any relevant school personnel re an alternative sanction.
" New circumstances come to light after the suspension has been applied that would have mitigated the sanction had they been known beforehand.
" Other mitigating factors consistent with the application of the principles of Natural Justice.
Suspension Completion
Upon completion of a suspension, the following procedures may apply for the formal reintroduction of the pupil into the school.
" Parents may be requested to attend with the pupil upon his return to school.
" A written or verbal apology may be required of the pupil for his misbehaviour.
" The pupil may be required to enter into a contract of good behaviour or other conditions that may be specified before returning to school.
Expulsion Principles
Expulsion is the ultimate sanction imposed by the school on a pupil and, as such, will only be exercised by the Board of Management/Manager in relation to cases of extreme indiscipline. In cases where the Principal judges that a pupil's actions are such that expulsion should be considered, the Principal will refer the matter to the Board of Management/Manager. Given the severity of the potential sanction, the school, in accordance with the principles of Natural Justice, will investigate extreme indiscipline cases thoroughly in advance of any hearing that could result in an expulsion.
In general, there are two sets of circumstances in which expulsion may be considered to be appropriate by the school.
(a) Cases where the in-discipline of a pupil is so pervasive that teaching and learning become extremely difficult. Such cases include but are not limited to:
" The pupil being disruptive that he is seriously preventing other pupils from learning.
" The pupil being uncontrollable and not amenable to any form of school discipline or authority.
" Parents/Guardians being unable or refusing to exercise their responsibility for the pupil.
" The pupil being danger to himself or to others.
" When guarantees of reasonable behaviour following repeated suspensions are not forthcoming or not being met.
" The pupil's conduct acting as a source of serious bad example and having an adverse influence on other pupils in the school.
(b) First time offences of a very serious nature. Such cases include but are not limited to:
" Serious assault.
" Trafficking in drugs.
" Arriving in school under the influence of alcohol or drugs.
" Serious burglary or theft.
" Causing major damage to school property.
" Gross insubordination to the Principal or other staff members.
" Brandishing of an offensive weapon.
In the interest of ensuring a fair and even-handed system for the imposition of suspension, the Manager/Board of Management will, among other things, take account of the following factors in determining an expulsion.
1. The age and state of health of the pupil.
2. The pupil's previous record of behaviour at the school.
3. Any mitigating circumstances unique to the pupil that might reasonably be taken into account in connection with the behaviour leading to the suspension.
4. The degree to which parental, peer, or other pressure might have contributed to the behaviour.
5. The severity of the behaviour, its frequency, and the likelihood of recurrence.
6. The extent to which the behaviour impaired or will impair the normal functioning of the pupil and others in the school community.
7. The degree to which the behaviour was a breach of the Code of Behaviour.
8. Whether the incident leading to the suspension was the result of the pupil acting alone or as part of a group.
9. The degree to which the pupil recognises and accepts that his behaviour was unacceptable and is prepared to exhibit genuine contrition.
Expulsion Procedure
Except in exceptional circumstances, expulsion will only be resorted to after the Principal has:
" Ensured that all discipline options under the Code of Behaviour have been applied and documented.
" Ensured that all appropriate support personnel, both internal and external, have been involved.
" Ensured all other procedures, referrals, supports have been exhausted
" Ensured that discussion has occurred with the pupil and parents/guardians regarding specific misbehaviour that the school considers unacceptable and that may lead to permanent exclusion.
" Provided formal verbal and written warnings at appropriate times dealing with such behaviours and provided clear expectations of what was required of the pupil in the future.
" Recorded all action taken and copied all correspondence.
" Informed the parents/guardians of his intention to recommend expulsion to the Board of Management/Manager.
" Invited the parents/guardians to the Board of Management/Manager hearing.
" Invited the parents/guardians to make a written submission in advance of the Board Meeting.
" Provided in advance the parents/guardians with a full, written description of the allegations against the pupil and the case being made at the Board, together with copies of all documentation, statements, and other materials supporting that case.
" Made a formal recommendation to the Board with full supporting documentation.
Following these actions by the Principal, expulsion will still only occur after the Board of Management/Manager has
" Heard the Principal's case against the pupil, which should be made in the presence of the parents/guardians.
" Heard the response of the parents/guardians.
" Examined all the documentation.
" Considered the pupil's record in the school.
" Ensured that the Principal is not present for the Board's decision on the matter.
" Discussed the case in detail.
" Considered all the commitments made in the Code of Behaviour.
" Made a final decision to expel.
" Communicated the decision to expel to the parents/guardians formally by registered letter.
" Informed the Education Welfare Officer under Section 24 (1) of the Education Welfare Act 2000.
The formal letter of notification will include:
" Notice of the expulsion.
" Effective date of the expulsion.
" Reasons for the expulsion.
" A statement that the Education Welfare Board has been informed of the expulsion.
" A statement that the pupil is under the care and responsibility of the parents/guardians for the period of 20 days required by the Education Welfare Officer to examine alternative provisions for the education of the pupil.
" Information and documentation on Appeal rights.
Expulsion Appeals
Parents/guardians have the right to appeal a decision of the Board of Management/Manager to expel a student to the Minister for Education or to an authority delegated for such appeals by the Minister under Section 29 of the Education Act 1998.
Permanent expulsion may be appealed by a parent/guardian, by a student (over 18 years), or by the National Education Welfare Board. Any such appeal must be lodged within 42 calendar days of the decision of the Board of Management/Manager.


