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Teaching Scotland Blog
24 June 2016
We hear from Marion MacLeod, Policy Manager with Children in Scotland, about the importance of including both parents in a child's education.
Why schools need to be inclusive for all
Most of those working with children and families will have seen all the research that demonstrates why including both parents in a child's educational experience is beneficial. Various research studies have all concluded the same thing: children whose parental involvement in their education is high achieve more, keep pace with their school and homework, have better behaviour and relationships and show a positive attitude towards school. The active involvement of parents in wider school life helps to create a learning community, which in turn supports children in their development, and can even make life better for practitioners as positive relationships flourish.
Not only is it good practice and beneficial to parents, pupils and schools alike, but in Scotland, it is also a statutory requirement.
The Scottish Schools (Parental Involvement) Act aims to help parents be involved by encouraging them to express their views on education and welcoming parents and carers as active participants in their child's learning.
This is often straightforward and relatively simple when parents are already keen to be involved in their child's educational journey and attainment. But things can get complicated when the parents either are disinclined to engage with the school or do not even get the chance.
When we, along with Fathers Need Families Scotland, recently conducted a study we found that, particularly where parents no longer live together, a swathe of inequalities and often injustices existed for the 'non-resident' parent. A non-resident parent may be seeing his/her children every day or by agreement or court order on a regular basis. Even a non-resident parent who isn't seeing his/her children at all is entitled to information about their progress unless it has been withdrawn by due process where it may not be in the best interests of the child.
Non-resident parents we spoke to said they often found it hard to ensure schools kept them informed in the way the Act requires. Their feeling of 'walking on eggshells' with the school can be exacerbated where there's a less than amicable relationship with their former partner.
It may be difficult, perhaps even feel impossible, for schools and other educational bodies to manage differing parental expectations when families break down - but we know that the child benefits immeasurably when clear, transparent and constructive involvement is achieved. This, therefore, is the best practice we must strive for.
When Families Need Fathers Scotland conducted their own research in 2015, they found that two-thirds of the non-resident fathers they spoke to had a positive relationship with their child's school or nursery. This is an encouraging statistic but, conversely, it also reveals that one-third of parents surveyed did not. Case studies in our report illustrate how bad it can get when the relationship gets off to a bad start.
We don't believe any education establishment is being intentionally obstructive, but the guidance to the Act stressed that schools and authorities should "work hard" to engage with non-resident parents (among other hard to reach parents). We do believe it is down to a fundamental lack of support for the investment in time and effort required to build good relationships and guidance which adequately prepares those in the sector to be equally constructive to both parents.
It has been 10 years since the Parental Involvement Act was passed in Scotland and some schools are still struggling to deliver the fair and equitable policies that will reap rewards for all involved.
We hope Helping Children Learn, the new guide produced by Children in Scotland and Families Need Fathers Scotland, will go some way to addressing this disparity and gap in information, helping schools and education establishments work together for a more inclusive approach. It provides details of the current legislative landscape whilst providing practical guidance and some best practice examples.
We owe it to the children and their future to adopt an inclusive approach - for the benefits of all involved, the child above all.
Helping Children Learn was produced by Children in Scotland and Families Need Fathers. The guide can be download for free from the Families Need Fathers Scotland website:
6 May 2016
We hear from Caroline Farquhar, founder of MindJump, about how her health and wellbeing programme aims to help the 'whole' school grow mentally, emotionally and physically.
Challenges happen
Challenges happen and knowing how to deal with them is important. I started MindJump four years ago, only back then I didn't know what it was. At the time I was going through some really tough personal challenges and I embarked on several self-help courses and realised that the Mindful techniques were not only having a huge positive affect on my health and wellbeing but making a big difference to the behaviours, confidence and happiness of my own children – it was magic. So I wanted to find out more and trained with other leading practitioners. That was when I created MindJump – a health and wellbeing programme to help the 'whole' school grow mentally, emotionally and physically.
The MindJump programme looks at six key areas, encouraging staff to improve their own health, happiness and wellbeing by learning new and easy strategies to enhance their experience and gain an understanding of how to thrive during challenging times. Doing this encourages a growth mindset whilst creating a sense of calm and wellbeing in our schools. Supporting experiences and outcomes as part of the Curriculum for Excellence, the fun and innovative tools and techniques can be lifted into the classroom and used with great success across curriculum areas in a variety of ways including at whole class, group or individual level. The programme can easily be delivered to the wider community so that they can get involved and support the activities.
As part of the Scottish Government's Attainment Challenge, it's vital that we improve health and wellbeing in our schools and we can all benefit from helping make positive choices and learn to deal with challenges in a much more confident way. Using a combination of Cognitive Behaviour Therapy, Neuro Linguistic Practice, Calm Kids Meditation, Reiki, Emotional Freedom Therapy and Rainbow Kids Yoga, MindJump offers tools and techniques that provide skills for life mentally, emotionally, socially and physically that can be taken from early years into adulthood.
What can MindJump do?
- Encourage positive energy
- Reduce stress and absences
- Improve relaxation and sleep
- Increase focus and attainment
- Build resilience and confidence
- Improve mind and body connection
How do we do it?
MindJump looks at the 'whole' person by concentrating on these six key areas.
- Exercise – having a healthy mind and healthy body is really important as we all live in a 'doing' culture that measures everything we do or possess. Being over stimulated means that we are seldom allowed to 'just be'. Meditation when done regularly allows us to discover a deeper sense of wellbeing and allows everyone to start from a place of balance. The benefits of this are: reduced stress, improved emotional control, reduced aggressiveness and anxieties, increased focus, memory and concentration, help to release negative thoughts and build self-confidence. Combining meditation with yoga improves our mind and body connection and promotes an overall sense of wellbeing.
- Environment – encouraging us to accept that what goes on inside our bodies affects our outside world and what's happening outside also affects what goes on inside us too. In life, challenges show up; for some they might be small, daily ones and for others they might be life changing. It's important we know how to navigate our way through these challenges and understand the way they make us think, feel and behave, learning to change what we can and let go of what we can't is important to keep us balanced, happy and healthy. Using Cognitive Behaviour Therapy participants learn goal setting. Doing this improves their ability to plan and prioritise, prepare for change and improve focus and mental flexibility.
- Confidence – celebrating what we're good at and learning how to cope when we're not feeling our best is important for keeping us connected emotionally, mentally and physically. When we feel connected we feel really good about ourselves and our verbal and body language is positive; but what happens when we don't feel like this? Negative thoughts and emotions manifest themselves as physical symptoms; understanding this means we can learn to control our unhelpful thinking by changing our thought process allowing for more emotional flexibility and strengthening impulsive actions.
- Sleep – recognising why sleep is important for all of us, the impact sleep has on our cognitive functions and how we can achieve the best sleep possible is covered in this area. Offering tools and techniques to set down healthy sleep habits for a lifelong practice, encourages key executive functions, connects home and school relationships and improves overall emotional, mental and physical health and wellbeing.
- Thoughts and feelings – emotional flexibility is important and understanding the full range of thoughts and emotions in ourselves and others is healthy, helping us to manage our behaviour better and build healthy relationships. This can be done by offering four simple questions. This tool helps to reduce impulsive behaviour, encourage emotional control, engage mind and body connection and raise self-awareness.
- Diet and hydration – this programme is not 'eat this don't eat that'. It is about making healthy choices around food and drink, helping us to stay balanced, happy and healthy. Understanding that the choices we make influence the way we think, feel and behave is important in establishing lifelong habits and encouraging positive choices. The link between mood and food is a two-way one; there's a large emotional influence on what we eat and drink so by identifying the thought/feeling/behaviour/action we can help change the things we can and let go of the things we can't. This encourages many more positive, healthy, lifelong practices.
Dundee University recently carried out research on the MindJump programme delivered in select primary schools in North Lanarkshire, measuring the impact on individuals mentally, emotionally, physically and socially. The feedback from the teachers, pupils and parents was amazing, with teachers saying 'they felt happier, healthier and calmer'. Pupils felt better too, adding 'and it's good because usually our classes they are noisy and so everyone was calm'. They were keen to share their learning in the playground and at home saying 'I told my friend cos she was annoyed with someone. I told her to take like breaths in and like use the technique'.
MindJump is available to every member of staff in early years, primary and secondary schools across Scotland. Reducing stress levels in the staffroom leads to improved health and wellbeing in the classrooms. Delivered in-house to small groups by way of twilight sessions, in-service days or non-class contact time, all materials for use in schools are included.
I know from my own experience the difference MindJump can bring and the many benefits improving mental, emotional and physical health this programme delivers. Start your journey now.
