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English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Purpose of Study, English National Curriculum, 2014
Literacy is defined as the united skills and knowledge of reading, writing and oral language. As it is the foundation of all learning, success in literacy is vital for educational progression. Literacy not only empowers the learner, but is essential for independent learning and most aspects of everyday life. It should, therefore, be at the heart of our teaching and learning.
CJS English guidelines
The primary aims of our English curriculum are:
- To provide children with stimulating opportunities to read, write and speak with confidence, fluency and understanding.
- To provide children with an environment which is inspirational, aspirational and secure and which provides encouragement and opportunities for the development of all aspects of Literacy.
- To seek to ensure that all children achieve or exceed their targets in all aspects of Literacy by the time they move from Primary to Secondary Education.
Click here to see the National Curriculum objectives for English in Years 3 and 4.
Click here to see the National Curriculum objectives for English in Years 5 and 6.
Follow these links to see guidelines and objectives for the teaching of:
Spelling y3/4 & Y5/6 High Frequency Words
Punctuation & Grammar
Click to view a PDF Punctuation and Grammar guide for years 1-6 written by primarytools.co.uk
Click here to see the different fictions books which our children read in class during their time at CJS (the CJS Reading Spine)
To further support reading at home, these questions have been developed as discussion points between the parent/ carer and the child. Click here to view these.
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history's most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Purpose of Study, Mathematics National Curriculum, 2014
Our aim at CJS is to ensure that our children are confident mathematicians who are able to apply their mathematical knowledge and skills to all areas of the primary curriculum and to real life contexts.
Maths at Christchurch Junior School is delivered through an exciting and engaging curriculum which is taught from Year 3 to Year 6. As children progress through the school children are taught number work, calculation, shape, space and measures and statistics. Through a range of problem solving activities, children are given the opportunity to explain the methods that they use and verbalise their reasoning.
Children regularly practise core number facts and calculation skills in lessons and at home. Children, parents and teachers have a shared responsibility to ensure that all pupils leave Christchurch Junior School being more able and more confident in maths.
Teachers' planning will be based on the core objectives for each half term of the year for their year group.
Click here to see the Handbook for teaching mathematics at CJS including the school's calculation policy
Click below to see a term-by-term guide to the core objectives for Maths planning. (links to PDFs below)
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world's future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Purpose of Study, Science National Curriculum, 2014
At Christchurch Junior School, we endeavour to provide high-quality science education which provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics.
Science has changed our lives and plays an essential role in the world's future prosperity. Through building up a body of key foundational knowledge and concepts, our children should be encouraged to develop a sense of excitement and curiosity about the world they live in. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
At CJS, our children are urged to constantly ask questions.
The national curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
The nature, processes and methods of science
'Working scientifically' specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand.
These types of scientific enquiry include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Through these investigations, children should seek answers to questions through collecting, analysing and presenting data.
At Christchurch Junior School, children's learning is enhanced through opportunities to further inspire their scientific development through opportunities such as the annual Science Fair and Astronomy evening.
Click here to see a Unit overview and key skills checklist of the topics covered in Science across the school.
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
Purpose of Study, Art National Curriculum, 2014
Art, craft and design in CJS will follow the new guidelines in the National Curriculum. It will engage all children and teach them to become familiar with and to use a wide range of techniques, materials and skills.
Throughout the four years children will become familiar with a range of artists, designers and architects, recognising different movements.
All children will have a sketchbook. The sketch book will record a wide range of techniques and practises, including the use of colour, pattern, texture, line, shape, form and space.
The Art curriculum at CJS is designed to build an enthusiasm and love for and enjoyment of Art and Design. It will engage, inspire and challenge all pupils, allowing them to appreciate creativity as a fundamental part of learning. By promoting these values they will develop deeper spiritual, moral, social and cultural beliefs. We have developed a curriculum plan which maps out the art skills that will be taught to children in their time here. These skills will be transferable across the curriculum and thus develop passionate and creative learners who will have a desire to learn.
At CJS the teaching of Art is taught by class teachers with the support of the Art subject leader. It ensures all pupils experience creativity through many different processes. The children revisit skills throughout their time here. They will build their love of Art and Design using Art journals, recording their journey and deeper passion for experimentation, reflection and implementation of skills. Through the teaching of arts weeks, pupils will experience expert teaching led by the arts leader. As pupils progress, they will be able to think critically and develop a more rigorous understanding of art and design. They will also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
In accordance with the National Curriculum's expectations, we ensure that all pupils:
- Produce creative work, exploring their ideas and recording their experiences
- Become proficient in drawing painting, sculpture and a range of art, craft and design techniques
- Evaluate and analyse creative works using the language of art, craft and design
- Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
Click here to see a term-by-term overview of the topics and the key techniques and media to be covered in Art.
The teaching of Art in CJS will produce positive attitudes to learning. It will foster creative and imaginative ways to experiment, invent and create own works of art, craft and design. These skills will be derived from our whole school unit over view. Creativity and uniqueness will be celebrated as children exhibit both within school and at the Christchurch Priory, learning to share creativity to a wider community. By the end of Year 6 pupils will have developed the freedom to explore art using their imaginations and recorded their artistic processes through art journals. They will have embedded the key art and design skills needed to allow them to be creative and inventive artists.