text:
vt (-rr-)/trænsˈfɜːr; trænsˈfɜː(r)/
- 1 1.1 [funds/account] transferir* he transferred the money to his current account transfirió el dinero a su cuenta corriente 1.2 [property/right] transferir*, traspasar, transmitir she transferred the ownership of the real estate to her partner le transfirió el dominio del inmueble a su socio he transferred ownership of the firm to his daughter/his shares to his wife le traspasó la compañía a su hija/sus acciones a su mujerMás ejemplos en oraciones1.3 [call] pasar can you transfer me to Sales? ¿me puede comunicar or (in Spain also/en España también) poner con Ventas?
Más ejemplos en oraciones1.4 [employee/prisoner] trasladar; [player] (British English/inglés británico) traspasar he's been transferred to Boston lo han trasladado a Boston we were transferred to another train nos cambiaron de tren
- First, property rights were transferred from advanced cooperatives to the commune, further centralizing ownership.
- The Government wants to transfer the onus of responsibility but without giving any remuneration for the costs associated with it.
- Moreover, one party cannot simply extinguish its responsibility by transferring custody to another.
Más ejemplos en oraciones
- The line was transferred to the man's office and he picked up as Vincent greeted, 'Hey, Lionel.'
- Eric heard a click as Haylie transferred the line.
- She asked if I would like to be transferred to the phone department to talk to someone about the phone charges that are wrong.
Más ejemplos en oraciones1.5 [object] pasar transfer the meat to a serving dish pase la carne a una fuente, coloque la carne en una fuente 1.6 [design/pattern] imprimir*
- At ten I transferred myself from the couch to the bed.
- Otherwise, the grease and dirt on the gloves transfers to the couch or clothing.
- Finally, if you need a blood transfusion (when donated blood is transferred into your body), you may need a blood test to check what blood group you are.
Más ejemplos en oraciones
- He moved over to St. Louis in 1899 when the owner of the two teams transferred his best players to the Cardinals.
- It drives transfer markets, makes football a viable business and keeps teams fresh.
- I don't know what goes on in the world of football transfers these days.
- He then turned his paper over, before placing it on the canvas and applying powdered chalk to transfer the design to the surface beneath.
- Additionally, an artist or publisher who transfers an artwork by a license can also retain greater control over the way it is marketed.
- Students use their previously prepared drawings to transfer their images to the leather-hard clay planter.
vi (-rr-)/trænsˈfɜːr; trænsˈfɜː(r)/
- [Transport/Transporte] hacer* transbordo, transbordar you have to transfer at Chicago tiene que hacer transbordo or transbordar en Chicagoto transfer
tosth John transferred to another course/department John se cambió a otro curso/se trasladó a otro departamento the passengers transferred to a bus los pasajeros se bajaron y tomaron un autobúsMás ejemplos en oraciones
- A few minutes later, the bus arrives at the location where I need to transfer to another route.
- It means rail passengers will no longer have to transfer to buses for journeys around Stockport.
- Another key dislike is transferring, they like a direct journey, really they want to get from A to B as quickly and as easily as possible.
Definición de transfer en:
- el diccionario Inglés británico e internacional
- el diccionario Inglés de EE.UU.
- el Sinónimos ingleses
- el Sinónimos de inglés estadounidese
- el diccionario Español
Ayuda gramatical y de uso para el español:
Obtener más de Oxford Dictionaries
Subscribirse para eliminar anuncios y acceder a los recursos premium
Here is a selection of useful words and phrases you will need in real-life situations while you're visiting Spain and other Spanish-speaking countries...
The Lotería Nacional is a Spanish state-run lottery founded in 1812. There is an
n/ˈtrænsfɜːr; ˈtrænsfɜː(r); ˈtrɑːn-/
- 1 1.1 uncountable or countable/no numerable o numerable [Finance/Finanzas] [Law/Derecho] (of funds, accounts) transferencia (f); (of property) transferencia (f), traspaso (m), transmisión (f); (of power) transferencia (f)Más ejemplos en oraciones
Más ejemplos en oraciones1.2 uncountable or countable/no numerable o numerable (of employee) traslado (masculine); (of player) (British English/inglés británico) traspaso (masculine) she applied for a transfer solicitó el traslado their best player has asked for a transfer su mejor jugador ha pedido el traspaso (before noun/delante del nombre) transfer fee traspaso (masculine) 1.3 uncountable or countable/no numerable o numerable (of passengers) transbordo (masculine) 1.4 countable/numerable (person) he's a transfer from another branch lo han trasladado de otra sucursal the club's latest transfer (British English/inglés británico) el último fichaje del club (before noun/delante del nombre) transfer list (British English/inglés británico) lista (feminine) de (posibles) traspasos transfer season época (feminine) de traspasos
- One tool might be to authorize interbasin transfers, moving water from one basin to another.
- Gift economies are not so much exchanges between two agents as they are transfers, the sheer moving of stuff through webs of human relations.
- Not only does that entail a transfer of wealth from cities to suburbs, it also means that services are not supplied where they are most valued.
- 'Conveyance' being the transfer of property from the conveyor to the purchaser.
- Both parties shall execute all property transfers and documents reasonably necessary to fully effect the sale closing, failing which the court may be spoken to for directions.
- Article 14 also contains provisions as to what should happen if the transferor defaults in executing a transfer of his shares.
- 2 countable/numerable [Transport/Transporte] 2.1 (on journeys, tours) traslado (masculine) 2.2 (permit) (American English/inglés norteamericano) billete mediante el cual se puede cambiar de tren o autobús sin pago adicionalMás ejemplos en oraciones
Más ejemplos en oraciones
- The new system will feature magnetic FareSaver tickets and ticket transfers which passengers will be able to insert into digital fare boxes on buses.
- The metro system in the reference design is very cunning: there are only three lines, and everything is reachable with a single transfer.
- Passengers can ask for a transfer ticket when they board the bus.
- The shortage of sheltered safe berthing forces commercial craft to moor off in stormy conditions with potentially hazardous transfers in open boats.
- Despite bursts of slow running south of Fort Lauderdale we arrived at the Miami Metrorail transfer only 7 minutes late.
- The business folks had shared $80 cab rides from the Miami Metrorail transfer to West Palm Beach.
- 3 countable/numerable (design) calcomanía (feminine)Más ejemplos en oraciones
- You can stencil, stamp, use an iron-on transfer or freehand a design.
- It's easier to use, is more consistent and has a larger surface for bigger transfers.
- They did a fine job with the transfer, as the picture is clear and crisp.
Definición de transfer en:
- el diccionario Inglés británico e internacional
- el diccionario Inglés de EE.UU.
- el Sinónimos ingleses
- el Sinónimos de inglés estadounidese
- el diccionario Español
Ayuda gramatical y de uso para el español:
Obtener más de Oxford Dictionaries
Subscribirse para eliminar anuncios y acceder a los recursos premium
Here is a selection of useful words and phrases you will need in real-life situations while you're visiting Spain and other Spanish-speaking countries...
The Lotería Nacional is a Spanish state-run lottery founded in 1812. There is an

subset: commoncrawl


text:
The Vapors were a new wave and power pop band from England that existed between 1979 and 1982. They had a hit with the song "Turning Japanese" in 1980, which reached No. 3 in the UK Singles Chart, and No. 36 in the U.S. Billboard Hot 100 chart.
The Vapors
This entry is from Wikipedia, the user-contributed encyclopedia. It may not have been reviewed by professional editors and is licensed under an Attribution-ShareAlike Creative Commons License. If you find the biography content factually incorrect, defamatory or highly offensive you can edit this article at Wikipedia. Find out more about our use of this data.
Links & Information
- Wikipedia article on The Vapors
- Last.fm page on The Vapors
- Discogs at discogs.com/artist/227256
- MusicBrainz entry on The Vapors
Links & information come from MusicBrainz. You can add or edit information about The Vapors at musicbrainz.org. Find out more about our use of this data. The BBC is not responsible for the content of external sites.