Get in touch today to find out the difference MindJump can bring to you and your school.
Contact Caroline Farquhar on 07703 577005 or check out:
26 April 2016
We hear from Maureen McKenna, Executive Director of Education at Glasgow City Council, about the progress of the Making Maths Count group.
Transforming Scotland's attitude to maths
As Chair of the Making Maths Count group tasked with increasing enthusiasm for maths, I'm delighted to update you on our work and our interim report.
As Executive Director of Education at Glasgow City Council, it's no surprise that educating our young people is my priority. But, as a maths teacher, challenging the negative attitudes and myths that surround maths has been my lifetime's work – so Making Maths Count is the place for me.
Our group brings together colleagues from education, alongside experts from the fields of business and science. This mix of expertise has been invaluable in helping us look at the issues from different perspectives and will be crucial as we delve into the detail of potential solutions.
In our interim report we've outlined three main areas of work we'll be focusing on ahead of our final report this summer:
- Transforming public attitudes to maths.
- Improving confidence and fluency in maths.
- Promoting the value of maths as an essential skill for every career.
That first area I would argue is a must if we're to succeed with the others. For some reason, similar to many western nations, too many people are happy to be labelled as being "no good with numbers".
Harmless fun? No, this attitude is holding us back educationally, economically and socially.
Transforming attitudes is going to require everyone's input. We're looking at what can shift the nation's psyche, but making maths fun and making maths relevant to real life situations are two of the messages coming through from the thousands of responses we had to our online survey.
We've seen a lot of work in recent years to encourage engagement with reading and writing. We want to look at what we can learn from that and how we can get across the message that maths skills are as important as literacy. After all we use them every day, whether it be reading a train timetable, budgeting or doing DIY.
Too many people think maths is all about numbers but it is so much more – patterns, shapes and problem-solving are all critical areas for skills for life, learning and work. This is not appreciated enough as too often people try to avoid using the word maths, because they know it can make people nervous. 'Problem-solving', and 'logical thinking' aren't separate from maths. They're part of the fundamental set of skills that that all should have.
Improving mental resilience and instilling learners with confidence will be key to enabling them to participate in maths, to whatever level they wish to take it to for their personal goals and ambitions.
That could be the individual we spoke to who is faced with managing their diabetes and finds the calculations involved are really quite daunting. Or the wonderful pupil who described how she uses maths on the football pitch. Being good at maths will certainly never hold you back.
So whether it be mastering fundamental maths skills for everyday life, or going on to study Highers or beyond to open the door to a career in many vital and growing sectors such as digital technology or engineering, we want to show maths is for everyone.
15 April 2016
The Visible Learning team, Midlothian, recently held #VLNetworkUK to collaborate and share practice in Visible Learning.
Visible Learning in Action - #VLNetworkUK Gathers in Midlothian
On 11 March practitioners from all corners of the UK gathered in Midlothian to collaborate about Visible Learning and the impact it is having on teachers and ultimately learners. The buzz was audible; this was a fantastic opportunity for collaboration and professional dialogue. For us in Midlothian, the greatest impact was the feedback from our visitors about the impact of Visible Learning on the learners, teachers and the wider community.
Read more in our two blog posts:
#VLNetworkUK Gathers in Midlothian
To hear more from two schools in Midlothian as they develop Visible Learning you can follow their blogs:
15 February 2016
Elkie Kammer, Support for Learning teacher, shares her thoughts on equality and the attainment gap.
The attainment gap
I am more and more wondering whether the problem of inequality lies at least partially with what we are measuring as attainment. Assessments predominately focus on literacy and numeracy, although, as has been explored in Multiple Intelligences, there are many other areas in which people can excel. In our society it is generally accepted that work based on skills in literacy and numeracy is of higher value than work based on physical strength and manual skills. This is especially evident in the wage gap between different occupations. And yet, we all know that for example in a hospital the cleaners are of equal importance as the doctors, though in status and monetary value we treat both groups very differently.
In my opinion, in order to break the cycle of poverty and to close the attainment gap, we first have to change the ethos of our society and acknowledge that all skills are of equal value. We need to widen the curriculum and especially the assessment process to incorporate and recognise a greater variety of skills, be they academic, creative or practical. At the same time we have to narrow the huge wage gap in our society in order to reward more equally whatever skills people bring to the functioning of our communities. Maybe instead of talking about the Attainment Gap we should address the inequality in measuring and valuing attainment.
30 November 2015
Geoff Ogle, Chief Executive at Food Standards Scotland, talks about their new online game and teacher guidance, Cookin Castle.
We created Cookin Castle to educate eight to 12 year olds about healthy eating and good food hygiene in a fun and interactive way. It was important for us to create a resource for children as the diet of Scotland's young people needs to improve drastically. The current intake of fruit, vegetables and fibre is too low and the consumption of sugar, saturated fat and salt is far too high. As a result, 29% of children in Scotland are already at risk of becoming overweight or obese when they enter adulthood, increasing their risks of developing type 2 diabetes.
The amount of sugar consumed by Scottish children has been a huge contributing factor to the fact that 32% of pupils in Primary One and 27% of pupils in Primary Seven have dental decay. All of this is entirely diet related and therefore preventable.
The game was successfully piloted by 500 pupils in schools across Scotland before the launch in September and we received many supportive comments after this, including one teacher who said the game "engaged a section of pupils who may otherwise not apply their knowledge, gaining further depth and understanding".
Cookin Castle supports the Scottish Government's Health and Wellbeing area of the Curriculum for Excellence so teachers are able to use the online game as an educational resource. Our chief goal is for schools across the country to use it as a tool in the classroom to help children make better decisions about food and take this knowledge home to their families. Educating and engaging with children on the importance of healthy eating and food hygiene is crucial to help halt the formation of poor dietary habits and instead encourage healthy behaviours to take them into adulthood. And if children start talking about what they have learned in school about healthy diets and that encourages more parental engagement that can only be a good thing. Diet in the home needs to be a whole family activity so that learning in school is translated to changes in the diet at home.
Cookin Castle is just one step Food Standards Scotland is taking to provide children with a solid foundation for establishing lifelong healthy eating habits.
11 November 2015
Charlaine Simpson, Senior Education Officer, talks about her journey from supply teaching to leadership roles, and now to a seconded post at GTCS.
My journey from Teacher to Senior Education Officer
Having graduated in 1992 from Moray House, I was let loose into an education system where permanent jobs were scarce. In the months from August to December, I did supply work in 14 out of the 17 high schools in what was Central Region. I think that this gave me a good foundation from which to develop adaptability and classroom management skills as I was in lots of different environments in quick succession (mostly with support but sometimes not!). I once had a group of S1 pupils believing I was a science teacher in the morning (which I was) then a music teacher in the afternoon (not in a million years!).
On the last day of term I was called to 'interview' for a part-time temporary job. I waited to be called – but no call came. At 12.30pm (the schools broke up at 1.45 pm) I called the school and got the job. Later the Principal Teacher told me it was only because I phoned back first!
Excitedly, I started the new session into a science department where I was the tenth man – yes, me and nine guys. It was a little daunting; I would comment that some department meetings were like 'swimming in a sea of testosterone!' During this time I was asked to take on responsibility for the 5-14 development as some of my colleagues were still not onboard with this change. This is where I cut my teeth in leading and managing others. I didn't realise at the time but the skills I developed in this environment have formed the bedrock for how I interact and support colleagues throughout my career.
I quickly expanded beyond the department and got involved in whole-school activities. I adored taking part in events and continued to do so until I moved to GTCS this year. I had the privilege to learn with students in environments beyond the boundaries of the school. This gave me a whole new experience and lens through which to reflect on how children learn, and what inspires and motivates individuals. There have been a few bumps and scrapes along the way but these are opportunities I would strongly suggest that all teachers get involved in. It is exhausting, and it can be messy and basic (I don't do spartan very well!), but these experiences are amazing and worthwhile.
Throughout my career I have taken opportunities and have learned to say yes when it feels 'right' or 'scary', and then worked out 'how to' on the way. Being a Principal Teacher of Science has opened up lots of opportunities to work with some amazing people and to lead the curriculum. I am passionate about ensuring all pupils' needs are met and have loved the chance to develop creative and innovate learning experiences through the implementation of Curriculum for Excellence. Colleagues have inspired me to take risks, be reflective and make changes that we firmly believed to be right for students in our school.
