text: If you weren't at the meeting here is what you missed: This Sunday afternoon/evening we are having a pizza internal fundraiser where all we do is pitch in money to buy the pizza. It might be hard to understand but we use money from the club fund to pay for the pizza up front, then (pretending we haven't already paid for the pizza) we chip in money for the pizza and put it into our account. It should be fun, I can get movies if you guys want either related to aikido or not and depending on where we have this (I will email later with details) there will be some form of video or board games. Twister has always seemed to be a favorite at aikidoka parties. :) FREE PRACTICE will start becoming a group thing. If you are training you are expected to try and stay for these as it is important in having the type of group we want. It will be Monday nights at the dojo either before or after class, and Saturdays after class. This can start this saturday and monday next week. I hope you can make, we will most likely work on test techniques which are good for people who will be testing soon, or even just the beginning trying to get a basic technique. ONE LAST THING I forgot to mention at the meeting, ELECTRONIC FUND TRANSFERS have started at ACV to pay for the dues. I know some of you may have problems with money automatically being taken out of your checking account every month but if you don't do this your dues will increase by 10$ (45-55). If any of this is a problem PLEASE COME TALK TO ME, the club can help. I knew I forgot something... :) I hope your classes started off well, take care and I'll see you on the mat! Danielle


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SEBI's Informal Guidance On SAR Scheme May Need A Relook!
Published on Mon, Sep 07,2015 | 15:36, Updated at Mon, Sep 07 at 15:36Source : Moneycontrol.com
SEBI's Informal Guidance On SAR Scheme May Need A Relook!
By Varun Sriram, Partner, J. Sagar Associates
The Securities Exchange Board of India (SEBI) has recently issued an informal guidance to the effect that SEBI (Share Based Employee Benefit) Regulations, 2014 (SBEB Regulations) would not apply to cases where instead of shares, "cash settled stock appreciation rights" (SAR) – basically, phantom stock – are granted to employees of listed companies.
The view appears to be founded on the premise that cash settled SAR do not involve 'dealing in or subscribing to or purchasing securities of the company, directly or indirectly', which is one of the prerequisites for applicability of the regulations.
The SBEB Regulations were made with the purpose of regulating all schemes by listed companies for the benefit of their employees involving dealing in shares, directly or indirectly. The object of the SBEB Regulations is to facilitate smooth operation of such schemes while preventing any possible manipulation and matters connected therewith or incidental thereto.
Regulation 1(3) of the SBEB Regulations expressly states that the provisions shall apply to "stock appreciation rights schemes". Stock appreciation right scheme as per the regulations mean a scheme under which a company grants SAR to employees and SAR being a right given to employee entitling him to receive appreciation for a specified number of shares of the company where the settlement of such appreciation may be made by way of cash payment or shares of the company. The SBEB Regulations contains various provisions dealing with SARs including conferring protections to grantees. Part C of Chapter III specifically deals with administration of SARs. The intention of the SBEB Regulations to cover SARs can simply not be lightly misread.
The ambiguity if at all appears to be inferred from the requirement under Regulation 1(4) that the provisions of the regulations apply only when a scheme involves 'dealing in or subscribing to or purchasing securities of the company, directly or indirectly'. It is obvious that cash settled SARs would never involve directly subscribing to or purchasing securities of the company. But when Regulation 1(3) explicitly make the SBEB Regulations applicable to all SAR schemes, whether settled in cash or in shares, it would mean that cash settled stock appreciation rights would be an indirect benefit sought to be covered by the regulations.
Since, it is apparent that the intention of the SBEB Regulations is not to exclude SARs, including cash settled, it would follow that the phrase 'dealing in securities, directly or indirectly' would mean any schemes that derive value having reference to value of shares. The term "securities" is defined under the Securities Contract (Regulation) Act, 1956, which definition is generally adopted across all SEBI Regulations. The said term includes within its ambit derivatives. Derivatives in simple terminology are securities which derive their value from another source.
In any case, the object of the SBEB Regulations is the smooth operation of schemes preventing any possible manipulation and matters connected therewith or incidental thereto – the implications of this object for SARs are no different from implications for direct acquisition of shares. If SEBI's intention truly is to make life easier for such schemes and not make the SBEB Regulations applicable to cash settled SARs, the right course of action would be to amend these regulations formally. However, the question remains if SEBI would want to do that considering it is equally important to regulate derivative schemes as well.
The author is a Partner with JSA, Advocates and Solicitors. Views expressed are personal.

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If a library is produced under the GPL (not the LGPL), does that indicate that any software which employs it needs to be underneath the GPL or possibly a GPL-suitable license? (#IfLibraryIsGPL)
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How am i able to enable linking of proprietary modules with my GPL-protected library under a controlled interface only?
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I might like to change GPL-covered courses and url them While using the portability libraries from Income Guzzler Inc.
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text: I wrote with a weary sigh: >>What I want to know is, why did they fix it? and Roger replied: >I think that's "improve". Ah. As in "change for no particular reason". Now I want to know when the word "change" was superseded by the word "improve". Is this related to the word "progress" having come to mean "change", with no mention of what direction the progress was in, whether over a cliff or into a quicksand or just down a very dull road with no particular merit? Minnow -- To unsubscribe, email dwj-request at suberic.net with the body "unsubscribe". Visit the archives at http://suberic.net/dwj/list/


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Lexxian Touchdown!