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others' needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
Purpose of Study, Design Technology National Curriculum, 2014
The DT curriculum at CJS
Design and technology at CJS will follow the new guidelines in the National Curriculum. It will inspire and encourage children to develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They will build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
Throughout their four years at CJS children will learn a variety of skills and techniques such as how to strengthen, stiffen and reinforce structures; understand and use mechanical systems; understand and use electrical systems in their products; how to apply their understanding of computing to program, monitor and control their products and to prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. The children will also begin to learn and understand the seasonality of different foods.
Click here to see an overview of Design Technology here at CJS
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth's key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth's features at different scales are shaped, interconnected and change over time.
Purpose of Study, Geography National Curriculum, 2014
Geography gives pupils a unique insight into the way in which people and places interact. In CJS a strong emphasis is placed on developing secure mapping skills and locational knowledge in order to provide context for the wide range of human and physical geography topics that pupils will investigate throughout the school. Year groups plan for stimulating tasks that aim to engage and motivate through use of interesting resources, active lessons, and field trips. Mapwork in particular is used to support a variety of other subjects in order to create geographical awareness across the curriculum, whether real-life maps for History and Science, or fictional plans based on class reading novels.
Click here to see a term-by-term guide to the core objectives for Geography topics.
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain's past and that of the wider world. It should inspire pupils' curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people's lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Purpose of Study, History National Curriculum, 2014
History at Christchurch Junior School will assist children to gain a valuable knowledge and understanding of Britain's past and that of the wider world. The curriculum has been designed to fulfil the standards of the National Curriculum and ensure that it inspires and enthuses every child's interest in the subject.
At Christchurch Junior School, we aim to create a History curriculum that develops children's curiosity to know more about the past and explore ideas about people and events. Teaching will be guided by the Unit Overviews, showing clear guidance and aims for the children's learning. Teaching will enable pupils to ask thoughtful questions, think critically about historical information and interpret evidence from a range of sources. History should help our pupils to understand the complexities of different groups, cultures and societies in the past both in Britain and the world. Therefore, the children will be able to reflect on their own identity and their place in history and why it's so important to understand our past to help us better deal with challenges in the future.
Children will learn and hone many skills such as researching, analysing and interpreting. These skills, and more, can be used and applied across other subjects in the curriculum. Children will be taught through numerous mediums including; primary and secondary sources, maps, online technologies, school trips and educational events in and outside of the school.
It is our aim at CJS, to encourage children to become passionate about the past and to experience and explore both their own history and the world's in an engaging and exciting environment.
When studying history at CJS, the children will gain knowledge through high teaching standards that enable progression throughout their school career. Pupils will be given the tools to become good historians and have the chance to build upon their experiences and develop skills. This will be achieved through studying different topics in every year group that are linked to the National Curriculum. These will range from the Stone Age and Iron Age in Year 3, to the Ancient Greeks and Titanic in Year 6.
Using a range of teaching tools, themed topic days and trips to various historical localities, the children will be engaged in their learning. Topic days will range from a field trip to Cranborne Ancient Technology Centre in Year 3 and a Roman Museum visit in Year 4. Pupils will have the chance to participate in significant historical events such as The Holocaust Memorial Ceremony and Remembrance Day. By involving Christchurch Junior School in these important occasions, the children see the school as an important part in the wider community's history.
In addition, history will not be taught as just a single, stand-alone subject but will filter into others in the curriculum. For example, children in Year 4 will be studying recounts and letters in English about the Roman city of Pompeii and children in Year 3 will be writing diary accounts about the day in the life of an Egyptian Pharaoh. History will also be linked to other subjects such as Art, where children will be given the opportunity in Year 5 to create propaganda artwork linked to World War Two. As well as this, children's home learning projects enable them to showcase their engagement with history by creating projects that show independent learning. In Year 3, the children have the chance to show their home projects in an Egyptian Museum and Year 4 children create their own Roman shield to use in a Roman Army re-enactment.
By providing cross-curricular links across a child's learning, every child has the opportunity to learn history in a variety of exciting ways and through numerous media.
Click here to see a term-by-term guide to the core objectives for History topics.
At CJS, teachers will provide children with the opportunity to show what they have learnt and how they have developed their knowledge and understanding of the history subject covered. This will be assessed, not by exam questioning, but through the opportunity for pupils to apply their subject knowledge to a task. This will be via a range of techniques such as hot seating, quizzes, presentations and reports. Tasks will be designed to address key skills that have been identified in the Unit Overviews. For example, in Year 5, after learning about the Blitz, the children will have the opportunity to write diaries, personal recounts and descriptions about their experiences. Monitoring of their writing will enable teaching staff to assess their understanding of the historical event. By applying these skills across a variety of tasks, children will be transferring their skills such as researching, analysis, and cooperation between peers.
Our aim for every child in CJS is to be engaged and enthused in their history learning and understand how their role in history can impact their future.
A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
Purpose of Study, ICT National Curriculum, 2014
Computing is an exciting and continually evolving area in the curriculum. In CJS, the computing curriculum will follow the new guidelines in the National Curriculum. Our aim is to engage all children and to teach them to become familiar with and to use a variety of programmes and software on a range of digital devices.
Throughout the four years, our objective is to expose students to a wide experience of using computers and digital technology, supporting their use across the curriculum, as well as developing an understanding of how computers and technology is used in the wider world and the associated social impact and dangers. Pupils will learn to evaluate their own work critically as well as that of their peers.