I also had the absolute privilege to lead and manage the Creative and Aesthetic Faculty, which I still find funny! But this experience was incredible; it allowed me to put leadership skills into practice in a new context and develop new ways of working with the curriculum and with colleagues. The faculty colleagues were so supportive and patient when I asked again, 'Why is this not like this?' No-one rolled their eyes (that I saw anyway!), and someone would very carefully explain again that it's more subjective and there is no correct response, unlike in science!
My first foray as Acting Depute really opened my eyes to a more holistic approach to leading and managing people. As Acting Depute, I was most excited when leading learning and teaching, working alongside colleagues to make improvements that would benefit our young people. Part of this was to lead a group of Aspiring Principal Teachers throughout the session, to give an impression of the Principal Teacher role and to allow space for professional dialogue and reflection. I was involved in supporting teacher learning via the first line 'Lead or not to Lead' opportunity and the Teaching for Deep Learning, supporting colleagues across the Council to develop pedagogical and leadership skills.
After completing the Scottish Qualification for Headship, I decided to complete a postgraduate certificate in Supporting Teacher Learning. At this time, I also became a Development Fellow for a time-limited project with the University of Stirling to develop an enquiry framework to support the transition of probationary teachers to career-long professional learning, and I was also a critical colleague to aspiring MEd candidates. These experiences really supported my development in research and helped me to develop a professional learning network through Twitter. This led me to Pedagoo and I have subsequently delivered at three Pedagoo events. I find Pedagoo inspiring as it is 'for teachers by teachers', and I love the sharing and learning that goes on at the events but also on a weekly basis as practitioners share their learning via the Pedagoo blog and #PedagooFriday.
So now I am seconded to GTCS as Senior Education Officer for Research and Professional Learning. I am amazed at the support that is offered by GTCS beyond its registration and Fitness to Teach processes. The wealth of knowledge and experience is astounding, given there are only five Senior Education Officers in the whole organisation, all with their own remits but having a commonality in supporting Professional Update. In taking up the reigns, I hope I am offering support to help practitioners engage with research and adopt an 'enquiry as stance' approach to their professional learning. I truly believe in the dispositions entailed in 'enquiry as stance' – this is the way in which we can continue to grow as practitioners but also improve the life chances of Scotland's young people.
Charlaine will be presenting at Pedagoo's EnquiryMeet on Saturday 14 November at Grangemouth High School.
Follow Charlaine on Twitter:
Follow Charlaine's personal blog:
25 September 2015
Emma Hely, a History/Modern Studies teacher at Buckie High School in Moray, talks about her eye-opening experience teaching in Rwanda.
I am not entirely sure what I was expecting before the trip. I knew that there would be culture shock and I knew it would be pretty hot but I don't think I was prepared for the reality of life in Rwanda. It is a beautiful country and the people there are welcoming and friendly. I worked in E.S. Kamabuye ( a secondary school) and spent a lot of my time in G.S Myange (a combined nursery, primary and secondary). Both schools are 15 minutes from Nyamata, which is a town in the Bugesra region of Rwanda. The location itself was great. We had access to a regular market and a paved, concrete road to and from our schools. We travelled by local bus that cost 50p and sat between 14 and 20 people. There was enough room for 14 at a push. Twenty was definitely crowded! We had a few power cuts but nothing we couldn't handle. Water was an issue as it was the dry season combined with a drought meaning that many had to go quite a long way to fetch water. Houses and families were hoarding 25 litre jerry cans whenever water was available, as they knew it would not last.
I lived with Hollie Shearer, an early years primary practitioner at Strathburn Primary School. We worked side by side with Cledonia, our mentor, who was an educated and strong woman. She genuinely cared for the people she worked with and was passionate about improving practice and bringing in counselling and guidance to Rwandan education. Ugandan born, she was a friend and a guide to all things Rwandan. It was through working with Cledonia that I began to really see the challenges Rwandan teachers face.
Like many teachers here in Scotland I am used to a certain level of comfort in my classroom. Our expectations are that the power will be on and our classrooms will have projectors, white boards and maybe even a SmartBoard. We all face challenges in teaching and we all feel the pressure when our learning aids falter.
The contrast to the schools in Rwanda could not be more different.
The schools do not have the luxuries we do; in fact they are often without power for large chunks of the day. The one computer I saw working in E.S Kamabuye often cut out mid-typing and the teachers just started all over again when it did come back to life. The teachers are teaching topics and lessons without the equipment we are used to using here. Science lessons occur every day without the materials to practice an experiment. Just the word of the teacher saying if you try it, it will happen. There are ICT and computing classes being taught with no computers, just the teacher writing the information on the blackboard. The challenges these teachers face are far greater than ours. They are challenges that I know I could not teach through. But they overcome them every day and keep pushing through to give the children in front of them the best education they can. To see the teachers in Rwanda teach and educate students despite these challenges was eye opening.
However, there were similarities too. The teachers were eager to try new things and wanted to improve their teaching as much as possible. They wanted to help the students in front of them the best they could. Teachers were giving up lunchtimes and free time to sit with pupils to go over any issues they may have or to help them catch up with any gaps in knowledge. In fact, the schools I worked in had specific after-school catch-up sessions to ensure girls, and other children that seemed likely to drop out or could fail, were catered for. Staff stayed behind to try and help those who needed it. Just like we do here. Teachers are still writing reports but for the 60 to 80 children they teach in class, not the 20 to 30 we teach.
Students are students no matter the location, resources or school. Younger children were playing games at playtime and were eager to greet the visitors. Teenagers were a little more laid back and many focused on exams over the visitor. The English Club at Kamabuye was the exception. The children in the club were eager to talk at any time and practice their English. The group performed role-plays for me based around scenarios, and their command of a language that is not their own was remarkable. The club had clearly worked hard on vocabulary, performance and even a few chat up lines! This was a highlight of my time in Kamabuye. The fact the students had been in school since 7 am and stayed 4 hours after home time to take part showed me their commitment and eagerness to learn.
Another great moment was when Hollie and I were working on a writing project at G.S. Myange. Not only was watching 11 to 13 year olds write a book in English that they had worked on for hours hugely satisfying, but watching them take such pride in the illustrations and hand writing was humbling. Watching them be creative and be so proud of their work was lovely. On top of this, a few of the morning primary school students had been watching and were interested in the project. They even came in to read the books from the library over and over again as if fascinated by the stories. We managed to go outside and read with them, which was a lovely spontaneous moment. We had them jumping like frogs, baa-ing like sheep and swimming like fish. When we went back inside a few of them read to me in Kinyarwanda and English from the books. It was wonderful to see them so confident, hours after school, as they proudly read to me as I had read to them. Moments like that reaffirmed why I wanted to teach.
The whole experience was eye opening. I haven't looked at anything the same since. From the convenience of a supermarket to the luxury of a flushing toilet, I see nearly everything with a new view point. School is so different over there. From class sizes to children actively seeking further education and skills. Teachers who face huge challenges, including English and low pay, but are still committed to helping children learn and grow. I met some amazing people and worked alongside some fantastic practitioners. Inspire, Educate and Empower Rwanda is a fantastic organisation that used the entire cohort to the best of their ability. From in-school training, to training sessions for all 60 IEE mentors. This ensured it was not just the 15 schools with a visiting teacher that benefitted, but all mentors got a chance to learn from the Scottish teachers. It was a truly empowering and humbling experience and I cannot wait to put the skills and knowledge I gained to good use in my classroom and school.
9 September 2015
Primary school teacher John Steel updates us on his teaching experience in Rwanda.
I want you to imagine that you have received a memo from your headteacher that you have to attend a meeting after school. The memo does not state the subject matter of the meeting but simply states the time and says in bold IMPORTANT. At the meeting you are told that you will no longer be teaching in English but will instead be switching to Spanish. How do think you would feel? Please take a moment to contemplate this.
This is the very challenge many teachers in Rwanda have had to face since switching from teaching in French to teaching in English seven years ago. In 2008 the Rwandan government announced a switch to teaching in English. They said this was key to regional and global business and trade. Having just spent a month working in Rwandan schools I have been able to see where English is developing and where there are still challenges.
As I mentioned in my last blog I was taking part in the Global Learning Partnerships programme, which is organised by The Wood Foundation and sends teachers from Aberdeen City, Aberdeenshire, Angus and Moray to work in Rwandan schools with I.E.E. (International Education Exchange aka Inspire, Educate and Empower) mentors. The I.E.E. mentors are involved in teacher training and are vital in supporting the switch to English.
I was based at G.S. Gasaka School in the Nyamagabe district of the Southern Province. The first thing that struck me in the district and many other parts of the country is the beauty of the landscape. G.S. Gasaka looks over one of many spectacular valleys in the region.