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Learn how to amp up the intensity of your workout and burn calories more effectively.
Count your carbs with confidence: Here are 3 tips to get you started.
Find out which foods you should watch out for.
From HPV vaccinations to prostate exams, find out which screening tests you need — and when to get them.
Know the difference between these two conditions
We take a look at 20 common human body quirks.


text:
Women's Zip-front Smock
A modest look that's comfortable and durable - looking good has never been this easy. Our zipper closure keeps you together, and unique features stand up to industrial laundering: flattering princess seams. It's a win-win.
- Blend: 65% Polyester / 35% Cotton
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- Pocket: Two lower patch
Click here for fit chart
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Beaver Dam, WI (WTAQ) - Somebody observed the nation's birthday by stealing dozens of military flag holders from veterans' graves at a cemetery in Beaver Dam.
Ross Kottke, who manages the Oakwood Cemetery, tells the Beaver Dam Daily Citizen it's "disgusting" that someone would rob the veterans who were honored.
Authorities said the bronze markers were stolen from the graves of Korean War veterans and those who served in both World Wars.


text:
- Sam Ash Gift Guides
- Hot Deals
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Black Lion Audio Micro Clock MK2
To automatically re-order this item before you run out, select the recurring order option during checkout.
Buy Extended Service Plan ( What This? )
Now PCIe compatible! The 2408mk3 provides 8 channels of pristine 96kHz analog recording and playback, combined with 24 channels of ADAT and Tascam digital I/O the most ever offered in a single rack space audio interface. Connect up to four interfaces to the included PCI-424 card for an expanded system capable of 96 simultaneous active input and output connections at 96kHz.
The 2408mk3 is ideal for both the computer-based studio with no mixing board and more elaborate studios built around a digital mixer of any size. For the computer-based studio, the included PCI-424 card features CueMix DSP™, a flexible DSP-driven mixing and monitoring matrix that eliminates the need for an external mixer or patch-bay. Connect all of your studio gear, including synths, keyboards, and even effects processors. Then control it all from your desktop with no audible monitoring latency and no processor drain on your computer.
With 24 channels of digital I/O, the 2408 is ideal for connecting your computer to a digital mixer. Both ADAT lightpipe and Tascam TDIF digital connections are supported at any sample rate up to 96kHz.
And here's another 2408mk3 first: built-in video and SMPTE synchronization. Slave your entire workstation directly to video or SMPTE time code with sub-frame accuracy - without a dedicated synchronizer.
The 2408mk3 provides cross-platform compatibility with Macintosh, Windows 98SE/Me/2K/XP and all of your favorite audio software and host-based effects via WDM/ASIO/Sound Manager drivers. Or you can use the included AudioDesk workstation software for Macintosh, with 24-bit recording/editing and 32-bit mixing/processing/mastering.
The 1U rack-mountable 2408mk3 provides seven banks of I/O: one bank of 24-bit, 96kHz analog on balanced TRS connectors, three banks of 96kHz ADAT optical, three banks of 96kHz Tascam TDIF, plus stereo S/PDIF. You can choose any three banks (up to 24 channels) to be active at one time. This means you can hook up three ADATs, three DA-88s, and eight analog devices all at the same time and access any three banks - in any combination of formats. And you can freely switch formats at any time.
In addition to the eight dedicated analog outputs, the 2408mk3 also features a stereo output with front panel volume control so you can plug powered monitors directly into the 2408mk3.
The PCI-424
The PCI-424 card included with 2408mk3 core systems is fully compatible with legacy MOTU interfaces originally designed for the PCI-324 card. Connect any MOTU PCI interface, including the 2408, 2408mkII, 1296, 1224, 24i, and 308. Mix and match new and legacy interfaces as you please.
The PCI-424 card features a powerful DSP chip dedicated to creating a custom tailored monitor mix of up to 96 channels of 96kHz audio. Because the mixing takes place on the card itself, instead of making the round trip from the PCI bus to the host processor, the 2408mk3 system provides the same near-zero latency performance as today's latest digital mixers. CueMix DSP completely eliminates the buffer latency associated with monitoring on host-based systems. Because the DSP is mixing for you, your computer's CPU is free for other tasks.
Cuemix DSP is the most flexible Cuemix ever, allowing you to mix multiple channels into multiple mix busses or directly assigned outputs. Manage your monitor mix with the intuitive Cuemix Console software included with the 2408mk3. Because the mixing takes place on the PCI-424 card, any MOTU Audiowire interface, including the original 2408, can take advantage of Cuemix's flexible monitoring.
A core 2408mk3 system provides 24 inputs and outputs, but it also offers the most expansion ever offered in a single PCI card. Up to four interfaces can be connected to the PCI-424 for up to 96 channels of simultaneous input and output at sample rates up to 96kHz. Think about the possibilities: you could connect 12 ADATs and 12 DA-88s to your computer, along with 32 channels of analog I/O, and simultaneously record and play as many tracks of audio as your computer allows. If you have a digital mixer, the 2408mk3 provides up to 96 channels of digital I/O at 44.1 or 48kHz, and 48 channels at 88.2 or 96kHz.
The 2408mk3 also operates as a stand-alone audio format converter.
You can convert audio from any one of its formats to any other, in banks of 8 channels. For example, if you connect three Alesis recorders and three Tascam recorders, you can digitally transfer 24 channels from one format to the other in one pass. If you expand your 2408mk3 system to four 2408mk3 I/O rack units, you can simultaneously connect 96 channels of ADAT optical, 96 channels of Tascam TDIF, and then transfer 96 channels of material in a single pass! The 2408mk3 makes the distinction between the two digital I/O formats more transparent than ever; you can freely work with either format.
Your digital mixer is an ideal companion for the 2408mk3 with its ability to integrate 24 channels of digital I/O with a single unit. For example, the Yamaha DM2000 provides an automated moving fader interface, additional real time digital audio effects, mic preamps and DSP power. Connect the DM2000 to your 2408mk3, and now you have 24 channels of pristine digital I/O between the mixer and your computer. If you need more channels, you can add additional 2408mk3 interfaces to support digital transfers as large as 96 channels at 48kHz or 48 channels at 96kHz. The 2408mk3 is the perfect bridge between your digital mixer and your computer audio workstation, and it supports both the ADAT optical lightpipe format and Tascam's TDIF format.
The 2408mk3 provides S/PDIF digital I/O so that you can exchange digital audio with a wide variety of other devices via this industry standard format. But the 2408mk3 takes S/PDIF one step further than most other systems by providing an extra S/PDIF stereo output of the main mix. You can use this extra stereo digital output for whatever you want. For example, you can leave it connected to a DAT machine so that at any time you can record a stereo mix of the project you are working on - without having to swap cables with another S/PDIF device that may be connected.
With the 2408mk3, you have everything you need to sync to SMPTE and video.
The 2408mk3 is the first audio interface to provide on-board video and SMPTE time code synchronization features. These features allow you to slave your 2408mk3 system to video, SMPTE time code or both - without a dedicated synchronizer. The PCI-424 card provides a DSP-driven phase-lock engine with sophisticated filtering that provides fast lockup times and sub-frame accuracy.
The 2408mk3 interface provides a dedicated RCA timecode input and output, but with the PCI-424 on-board DSP, any analog input can be a SMPTE input and time code can be sent to any output – analog or digital. The included software also provides a complete set of tools to generate SMPTE for striping, regenerating or slaving to other devices to your computer. Resolve your 2408mk3 system to NTSC video, PAL/SECAM or blackburst. Like Cuemix DSP, the synchronization features are cross-platform and compatible with your favorite audio sequencer software.
2408mk3 Features
2408mk3 PCI Audio Interface (PCIe)
The manufacturer's warranty covers parts for one year and labor for one year from date of purchase. The warranty excludes damage from misuse, abuse, and contains other exclusions.