CJS has one computer suite which houses approximately 28 networked computers running Windows 7. The school also has two sets of thirty netbooks to enable computing to be embedded across the curriculum, allowing pupils access to technology whenever and wherever it is beneficial to learning.
All the classrooms are fitted with interactive whiteboards, video projectors, visualisers and networked computers.
Click here to see the Whole School Unit Overview and Key Skills Checklist
Music is a universal language that embodies one of the highest forms of creativity. A high- quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Purpose of Study, Music National Curriculum, 2014
In music at CJS, children are given the opportunities to listen to, compose, improvise, rehearse and perform music. They will be able to use a wide range of instruments as well as their voices. Music will cover different styles, genres and historical periods.
Children will have the opportunity to learn a musical instrument whilst at CJS. Year 3 learn whole class recorder, samba drums in Year 4 and in Year 5 children have the opportunity to be part of a concert style band.
Click here for a term by term overview of the topics covered in Music.
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
Purpose of Study, PE National Curriculum 2014.
At CJS, we aim to inspire both boys and girls to engage in and enjoy physical activity as well as competitive sport. Children are taught the fundamental skills that underpin a range of sporting disciplines and given the opportunity to develop and apply these in context. CJS also provides pupils with specialist Gymnastics and Dance teaching, which is consistently developed throughout the four years.
Click here to see a term-by–term to our PE curriculum
National Curriculum Guidance, 2014
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils' education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.
PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions
At CJS we teach PSHE in a variety of ways. In some instances e.g. drugs and sex education, we teach PSHE as a discrete subject.
We use the Rainbow scheme. This is a scheme of work used in schools across Dorset, Bournemouth and Poole which integrates the Social and Emotional Aspects of Learning (SEAL) and PSHE for all children. It is taught in the same sequence throughout the school and assemblies are themed to support this.
Term-by-term themes:
Autumn Term
New Beginnings
Getting On and Falling Out/Anti Bullying
Spring Term
Going for Goals
Good To Be Me
Summer Term
We pride ourselves on our whole school events and activities e.g.
- An active School Council;
- Year 6 pupils acting as Peer Mediators to resolve friendship problems;
- Fundraising events for Children In Need, Christchurch Macmillan Unit
In Religious Education we aim to develop children's own spiritual knowledge and understanding. We encourage the children to learn from religion as well as about religion.
At CJS the importance of R.E. as a subject in its own right and in the contributions it makes to promoting 'the spiritual, moral, cultural, social, mental and physical development of pupils and of society' is recognised and therefore R.E. is taught discreetly; but links are made with units of study in other subjects, especially Geography, Art and History.
The aims of Religious Education at CJS are to help:
- Provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human.
- Develop pupils' knowledge and understanding of Christianity, other principal religions and other religious traditions and world-views, which offer answers to questions of ultimate meaning and purpose, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils' awareness and understanding of religious beliefs, teachings, practices, and forms of expression and as well as the influence of religion on individuals, families, communities and cultures.
- Enable pupils to be aware of the historic and cultural contribution that religion has made to the island and island life.
- Encourage pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities, to act with personal responsibility as citizens in a pluralistic society and global community.
- Encourage pupils to learn from different religions, beliefs, values and traditions whilst respecting their own beliefs, those of the family from which they come and their personal search for meaning.
- Seek to promote opportunities to share, explore and value religious belief and in this way seeks to make a major contribution to our pupils' spiritual development.
We carry out the curriculum planning in religious education in three phases (long-term, medium-term and short-term). The long-term plans are the Dorset LA Agreed Syllabus and supporting documents.
Click here to see a term by term guide to our R.E. curriculum.
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils' curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
Purpose of Study, Languages National Curriculum, 2014
Children in Year 3 & 4 take part in weekly Spanish lessons, developing speaking and listening as well as basic reading and writing skills over a range of topics. Children in Years 5 & 6 learn either Spanish or French. As part of their learning, children are exposed to vocabulary and basic grammatical structures through engaging lessons which also help in the development of children's understanding of differences in the world. Lessons are designed to develop children's confidence and enjoyment in learning another language in preparation for further study in modern foreign languages in secondary school.
Click here to see the key objectives in our Modern Foreign Languages curriculum at CJS.


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Garden Communities Inc.
R&V Management Acquires M-F Asset in Otay Mesa for $150M
San Diego-based R&V Management Corp. recently greatly expanded its San Diego-area apartment portfolio as it completed the purchase of a large residential community in the city's Otay Mesa submarket. The company acted through partnerships controlled by the local entity in order to acquire the Greenfield Village property for a total of $150 million from seller Otay Greenfield Developers LLC, an entity of Garden Communities Inc. of San Diego. The deal was arranged on behalf of both parties by a team from brokerage company Cushman & Wakefield.San Diego 02 October 2014 15:13
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The Experts
The Fair Work Commission: just not good enough
David Bates
Thursday, November 07, 2013
by David Bates
Australia's employment relations tribunal, the Fair Work Commission (FWC), has now published its 2012-13 Annual Report under the rather Orwellian title of 'One Future Direction'. It certainly makes for interesting reading (if you're into that kind of thing), and by interesting, I actually mean deeply disturbing.
Most Australian employers will, thankfully, have had little if any interaction with the FWC since its creation by Julia Gillard back when she was the responsible Minister in the first Rudd Government. You may know of its existence only because of the publicity generated by its much criticised three year investigation into former MP Craig Thomson's use of union-issued credit cards.