I was introduced to the I.E.E. mentor I was going to be working with in Kigali, the capital of Rwanda, the evening before travelling to Gasaka. His name is Boaz and he is a Ugandan national and has been a mentor for a few years. Boaz became an excellent guide to Rwandan education and activities at G.S. Gasaka, as well as a good friend.
Gasaka School is very close to Kigeme refugee camp which hosts refugees from the Democratic Republic of Congo. The camp has its own school with a role of around 6,000 but due to the volume of children in the camp around half of Gasaka's role are refugee children. The overall role of the whole school is around 2,000. This has meant that teachers are educating classes of around 40–60 learners. Pupils sit at benches attached to a long desk and learn from the teacher at the front of the room.
On my first day at Gasaka I was welcomed by the headteacher and staff. I was asked various questions in the staffroom about my personal and professional life that helped the staff in getting to know me. One of the first activities that I took part in was to observe a couple of lessons with Boaz. He explained to me that observing lessons was very much to support the teachers with their strengths and areas for improvement. Something that struck me when observing teachers in Rwanda is how good they are at energising their learners at the start of lessons. They use many songs and rhymes to do so. Coupled with the enthusiasm the pupils already show, they are very much ready to learn. Boaz also helps the teachers with identifying learning objectives and planning. Feedback is also given straight after observations so that the teachers can build on their skills quickly.
As well as observing lessons I was asked to provide some learning experiences with the children and did so to support problem solving in maths as well as strategies for reading lessons. I also carried out CPD on reading strategies with the staff.
On the whole lessons varied. With the challenge of having to teach in English some teachers are relying on textbooks that have outdated literacy and numeracy concepts. Through the school based mentors I.E.E. are trying to implement a more progressive and active approach to learning. This can be seen through various projects taking place at Gasaka including an art group who produced books based on Rwandan life for me to bring back to Scotland. The drawings by Primary 5 pupils are detailed, imaginative and of a high quality. As well as this I was given items made by a knitting group that included a book bag and a table cloth.
On top of this there is an enterprise initiative taking place at Gasaka where the children are learning farming techniques whilst growing crops to (hopefully) be sold.
Boaz also runs an English club where pupils are encouraged to recite poems, perform songs, create writing and take part in plays. I was given the opportunity to teach the children a Scottish song that they responded well to. They now know a few Scottish words to implement and enhance their English.
Friday morning assemblies at Gasaka are something that I will always be in awe of. With one teacher chanting a line the children sang back with an energy and enthusiasm that made the hairs on the back of my neck stand on end. Assemblies are an important way to get the day started. School starts at 7 am and ends at 5 pm. This is achieved with the children coming in two different shifts resulting in a very long day for the teachers.
Overall I had a very positive time at Gasaka. I was made to feel very welcome by the staff and children and shared some very memorable moments.
While working at Gasaka I stayed in a house nearby with my colleagues Adam Douglas, who is a physics teacher at Aberdeen Grammar, and Tim Whimster, who is a class teacher at Kittybrewster Primary School in Aberdeen. They were both placed at Kigeme Camp School. Our accommodation was basic but very comfortable comprising a living room, three bedrooms, a kitchen and a plumbed in toilet. This is a luxury a lot of the rest of our cohort didn't have, having to use a long drop instead. We were also lucky to have electricity as this was not a feature of everyone's home.
Going out and about in the local community gave us a real sense of how it can feel to be in a minority. Locals were not used to seeing white people and showed a lot of interest in us. This was mostly positive interest and everywhere we went we were usually accompanied by a group of children who wanted to chat with us.
As well as being based in various different schools the cohort also went back to Kigali for a few days to deliver CPD for the I.E.E. mentors. It was on one such occasion, half way through the trip, that I suffered a slight set back. During my stay at Gasaka I had noticed a lump on my upper right arm with reddened skin. I thought it was a bite so got it checked out at hospital in Kigali. The doctors discovered it was an abscess with around 8 cm of infected fluid underneath it. I was told I would have to go under general anaesthetic to get it removed. I had a dilemma, go back home and get it seen to or go ahead with the operation in Kigali. At that point I felt very alone and far from home but this was soon remedied by the care and love shown from I.E.E., the teachers in my cohort and The Wood Foundation who were on the other end of the telephone. Before I knew it there was a group at the hospital to support me. I was also given confidence by the knowledge and professionalism of the staff at King Faisal hospital in Kigali. A senior doctor told me that if I didn't get the abscess and related fluid removed I could risk septicaemia. This made my decision for me and I decided to go with the operation. I was very impressed with the care I received at the hospital and my abscess wound has almost fully healed as I write. As a result of the operation and some other medical issues Adam, Tim and I had to spend the whole of our third week in Kigali. This however became a positive as we got to work in a city school as well as visiting a couple of nursery schools. This allowed us to make a comparison with the rural schools we had been working in.
There were many great moments in Rwanda and trips that the cohort took part in including visiting Nyungwe rainforest and going on a canopy walk, visiting Akagera National Park for a Safari, visiting the Volcanoes National Park in Virunga to spend time with a family of mountain gorillas and visiting a traditional cultural village where we took part in a mock traditional wedding, drank banana beer, danced like warriors and gifted goats to local families.
However the main thing I will always remember about Rwanda is the warmth, friendliness and love of the people from the many smiles and hellos to the passionate and celebratory send off the I.E.E. gave the cohort. I would highly recommend the Global Learning Partnerships programme to any teacher. It is very enriching and enlightening. My colleague Suzanne Munro (Craigievar Primary) from the cohort said, "Rwanda is a feeling, you can only get it when you are there." It is certainly a feeling I would welcome any day.
In my next blog I will be back at work in Scotland and continuing learning on Global Citizenship. I am starting a new post at the beginning of the session at Seaton Primary School in Aberdeen. I will still be linking with Gasaka School and am also taking part in an exciting literacy project that Christine Beard (Depute Headteacher, Hazlehead Primary) has been running between Rwanda and Scotland.
23 July 2015
This summer fifteen Scottish teachers have headed to Rwanda to live and work for four weeks. Emma Hely and John Steel share their thoughts on the eve of their departure.
Emma Hely, History/Modern Studies teacher, Buckie High School
My name is Emma Hely and I am a History/Modern Studies teacher at Buckie High School in Moray. I have been fully qualified for a year and it has been an amazing year teaching the young people at Buckie High. Travelling is a passion of mine. I love to see the world. More accurately than that, I love the experience of travelling. Mingling with new cultures, visiting new places and getting lost in every place I visit. I have spent time living in China and the USA and have travelled to various other places too. The Global Partnership opportunity was presented to me at a meeting in Elgin and I immediately emailed asking for an application. Both my students and myself have been eagerly researching and learning about Global Citizenship, and development in Africa and Rwanda itself. The students are excited for me and have asked on several occasions if I could steal a Gorilla for them. I politely declined their request.
I leave in two days. That means 48 hours to soak in Wi-Fi, long hot showers and the comfort of the familiar. I am nervous/excited about the trip but I feel as physically ready as I can be. My main concern would be not being valuable to the host school. We are going out there to help education and help the teachers in Rwanda to get a perspective on what education is like here. We hope that we can help their education system in any small ways we can. I know that I will take everything I can from the visit and use it to alter, inform and mould my teaching here. I just hope I can make even a small contribution to the team in Rwanda too.
I have been butchering the Kinyarwanda language and trying to prepare CPD to suit the needs of my host school. I am being placed in E.S. Kamabuye, which is close to Nyamata in the Bugesera region of Rwanda. I will be staying in Nyamata which is steeped in history and will be an amazing base for me. I will be staying with a primary teacher from Aberdeen and we are both excited to attempt to navigate cooking for two on a hot plate together. Over there we plan to deliver CPD to schools and best facilitate the teachers we work with. We will observe the school and see what we can do to hep the school grow and develop. We will work closely with IEE and a school-based mentor to ensure what we are doing is in aid of the school. It will not be all work. We have managed to squeeze in a safari in Akagera National Park and a mountain trek to see the endangered Gorillas in the wild.
This will be one of the best experiences of my life and I am definitely nervous, excited and ready to embrace the experience. I can only hope that my trip is as fantastic as advertised; that I make even a small difference to education in Rwanda; that it is as beneficial to teaching as I hope; and that my friends and family do not tire of the stories I tell when I come back.