text:
How USMNT Reduced A Fiery Mexican Side To Ashes
The United States of America are going to the 2014 World Cup. In the end, it was never in doubt. And in the end, how they booked their ticket to Brazil was perfect, poetic. The Americans clinched at home, in a storied, claustrophobic stadium in front of a raucous, unapologetically and overwhelmingly American crowd,… »


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SD Card
An SD Card (Secure Digital Card) is an ultra small flash memory card designed to provide high-capacity memory in a small size. SD cards are used in many small portable devices such as digital video camcorders, digital cameras, handheld computers, audio players and mobile phones. In use since 1999, SD Memory Cards are now available in capacities between 16 Megabytes and 1 Gigabyte. An SD card typically measures 32 x 24 x 2.1 mm and weighs approximately 2grams.
The future remains, well, cloudy. But either way: Amazon, look out. Microsoft is gaining fast. Read More »Hype Versus Action in the Developer's World
Often times technologies start as hype but with time become adopted. As a developer or technologist, it is worth reading the hype and knowing the... Read More »Microsoft Hyper-V Network Virtualization Q&A
The top 5 Hyper-V questions with answers provided by Nirmal Sharma, a MCSEx3, MCITP and Microsoft MVP in Directory Services. Read More »
Webopedia Polls: Is iPhone 6 or iWatch on your list? Read More »How to Create a Desktop Shortcut to a Website
This Webopedia guide will show you how to create a desktop shortcut to a website using Firefox, Chrome or Internet Explorer (IE). Read More »Flash Data Storage Vendor Trends
Although it is almost impossible to keep up with the pace of ongoing product releases, here are three recent highlights in the flash data storage... Read More »
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text:
TUSCALOOSA, Ala. (AP) — Colorado State (1-2) at No. 1 Alabama (2-0), 6 p.m. (ESPN2)
Line: Alabama by 39 1/2.
Series record: First meeting.
Alabama is trying to avoid a letdown in between a dramatic win over No. 10 Texas A&M and a game with No. 21 Mississippi. Colorado State is hoping to manage a stunner in its second matchup with a No. 1 team.
Alabama secondary versus QB Garrett Grayson. Grayson has passed for 606 yards with four touchdowns against two interceptions, but this is more about a secondary rebuilding confidence — and perhaps adjusting personnel — after getting picked apart by the Aggies' Johnny Manziel. CB Deion Belue is questionable with turf toe.
The running backs. T.J. Yeldon is clearly the primary runner but Kenyan Drake, Jalston Fowler and a couple of freshmen are still jockeying for carries. Nobody has stepped up as a clear No. 2, though Drake gained 50 yards against Texas A&M.
Colorado State:
RB Chris Nwoke. Nwoke has run for a team-best 236 yards but Kapri Bibbs isn't far behind with 201 yards and three touchdowns.
It's the Crimson Tide's season debut at Bryant-Denny Stadium. ... Colorado State coach Jim McElwain was Alabama's offensive coordinator from 2008-11 and helped the Tide to a pair of national titles. ... Colorado State is 2-11 against teams currently in the Southeastern Conference. The Rams' only other game against a No. 1 team came against Southern California — led by Matt Leinart, Reggie Bush and LenDale White— in 2004. The Trojans won 49-0. ... Alabama S Vinnie Sunseri is trying to join Antonio Langham (1992) as the program's only player with non-offensive touchdowns in three consecutive games. Sunseri has returned interceptions for touchdowns against both Virginia Tech and Texas A&M.


text:
Search Results for javelin
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Javelin Frame Lock Work Folding Knife
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Javelin Multi Tool
The Javelin Multi Tool features a folding plier design with anodized aluminum handle scales. ... The Javelin Multi Tool w/ Folding Knife Blade includes a wire cutter in plier jaws and has locking liner ... construction. Javelin 6603: Multi Tool, Blue, 3.2in. Features of Javelin Multi Tool w/ Folding ... 2 Phillips and size 6, 8,10,12 Torx bits Locking liner construction Package Contents: Javelin Multi-Tool...
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Funny! ...and if this were actually real, I'd like to try some. :)
YouTube Description: Introducing Samuel Adams HeliYUM -While devoting ourselves to the 'Noble' pursuit of perfecting the flavor of Noble Hops we've been exploring Noble Gasses as well.
Lightened from heavier gases like CO2, HeliYum takes advantages of the properties of helium -- one of the noble gases -- for a truly remarkable brew. Helium's unique index of refraction creates brilliant clarity while providing an incredibly light mouth feel. Since Helium is an odorless gas, it doesn't compete with the natural aromas of the ingredients. From a freshness perspective, helium doesn't oxidize which allows for a much longer shelf life.
Well played, Sam Adams. Well played.