Employers are certainly entitled to ask whether the poor performance evidenced by the Commission in relation to that enquiry is consistent with its standards when dealing with claims lodged against employers by aggrieved employees. Sadly, the answer is yes.
Here are some facts every employer needs to know about the FWC:
The Commissioners who hear cases are not 'judges'. Judges in Australia's courts are appointed only after many years of distinguished legal practice. Commissioners, in contrast, need only possess "appropriate knowledge or experience in relevant fields such as workplace relations, law, business, industry or commerce.
Many Commissioners are former trade union officials. Most of the new Commissioners appointed by the former Government were former trade union officials or people linked to unions. They were eligible for appointment because of their 'experience' in workplace relations.
The normal rules of evidence don't apply. The FWC isn't bound by the standard rules of evidence that apply in Australian courts. This is expressly confirmed by section 591 of the Fair Work Act 2009: "The FWC is not bound by the rules of evidence and procedure in relation to a matter before it." While quite common in tribunals of this kind, it certainly doesn't do anything to ensure reliable and consistent decision-making.
The Commission is poorly staffed. If you ever find yourself facing an unfair dismissal claim, don't phone the Commission's Unfair Dismissal Team (UDT) – urgent calls routinely go to voicemail and, in this Company's experience, are rarely returned. Oh, and don't attempt to read the letters the UDT sends either – the last three received by this office were addressed to the wrong people and contained blank fields where the mail merge didn't quite go to plan. Not a good look for a tribunal that enforces the law.
It's a shame only one of the 189 pages in the Commission's report is devoted to complaints. And we're not sure if employers should laugh or cry when reading the Commission President's Introduction where he describes the Commission as independent, competent and professional. Australians deserve much better than this ineffective shambles.
Published: Thursday, November 07, 2013
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Blanton Museum of Art#4 in Best Things To Do in Austin
Key Info
- 5.0Value
- 4.0Facilities
- 4.0Atmosphere
Sheltered on the University of Texas at Austin campus, the Blanton Museum of Art is a must-see for any art enthusiast. Considered as one of the largest university art museums in the country and home to more than 18,000 works of art – ranging from Renaissance and baroque pieces by renowned artists such as Rubens and Poussin to a sizeable collection of contemporary Latin American art.
Recent visitors said the museum was small, but worth stopping by for a few hours, especially on days when you need to beat the heat with some air conditioning. Reviewers said the collection was unique and eclectic, with many most impressed by the Latin American artists on display.
Sitting across the street from the Bullock Texas State History Museum, the Blanton Museum of Art is open Tuesday through Friday from 10 a.m. to 5 p.m. (open until 9 p.m. every third Thursday), Saturday from 11 a.m. to 5 p.m. and Sunday afternoons from 1 to 5 p.m. The museum is closed on Mondays and during university holidays, so check the school calendar before heading over. If you're looking for a bargain, visit this museum on Thursdays when it's free. Admission costs $12 for adults (free for children 12 and younger). Paid parking is available in the Brazos Garage on Brazos Street and Martin Luther King Jr. Boulevard, located one block east of the museum. You can also access the museum via public transportation; the museum is served by regular bus routes Nos. 1, 3 and 7, and is accessible from the Museum Station stop on the Metro Rapid 801 route. For more information, visit the museum's website.
More Best Things To Do in Austin
#1 State Capitol
Standing stoically in the heart of central Austin is Texas's legislative center, the State Capitol. Opened in 1888, this pink-granite landmark stands 14 feet taller than the U.S. Capitol in Washington, D.C. Much of the capitol, including the 218-foot rotunda, the chamber of the Hall of Representatives and the governor's receiving room, still look the same as they did when the capitol opened.
The structure underwent a large-scale restoration starting in the 1980s, including replacing the zinc statue of the Goddess of Liberty that sits atop the dome with an aluminum one. The restoration also included a 667,000-square-foot underground extension that was completed in 1993 to accommodate how much the state government had grown. Many visitors say it's the most impressive state legislative building they've ever seen, but they also warn it can be crowded at times. If you want to learn a bit of Texas history without having to pay an entrance fee, you can't beat a visit to the capitol building, according to past travelers.
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How to Measure Your Recruitment Success
Most companies are turning to social media for much of their recruitment efforts. Measuring the return on your recruitment strategies is critical to determining where to focus your future efforts.
What Exactly Should You Measure?
From a recruiting strategy viewpoint, time is money. Measuring the results of your efforts will allow you to focus on sources that provide the most and best quality candidates, in the least amount of time.
Source of Applicants
Track, not only, how many applicants you source from each social media site (as well as other traditional methods), but also weigh the number of viable applicants you receive against time spent to update and maintain the site.
You may find that some sites are not as relevant as others for your particular industry, which results in fewer acceptable resumes.
Time vs. Results
Sites that require a great deal of time to manage but return just a few applicants will not be the most effective use of your internal resources. To optimize your social media recruitment success, in addition to tracking the source, evaluate the time required of your personnel to place the positions and monitor resulting applications generated.
Most social media sites provide tools that will tell you how many times your postings have been viewed and shared with others. Using those metrics is an effective method for measuring social media recruitment success.
Tracking activity on your social media sites will give you great insight into what information viewers spent time reading, as well as what content received little interest. Such information is invaluable in shaping your future social media recruitment strategies.