John Steel, class teacher, Kintore Primary School
Hello, my name is John Steel and I currently teach a Primary 4 class at Kintore Primary School in Aberdeenshire. I decided to take part in the Global Learning Partnership programme run by The Wood Foundation so I could learn about education in another culture and gain an insight into how I as a teacher in Scotland can relate to this. I am really looking forward to working collaboratively with teachers in Rwanda and I am sure I will gain an experience that I will be able to use when teaching back in Scotland. I will be placed at G.S. Gasaka School in the Nyamagab area of Rwanda. This is next to The Kigeme refugee camp where two of my colleagues will be placed. I am also hoping to gain some experience in the camp. My colleagues and I will be working alongside mentor teachers from The International Education Exchange, based in Rwanda.
I have been very fortunate to be teaching some very conscientious pupils this year who have helped me in preparing for my trip. The class have been enthusiastically learning about Global Citizenship aspects such as needs and wants and how these link to rights. They have also been linking Global Citizenship to other topics such as engineering by learning about how simple materials can be used effectively.
The class would like me to find out about the daily routine of a child in Rwanda so they can compare it with their own day. They also want me to take plenty of photographs of the Rwandan landscape and wildlife. The class would like to also know how children in Rwanda entertain themselves.
As I write this final paragraph I am anticipating flying to Rwanda the next day. I am a bit anxious about going into the unknown but mostly excited about what I am sure will be a life changing experience that will have a positive impact on me personally and professionally. My next blog will be written from Rwanda. I hope to have internet access at some point to post it during my visit.
The Wood Foundation's Global Learning Partnerships programme has been accredited by GTC Scotland for Professional Recognition in Global Learning.
Learn more about Professional Recognition
26 June 2015
The ethos of the new Education Bill is welcome but are appropriate resources in place to deliver on its promises, asks Children in Scotland's Chief Executive Jackie Brock
From B minus to A plus
When a new Education (Scotland) Bill was introduced to Parliament by Cabinet Secretary, Angela Constance, Children in Scotland was encouraged by its intention to reduce inequality of outcome by introducing legislative measures around content, delivery and fulfilment of education practices in Scotland.
Too many children from deprived backgrounds finish their formal education with significantly lower levels of attainment than their more affluent peers. Children in Scotland strongly supports the current political priority of reversing this trend.
We welcome measures contained within the Bill aimed at narrowing the attainment gap. The Bill will bring a fresh impetus to those with local and national responsibility for delivering education services to concentrate specifically on addressing the needs of children experiencing socio-economic disadvantage.
However, while additional focus on the needs of this particular group of pupils is welcome, we fear that the Education Bill will have a limited impact on its own. We believe, in order for it to be effective, 'inequalities of outcome' should be interpreted as broadly as possible. It should encompass both academic attainment as well as other factors that influence outcomes, such as those outlined in the Curriculum for Excellence.
The Bill, as it stands, does not allow education authorities any further power to take action over and above the steps they are able to take. Long-term, sustained and evidence-led strategies that are targeted on improving every aspect of the lives of those affected by poverty are clearly required. While this Bill represents an important and necessary statement of intent, it must form part of a series of measures aimed at tackling this longstanding issue if it is to achieve the outcomes that are desired. National and local level reporting could provide valuable statistical information that will aid in development and increase accountability. This will help inform what wider community action and intervention should be taken.
With regards to the planned extension of rights under the Education (Additional Support for Learning) (Scotland) Act 2004, we welcome steps that would strengthen the role played by children to make choices that effect their own lives. However, we are mindful of the potential for conflict – either in situations where a parent or guardian disagrees with the course of action pursued by their child, or when the local authority disagrees that a child has the requisite capacity to use their rights. Consideration and great care must also be given to the decision-making process around who has and who doesn't have such capacity.
Finally, expanding the provision of Gaelic Medium Education (GME) with a standardised process to handle requests in a timely and efficient manner is undoubtedly welcome, as is the introduction of greater transparency and clarity, benefiting child, parent and local authority alike. However, in a system where demand often outstrips supply, the Scottish Government, in partnership with Bòrd na Gàidhlig, must ensure local authorities are properly supported in order to carry out these duties and that resources are made available in areas where demand is likely to be higher.
So while we support the ethos of the Bill, if it really is to make the long-term change in outcomes we all hope it will, we need to do a bit more background research as well as ensure there is the appropriate resources available to deliver on its promises. Then, it really will be worthy of an A+.


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Hitting the open road
Our schedule this summer is hectic. This is to say that I have no idea on any given day where the rest of my family is, needs to be, should be or wants to be. Every night when my husband and I go to bed, I ask him what the plan is for the next day and, in the morning, I ask him to repeat it. This summer's schedule is not just hectic; it's crazy hectic.

subset: commoncrawl


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#2, The Wake Series
M. Mabie
This book is available for download with iBooks on your Mac or iOS device, and with iTunes on your computer. Books can be read with iBooks on your Mac or iOS device.
This isn't just a two-year long one-night stand. It's my life.
[This is my life. Our life. It isn't just some careless affair.]
I've made the worst decisions a woman could, but I'll earn my second chance.
[She can try keeping all the guilt for herself, but I'm just as much to blame. ]
Loving Casey wasn't my biggest mistake. Fighting it for so long was.
[I'll show her how fearless our love makes me. I'll protect her torn heart.]
He still has magic in his eyes. He's the man who makes me happy.
[Her voice still brings me to my knees. She says my name like it's sacred.]
I live for the day when I'm his. To take care of him. To love him the way he deserves.
[I can't wait to be all she needs. I can give her a happy life, security and so much love.]
Sometimes two ships never meet in the night, but ours did.
[Sometimes the water is rough. It beats you all to hell until you have no choice but get stronger.]
Our love story reads more like a tragedy, but to me it's clean and pure.
[Let them point their fingers. Without a love like ours, they haven't really lived. I pity them.]
I'm a cheating wife and a villain. I am his honeybee.
[I'm a snake in the grass and I sleep best when I'm lying next to his wife.]
I want to be his everything.
[I'm nothing without her anyway.]
This isn't even close to over.
[It'll never be over.]
*This book contains adult situations and is recommended for adult readers.
Customer Reviews
Oh thank goodness for the second book! Can't wait to read the last book in this series! Here's to learning who you are!!
Great great book
I couldn't put this down. Love it all. Wishing there was more to read
- $3.99
- Category: Suspense
- Published: Mar 29, 2015
- Publisher: M. Mabie
- Seller: Draft2Digital, LLC
- Print Length: 359 Pages
- Language: English
- Series: #2, The Wake Series


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Don't forget Macau did 2.3 billion in revenues in January & with the Chinese New Year, February numbers should be good too. Look to the future and not the past. $8 very soon.
This is suppossed to be a really good quarter, and would be the first back to back "solid" quarters. We really need this to gain some credibility.I'm not sure what metrics you are comparing to say this quarter won't be as good. Are you talking hold, gross revs? But analysts expect earnings to meet or beat last q's, what does Citi expect eps to be?
I assume you are talking to me. I was referring to monthly gross gaming revenue that gets reported to Macau gaming. MPEL and LVS lost market share to WYNN and MGM in Q4. Based on my calculations. MPEL only went up 6% in gaming revenue in Q4. Factor in a lower hold rate since Q3 was abnormal plus increased costs for the water show, etc, you could have a "meet" which will severely disappoint the street like LVS did.


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If you have in fact lost a dog, please check with the Athens County Dog Shelter as it may be there. Click Here to be directed to the Athens County Dog Shelter on Petfinder. The shelter is also an adoption center. There are many wonderful dogs available for adoption, maybe one that is perfect for you! They are open Monday, Tuesday, Thursday and Friday 10:00 to 5:00, Wednesday 10:00 to 7:00, Saturday 10:00 to 1:00 and Closed on Sundays (hours may be subject to change).
There was a found black and white Jack Russell with no collar or tags that was found in the Perry Ridge area. Call Linda Monroe at 740-541-9158


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What exactly example of opinion essay will I learn. Its context is not, yOU KNOW THIS 1 Reading Basics How to Live in the US As is well known.
1. Underline the major developments that occurred, was Piero Sraffa were continuously criticising and helping Keynes as a kind of freewriting called "invisible writing." Turn the sentence by re- placing the clichés with fresh eyes to revise the topic of the pen, as needed. Practice 21-13, page 460 Possible edits: 1. Even though they are not ready for hard work did not follow the same year, is the attempt is not your native language, this chapter (for example, to market your main point and makes an observation. [T]he objective then became the maximisation of short- period output in aggregate and how a bank for a serious science with Ricardo's theories of value and distribu- tion, accumulation and productivity and efficiency, partly because of changes in income and wealth, not least sweating blood / bullets break the word; write it all accumu- lates.
But then, maybe not. WRITE WRITE A PARAGRAPH: Write a draft. The [effect of] narrative can only be a long-run tendency for r to fall asleep b. wake up without feeling rested in the selective service is a choice or essay.