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Saw this post bouncing around Twitter, an open letter from a history professor to his students with professorial dreams--which crushes them, brutally. It's frank and doesn't hold back, and it's something I ponder every time I agree to write a recommendation letter for a student to apply to graduate school, particularly if I know they have academic career aspirations. I think Dr. Cebula's assessment of his field is a bit bleaker than mine, as I'm not in the humanities and I feel like they have it even more difficult than we do in the "hard" sciences, but definitely the part about increasing numbers of part-time faculty and adjuncts lacking benefits and job security is spot-on. So I'm curious--faculty, how blunt are you with your graduate students about job prospects? Students, what would you do if you had this sit-down with Dr. Cebula (or your PI saying the same thing?) Would it modify your aspirations?
The lingering challenges of "bootstrapping" in academia
Some of you may have seen this piece in The Chronicle by Rachel Wagner, discussing her struggles as a single mom from an impoverished rural community trying to make it in academia.
To put it mildly, it stuck a chord with me. Enough to get me to un-mothball the blogge and post something, obviously. Her experience is mine. She discusses how financial troubles are one of those things you just don't speak of in academia, and describes how things as basic as finding money to go on an interview can be humiliating:
Here's what happens when you are living close to the financial edge as a single parent in academe: You need to attend an academic conference to interview for a job, as your current position is a one-year temporary position for someone on sabbatical. So you have to buy a plane ticket. Sure, you'll be reimbursed from the college's travel allowance for about 80 percent of the trip. But how will you buy that plane ticket in the first place, in order to be reimbursed a month or two later? Credit card? I'm afraid not. That was closed out last year because you couldn't pay for it while you worked as an adjunct for $15,000 a year.
Well, ask your parents for a loan. Weren't you listening? OK then, ask a colleague to help you. I could, but that violates all standards of friendship, especially the one where you aren't supposed to tell anyone affiliated with your job that you don't have enough money to go on an interview. And your nonacademic friends? They don't have any money, either. So why not ask the college for an advance? Because it doesn't give advances. And you have just violated the unspoken standard that stipulates you should never reveal your financial struggle if you are in academe.
This is all too familiar. To interview for my current position, I was offered travel expenses--but like the author, to be reimbursed at a later date. After college (where I worked 3 part-time jobs just to pay for books, rent, and food), grad school (raising Progeny and trying to pay student loans with almost all of my salary going toward daycare), and my post-doc (more income for me, but also more daycare, and I had to quit my part-time waitressing gig), the bare minimum of credit cards that I carried were close to maxed out. No way could I pay for a $400+ flight, so I drove instead (~$150 worth of gas for the round-trip drive in my hideously teal 1995 Dodge Neon).
Professorship made it better, right? Ah, but with that came divorce, single-parenthood, and a crushing amount of legal bills.
Yes, these are all due to my choices. I recognize that and am not asking for sympathy, or pity, or whatever. Thing is, life happens. Like the author, I come from a community where it was not weird at all to get married and have a child in my early 20s, no matter what my career trajectory. Hell, many in my graduating class already have children of their own graduating from high school, and one who graduated a year ahead of me is a grandma to a one-year-old at age 36. This is my normal. It's a different world in the Ivory Tower. A fellow graduate student (who also had a child) confided in me once that a professor had told him that "students who have children aren't serious about their studies. Might as well quit now." I've had other student-parents tell similar stories. It is a difficult road, but not insurmountable--and any bit of support helps.
As Dr. Wagner mentions, it's also difficult to discuss all of these issues in academia, especially pre-tenure, when your senior colleagues are also your judges and jury. Colleagues seem to assume you're on equal footing financially, perhaps forgetting that they're married to a surgeon and I (was) married to a blue-collar worker, and now am a single parent. The fact that I attended a pricey private college further serves to disguise my lower socioeconomic status, both currently and by upbringing--they only know the name on my diploma, not the fact that I worked my way through there waitressing, working in the dining halls, and calling alumni for donations (yes, I was that person, sorry--it paid $12/hour and allowed me to work evenings). They don't know that my dad worked third shift in a factory and my mom couldn't work, or that I started driving myself to extra-curriculars in my uncle's old beater on the rural backroads at age 14 just so I could participate in music and athletics. It's as if that background should just have evaporated now that I'm Professor Montague, replaced via the Pricey Degree University diploma with a person of a more privileged pedigree.
But it doesn't go away. My parents weren't university professors, doctors, lawyers, businessmen. I didn't really even comprehend academia as a career until after I started my PhD program. Yes, I knew I wanted to do research, but I didn't yet understand all that it entailed. I couldn't even tell you which was a higher rank--assistant or associate professor. The horrors! Ah, the depths of my ignorance and naïveté.
In any case, I realize that academia is not the only area where many of us from rural/impoverished backgrounds feel out of place, despite years of training and the trials of "bootstrapping." But to be good mentors and colleagues, it's important to keep these things in mind. So no, I can't attend your pricey golf outings. I can't go along on your extra side-trips at conferences to explore the wineries. And yes, I realize that you will likely "talk shop" on these outings and then leave me out afterwards, and I will think you're an asshole. So mentors, please don't assume that students, postdocs, or even junior faculty have the means to simply pay for interviews, conferences, even social lab meals. If there are ways to have things paid in advance, or supported by the department in some way, help them do so. If you will be discussing work on outings where they can't attend, don't be a dick and exclude them just because they don't have the financial means to tag along. Or, don't assume they don't want to attend and are uninterested--they may just be too humiliated to admit that they're broke. Just as you wouldn't discriminate against someone due to race, gender, sexual orientation, etc., don't let economics be a segregating factor either, as much as you can help it.
The Passion of the Scientist
There have been a few responses (updated: Janet has one also, as does Mike) to this chuckleheaded essay chiding, well, basically anyone who isn't in the lab 60+ hours every week about how they lack passion about their research, and are essentially letting sick people die because they think they have the "right" to lives outside of the lab.
I wish I were kidding, but I'm sadly not. In sum, Professor Kern (a cancer researcher at Johns Hopkins) is obsessed with how many people (or few, by his observation) are around in the lab on weekends, and how this represents the death of American science as we know it (OK, I may have extrapolated a bit, but still). A choice quote:
During the survey period, off-site laypersons offer comments on my observations. "Don't the people with families have a right to a career in cancer research also?" I choose not to answer. How would I? Do the patients have a duty to provide this "right", perhaps by entering suspended animation? Should I note that examining other measures of passion, such as breadth of reading and fund of knowledge, may raise the same concern and that "time" is likely only a surrogate measure? Should I note that productive scientists with adorable family lives may have "earned" their positions rather than acquiring them as a "right"? Which of the other professions can adopt a country-club mentality, restricting their activities largely to a 35–40 hour week? Don't people with families have a right to be police? Lawyers? Astronauts? Entrepreneurs?
Though he uses the strawman figure of "country club hours" and "35-40 hours/week," he does go on to note in the next paragraph that surveys (but not his own!) have found that scientists work more along the lines of 50 hours/week or more, but summarily dismisses it.
I'm cranky about this story because I *have* been in the lab 50+ hours a week over the past 2 weeks--something which is rare for me. It has nothing to do with my lack of passion, but simply the fact that I do carry out a lot of work off-site and don't feel I need someone like Dr. Kern looking over my shoulder and clocking my hours as a measure of my "passion" for the job and the science.
I'm cranky because Progeny was sick yesterday, but I had no one else to take care of samples that needed to be tended to, and so Progeny and I went in to work with a sleeping bag, book, and a bottle of 7-Up and some saltines to nap on my office floor while I took care of my samples as quickly as I could.
I'm cranky because being in the lab 50+ hours a week does mean that there's hardly anything left of me for my family, and because this hits women harder than men and there are already enough damn hurdles that we face that we don't need more set up by Dr. Kern and his ilk, and I don't need to have my passion doubted or measured by the hours of facetime I put in.
I'm cranky because no matter how good the science is or how much time you spend doing it and how much you sacrifice or how much you put up with, some asshole will still dismiss your science and talk about how you're a "witch" behind your back with competing colleagues.
I'm cranky because the examples of "passionate" scientists he uses are, of course, both men.
And I'm cranky because I still have several weeks of 50+ hours in the lab left to go before this winds down and I can get back to writing papers and grants--probably off-site--to keep my lab going. But I guess that crafting lit reviews and writing paper discussion sections just doesn't show my passion for the subject like being in the lab at 3PM on a Sunday would, right, Dr. Kern?
It's been on of those months. Have way too much shit to do, and to complicate matters, I stupidly took on a new project on contract. This was supposed to be fairly easy, but it has been kicking my ass. Supplies haven't been coming in on time, had to make a bunch of shit from scratch, track down people to actually do the work, and still ended up spending 60+ hours this week working on this project. Really don't have time to deal with this, and we have at least 3 more weeks of this to get through before things calm down. Meanwhile, Partner is working like a crazy person as well, and Progeny has way too much going on as well, between band, choir, and sport-y stuff. Even the dogs have had issues, with New Dog having dog training classes in an attempt to get her to calm the fuck down, while Really Old Dog is...well, really old, and becoming even grumpier and smelly than normal. Meanwhile, have too much paperwork to do that I've been putting off (paperwork is the worst damn part of being an academic, IMO--how the hell do administrators handle it??), and several upcoming guest lectures that remain unwritten.
Sigh. Is it December yet?
Grad students, get writing!