Mon, 13/05/2002 - 01:36 | SciFi fan
I was watching Win Ben Stien's Money a few days ago and I noticed something Lexxian in the show. Information was given to the effect that the real US President's briefcase that carries nuclear weapons launch codes is nicknamed "the football". Now, that puts into a funny perspective why Priest had his football. I think that that is another funny side of the Beans. I am leaving this forum because I really do not have much to say anymore. I have seen all of Lexx and doubt that a spin off will be happening any time soon. Thanks for all your kind words. I am also sorry that I might have offended some when I posted as Swaring Johnson and S.J. I was just having a bad day and isn't it ironic that when I insulted Fred I was really insulting myself? I apologize of I annoyed any of you. If I am ever allowed back on here that'll be very humbling. Bye Bye. Oh, and my real name is Frank and I am from Ontario, Canada. Thanks for all of your thoughtful ideas on a very interesting show. I admire all of you. "Let's Go!"- Lt. General Romeo Dallaire
| Tags: Lexx


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A former Chicago White Sox pitcher was arrested with at least 20 kilograms of heroin or cocaine, authorities said.
Esteban Loaiza, 46, was taken into custody Friday, according to online records from the San Diego County Sheriff's Department.
He was charged with three felonies: possession or purchase of a controlled substance with the intent to sell, transportation/sale of narcotics or a controlled substance, and possession of more than 20 kgs of heroin or cocaine, according to the sheriff's department.
Loaiza was ordered held on $200,000 bail and remained in South Bay Detention Facility in Chula Vista Monday, authorities said. He was next scheduled to appear in court Wednesday afternoon.
The former All-Star spent 14 years in the league, pitching for the White Sox from 2003 to 2004, and again briefly in 2008. In 2003, he led the American League in strikeouts and finished second in voting for the Cy Young Award.
Loaiza attended SoxFest in Chicago just over two weeks before his arrest, posting multiple photos on social media signing autographs and posing with fans.
A spokesman for the White Sox did not immediately respond to request for comment. Information about an attorney for Loaiza was not available.


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Recently my computer started just surfing on its own without any browser. It just starts popping up on a series of websites many with various versions of question-search.com or some other "whatever"-search.com on its own. It will start from basic windows or interrupt while we are on Netflix or just about anytime it wants unless it is turned off or unplugged from the internet.
It ends up hogging 100% of CPU usage when viewed on the task manager. I ran Spybot, MalwareBytes, AdwCleaner and HitmanPro (build 216 whatever that means). All to no avail. I got rid of Somoto or something like that and tons of other malware/uselessware but my computer is still a zombie.
Anyone have any ideas on this? I would really appreciate it


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Pre-apprenticeship Accounting Level 2
College of Haringey, Enfield and North East London
We are no longer receiving applications for this opportunity, but there are plenty more open so please continue searching.
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Employer's Benefit
Highly skilled young people ready for the world of work with basic skills in Accountancy , ready to move on to the next step in their career.Application closed


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Newspaper article THE JOURNAL RECORD
Oklahoma-Based Pioneer Telecom Provider Succeeds at Video Delivery over Copper Lines
Article excerpt
The superhighway is about to run through the Red River Valley.
Residents there are about to get a technology package that rural areas in some parts of the country would envy: a single service provider for telephone, high-speed Internet access and digital television.
The twist is that it's not cable. Nor does it involve an SBC/ Dish Network partnership. All three services will be provided by the Pioneer Telephone Cooperative and all will be delivered over existing telephone lines.
About one-third of Pioneer's 72 western Oklahoma exchanges already have the service bundle available; the Red River area will have it next month and all of Pioneer's customers will have access by year's end.
The system doesn't require fiber-optic connections or a satellite dish on the roof. The acceptance of an improved DSL system - called ADSL2+ - late last year and a piece of hardware made by Calix in northern California have pumped up the bandwidth capability of old- fashioned copper wire.
The technology several years ago just wasn't there to provide the high rate of data needed to provide the television service, said Steven Copeland, Pioneer's president. In a real-world environment, we can get 19 megabits-21 megabits across that copper pair. The technology has just evolved in the past few years.
It's enough to provide 166 channels of television to three separate receivers tuned to different programs in addition to digital telephone and high-speed Internet service. In most of Pioneer's markets, small, independent cable providers offer fewer than two dozen channels. The company expects to compete for television customers with Dish Network and DirecTV.
When we're finished with our build-out, we'll have over 33,000 homes with our IPTV (Internet Protocol Television) service, said Copeland.
He estimated that Pioneer would initially be able to sell bundled services to 25 to 30 percent of those households.
As our product matures, we hope to be able to get more market share, he said.
There are some limitations. High-definition television isn't yet available, and on-demand viewing won't be available until April or May.
But what Pioneer and other independent telecommunications companies like them can do that the industry giants can't is get the service delivered to all their customers. …


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UBS bets on sustained rebound for Chinese stocks as pro-growth policies play out
Cyclical stocks like railway builders are expected to lead the rebound, amid a projected 14pc rise of the big caps index for 2018
Related topics
China's ongoing stock rebound will probably be sustained for three months as policymakers' recent measures to boost investment play out to stabilise growth, according to UBS Group.
Cyclical stocks, or companies whose earnings are most reliant on the economic cycles, would lead the bounce and the CSI 300 Index of Chinese big-caps would rise 14 per cent by the year end, said Gao Ting, a strategist with the biggest Swiss bank at a briefing in Shanghai on Tuesday.
The CSI 300 Index of the 300 largest companies on the mainland's two exchanges has risen 3 per cent after tumbling to a 23-month low on Friday. The bounce was spurred by the government's pledge to spend more on infrastructure projects and the call for commercial banks to boost lending. Still, the gauge remains down 17 per cent this year as the worst performer among the world's major stock markets, as China's trade war with the US escalates and a deleveraging move to cut corporate debts deepens.