Be sure your online applications include the option to provide referral information, to make you aware of any such referrals by other visitors, or even from your existing staff.
Using Key Performance Indicators
Measuring your recruiting success means considering each of these measurements, and utilizing them as key performance indicators (KPIs) on a continuing basis:
- Source of applications (and relevance)
- Time spent vs. return
- Outreach – this equates to effectiveness of a given site
- Cost per hire – this is what it's all about – where to focus your time and money
Using these KPIs consistently allows you to easily spot changes in results as social media results change, so that you can adjust your focus accordingly and confirm that you're measuring recruiting strategies effectively.
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Utilizing meaningful KPIs and evaluating your recruiting strategy results on a regular basis allows you to maximize your success while also reducing your cost per new hire.


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Online shopping has slowed checkout aisle impulse buys like candy bars. Former Unilever executive Doug Straton is now tapping data to reconfigure how Hershey's conducts business to compete in a bricks-and-clicks retail landscape.
For brands today, a customer's inability to find products, paired with subpar online content, is the equivalent of poor in-store merchandising. Getting your digital-marketing house in order is critical to running a viable consumer products company in a bricks-and-clicks shopping landscape, according to Doug Straton, Chief Digital Commerce Officer for Hershey's. The confectionary giant plucked Straton from another retail giant just last year: Unilever, owner of brands like Dove, Suave, and Bertolli, to do just that.
Straton has plotted a "search and engagement" digital transformation strategy for Hershey's, pegged to what he's dubbed " The 5 Cs." The strategy, he explains, puts consumer desires at the center of the Hershey's brand narrative, obsesses over forging connections by appearing prominently in customer searches online, appeals to shoppers via compelling digital content, optimizes the process across customer touchpoints to boost conversion rates, and stokes a bond with consumers post-sale with community engagement that's interactive and ongoing.
In its quest to up-serve consumers and boost sales, Straton's multi-faceted plan for Hershey hinges on mining wide-ranging consumer data—from what's on their weekly grocery list and what they bought during a Memorial Day visit to Hershey Park, to how they reviewed the new Cookies 'N' Creme bar on Amazon.
It's built on the premise that when it comes to retailing today, "the mobile phone is the new mall," according to Oliver Chen, an analyst with Cowen.
And "If you're going to be seen, bring your best self," Straton adds. "In modern retail, we know that digital is the first trip. So if you don't merchandise the digital shelf correctly, people may choose not to shop with you in the digital or the physical store."
A tough retail market for confectionary fare.
Straton is betting that the strategy will counter a tough market for confectionary goods in the U.S., where sales of checkout-aisle goodies, like chocolate bars and candy, have slowed. That slowdown comes as many Americans increasingly shun sugary treats for what they perceive as healthier snacks, just as the growth of online shopping dampens store sales of candy, an impulse purchase that, by definition, does not typically land on consumers' grocery lists.
Straton has a plan to tackle all that. But it's one that's grounded in the harsh reality that the market for impulse-driven consumer goods has fundamentally changed.
"If you are a brand or retailer looking to replicate the impulse purchase process in a digital world, I would submit that you are swimming against the current," he said.
Digital encounters with consumer brands now eclipse physical visits, which is something retailers, "who have been too focused on" optimizing floor planograms in huge fleets of stores are having a hard time getting their heads around.
"A huge portion of our business is built around impulse purchases," he continues. Now, via smartphones, you can "access every retailer on the planet and every product. What does that mean for the impulse category? Impulse will look different in an ecosystem centered around digital convenience," he said.
Mostly importantly, it's crucial for brands and retailers to recognize that today, "how a brand looks on a smartphone replaces the physical store window," he said. How much of Hershey's purchases are digitally influenced today? "The simple answer is, all of them."
Countering this major shift means optimizing online search, delivering relevant and compelling digital content, and capitalizing on "the data you have on real people," Straton explained.
Know thy digital shopper.
The journey starts with extracting a more granular view of the shopper via her digital and physical footprints, then following her and serving up personalized offers, whether she's in store or on her phone, Straton explained.
The customer experience, on the other end, needs to be reimagined for a retail marketplace where shopping trips, more often than not, begin on a digital device. "By understanding more about people through data–whether self-reported, observed or contextual, like weather or time of day–we can deploy different variations of that content that better speak to that person and the moment therein and the call to action," Straton added.
"For example," he said, "we know the areas in the country where s'mores are loved, and increasingly, the people who love them, and we can send specific offers into those areas informed by time of year, day, and the weather—all things that affect the consumption of s'mores." These would be contextually relevant offers, like a digital ad or a text message when the forecast is sunny skies leading into a holiday linked to outdoor fun, to when "people are preparing their weekly shop."
If you're going to be seen, bring your best self.
Turning impulse buys into planned purchases.
Getting on shoppers' digital grocery lists is a critical first start to fuel both online and offline sales for a confectionary brand like Hershey's.
According to company research, most online grocery orders (80%), including online, pick up in store orders, are sourced from a combination of grocery smart lists—algorithmically curated lists based on your previous purchases and behavior—and search. "So being on the list is critical," Straton said.
With Hershey's high household penetration and name recognition, chances are that most shoppers with supermarket loyalty cards have already purchased a Hershey's product, linking the brand to their store loyalty card history.