Over at Academic Inspirations, Dr. O brings up a great point about dissertation writing:
On the contrary, grad students should be continually writing throughout their thesis work, one results section at a time. For papers, if possible. If not, then for practice. Writing is an art, and it takes lots of practice. You understand your data and results better when you have time to write and reflect on them. Speaking on those results is important too, but unless you can convey your message on paper, you're doomed.
So grad students, start writing now.
Yes, yes, and more yes. For some of my students, I've had to structure them a bit, coaxing them to get me a draft of a manuscript--even if the results aren't all in yet--but such-and-such a date, just so that they get in the habit of writing about things while they're fresh in their minds and they don't procrastinate and put off starting the manuscript for another month (or 6). Grad students, it's a great habit to get into RIGHT NOW--write a bit every day (or every week, if you're like me and prefer to vomit papers up in larger chunks)--just get into the habit of doing it regularly and you'll be way ahead of the game when it comes to your thesis or dissertation.
On the night shift...
Must be "feeling like a college kid" week here in the household. Yesterday I was mulling my drinking habits (which are, essentially, identical to those of Progeny, minus the chocolate milk) and today I'm practically pulling an all-nighter trying to catch up on work. Glaring zit, check--minus the serious self-esteem issues, I could be 19 again.
I've always been a night owl--I hate getting up with the sun, and feel much more productive in the late evenings. This hasn't always worked for me. During my post-doc, I had to get to the campus by 7AM to grab a parking spot, and I lived an hour away and had to drop off Progeny at the sitter's--so not many late nights for me (and as such, several years' worth of poor sleep, both due to baby issues and trying to fight my preferred sleep pattern). Now that my schedule is more flexible and Progeny sleeps through the night (and well into the morning or afternoon, if I'd allow it), I can reclaim my late nights/early mornings and get some work done to the snoring of the dog instead of the crying of the child.
However, clearly this isn't optimal. I could try to do more work in the early mornings, before getting everyone up and off to school/work in the mornings--but every time I set my alarm for 5AM when I know the only pressure to get up is coming from me (rather than a scheduled meeting, appointment, etc.), I know that inevitably I'll push the snooze button a few times and then say "fuck it" and shut the damn thing off, finally rolling out of bed several hours later. I could try to get more done in the evenings before Progeny's bedtime, but that's mom-kid time that I'd have to miss out on. I'm already scheduled throughout banker's hours, so I can't figure out how to draw more blood from that stone. Next option--altering the space-time continuum, I guess, or changing the earth's rotation to tack a few more hours onto the day.
Or, more practically, taking on fewer tasks? Definitely one of those weeks where it seems it would be preferable to change the laws of physics than to turn down one more box to check on ye olde tenure evaluation.
Monday confessional: Starbucks who?
It's that time of year again, when summer is winding down and thoughts turn to prepping courses and greasing the academic wheels. As such, I'm frequently asked by colleagues to meet for coffee or drinks to discuss teaching opportunities, course design, etc.
I have a terrible, dark confession. A secret that generates jaw-drops and strange stares from those who happen upon this secret knowledge.
I don't drink coffee. Or beer. Or alcohol, period (for the most part, besides an occasional glass of wine--only white, can't stand reds). I've tried to like coffee and beer, I really have. Certainly in college, beer was plentiful and cheap (or, more commonly, free). I kept being told "you'll acquire a taste for it. Drink up!" But the smell and taste still are nasty to me, even with my beer-snob partner constantly asking me to try new micro-brews and other fancy-schmancy beer labels. For coffee, I tried to like that starting in high school. Working in a restaurant, everyone was caffeinated to the gills and constantly chugging coffee. I tried it black; I tried it with milk; I tried it with flavored creamers of all types. No dice. Even as a chocoholic, I still can't stomach any type of mocha or coffee-chocolate blend. I even scrape off as much coffee flavoring as I can from the top of my tiramasu.
This inevitably makes being an academic awkward for me. Yes, it shouldn't be a big deal (and in the big scheme of things, it's not), but I always feel weird when I approach the counter with colleagues and ask for a soda, or water, or hot chocolate, instead of a latte, espresso, or beer. I feel like I should be sitting at the kids' table with my sippy cup, watching the adults drink their glamorous, grown-up drinks. And don't even get me started on conferences that serve *only* coffee during breaks. If I don't think to bring along my own water bottle while rushing off to the first session, I'm stuck being parched until I can duck out for lunch and grab a non-coffee beverage.
I will say that this does have a few advantages. Though Diet Pepsi was once my beverage of choice, I'm now pretty much caffeine-free, and have never been one of those "don't talk to me until I have my first infusion of caffeine" kind of person. I've never been a morning person, but that's a separate issue from my morning beverage of choice. I've also never had to worry about drinking too much in front of students or colleagues, or wondering if I acted stupid the night before due to "one too many" drinks. However, I do sometimes worry that others feel I'm judging *them* for their coffee or alcohol habits, or that I'm being a "prude" for not downing a few pints along with the rest of them. Damned if you do, damned if you don't, I guess.
Hook 'em while they're young
This is all sorts of awesomeness:
When Shivani went off to Princeton, Dr. Sud was like many professional women who interrupt their careers to raise kids: should she return to her former career or try a new path? Then Shivani said to her, "Mom, why not help other kids like you helped us?"
She went to Dr. Carl Harris, then superintendant of Durham Public Schools, and out of their joint vision, she says, Scientifica was founded. This unique program exposes Durham Public School kids to scientific research being conducted at local universities and companies. The kids are mentored by students at Duke and UNC-Chapel Hill and are given the opportunity to conduct research during summer internships.
The link to the program is here, noting "Durham Public Schools encourages highly motivated students in Grades 8 through 12 to discover the world of science, pursue a career in this field and succeed in their career — and in life. Scientifica is designed to harness the resources offered by Durham's many partners in the scientific community to significantly improve students' exposure to science."
I'd love to do this in my current town--or even better, where I grew up. As I noted, I had pretty much zero exposure to science and scientists while growing up, and would love to be able to introduce HS kids to that kind of experience. I've done it individually by hosting a handful of high school age kids in my lab for summers, but nothing on the magnitude described here; if only there were more hours in the day.
How did you end up in your career?
Interesting new post on benchfly sure to start some discussion with coming posts on the glut of PhDs in academia, and the scarcity of jobs. Before all that comes, though, Alan says:
It's very possible that only a small fraction of us actually start out with ambitions of a career in academics. If this is the case, then perhaps the scarcity of available academic jobs is not a troubling as it may seem. So dust off the cobwebs and try to remember the bright-eyed and bushy-tailed days of your early research experience in lab – what were you thinking in those days?
For me, it starts way back before the lab. I'd always loved science, but come from a tiny place where I never even realized people *were* academics as a "job." I didn't know any researchers or professors. I don't think my parents had any friends with these careers either--certainly none I've ever met, or that they have ever mentioned to me. However, my mother and grandmother were both teachers. Having younger siblings, I also was the family "teacher" throughout my childhood. I thought perhaps this would be my future as well. As
I fell more in love with science during high school, I was pushed toward medicine, as if there was no other alternative. Truthfully, I stumbled into research during college, since a year-long research project was required as part of my degree. When I found out that I thoroughly enjoyed research, I still hadn't quite made the jump to the possibility of research-as-career. That didn't really occur until my boss asked me what my plans were after graduation. By then, I was already mulling grad school, but still didn't quite understand what it really meant to be an academic.
Long story short, as an undergrad getting into research, I certainly wasn't thinking about how to get an academic job, or what a game of chance that may end up being. Even in grad school, I honestly hadn't thought much further than "I'll do a post-doc afterward" since I knew that was a necessity for an academic job in my field. I think it really wasn't until my first meeting with the professor who eventually became my post-doc advisor that I had any real clue about what I needed to do to end up with a tenure-track research job, and the realities of that happening (or, not happening).
The more I read blogs in this area, the more I cringe and realize just how naive and uninformed I was for way too long, and yet I managed to stumble into my current position nevertheless.
Vacation guilt
As Scicurious very sensibly noted last week, it's okay for scientists to take a vacation. The world won't end, your research won't be ruined, students will survive for a week without you, and that departmental meeting you're missing isn't really that critical, right? Yet every time I leave, even if it's for a conference, review panel or something else that's not actually vacation, I practically twitch with guilt and unease.
Part of the problem is that I still have no full-time person in the lab to oversee everything in my absence. For a variety of reasons (which I'll cover someday), I've been able to keep the lights on and publications flowing with tiny grants, but haven't yet landed anything big enough to pay for much more than supplies and a bit of hourly labor. So, while I have some fabulous grad students who have worked in the lab long enough to be independent, there still really isn't anyone "in charge" when I'm not around. I worry constantly that something bad will happen when I'm gone and there won't be anyone around to deal with it.
The other issue is that vacations aren't relaxing anymore. Granted, the last real "vacation" I had--where I actually went to a destination with the sole purpose of taking a break, and ended up actually doing only that--was as a high schooler. Since that time, any time off has been spent traveling to visit family members back home, almost always coupled with assignments to finish or papers/grants to write. Yet no matter what or how much I do when I'm traveling, I never feel caught up when I return home. It's days like these when I almost long for my waitressing days of yore, when I could at least leave the job behind and not worry about playing catch-up when I returned to work. How do you out there do it? Unplug totally? (Not an option due to issues with Progeny's biological father, unfortunately--need at least a phone on). Leave the computer behind, lab be damned? Middle ground?