"These measures will have an effect at last in the short term and can stabilise growth," Gao said. "You don't need to doubt about that. The market will have some upside room to run."
The CSI 300 climbed 1.8 per cent to 3,326.65 at the close on Tuesday.
UBS has set a year-end target of 3,800 for the big caps gauge, and earnings growth for the companies on the measure are estimated to reach 5 per cent in the following 12 months, according to the Swiss bank.
Cyclical companies such as railway builders were likely to outperform the other sectors in the rebound, while the previous sell-off offered a long-term buying opportunity for pharmaceutical and consumer companies, Gao said, without naming specific stocks.
UBS is avoiding property developers, building material makers and brokerages, as curbs on rising home prices are set to take its toll on sales and the ongoing financial deleveraging will hurt earnings.
The Swiss bank was bullish on consumer staple stocks, because the industry consolidation raises the pricing power for big players, said Christine Peng, an analyst tracking the consumer industry at UBS in a separate briefing.
Peng said investors should avoid consumer-discretionary companies including carmakers and home appliance manufacturers, as declining home prices could reduce the wealth effect among Chinese citizens, and the recent collapse of peer-to-peer lending platforms have hurt some investors.
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If teachers try to demand respect and are always dictating to the students, what they should and shouldn't do, students switch off and lose motivation.
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If teachers try to demand respect and are always dictating to the students, what they should and shouldn't do, students switch off and lose motivation.
Via Nik Peachey
From edubuzz
Play might be the highest form of research – but does it have a place in secondary education?
June 4, 2012 – 9:46 pm
"Play is the highest form of research" attributed to Albert Einstein.
Einstein's quotation came to mind last week as I watched a four-year-old experiment with sand and water at one of our nursery schools. He was completely absorbed in his task, trying to build a ring of sand to create a small pond effect. He came to realize that he needed to wet the sand first to get it to stick together in order to make the walls strong enough and high enough to trap the water.
Time and again he tested his theory until – at last – success!
What struck me was that he was learning so much through the medium of play, where he had set the task, decided upon the success criteria, and established the timescale in which he would address the challenge. The result? – total and absolute preoccupation and focus.
The father of play psychology Johan Huizinga defined play as follows:
"Summing up the formal characteristic of play, we might call it a free activity standing quite consciously outside 'ordinary' life as being 'not serious' but at the same time absorbing the player intensely and utterly."
Over the years I've become a complete convert to the early years' approach, where children are encouraged to learn through play and active learning. It's been interesting to watch this approach percolate up through the primary school where play is often used in a productive manner with older children.
Yet when I consider the secondary school curriculum the notion of using play, as an approach to promoting learning is rare – and in some subject areas completely unknown. But rather than criticising my colleagues I would much rather prefer to attempt to understand and explain why this may be the case.
The secondary school curriculum has evolved into a set of formal learning outcomes that often lead the teacher to adopt a methodology where they have complete control over the nature of the learning process, the criteria by which success will be measured, and the duration of the learning experience.
This is driven by a tacit expectation that "good" teaching requires such explicit goals and formalised learning steps. Yet compare that to the learning that took place in the nursery school, where the child was able to create the task in response to the materials provided and encouragement to play.
There are three main obstacles for the adoption of play in the secondary school. Firstly, It has been suggested to me that teenagers don't naturally respond to opportunities to "play" and that they prefer concrete and explicit learning tasks. Secondly, the notion of teenagers being set free in a classroom to experiment with a range of available materials is simply a recipe for disaster!
The third, and potentially most compelling objection to adopting a play methodology is simply that teachers do not have the time to spend in such indulgent activities, given the pressure to get "through the course".
Certainly this latter obstacle was a reality in an over-crowded and time limited S1 – S2 curriculum. But perhaps this is where an advantage can be derived from a properly conceived and delivered broad general education that extends across the first three years of secondary school.
There's a lot of talk these days about deep learning – where the student has the opportunity to go beyond the typically shallow level of understanding and reasoning which characterised the early years of secondary school education. What can be deeper than to enable young people to create their own experiments and test their own theories about a subject area? I'm not simply talking here about experimentation in the scientific or technical mode.
It's at this point that we can begin to draw upon the emerging practice where teachers are beginning to use play in a constructive and exciting manner to enhance and liberate the learning process. Here are three examples I have gathered through an appeal via Twitter:
1. Do you have an example? tweet me @donjled
Such powerful examples provide evidence that change is taking place in our schools – and that to certain extent we are seeing teachers "playing" with their pedagogy. Now Einstein would have been impressed!
Category Early Years Learning and teaching Uncategorized | Permalink | Comments (3)
Only those who risk going too far can possibly find out how far they can go
May 20, 2012 – 9:30 pm
The practice of setting SMART targets in the world of education has become the norm. As ever we see ourselves as being more "professional" by adopting the practice of the technical bureaucrat and lack the confidence to find approaches which more suit our context.
A SMART target is one that satisfies the five criteria associated with the acronym.
"S" represents specific; "M" measurable; "A" attainable; "R" Relevant; and "T" time limited. Local authorities, schools, and teachers are encouraged to adopt this approach – or something like it – when planning their work. Such an approach gives the impression that change and improvement can be controlled and bent to our will – as long as we adopt the technocratic method.
In the space available to me here I'd like to focus on just one of the elements of the SMART methodology and consider whether or not it assists us in our desire to seek improvement.