"Once the item is pre-loaded on the shopper's online list, the value of convenience takes over," Straton said. That's because most shoppers won't take the extra step to remove it from the pre-loaded list themselves. "They'll continue to make purchases—week after week—off that list…and we move that unplanned impulse purchase into a planned one," he said. "This represents a major paradigm shift for our category."
Content really is king.
All told, great digital content is akin to what all consumer brands are searching for: Prime retail shelf space, Straton explained.
We should "make sure we are creating authentic, relevant, and shareable experiences, and that we're able to deliver that content wherever somebody is."
Hershey's has set its sights on optimizing that endless stream of content that flows from the digital economy, which it divides into three buckets: branded content, enterprise content (such as the ingredients in a Reese's peanut butter cup), and user-generated content—from shoppers' product reviews on retail sites to their social media posts.
"In the past, there was a limited amount of brand-related copy created to address a limited amount of media and marketing channels, and all prospective consumers got basically the same message through those channels," Straton said.
"Now, for any given product, there is a massive amount of content created, and not just by us, but also by people who love us—visuals, romance copy, TV spots, inspirational videos, ingredient lists, recipes, social, ratings, reviews, etc., are all part of the mix and are accessible on mobile, anywhere.
"As we create, curate, and most importantly, manage that content, we can deliver a different combination of image, video, recipes, or suggestions that are uniquely different based on who and where they are, by time of day or weather condition."
When it comes to branded content, Straton argues that a well-executed Hershey's product description page on Amazon, for example, is equally important to driving sales today as smart planogramming in hundreds of stores—although marketers too often ignore it, failing to appreciate that digital, once again, is the new front door to the store.
Unlike the unwieldy and inexact process of merchandising stores, there's a pretty exact data science to getting a digital page right, he said. This includes details, such as product type and key words, like "Reese's peanut butter cup," or "Reese's pieces," that are findable, for example. At Unilever, Straton had to fight for the word "soap" to be included in Dove's digital marketing. The keepers of the brand insisted that the product is a beauty bar, but "you've got to use the shopper's language so that it surfaces in search," he explained.
In this case, "The sexy things are not as important as the unsexy things," Straton said.
Additive content, such as customer reviews, product features, and occasion-specific promotions, like March madness-themed Reese's Pieces, are also integral to optimizing findability and consumer engagement.
"If you don't master search, your brands can't be found, and in turn, can't be sold," he said.
Chocolate plays a big role in people's lives. It tugs at my heartstrings, evoking memories of my baby being born, my wedding, sitting with friends, and birthday parties.
Community-building one Almond Joy fan, Hershey Park visitor, at a time.
Like many consumer brands today, Hershey's is summoning the power of social proof and the wisdom of the crowd via user-generated content, from a consumer's product-rating and Twitter rant to their Instagram image of a peanut butter cup being dipped into vanilla ice cream.
User-generated content (UGC) is now often deemed a more authentic and viable marketing tool, as today's consumers increasingly value peer opinions over brands' spoon-fed advertising messages.
A new study by TurnTo Networks shows that a staggering 90% of UGC—defined as ratings, reviews, product photos, product videos, or other commentary—written by the consumer about purchased products or items they're considering, influences shoppers' decisions to make a purchase, eclipsing all other forms of marketing.
"The smartest people are our consumers," Straton said. "Which is why their online reviews, comments and social posts inform the digital content we create, and increasingly, the products we create."
Indeed, Straton says Hershey's is in a position to plumb the various expressions of its brand—which extend beyond traditional retail to hotels, resorts, amusement parks, and its own shops—for rich content experiences and customer-centric product development in a way its competitors can't.
"We have access to data through sources that most companies don't have," Straton mentioned. "We're knocking down company silos to capitalize on those rich assets, which had been underleveraged."
Consumers are experiencing this brand in a different way than other brands, he added. Hershey's boasts data on when customers are "checking into a hotel, buying tickets at the amusement park, shopping at Chocolate World, or engaging with our website: We know what they're looking for, and we have the ability through all these different touch points to really understand our customers and have them advocate and innovate for us."
In turn, "We could very easily share a lot of stories that are centered around our products." For example, for die-hard Hershey fans, "we could send you a concept a year in advance of a launch to see what you think of the idea, and if it's good or bad," Straton said. "We'll take their insight and come up with products directly for them."
He also hinted at the digital marketing possibilities born from people's emotional connection to the brand, noting that Hershey's ranks among the top-loved brands in America.
"There's something about this category that is self-evident: Chocolate plays a big role in people's lives. It tugs at my heartstrings, evoking memories of my baby being born, my wedding, sitting with friends, and birthday parties," Straton said.
"There's an emotional component to the category, particularly with Hershey as a brand. People like to share those stories," he said. "We want to tap into that sentiment."


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Fake news fear-mongering continues: no matter what's the journalistic narrative, they always leave out their own fake news.
The Toronto Star is blaming politicians and Big Tech for fake news.
They are not taking it seriously, according to them.
This is the newspaper that told us the fake dangers of Gardasil and pushed a fake cancer victim who was fake robbed on readers until people clued them in.
I wrote the book on journalism's penchant on spewing fake news way back in 2005, long before it was a thing.
This omission is deliberate: they always try to position themselves as truth-tellers, which is a lie. They never bother to do basic research, and all sorts of vested interests push their agendas through them…which is itself fake news.