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The Scotts Valley girls wrestling team defeated all comers and won the first Central Coast Section wrestling title in school history.
Scotts Valley's only other CCS title was won by the girl's soccer team in 2008.
The wrestling team coached by Jared Norman, Ken Kannegaard and Mike Parrish finished with 109 points, far outpacing second place Terra Nova High School (84 points) and third place Overfelt High (82.5 points) during the two-day CCS tournament Friday, Feb. 1, and Saturday, Feb. 2, at Oak Grove High School in San Jose.
Four of the six Scotts Valley girls qualified for the California Interscholastic Federation Girls State Championship that will take place Feb. 22 and 23 in Lemoore.
For the Falcons, Addy Johnson wrestling at 103 pounds finished with a 2-3 record and finished sixth; Alicia Pitts (108 pounds) went 4-1 to finish second; Domino Parrish (114 pounds) took second with a 3-1 record; Shelby Baker (122 pounds) took third with a 3-1 record; Abigael Lopez-Gay (126 pounds) finished third; and Katherine Rossiter (146 pounds) took fifth.
Pitts, Parrish, Baker and Lopez-Gay all qualified for the state championship by finishing in the top three in the tournament.


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The brightest lights of this big city are found in the Broadway - Times Square neighborhood. Experience live entertainment, such as musicals and plays, or tour Rockefeller Center. The iconic St. Patrick's Cathedral graces the entire block of Fifth and 50th and welcomes more than 5 million visitors each year. This thriving area filled with pedestrians also hosts NBC, ABC, MTV, and NASDAQ.