The notion of "A", an Attainable target, seems reasonable at first glance. Imagine the outcome for someone who sets him or herself a goal to achieve self-propelled flight. Yet surely there's a difference between an impossible goal and an inspiring goal? All this came back to me recently when I was listening to someone describe their classroom practice and their use of SMART targets with students. Once again it seems reasonable and logical to adopt this approach with young people. To set an unachievable goal surely means that they will become dispirited and eventually disengaged from the learning process. Better then to chunk aspirations or goals into small achievable steps on a journey towards eventual success.
Such logic is based upon the premise that failure is to be avoided at all costs. There's something deep within our psyche that makes us believe that to set a goal and to fail to achieve that goal is bad and deeply damaging. Such thinking permeates not only the classroom but also the Scottish educational establishment, where SMART target setting – in a variety of different forms dominates our practice. This is most evident in local authorities through the comprehensive adoption of project management strategies such as PRINCE, where the acronym translates to Project management IN Controlled Environments. If there's anything less like a "controlled environment" than education I'd like to see it!
Nevertheless, we appear to have succumbed to the lure of giving into the appearance of being professional through adopting practice from other fields – as opposed to seeking out solutions and ways of behaving that meet our own contexts. Perhaps it has been ever thus?
Arguably then, education has adopted technocratic methodologies and we have, as is our unfortunate habit, slavishly translated and transferred them into areas of work for which they are not only unsuitable – but self-limiting in terms of the effect they have upon our practice and our achievements.
So to return to the notion of setting Attainable SMART targets in the classroom and the school. My problem with this idea is that an attainable target must, by definition, lack aspiration. For if a system is 'hard wired " to avoid failure – because failure is "bad" for people – then it must mean that we are always reaching for something which is within our grasp, as opposed to reaching for something just beyond it.
Such a model certainly creates "safe" environments for learning but these are deeply uninspiring places and lacking in any form of innovation and appropriate risk taking. The best teachers and the best school leaders are not hindered by a fear of failure. They are prepared to dream (something which doesn't feature in a SMART target, or a PRoject In A Controlled Environment). They set outrageous expectations for themselves and the people around them. But above all they permit young people to believe that the comfortable boundaries, which they may have placed around themselves, can be escaped.
For me it's this comfort with failure that marks out the outstanding practitioner. They know that a safe journey might be to set out the way in a logical sequence and achieve them in a nice comfortable steps A, B, C, D, E, etc. – but they prefer to stretch themselves and those around them to consider the final destination. By setting such aspirational goals they know that the final achievement will be far in excess of a goal that is restricted by our personal comfort zones.
From a personal perspective I had a long-term goal from the age of 10 to play rugby for Scotland. It consumed me and provided a focus for me for the next 13 years. I spent every moment, training, practicing and thinking about my goal. As it turned out, although I got close to fulfilling my dream, it never came to pass. So was that time wasted because I failed to achieve my target? Would I have achieved what I did in my rugby career if I hadn't set myself that logically unachievable goal? I'm convinced that I have benefitted in so many ways from setting an aspirational goal which was possibly beyond my reach but which taught me so many things in terms of how to apply myself, make the most of whatever abilities I had, and ultimately enabled me to transfer that energy and focus to other aspects of my life.
I'll leave the last word with one of my favourite writers, T.S. Elliot, who had this to say about attainable target setting (if he'd known that's what it was to be called):
"Only those who risk going too far can possibly find out how far they can go."
Category Leadership Learning and teaching Learning Intentions Management Personal Lessons | Permalink | Comments (4)
Evaluation is For Learning
April 22, 2012 – 12:15 pm
"Tell us about a time when you enabled a learner to achieve beyond their own expectations and explain how you met their needs."
Making a judgement about the effectiveness of an individual is probably nowhere more focused than in the interview situation. For it is in this highly charged environment that an interviewing panel draw conclusions about the likelihood of a person to meet the future needs of their organisation. And how do they do this? They ask the person being interviewed to tell them the "story" about how they have behaved in the past in response to a variety of challenges and circumstances.
This interviewing technique is known as Behavioural Questioning and is based upon the assumption that past behaviour is the best predictor of future performance in similar situations. Of course there is some validation of this narrative in the form of references from employers, etc.
The power of "storytelling" is also recognised in the realm of higher education where narrative methodologies are used with great effect in postgraduate studies up to doctoral level. Story collecting as a form of narrative inquiry allows the participants to put the data into their own words and reflect upon practice rather than merely relying upon the collection and processing of data.
It's against this background that I want to explore the dominant method of evaluating the effectiveness of teachers, schools and educational systems – and the unintended consequences that such a model has generated. My argument being that we have a measuring (quantitative) weighted system, with qualitative (storytelling) being of secondary import, whereas I would turn that relationship on its head.
For surely the ultimate test for any education evaluation system is the improvement it leads to in outcomes for children and young people – and it is generally accepted that the factor which makes the biggest impact upon the effectiveness of that system is the quality of classroom teaching and learning.
Yet despite this knowledge it is an implicit fact that most school improvement systems are based upon the external collection and interpretation of student outcomes – with little reference to the quality of the teaching and learning process. The assumption being is that it is possible to improve school performance through external challenge. The problem with this system of school improvement is that it is based upon the premise that self-improvement cannot be relied upon in isolation.
Such external challenge has the unintended consequence of disempowering staff within the system to the extent that they feel pressurised to improve as opposed to tapping into their professional commitment to improve.
So if the dominance of the counting and measuring (quantitative) model has proven ineffective what might be the alternative? I think the answer lies in a parallel methodology that has had a transformational impact upon many of our classrooms over the last ten years. I am referring here to the notion of the Assessment is For Learning programme (AiFL).