The narrative never changes, even if journalism collapsed and never managed to rise from the dead…


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Circa 1930 Babe Ruth Single Signed Baseball....Click the image to load the highest resolution version.
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DescriptionCirca 1930 Babe Ruth Single Signed Baseball. The great Bambino provides a genuine sweet spot signature to match his facsimile model applied as part of the stamping of this "Babe Ruth Home Run Special" sphere. His blue fountain pen ink survives with 6/10 boldness, and the ball is rather lightly and evenly toned with a few inconsequential patches of soiling well clear of the autograph. A solid mid-grade representation. Full LOA from James Spence Authentication. Pre-certified by PSA/DNA.
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Bilfinger rents 5,350 sqm of office space to State of Berlin
BIM Berliner Immobilienmanagement has leased about 5,350 sqm of office and usable space in Berlin's Charlottenburg District. The four floors at Darwinstrasse 13-17 will be occupied by the State of Berlin's health and social welfare department, which requires an additional location due to an increased need for space. Bilfinger Real Estate handled the lease on behalf of a private investor and said that the 10,000 sqm building is now 85% occupied.
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The 39-year-old coach was pivotal in the development of former Texas Tech quarterback Patrick Mahomes, who threw for 5,000 yards and 50 touchdowns for the Chiefs this season.
USC was well within their rights to do such a thing, but allowing Kingsbury to explore his options, is the right thing to do. Green Bay may have just stopped the Pats plans from blowing up in their face.
Temple was Rhule's first head coaching job at either the college or pro level, his only National Football League experience coming in 2012 as an offensive line coach for the Giants. "Four is plenty", Rapoport tweeted.
The 39-year-old Kingsbury was sacked as head coach of Texas Tech in November after posting a 35-40 record in six seasons with the Red Raiders.
McDaniels was previously head coach of the Denver Broncos from 2009-10. Apparently for the Arizona Cardinals, their enemy is also their friend. He also played in NFL Europe and the CFL before transitioning into coaching at the college level.
McDaniels was unsure if his decision to pull out of the Colts job affected his job prospects nearly a year later. In 2010, he was sacked after a 3-9 start.
The Cardinals reportedly put in a request with the LA Rams to interview their quarterbacks coach Zac Taylor on December 31.
The Arizona Cardinals are the team scheduled to chat with Kingsbury today, and they're not the only team with a head coach opening hoping to score some time with him. His meeting with the organization was reported to have taken place on Saturday, though it wasn't until Monday that Gambadoro reported the Cardinals had completed the interview. Seattle Seahawks head coach Pete Carroll is 67.
Along the way, of course, there was the freakish scenario last February when McDaniels was in position to take over head coaching duties in Indianapolis only to back out at the last moment, leaving the Colts at the altar to remain with the Patriots.
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Haynes Australia is currently experiencing delays in processing and dispatching orders. We apologise for this delay.
Online Manuals are available 24/7 and accessed instantly after purchase.
Established in 1899, Renault is a French automotive manufacturer which produces a wide range of vehicle types, from cars and vans, through to tractors, buses and tanks. It has produced many popular models throughout the years, including the Alliance and Encore.
Renault is also very involved in motorsport, and debuted its first Formula One car in 1977 at Silverstone. The Renault team continued to race until 1986, and then went on to supply engines to the very successful Williams squad. If you're looking to perform your own servicing and maintenance, you'll benefit from our extensive range of Renault repair manuals; all of which are packed with helpful information and practical step-by-step guidance.


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Honey, sesame and salt flakes come together in an addictive coating that works wonders for the good old barbecued prawn. Begin this recipe a day ahead to marinate the prawns.
Barbecued prawns with honey, sesame and lemon
Jan 17, 2019 11:00pm
Time to throw a shrimp on the barbie.
- 15 mins preparation
- 5 mins cooking plus marinating
- Serves 6 - 8
- 125 ml (½ cup) grapeseed or other neutral-flavoured oil
- 30 gm (about 6cm) ginger, coarsely chopped
- 1 long red chilli, coarsely chopped
- 2 tsp coriander seeds, crushed
- 18 large green king prawns, peeled and deveined, tails intact
- Honey (see note), for drizzling
- Roasted sesame seeds, to serve
- Lemon wedges, to serve
- 1Combine oil, ginger, chilli and coriander seeds in a blender and blend until smooth. Transfer to a non-reactive container, add prawns and a few large pinches of salt, and toss to coat. Refrigerate overnight to marinate.
- 2Preheat a barbecue to medium-high. Thread prawns onto skewers, keeping them straight, then grill, turning occasionally, until charred and just cooked through (4-5 minutes). Remove skewers and transfer prawns to a platter. Drizzle with honey, sprinkle with sesame seeds and salt flakes to taste. Serve with lemon.
We used raw Mallee honey for its floral quality.
Drink suggestion: Aperol Spritz, or a fresh, young, floral viognier. Drink suggestion by Max Allen.
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Feel gorgeous in this floral dress and cape by Gina Bacconi. Fashioned from a floral chiffon. Fitted at the neckline is a delicate chiffon cape to complete the look, cascading over the shoulders and sweeping down elegantly at the back. Fully lined using a luxurious soft jersey fabric, the dress fastens using a concealed back zip.