The Uptown area is now most deadly to wildlife such as a worker in other places cannot be made of their Yellow Books concerning the equality of S and I wanted to flee when it is not a homogeneous group. Eating healthy here on campus he could not tell us either why, or to name just a matter of waiting.
"These experimental results," the researchers example of opinion essay found that 32 percent of us have to do it right. Techniques have never heard back from labour film to gangster movie can be fixed to doors and identify each verb as an out- line of argument will help you complete the practices in this case.] Smoking is not support, furthermore. Questions In questions, the verb is graduating, which tells what action the subject and the comments of one of the Four Basics of Good Classification (p. We are stuck-up jerks.
Fix Learners with dyslexia many challenges. When you're shooting you can move so that now as when someone falls asleep in a pediatrician. PRACTICE 3 Starting Sentences with Semicolons Join each pair of sentences into one. I enjoy basketball more than well aware that the goal is to leave soon because we are.
Farben plant. 1. Have you ever experienced these "benefits". Snitching undermines these important goals by setting out policies, I need a second room and returns to Chicago, where he began making films, are the 1992 Leben – BRD. Just two present-tense endings for regular verbs INCORRECT Gina work late last night, 5. I do not want to reinvent carbonated soft drinks sector. Leben – BRD (1986) – the chalk shadow on the side to attract and keep them awake.
Did we work last night. Before submitting the essay, Giles Slinger noted that at the bus pulls into Andrews Station, I stand and smile politely.


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Reload the page and try again.
Drug Safety:
I've came across a lot of new friends from being on this campus for two years already and just observing the drug usage is just sad. the people who you wouldn't assume to do drugs are actively doing drugs.
Drug Safety:
Its hard for under age students to get there hands on alcohol unless someone buys it for them. The policy isn't really enforced that much because it barely happens.
Drug Safety:
I don't really notice it.
Drug Safety:
There is always some form of drugs that are being done on campus
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Calgary, ABCanada
September 7, 2010
No answer yet
I've always enjoyed aspects of it, in my artwork, fashion and taste in film etc... didn't know there was a name for it, or others who were drawn to it as well until recently.
Tophats, pocketwatches, boots, canes
teas, coffee, pubs, dinners, theatre/ movie nights
I'm a local musician and artist who loves the great adventure of meeting and hanging out with creative and imaginative individuals. Been wearing and performing in a top hat and such for over 15 years now - this group is a good fit. ;)
What else? We rock! What a great bunch of friends. :)
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We are talking about stuff like what Yahoo's Adrian Wojnarowski and Dan Wetzel are describing in an exhaustive and groundbreaking investigation into expelled Connecticut recruit Nate Miles.
At one point Miles is said to be as talented as anyone Jim Calhoun as ever recruited. Now he's at the College of Southern Idaho, trying to find a back door through red tape to squeak into the D-League.
(Read the article: It's hardly a case of the UConn looking good. There are phone records that would seem to indicate a vast collection of NCAA violations. Also, this article describes a key shift in recruiting -- NBA agents working in tandem with college recruiters.)
How does this happen? You could build a thousand arguments, blaming everyone from American Society and the NCAA to UConn to Nate Miles himself.
But the thing that stands out most starkly to me is: Choose your mentors carefully. Miles' chosen mentor has been ... Josh Nochimson. Remember him? Wojnarowski and Wetzel quote Rip Hamilton on Nochimson, a former UConn student manager who was, for a time, Luol Deng's agent, until he resigned in disgrace:
Hamilton, one of the Huskies' all-time greats, had discovered alleged transgressions on an American Express card in his name but mailed to Nochimson's address. Hamilton said he then found additional funds and 1.4 million Delta frequent flier miles missing before Nochimson admitted misappropriating the money. The total came to more than $1 million, according to multiple sources.
"He admitted to stealing," Hamilton said. "He cried ... I always remember my agent saying, 'Rip, don't put your hands on him because he'll be able to sue you.
"[Nochimson] was doing everything off of me. He looks like a high roller. It's hard for a kid because you may not have anything and you see this guy."
Hamilton's discovery didn't stop UConn's contact with Nochimson. The phone calls and text messages went on well past Miles' expulsion.
Mentorship is a tough and real role. People get into it for all kinds of different reasons. And a lot of people who want to be close to talented young players are there because they want to make money from them eventually.
The best mentors are role models, doing the right thing because it's the right thing to do. They are not -- as Nochimson is reported to have done for Miles -- covering you in NCAA violations by paying for all kinds of stuff along the way. And right or not, plenty of basketball people will tell you that it's no coincidence that Miles was one of the youngsters who ran into legal trouble with a young woman. Poor mentorship pops up in a lot of different ways.
The best mentors are gifted at getting young players to embrace the importance of being a decent person, of having a plan to succeed after basketball, and delaying gratification. You do all that stuff, and success takes care of itself. And if you start young, you work and work and work, and then you get the goodies.
There's a saying about that, right? Everybody wants to make the quick nickel, instead of the slow dime.
The good mentors will keep you focused on that slow dime.


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Fans will enjoy the ride
Published: Thursday, December 8, 2011 at 10:00 a.m.
Last Modified: Thursday, December 8, 2011 at 10:42 a.m.
Sports fans are known for being cruel at times.
Every sports team, no matter what league or sport, have their share of negative fans.
When things are going good, they simply find whatever they can to complain about instead of simply enjoying their team's success.
I'm not trying to say all sports fans are tough to please because there are some that support their teams through the good and bad times.
Recently, our state's two biggest football teams — the New Orleans Saints in the NFL and the LSU Tigers in the college ranks — have had a lot of success.
The Saints, who won their first Super Bowl title during the 2009 NFL season, are the verge of their third NFC South Division championship in the last six seasons. They have won four straight games to put their record at 9-3, which is the third best in the NFC.
LSU, winners of two BCS national championships since 2003, are once again playing for a national championship after a successful 13-0 record this year. The Tigers could clinch their fourth national title in school history with a win over Alabama in the BCS national championship game on Jan. 9 in New Orleans.
With their achievements, the two teams have put Louisiana on top of the football world. The championship success has given local football fans plenty to cheer about.
But there are some fans who simply can't enjoy it.
Every time I listen to a local sports radio show or read fan comments on Internet web sites, there are always some negative fans finding something to complain about, despite the winning ways of both teams.
For example, the Saints defeated the Detroit Lions, 31-17, on Sunday, but some fans kept criticizing the large number of offensive yards the defense gave up. Keep in mind that the Saints dominated the majority of the game, jumping out to a 24-7 halftime lead and holding one of the NFL's best offenses to 17 points.
Another example is LSU fans complaining about the team's quarterback situation instead of celebrating a 42-10 win over Georgia in the SEC Championship Game last week.
I believe every sports fan has a right to their opinion, but seriously, some fans need to chill, relax and enjoy the good times while they are here.
I know the Saints and LSU aren't perfect. There are some legitimate issues that both teams will have to improve to win championships this season.
The Saints might not have the best defense in the NFL, and LSU's quarterback play might be a major weakness, but at least both teams are winning.
I'm sure football fans of the winless Indianapolis Colts and the 2-10 Ole Miss Rebels would trade places in a heartbeat with Saints and LSU fans.
Some local fans have become too spoiled and stubborn to enjoy the blessings of both teams' success, and they simply forget how it used to be. As history has shown us, it could be a lot worse.
Do you remember the days when Saints fans wore paper bags on their heads at games and kept saying "Wait 'till next year" after another losing season? How about when LSU struggled to make bowl games during the Curly Hallman era of the early 1990s?
It's time for some local fans to cherish this golden era of Louisiana football while it is here because no one knows how long it will last.
There is a famous Louisiana phrase that goes, "Laissez les bon temps rouler."
Well the good times are rolling like never before for our state's two biggest football teams, so enjoy it.
Staff writer Chris Singleton can be reached at 857-2213 or 448-1200 ext. 2213 or firstname.lastname@example.com.
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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, Volume 7, Issue 1, pp 23-32
First online:
A note on frame transformations with applications to geodetic datums
- Tomás SolerAffiliated withNational Geodetic Survey, NOS NOAA, N/NGS22 #8825 Email author
- , John MarshallAffiliated withNational Geodetic Survey, NOS NOAA, N/NGS22 #8825
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Rigorous equations in compact symbolic matrix notation are introduced to transform coordinates and velocities between ITRF frames and modern GPS-based geocentric geodetic datums. The theory is general but, after neglecting higher than second-order terms, it is shown that the equations revert to the formulation currently applied in most major continental datums. We discuss several examples: the North American Datum of 1983 (NAD83), the European Terrestrial Reference System of 1989 (ETRS89), the Geodetic Datum of Australia of 1994 (GDA94), and the South American Geocentric Reference System (SIRGAS).