The logic of Assessment is for Learning is based upon a realisation that simply giving a learner a mark or grade at the end of a course of study (summative assessment) does not enhance the learning, nor the teaching, process. In contrast where a teacher (and learner) use Assessment is for Learning to provide and reflect upon on-going feedback to revise and develop further the learning and teaching process – it actually enhances the final outcome and the effectiveness of the learner and the teacher in the future.
Now it seems to me that that our school evaluation models seem to comply with this simplistic paradigm. We use summative assessments – class, year group, school, authority, results – as the driver for change and make only passing reference to underlying stories which underpin the outcomes.
So what might a system look like that modeled itself upon AiFL? Let's start by giving it a name – Evaluation is for Learning (EiFL).
I actually think we are beginning to see EiFL manifest itself in an incredibly exciting and organic manner within the Scottish education system in the form of pedagoo.org. Pedagoo represent a group of Scottish educators who are determined to describe and tell stories about their own practice in an open and transparent manner with the view to improving the quality of education they provide.
By tapping into what it is these educators are attempting to do in their own classrooms we begin to see an alternative to the dominant quantitative methodology, whereby teachers take the lead by sharing, reflecting upon and improving their practice. Imagine a school where every practitioner was "fired up" to the same extent and enabled and encouraged to participate at such a level, where they could share their stories with confidence and a passion for learning and professional inquiry – I'd put my money on that school any time!
School evaluation could be conducted in a similar manner with external evaluation focusing upon the narrative stories of managers and teachers as they describe how they are attempting to improve the quality of the education in their school.
The relationship between the stories (qualitative) and the counting and measuring (quantitative) in EiFL is reversed to the extent that the numbers are used for validation – not judgemental – purposes.
And before any of you think I've gone soft – if any teacher couldn't answer the question posed at the top of this article I'd have extreme reservations about their competence – regardless of the outcomes of the students in their class.
Category Accountability Assessment Self-evaluation | Permalink | Comments (3)
Educational Leadership Metaphors
April 15, 2012 – 9:59 am
I've started a small piece of research using Twitter - the hashtag is #leadershipmetaphors
I'm asking people to identify the predominant metaphor they would use to describe effective educational leadership. I'll run this through until the 27th April.
The score so far is:
Ship's captain 2
@Mary10478: Captain of the ship: an eye to the horizon; navigate dangerous rocks; steady in storms; motivate crew; be brave far from harbour
Architect 1
Marathon Runner 1
"@johnoneill13: Marathon runner not sprinter.
Diplomat 1
Farmer 1
Theatre Director – 1 Has a clear idea of the overall structure & works as an ensemble with the actors to create the best end product
Master baker 1
Conducter 1
Jazz band leader 1
@realdcameron: It has to be the band leader -like Prince, brings the vision and imagination, lets the band take it on and can still pull it together if it goes off
Air traffic controller 1
"@atstewart: Air traffic controller. (Don't like word controller) but allowing take off providing safe space as well as safe landing fits."
Master Builder 1
Tour Guide 1
Submariner 1
"@KarDoh: I like the concept of the submariner – sometimes you can cruise along + enjoy the sunshine but mostly you need to explore deep down"
Virus 1
Gardener 1
Lens 1
Category Leadership Research | Permalink | Comments (2)
Giving permission for partnership working
April 7, 2012 – 1:13 pm
It's been four weeks since I took up my position as Director of Education and Children's Services at Midlothian Council, in addition to my new role as Executive Director of Services for People in East Lothian.
Aside from being able to meet and work with great people the most fascinating – and potentially most significant – aspect of my dual roles has been the opportunity to give permission for people to work together across two authority boundaries. People often talk about the "bottom up" approach as being the most effective change strategy and I've been an advocate for that mindset throughout my career. Yet over the last few weeks I've come to realise that in the realm of partnership working such "bottom-up" approaches are often stymied by the managers and leaders who are further up the ladder on either side of the partnership boundaries.
From a simplistic point of view let's take a person who is appointed to a joint post between two authorities but who has a number of layers of management above them. To be a change agent in such circumstances is very difficult – especially if the partnership process may eventually compromise the position of the managers above them in each organisation.
Now contrast that to a situation where the change agent occupies a more senior post than those same managers in either organisation.
It is this latter situation that I now find myself in, whereby I can now give permission, authorisation and encouragement for colleagues to work together for mutual benefit and benefit to the organisation. In the past I've often found one of the most common obstacles to joint working, articulated by staff, is that "they won't let me do that" – with a symbolic upwards finger point, alluding to the fact that management in their organisation would not approve (of course, there may be other more significant and personal reasons behind these assertions but I'll leave those to your imagination). However, any such assertion now falters on the fact that such an allusion would mean that I (as the Director in both organisations) must have some form of leadership schizophrenia, where I can occupy two points of view on either side of the organisational divide.
Four weeks into the process it's been very rewarding to see people actively and without direction begin to explore this new world, and from a personal perspective I've come to realise that one of the most important things I can do in my unique position is to continue to give permission for innovation and joint working – with a clear and absolute focus upon the quality of service we provide.
Category Leadership | Permalink | Comment (1)
Solving the Recruitment Gap
March 25, 2012 – 8:14 pm
A Scottish Government Report on the Recruitment and Retention of Headteachers in Scotland (2009) evidenced the growing crisis in recruiting headteachers in Scotland:
There is an increasing focus on these issues in many countries where recruitment and retention of senior leaders has attained "crisis" status, impacting with particular force in areas seen by aspirants as less desirable, such as schools located in inner cities and less accessible rural communities.
Three years on the situation doesn't seem to be getting any better – particularly in the Primary School setting.