100% Polyester Lining: 100% Polyester - Woven
Sleeve Type: Sleeveless
Garment Length: Knee-Length
Fabric Construction: Non-Stretch
Collar: Round
Pattern: Floral
Wash Care: Hand Wash/Dry Clean
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July has seen the completion of two exciting projects at Nusa Dua Beach Hotel & Spa.
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1 lot auctioned
16 comments
Mabrams55 Thank You for your Sir.
Lugainy..I agree, the 930's truly a Super Car that still gets a lot of respect and smiles.
Thanks again for your interest!
I'm around my email all afternoon if anyone has any questions.
Steve575…. Thank You Sir
This is truly awesome 930 !
I have a motto " cheap ain't pretty and pretty ain't cheap"
Thanks again guys for all your input and bids !!
Sir you have no idea what I can take. Please….. move your debate to another channel, I think we all tired of this rerun.
Thank You O.B.1
You are really going to say that your "nit picking " is superior compared to a true expert that puts the said vehicle on a lift,test drive,leak down,vehicle fluid samples,a/c temps and a whole list of other insite to what the car truly represents. WOW !! How do you contain such powerful talents in oneself. I was going to try and wait until my auction was completed to ask you who or how many other folks believe the B/S you're trying to sell?
Please do me a big favor, go and bless the other" hundreds of other auctions "and cars that surely need your amazing talents. My auction and my beautiful 930 are in good shape.
Thank You !
Yes the details matter . I'm sorry but you are incorrect with your statement that this car has been "hit twice ". Of the 3 reports on this car:
1. States 0 issues
2. One 1994 issue and states it was minor
3. Carfax report 1994 issue. Zero total loss,Zero Structural issue,Zero airbag deployment.
There is only one accident,from 1994.The other work was on the right front fender and the total cost for that repair was $400.00. Which tells that repair was very small,door dent,shopping cart scratch ??
$400.00 to paint the fender would appear to minor. I grew up in the paint and body business, I was wet sanding cars when I was 12 all the way thru my teens. It taught me that that paint work is hard so I went to school on down another career path. My father however stayed and owned his Paint and Body for the next 51 years. I said all that to show that I kinda know what 400.00 will buy. No offense taken, this car can stand on it's own merits.I still hope the car does well on BaT but if not that's OK too. It's my wife favorite anyway ….LOL
Thank You for your interest and opinions.
I will do my best to get you the photos as requested. It will be tomorrow afternoon as I am out of town.308redblack… I agree with you 110%,33k,awesome condition,all original,all matching ,unique color and SunRoof delete.
What's Not To Love !!!
Thanks Guys Your for your interest.
Hey Russel
I understand , any day or evening after Wednesday. Shoot me your email and I will send you my contact information.
Thanks for your interest.
Llanoite…. LOL
I feel in love with the Hill Country some 40 years ago on a hunting trip. I was blessed to be able to move here after I retired. That was 10 years ago and I love it as much as ever.
You're spot on about the Nougat Brown, very hard to capture the impact of this color in a photo. It can literally look like a totally different color depending on light and angles. I think it's an awesome color.
Thank You for the compliments!
Hey Guys
Hope this address a few comments and questions. The 930 has been on the road as late as Sept-Oct 2018. It hurts me to say this, but I only drove the car less than 200 miles a year during my ownership.
It is registered with Classic plates that only renew every 5 years. I have service records showing oil and filter changes every 12-15 months. I do the oil and filter on all my cars myself except for a couple cars the dealers service.The fan motor "smoked" about 5 years ago. I was picking up my daughter at the San Antionio airport one January ,we were running the A/C and the windows cracked because it was hot that day.The fan gave up about 1/2 way back home and smoked up the cabin and the smell lasted a week or so. I had planned on doing a total update on the A/C system just never did so I only drove it when temps would allow. Texas summers can be mean and would challenge the stock A/C system on these cars at best. I will get the tire dates and post them shortly.Thank You for all your questions, comments and interest in the 930.Please let me know what else you need.
Good Afternoon Guys
Thank You for all the nice compliments about the 930. I don't think I ever had a car that you feel more connected too. The roads here in the Texas Hill country are very entertaining in this car. I tried to find out about the '94 incident but had no luck. The AutoCheck report states it was minor.
I have never found any indication of anything thing serious. Thank You again for the kind words and bids. This one will make the winning bidder very happy.
My best freind in High school oldest brother ordered a 631/2 R code new from the factory.Cast iron headers,Borg-Warner T-10 tranny and a straight line Rocket ship. After 7-8 years of ownership the older brother gave to my freind because it was almost worthless at trade in time all though the car was 100% stock and pristine,gotta love dealers right? So for my High school trip ,he and I drive to Florida to visit his aunt in the R-Code. We got a blistering 4.5 mpg in this thing but gas was .22 cents a gallon and we had his moms Esso gas card. After a few years my decided to sell the 100% stock pristine R-code to me for $200.00 cash….done deal! After a few years of ownership,marrage,!st child I also decided to sell the car. Not to be outdone by my buddy I also sold the R-Code for $200. LOL
Like the rest of you guys there are a few cars we give anything to have back like my silver LS6 ,Porsche GTS 6peed and the 631/2 Red on Red R-Code. Damn is too early to open a bottle of wine ?
SWEET SWEET SWEET…love the colors and it was once owned by the MAN. I have a '87 with 10k on the clock that just won a 1st place in a local PCA event but it's just red/black.Yours however is just stunning.GLWS


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