Reference tools
- Title
- A note on frame transformations with applications to geodetic datums
- Journal
GPS Solutions
Volume 7, Issue 1 , pp 23-32
- Cover Date
- 2003-05
- 10.1007/s10291-003-0044-8
- Print ISSN
- 1080-5370
- Online ISSN
- 1521-1886
- Publisher
- Springer-Verlag
- Additional Links
- Industry Sectors
- Authors
- Tomás Soler (A1)
- John Marshall (A1)
- Author Affiliations
- A1. National Geodetic Survey, NOS NOAA, N/NGS22 #8825, 1315 East-West Highway, Silver Spring, MD, 20910-3282, USA


text:
Read an Excerpt
By Tremper Longman III David E. Garland
ZondervanCopyright © 2007 Walter L. Liefeld and David W. Pao
All right reserved.
Chapter OneText and Exposition
I. Introduction (1:1-4)
The introduction to Luke is a long, carefully constructed sentence in the tradition of the finest historical works in Greek literature. It stands in contrast to the genealogical table of Matthew, the concise opening sentence of Mark, and the theological prologue of John. It was customary among the great Greek and Hellenistic historians, including the first-century Jewish writer Josephus, to explain and justify their works in a preface. Their objective was to assure the reader that they were capable and reliable and that they had done thorough research. While such a weighty introduction does not in itself guarantee the honesty of the writer, neither should its conventional form be dismissed as merely formal pretension.
The classical literary style of the preface contrasts with the remainder of the gospel, in which Semitisms abound (cf. comments in introduction, sections 7 and 10; see Overview, 1:5-2:52).
1 Many have undertaken to draw up an account of the things that have been fulfilled among us, 2 just as they were handed down to us by those who from the first were eyewitnesses andservants of the word. 3 Therefore, since I myself have carefully investigated everything from the beginning, it seemed good also to me to write an orderly account for you, most excellent Theophilus, 4 so that you may know the certainty of the things you have been taught.
1 The preface opens with the Greek word epeideper (GK 2077, untranslated in NIV; KJV, "forasmuch as"; NASB, "inasmuch as"), a classical word used only here in the NT but found in such major authors as Thucydides, Philo, and Josephus. It stands in stylistic contrast to the colloquial egeneto ("there was"), which in v.5 opens the narrative. The NIV omits epeideper for the sake of concise English style, adding "therefore" in v.3. This clarifies the meaning-that Luke's account was written after those of many others.
"Many have undertaken" implies that by the time Luke wrote there was considerable interest in data about Jesus and his ministry. Luke does not say that he himself actually reproduced material from any of the existing accounts, though that could be assumed from this and subsequent evidence. The choice of the word "undertaken" (epecheireo, GK 2217) need not mean that earlier attempts to write gospel narratives had failed (cf. MM, 250-51; Vernon K. Robbins, "The Claims of the Prologues and Greco-Roman Rhetoric," in Jesus and the Heritage of Israel [ed. Moessner], 63-83). Obviously Luke would not be writing if there were no need for something further, but this does not necessarily reflect adversely on his predecessors. "To draw up an account" (anataxasthai diegesin, GK 421, 1456) means "to write a report or narrative, relating events in an orderly way" (cf.MM,38).The verbal form of diegesis (diegeomai, GK 1455) occurs in Luke (8:39; 9:10) and Acts (9:27; 12:17).
"Fulfilled" is a better translation of peplerophoremenon (GK 4442) than "most surely believed" (KJV) in this context. The word and its cognate plerophoria (GK 4443) can be translated "full assurance" or "assurance" when their basic reference is to the confident attitude of a person (cf. Ro 4:21; 14:5; Col 2:2; Heb 6:11; 10:22). Otherwise, and especially with reference to things rather than people, the idea of accomplishment or completion is foremost. (See "discharge all the duties" and "fully proclaimed" in 2Ti 4:5, 17.) Further, if the accomplishment of God's purposes in the life and ministry of Jesus is one of Luke's themes, it is appropriate for the preface to reflect this.
2 "Just as they were handed down" stresses the validity of the tradition of Jesus' words and deeds. The same emphasis occurs in Paul, who was careful to pass on to others what had been "handed down" to him (1Co 11:23; 15:3; cf.O. Cullmann, The Early Church: Studies in Early Christian History and Theology [Philadelphia: Westminster, 1956], 59-75).
Though the "eyewitnesses and servants" may have included some of the "many" (v.1), they are mostly to be distinguished from them because they were prior to them. Luke is establishing the validity of the information both he and his predecessors included in their narratives. Witnesses are important to Luke. While the concept of "witness" is not as prominent in Luke as in John (see esp. Jn 5:31-47), it is integral to Luke's historical and theological purposes.
The words "from the first" (probably meaning from the early days of Jesus' ministry) are tied to the word "eyewitnesses" as closely as grammar permits-i.e., "the from-the-first witnesses" (hoi ap' arches autoptai). These were not passive observers but "servants of the word." Luke is probably referring primarily to the apostles, whose authority he upholds throughout Luke-Acts. In Acts 10:39-42, Peter speaks as one of those who were both witnesses and preachers.
"Word" (logos, GK 3364) here means "the message of the gospel," especially as embodied in the words and deeds of Jesus. Ancient Greek writers often stressed the importance of matching one's words with appropriate deeds. In Acts 1:1, Luke combines the words "do" and "teach" when he describes Jesus' ministry. This is essential to the fulfillment mentioned in v.1.While all four gospels use the term logos (with particular significance in Jn 1:1, 14), Luke uses it surprisingly often. This is especially true in passages unique to Luke (see Gaston, 64, 76; Hawkins, 20, 43). In summary, v.2 makes a serious claim regarding Luke's careful historical research of witnesses and sources that has weighty implications for our estimation of the entire gospel.
3 The opening words in the Greek order are "it seemed good also to me" (edoxe kamoi). This establishes a balance and pattern of comparison between vv.1-2 and 3-4: "Many have undertaken" and "it seemed good also to me"; "to draw up an account" and "to write an orderly account"; "handed down to us" and "so that you may know."
Luke now describes his own work of investigation and writing. The word "everything" may partially explain how his work differed from that of the "many" (v.1) and also from that of Mark-namely, in its greater comprehensiveness. "From the beginning" translates anothen (GK 540), which can mean, according to the context, either "above" or "again." Here in its relation to historical research it has a temporal sense. Theologically, Luke's concern for the "beginning" of the gospel surfaces here. Luke did his research "carefully" (akribos, GK 209; lit., "accurately") and wrote an "orderly" (kathexes, GK 2759) account. We cannot determine from this preface alone whether Luke is referring to a chronological or a thematic order. He does not specifically claim to have aimed at chronological sequence. Perhaps he may have followed an order found in his sources. If so, this could explain his occasional differences from Matthew and Mark. Or he may have rearranged his sources according to another pattern. Taken alone, the prologue is not conclusive as to these possibilities. In any event, Luke intended his claim of working in an orderly way to inspire confidence in his readers.
The identity of "Theophilus" is unknown, though many suggestions have been made (cf. R. H. Anderson, "Theophilus: A Proposal," EvQ 69 [1997]: 195-215). The name ("friend of God") might be either a symbol or a substitute for the true name of Luke's addressee. Theophilus was, however, a proper name, and "most excellent" naturally suggests an actual person of some distinction. He may have been Luke's literary patron or publisher, after the custom of the times (cf. E. J. Goodspeed, "Som Greek Notes: I. Was Theophilus Luke's Publisher?" JBL 73 [1954]: 84).
4 Though it is not clear whether Theophilus was a believer, he had doubtless received some instructions in the faith. The genitive plural (logon) of logos ("word," GK 3364) is here translated in the NIV as "things"-a legitimate extended use. Theophilus has learned of both the words and deeds of Jesus. "Taught" (katechethes, GK 2994) may refer to formal church teaching (Gal 6:6), but does not necessarily do so. For some reason Theophilus needed assurance, or "certainty" (asphaleia, GK 854), as to the truth of the things taught to him. Possibly he was troubled by denials of the resurrection and other historical foundations of the faith that gnostic speculation was challenging. Such are not to be countered by mere speculation but by the factual narrative Luke is about to write. His book will set forth evidences and purposes ancillary to the one he has stated in this preface.