A combination of factors including, a relatively small pay differential between primary Headteachers and Deputes; relatively few principal teachers who have sufficient management experience to make the jump; and a perception by many that the job is too demanding.
In the next few weeks East Lothian is to advertise 7 headteacher vacancies and I am concerned that we won't receive sufficient interest for all of the posts. It was with this in mind that had a chat with a colleague who is a Principal Teacher in a secondary school. An exceptionally talented individual she is concerned that the reduction in senior management posts in secondary schools will limit her prospects of gaining further management experience. I asked her if she would be interested in a management post in a primary school. Her reaction was very positive and it seems to me to be a worthy of consideration – especially with the 3-18 focus for Curriculum for Excellence. In fact I wrote about this possibility a few years ago for TESS Leadership Skills – are they transferable? I am convinced that such scheme would create a surge of interest from committed teachers who have significant management experience which would transfer successfully to a primary school environment.
The main obstacle for such a thing to happen is the qualifications barrier – secondary teachers are not qualified to teach in primary schools. However, perhaps there is a solution. What if a person wishing to be considered for a Management post in primary school had undertaken – or committed to complete the On-line post graduate certificate in primary education offered by Aberdeen University? What if the authority paid for half of the £900 fee? Are there any people out there who would be interested in such an opportunity?
And before anyone asks – yes I do think that primary teachers could manage in a secondary school environment!
Drop me an e-mail if this is something you would like to follow up.
Category Ideas Leadership | Permalink | Comments (4)
The best way to have a good idea is to have lots of ideas
March 18, 2012 – 5:24 pm
"It's easy to stop making mistakes. Just stop having ideas." Unknown
"Too many people run out of ideas long before they run out of words." Unknown
"The difficulty lies, not in the new ideas, but in escaping from the old ones." John Maynard Keynes
"The best way to have a good idea is to have lots of ideas."
"Good ideas are not adopted automatically. They must be driven into practice with courageous patience." Hyman Rickover
"A committee is a cul-de-sac down which ideas are lured and then quietly strangled."
"If at first, the idea is not absurd, then there is no hope for it." Albert Einstein
"An idea that is not dangerous is unworthy of being called an idea at all." Oscar Wilde
"New ideas pass through three periods: 1) It can't be done; 2) It probably can be done, but it's not worth doing; 3) I knew it was a good idea all along!" Arthur C. Clarke
Category Ideas | Permalink | Comment (1)
Learning to Lead – in a new environment
March 18, 2012 – 12:33 pm
My new responsibilities require me to adopt a clear and consistent leadership approach. However, if I am going to add value I need to "learn to let go" and provide my leadership colleagues with the necessary space and support to allow them to drive and lead their respective services, teams, schools, etc.
I'm not just about talking here about letting go in terms of operational control but also moving away from the approach which is characterised by self-preservation of the organisation, which can often be to the detriment of the needs of the people whom we serve. I know that loyalty to a group, or an organisation is a powerful means of motivating and holding together potentially disparate individuals. However, the new world in which we live is not going to be dependent upon the power of the group, but on the capacity of the group to adapt, change and, above all, form strong partnerships with others who share the same purpose. Consequently the traditional leadership approach, which builds group allegiance, often represented by a "we're better than others" mentality, does not fit with our new environment. (If in fact, it ever did.)
Learning to Lead: some building blocks
1. Know that I can do SOME things better than others, but that others can do MOST things better than me.
2. Have the confidence not to know the answer and the willingness to say "I got that wrong".
3. Realise that my principle role is to keep our focus on the needs of the people whom we serve.
4. Recognise that modelling leadership behaviour isn't enough on its own to lead to system improvement, but that it can have a significant influence upon others.
5. Encourage others to tell me to STOP doing things if it's getting in the way of their goals.
6. Encourage others to use my role as necessary to remove barriers or challenge practice.
7. Focus my attention upon enabling others, encouraging innovation, championing our values, and ensuring that we get it right for every person.
8. Think before I act and ask myself if my taking action undermines or supports my colleagues.
9. Talk openly with my colleagues about our respective roles and how I can enable them to their jobs even more effectively.
10. Demand an "outward facing" perspective focused on meeting the needs of the people we serve which is not limited by personal, professional or organisational boundaries.
Category Uncategorized | Permalink | Comments (2)
S3 Graduation Certificate?
March 17, 2012 – 11:50 am
TESS have published an excellent article by Danny Murphy entitled How should we measure improvement in the future?
In the article Danny explored the notion of establishing a Scottish Graduation Certificate.
This was a strange coincidence as I've recently been reviewing a number of posts I've previously written on the idea of an S3 Certificate. Perhaps the idea is worthy of resurrecting?
Here are some a link to these posts and a copy of an article published by TESS in 2008:
The recent OECD report on Scottish education contained a recommendation for a Scottish Certificate of Education for pupils in S4-6. While pondering the significance of this recommendation, I was challenged by a secondary teacher about how he was going to keep kids motivated for three years while they experienced a broad-based S1-3 curriculum. The teacher's challenge was that if we could not motivate kids in two years, why would extending that by another year make a difference, especially if our entire secondary education is driven by the certification system?
The "reality" is that in many teachers' – and students' – minds the S1 and S2 curriculum is only given value by its link to the certificated curriculum. In fact, such is the power of this "value through certification" that some schools in Scotland have introduced the certificated curriculum even earlier. The logic of this step is quite compelling, and it certainly demonstrates that a school is doing something to address these allegedly fallow early years of secondary school.
So if, in reality, most secondary school curriculum models are driven by a "trickle down" effect of certification, why not recognise the power of such a driver and seek instead to build a different engine.