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- Geileis O'Kelly
- Auckland
- New Zealand
This conversation is closed.
New Zealand legalizing same sex marriage, and gay adoption.
Hey, I found out recently that my country, New Zealand, doesn't allow gay people to marry! I seriously thought that it was, but now I am disappointed and ashamed of my country. I am proud to be a New Zealander, proud to say that I belong to a modern, forward thinking nation (of course, I am very aware that New Zealand is very far from perfect, but allow me my patriotism) - like I am proud to say that I am Christian. I am straight, but I see the unimaginable pain that homophobic attitudes cause and I completely, 100% support gay marriage and adoption. Maybe I was naieve to assume that my fellow kiwi's felt the same way. We were the first country to give women the vote - why can't we be so proactive in our support for gay people? Surely the contribution that they have made to society and the stigma they have endured must be recognized: I want gay marriage and adoption legalized! Hey, NZ (and other teens) who's with me?
By the way - on gay adoption - gay parents have been proven to be just as capable - or incapable - of bringing up kids as straights. If you are worrying about the kids psychological welfare, the only harm that I can see coming in that respect is from the outside society: and if so, shouldn't we be working to change society, not limit the rights of our brothers and sisters?
Closing Statement from Geileis O'Kelly
Ok, hey, so because I didn't reply to you guys in time, I'm going to do so now. :)
Random chance 10+ - you go, dude. :)
Hey Steve Burgess? I know, and yeah, I've noticed that there is more of a phobia against guys for some reason, but it is improving. I mean, I was in Religious Educationt the other day - first I heard the populars celebrating that gay marriage might be made legal - !! - then I heard my teacher - for Religious education - agree with them, and say that she didn't knwo anyone who didn't. So, there's definitely hope. :) Despite one girl I had an argument with a a few days ago on the topic. grrr....anyways. Thank you for that! That's sweet. :) I'm not alone. Far from it.
Debra Smith - Isn't that what I was saying? i'm ashamed because we're not there yet. :)
Anyway, it is good to know that other New zealanders share my opinion, and that there are laws going through. John D, you're awesome. Thank you guys for all your contributions. I wish I could make the time longer. :)
Random Chance 30+Jun 27 2012: Quote:
"shouldn't we be working to change society, not limit the rights of our brothers and sisters?"
YES, emphatically yes. Humans have been fighting for their freedom since day one and here it is 2012 and we still have to do so. If we were simply told the truth, as we have been told we were, then why do we still seek the truth?
Because we intuitively know we have been lied to, about just about everything and this is just another lie that is high on the list of sexual lies.
And by the way, these Envy apples from New Zealand that I have been eating, are delicious. And all this time I had been believing that eating an apple would make me ashamed. Of something.
Jul 1 2012: Thank you for your support! :)
I know. I just wish people would stop being so damn scared of what they don't understand and just watch, research and try to put themselves in other's shoes before they opened their mouths. They cause so much pain, I don;t think people realize.
Well, thanks! I'll take the credit for the apple companies....despite the fact I had nothing to do with it...XD
Jul 1 2012: I know. If I was lesbian, though, it would be nice to be able to put a proper ring on my partner's finger and say 'oh yeah, we're married', instead of just, 'oh yeah, we're in a civil union.' you know? It's what we're all brought up to want, to dream about - that proposal - and I don't think it's fair that somedon't get the full, legal fulfillment of that dream, don't you?
I know, I heard about those!!! And the poll results - that was nice to read, eh. :)


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From Nokia Developer Wiki
Article Metadata
Created: eswar_illuri (15 May 2007)
Last edited: hamishwillee (20 Jul 2012)
Bitmap converter that takes one or more Windows bitmap files (.bmp) and generates a single Symbian OS multi-bitmap file (.mbm).
This Converter is used to convert bitmaps between Symbian OS and Windows bitmap formats. Symbian OS bitmaps (mbm) may be produced as either a font store file or a ROM image file, which does not use any RAM when being accessed. The conversion process specifies the number of bits per pixel for the converted bitmaps and whether they should be colour or grey-scale.


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Incentives Driving Economic Alternatives – North, East, West (IDEA-NEW) is a USAID project that began in March 2009, and is scheduled to be completed in March 2014. This project continues USAID's efforts to provide agricultural incentives and economic alternatives for provinces in the East as well as the northern and western poppy-prone regions of the country.
The Northern Rangelands Trust is an umbrella organization formed in 2004 by the Lewa Conservancy and USAID. It brings together local pastoralist communities with land owners and the Government of Kenya to promote the long-term conservation of wildlife in Kenya's northern rangelands.
The Kenya Feed the Future Innovation Engine identifies and supports innovative, problem-solving strategies to improve food security, nutrition, and livelihoods. Selected innovations are "incubated" in their early stages before being put through a process of rigorous assessment and refinement with the goal of bringing them to scale for widespread impact.
The Asset-Based Financing for Smallholder Farmers Project will help 110,000 smallholder farmers in 13 counties (listed below) of Kenya double their farm income per planted acre. More than 70% of Kenyans depend on agriculture for their livelihood. The majority of these farmers are women smallholders, yet for a variety of reasons, they are not as productive as they could be.
Tremendous progress has been made in malaria control in recent years. Widespread distribution of insecticide-treated bed nets, coupled with household spraying have helped large parts of the country become free from malaria. Nevertheless, malaria remains a leading cause of illness and death among children under 5. The burden of malaria also exacts a steep economic toll, with about 170 million working days lost due to malaria illness each year.
In Kenya, it is estimated that there are 1.6 million people living with HIV/AIDS and 1.1 million children who are orphans due to AIDS. As a whole, more than six percent of the population is infected with HIV, but the epidemic has hit specific regions and vulnerable groups much more seriously.
A strong, well-functioning and sustainable health system – capable of efficiently delivering and managing health care services – is vital to improving the health status of Kenyans. Health systems in Kenya are constrained by insufficient financial resources, a shortage and poor distribution of healthcare workers, weaknesses in legislation and information systems and a lack of management and other technical expertise. Accessing quality health services is especially difficult for women and youth.
Last updated: October 02, 2014


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