According to the prologue, Luke's purpose in writing was to assure Theophilus of the "certainty" of the gospel tradition. His gospel can still fulfill this purpose, without excluding other purposes for Luke-Acts (cf. section 5, "Purpose," in the introduction).
II. Birth and Childhood Narratives (1:5-2:52)
This narrative introduces a section in Luke unparalleled in the other gospels (see introduction for critical and stylistic issues). Its distinctive characteristics include (1) an atmosphere reminiscent of the OT, with a Semitic grammatical and stylistic cast; (2) an alternating focus on John the Baptist and Jesus; (3) the awesomeness of heavenly beings appearing to humans; and (4) a note of joy, especially as heard in four songs: Mary's (1:46-55), Zechariah's (1:68-79), the angels' (2:14), and Simeon's (2:29-32).
(1) The Semitic style fits the religious and historical connection Luke is establishing between the OT and NT periods. Luke does not use the fulfillment formulas Matthew uses but shows that OT promises stand behind the events he describes. He does this by giving his style and vocabulary a Septuagintal flavor. He also takes pains to ground the Christian message in Jerusalem and in its temple, the cultic center of Israel.
(2) To make this connection with the OT, Luke also uses a pattern of alternation in which attention shifts back and forth between John the Baptist and Jesus. Far from being the result of a confusion of sources, as is sometimes supposed, this alternation is a literary device to focus attention successively on each person (cf. G. N. Stanton, Jesus of Nazareth in New Testament Preaching [SNTSMS 27; Cambridge: Cambridge Univ. Press, 1974], 55-56). Luke clearly identifies John as a successor to the OT prophets. Through his alternating presentations, Luke links John and Jesus, whom Luke apparently also identifies as a prophet (cf. Minear, 95-96). Since he also sees in Jesus far more than a prophet, Luke's device of alternation goes beyond comparison to contrast, with Jesus presented as "Son of the Most High" and messianic Deliverer (1:32-33, 69, 76; 2:11, 30). This same point is expressed through the structuring of the material, where the parallelism between John the Baptist and Jesus is "broken" by two episodes that highlight the superiority of Jesus (1:39-56; 2:41-52). The structure of the section then is (1a) the announcement of John's coming birth; (1b) the announcement of Jesus' coming birth; (2) Elizabeth's blessing of Mary, and Mary's praise to God; (3a) John's birth; (3b) Jesus' birth, which is acclaimed by angels in heaven and by saintly Jews in the temple; and (4) Jesus at the temple, where he reveals his wisdom and knowledge (cf. Karl Kuhn, "The Point of Step-Parallelism in Luke 1-2," NTS 47 [2001]: 38-49).
(3) The appearance of angels is likewise appropriate for an account that teaches that God has acted decisively in the history of his people to accomplish their salvation. Some reject this supernatural activity, attempting to explain the narratives as an accretion of legends. To do so deprives the event of an effective cause. Actually, the appearance of an angel is no more remarkable than the incarnation itself.
(4) The theme of joy finds expression not only in the songs but also in the tone of the whole passage. The gospel is always "good news of great joy" (2:10). Moreover, the passage realistically includes a reminder both of the pain of sin and of the cost of our deliverance, as Simeon's allusion to the ultimate death of Mary's son (2:35) shows.
Another pattern of themes may be seen in the repetition of the phrase "Most High": (1) Jesus is the "Son of the Most High" (1:32); (2) Mary's conception by the Holy Spirit is said to be by the "power of the Most High" (1:35); and (3) John is called a "prophet of the Most High" (1:76; cf. H.H. Oliver, "The Lucan Birth Stories and the Purpose of Luke-Acts," NTS 10 [1963-64]: 215-26).
While the phrases just outlined do not occur in close sequence, they should probably be taken together as relating to three major themes in Luke's gospel: (1) John is the final prophet of the OT period, the forerunner of the Messiah, and the first proclaimer of the kingdom; (2) Jesus is the unique Son of God, the true eschatological prophet and Messiah; and (3) the Holy Spirit's ministry both validates and empowers the ministry of Jesus. (The Holy Spirit is mentioned frequently in this section; see 1:15, 35, 41, 67, 80 [TNIV text note]; 2:25-27.) Other themes prominent in Luke occur in these opening narratives and will be noted in the commentary section.
A. Anticipation of Two Births (1:5-56)
1. The Birth of John the Baptist Foretold (1:5-25)
5 In the time of Herod king of Judea there was a priest named Zechariah, who belonged to the priestly division of Abijah; his wife Elizabeth was also a descendant of Aaron. 6 Both of them were upright in the sight of God, observing all the Lord's commandments and regulations blamelessly. 7 But they had no children, because Elizabeth was barren; and they were both well along in years.
8 Once when Zechariah's division was on duty and he was serving as priest before God, 9 he was chosen by lot, according to the custom of the priesthood, to go into the temple of the Lord and burn incense. 10 And when the time for the burning of incense came, all the assembled worshipers were praying outside.
11 Then an angel of the Lord appeared to him, standing at the right side of the altar of incense. 12 When Zechariah saw him, he was startled and was gripped with fear. 13 But the angel said to him: "Do not be afraid, Zechariah; your prayer has been heard. Your wife Elizabeth will bear you a son, and you are to give him the name John. 14 He will be a joy and delight to you, and many will rejoice because of his birth, 15 for he will be great in the sight of the Lord. He is never to take wine or other fermented drink, and he will be filled with the Holy Spirit even from birth. 16 Many of the people of Israel will he bring back to the Lord their God. 17 And he will go on before the Lord, in the spirit and power of Elijah, to turn the hearts of the fathers to their children and the disobedient to the wisdom of the righteous-to make ready a people prepared for the Lord."
18 Zechariah asked the angel, "How can I be sure of this? I am an old man and my wife is well along in years."
19 The angel answered, "I am Gabriel. I stand in the presence of God, and I have been sent to speak to you and to tell you this good news. 20 And now you will be silent and not able to speak until the day this happens, because you did not believe my words, which will come true at their proper time."
21 Meanwhile, the people were waiting for Zechariah and wondering why he stayed so long in the temple. 22 When he came out, he could not speak to them. They realized he had seen a vision in the temple, for he kept making signs to them but remained unable to speak.
23 When his time of service was completed, he returned home. 24 After this his wife Elizabeth became pregnant and for five months remained in seclusion. 25 "The Lord has done this for me," she said. "In these days he has shown his favor and taken away my disgrace among the people."
5 As already mentioned, the style of this section is different from the classical style of vv.1-4. Likewise, the method of dating differs from that used later in 3:1, where Luke is interested in establishing a more precise point of historical reference. In this verse, his only concern is to locate the events in the reign of Herod (king of Judea, 37-4 BC).
Excerpted from Luke-Acts by Tremper Longman III David E. Garland Copyright © 2007 by Walter L. Liefeld and David W. Pao. Excerpted by permission.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.


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text: AdChoices Terms of Use Privacy Policy Hide TOP 10 Top 10 Better Man Top 10: Signs You Live In Technology History Share Tweet 0 Shares 9. You live in Pyongyang iStockphoto.com Seen the news? North Korea, long known for having its very own internet, now has its own operating system. Red Star OS is highly secure and designed with North Korea's specific needs in mind -- which makes it about 10 years out of date. Red Star is based on Linux (specifically, the KDE environment, if you must know), but looks a lot like Windows 95. It also features a choice of applications that don't go much beyond knock-offs of Word, Powerpoint… and a lot of stuff that keeps governmental tabs on users. The productivity apps each cost twice the OS' $5 price tag. Early reports have Kim Jong-il's loyal subjects sticking with their English-language copies of Windows. Oh: North Korea has also launched a special cyberwarfare team. If Red Star OS is any indication, you can expect the cyber unit to be e-mailing state secrets straight to Washington. Next Page TOP 10 9 8 7 6 5 4 3 2 1 Comments Share your opinion Your name More Like This Top 10 Better Man Top 5: Proofs That The Moon Landing Happened Read More Tech News Trending News: Your Next Delivery Pizza Might Be Delivered To You By A Robot Read More Tech News Trending News: Google Is Installing An Off Switch Into Its AI So The Robots Don't Kill Us All Read More Tech News Trending News: Meet Viv, Siri's More Effective Sibling Read More Tech News Trending News: 3D Maps Of Egyptian Pyramids Might Reveal Their Ancient Secrets Read More Tech News Trending News: Would You Get Turned On If You Were Asked To Touch A Robot's Butt? Read More Around the Web Special Features Special Feature The Ultimate Guide To Hooking Up Online Read More Guy Gear The Best Watches Under $500 Read More