That would be to create a Scottish Certificate of Education, for which students would be eligible at the end of S3. In the OECD proposal, such a certificate was to be for the 3-18 curriculum. But I believe that there must be some means of capturing a young person's achievements between the ages of three and 15 before they start to engage with the world of formal qualifications. This would form a junior Scottish Baccalaureate.
What if we could create a Scottish Certificate of Education which was more akin to the Duke of Edinburgh Award, or the John Muir Award, where it is more about accumulating achievements as opposed to any external exam? Such a curriculum would give schools the freedom to create the content within their SCE course, using the headings set out in Curriculum for Excellence, for example, skills for learning; skills for work; skills for life; curricular achievements across a broad spectrum; health and well-being; numeracy and literacy.
The only externally-assessed element would be numeracy and literacy, leading to the proposed Scottish Certificate for Numeracy and the Scottish Certificate for Literacy. A school's S1-3 course could be submitted for external moderation to ensure it met national standards but, within that framework, there could be considerable freedom.
In my "imagined" curriculum, the focus in S1-3 would be on an "achievement port-folio" where employability would be a key component. I know that, for some, the idea of employability as a focus for education is a step too far. But we can flesh out a definition of employability which would be compelling, inclusive and, above all, easily understood by young people, parents and the wider community.
I know this proposal seems to run counter to the concept of non- certification before S3, but if we seek to change our practice we need to recognise the reality in our schools and build from where they are.
Category Curriculum for Excellence Ideas | Permalink | Comment (1)
Visiting Schools
March 15, 2012 – 9:00 pm
Gillian Grant (HT Gorebridge Primary School), Me , Colin Taylor (Head of Schools)
Colin took me round Midlothian this morning for an orientation tour. We popped into Woodburn Primary School and Gorebridge Primary School. Fantastic buildings but even more importantly the young people seemed to be so engaged and positive about their education.
This is going to be fun!
P.S. Doesn't Gillian look too young to be a Headteacher.
Category Midlothian | Permalink | Comment (1)
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@jemimaanderson Thanks - can you give me an example of a lesson where play is used effectively with teenagers? 09:15:23 PM June 05, 2012 from Twitter for iPhone in reply to jemimaanderson ReplyRetweetFavorite@Kenny73 I'll be really interested to find out how it goes. 09:11:38 PM June 05, 2012 from Twitter for iPhone in reply to Kenny73 ReplyRetweetFavorite@fkelly Why don't you pop down to the nursery school and take a look at play and then think how it could be applied with older students? 09:10:09 PM June 05, 2012 from Twitter for iPhone in reply to fkelly ReplyRetweetFavorite@doglaunchers Love it! Inspirational teaching characterised by establishing a context and then having confidence to give up control. 09:07:51 PM June 05, 2012 from Twitter for iPhone in reply to doglaunchers ReplyRetweetFavorite@fkelly I'm looking for examples of lessons where teachers have used play to enhance the learning process for teenagers http://t.co/HKfoA5VN 08:39:24 PM June 05, 2012 from web in reply to fkelly ReplyRetweetFavorite
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Find out about your dreams
Some people say that you can't really speak a language until you start to dream in that language. I'm not really sure that's true, but in this activity we can look at how you can start to write and understand your dreams in English.
This task is based around a website called DreamDoze, where people share their dreams and help each other understand them. The site enables you to write down your dreams, share them with other people and get their interpretation of your dream. You can also read about other people's dreams and help them to understand them.
3D Computer Games with Young Learners: Spore
In a recent digital skills survey I carried out using Urtak I discovered that more than 50% of digitally skilled teachers don't feel able to utilise 2D and 3D computer games to achieve pedagogical goals (See survey), so I've been looking around and exploring some possibilities. The first of these is the Spore Creature Creator. Spore is a game which allows you to create creatures and evolve them along with their environment, all the way through to a space traveling society.
The free trial creature creator that we will be looking at allows you to create creatures, take snap shots of them and make videos of them to see how they move. Here's an example of a video I created to get students interested. I added the captions and text using i-Movie though you could just as easily use a free online video editor such as Video Toolbox or Windows Moviemaker if you are using a PC.
11 Reasosn Why You Should Integrate Games in Your Teaching ~ Educational Technology and Mobile Learning
Blog with a lot of resources.
Using YouTube videos with students can be really great, but finding a video with the exact language you want and at a suitable length with too many other distractions around can be really difficult. That's why SafeShare.TV is so useful.
SafeShare.TV is a tool that has two primary functions. The first is to enable you to share YouTube videos using a direct URL that frames the video without the advertising and other distracting features that might cause students to wander off into less suitable materials.The second and perhaps even more useful function of SafeShare.TV is that it enable you to crop the video clip so that only a particular part is shown. This is particularly useful when you want to build activities or tasks around clips that focus students on particular linguistic features.
How to use SafeShare.TV
Copy the URL and then go to: http://www.safeshare.tv/. Paste the link into the field then click on 'Generate safe link'.
If you want to crop the clip so that only a short part of it shows, then generate your safe URL and then click on the link that says 'Do you want to only share a part of the video? click to crop.' This will open a small video viewer. Click the video to watch it, then click on 'Set Start' at the beginning of the segment you want students to see. Watch the segment and click 'Set End' at the end of the segment. Now click 'OK'
Once you have clicked 'OK' your safe link will be adapted to only show the section of the video you have selected. You can then either copy the link to share with students or share it through a variety of social networking mediums.
Here's a quick video tutorial showing how to do this.
You can download this video here or download a copy for i-Touch or i-Phone here
How can we use this with students?
Here are two examples:
You can show the beginning and end of a clip and ask students to predict what 'has happened' in between.
You can show students a number of sections from the same clip and ask them to order them either by using linguistic or visual clues and explain their rationale.
Here are 5 clips for you to try to order:
You can show each student in a group a different sections of the clip (like the 5 sections above) and then ask them to work together to describe the part they watched and put the different sections into the correct order as a group.You can use the sections to focus on the use of specific structures, like this one for 'should have' Should have clip or this one for the use of 3rd conditional 3rd conditional clipAt the end of these types of activities you can show them the complete clip. http://www.safeshare.tv/v/Tehft3GDw6k
What I like about it
What I'm not so sure about
Well those are some suggestions to get you started cropping YouTube videos. I hope you find them useful.
You can find 25 more video related activities for EFL and ESL students here.
Related links:
Nik Peachey
10 comments
Labels: activities, multimedia, video, YouTube
© Nik Peachey
Thursday, 28 February 2008
Creating multimedia stories
I know that it's easy to be cynical about Microsoft, but every now and then they do produce great things for free! Photo Story 3 is one of those great things, and yes it is free!
Photo Story 3 a piece of free software that you can download to your PC and use to create multimedia photo stories complete with images, transitions, effects, text, background music and your own voice narration.
Here's a 2 minute Flash movie showing you how to use it and some of the features.Here is a movie I created with it to show off my Second Life office. There are two versionsSilent with better image quality (2.1 Mb wmv)Lower quality one with music (500k wmv)
I know there are a lot of online Web 2.0 ap that do all of this too, but for those of us with slower, unreliable or more expensive connections, it's nice to have a bit of software that can do the job for us without using any bandwidth at all (apart from downloading it of course).
You should be able to download Photo Story 3 from here.
How to use this with students
Having software like this that can produce a professional looking end product can be really motivating for students and really help them to push themselves to produce accurate polished work. Here's some things you can get your students to do:
What I liked about it
What I wasn't so keen on
Photo Story 3 isn't a revolutionary piece of software by any means, but I'm sure it can be used to really engage your students in some enjoyable learning.
Hope it works for you
1 comments
Labels: audio, education, fun, mobile learning, multimedia, second life, video
© Nik Peachey
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Nik Peachey I'm a freelance learning technology consultant, writer and teacher trainer. I also work for Bell Education Trust as Associate Teacher Trainer and for the University of Westminster as a visiting lecturer teaching the media and technology module of their MA TESOL course. Here you can find out more about my learning technology workshops. Here you can find out more about the other services I offer.
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This unit introduces you to the topic of learning technologies.
You look at what exactly a learning technology is and the considerations of integrating learning technologies into our lessons and syllabus.
You will also explore the advantages and disadvantages of using learning technologies in the classroom.
There are seven sections in this unit:
Your experience
Advantages and disadvantages
Questioning ourselves
Some teaching examples of learning technologies
Reflections and further reading
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Less than two months left before the great renovation kick-off2014-01-24
The multi-apartment building renovation programme has been progressing with success. Less than two months are left before the great kick-off, when renovation of 450-500 is planned to start contemporaneously countrywide. On the 24th of January the Ministry of Environment held a conference to present how the state, contractors and municipalities were prepared for the start of renovation.
To date, works contracts have been signed for 220 multi-apartment buildings. Tenders for works have been called for 388 other residential buildings and procurement procedures are now in progress.
Benefiting from the electronic catalogue of the Central Contracting Authority (CCA), participants of the renovation programme have already saved 10 per cent (more than LTL 13 million) of the planned amount on contracted work.
In addition, facts have ruled out rumours that municipalities have been failing to buy contracted work from CCA. Just before renovation the construction company Konsolė and the mayor of Palanga municipality signed a renovation agreement for 14 multi-apartment buildings. There are as many as 30 contractors that offer a capacity to renovate more than one residential building at a time. Eight will renovate more than 10 buildings each.
"The renovation process is progressing rapidly, and we are satisfied with that. I hear about different issues and problems but feel at ease because we are keeping an eye on the whole process and respond in a flash. I would be concerned if no problems occurred as I would then think that nothing is going on," Minister of Environment Valentinas Mazuronis said.
The scope of renovation planned for this year compares to the number of multi-apartment buildings modernised in Lithuanian municipalities between 2005 and 2013. Over the last few years, rapid renovation of housing has been due to one of the innovations to the modernisation model introduced in spring last year – the city hosts, i.e. municipalities, have been actively engaged in the renovation process.
"We are pleased with the position of the Government and the Ministry of Environment as regards renovation of multi-apartment buildings because this is the only solution that offers substantial savings to the country's population in terms of heating. Indeed, many residential houses in Lithuania were built a long time ago and are extremely inefficient and cost-consuming. We have seen many examples when dwellers pay for heating twice or even thrice as less after renovation compared with what they used to pay before. Renovation will also improve the general condition and aesthetic appearance of buildings," mayor of Palanga, Šarūnas Vaitkus, said.
Taking into account the scope of renovation of multi-apartment buildings, an additional electronic catalogue of the Central Contracting Authority (CCA) will be introduced next week. It will call new construction companies to submit tenders. Thanks to revised qualification requirements, more builders will have the opportunity to register in the catalogue.
"The legal framework and reinforced supervision and control of the works will, as before, ensure proper performance," Vice-minister of Environment Daiva Matonienė said.
Renovation of multi-apartment buildings is financed through the JESSICA fund of the European Investment Bank. To date, about 95 per cent of JESSICA funding, which amounts to EUR 227 million (LTL ~783 million), has been redistributed to financial intermediaries.
Public information division