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March 29, 2012
1962: Browns Send Plum to Lions in Three-for-Three Trade
On March 29, 1962 the Cleveland Browns and Detroit Lions completed a major trade that centered on their starting quarterbacks. Cleveland dealt QB Milt Plum, HB Tom Watkins, and LB Dave Lloyd to Detroit for QB Jim Ninowski, DE Bill Glass, and HB Howard "Hopalong" Cassady.
From Cleveland's perspective, it was part of the retooling of a team that had last topped the Eastern Conference in 1957 (they tied with the Giants in '58 but lost the resulting playoff). Head Coach Paul Brown, the architect of Cleveland's success since 1946 when it was in the All-America Football Conference, had been criticized for inflexibility and was now making moves that would give the offense a different style.
Plum (pictured above) was a five-year veteran and statistically-outstanding passer who led the NFL in that category in both 1960 and '61. However, he had become openly critical of Brown's play-calling (and his insistence on calling all the plays from the sideline, not a standard practice at that time) and, together with some dissatisfaction on the head coach's part with his quarterback's performance in some big games, a trade seemed in order.
The key to the offense since 1957 had been star FB Jim Brown, and an earlier deal with Washington for their first-round draft choice, the Heisman Trophy-winning HB Ernie Davis from Syracuse, signaled a move by the Browns to becoming even more of a ground-oriented team. Cleveland had given up swift HB Bobby Mitchell to obtain Davis, but Davis was a bigger back (6'2", 215 pounds to Mitchell's 6'0", 192) and, paired with Brown, would create a formidable tandem comparable to Green Bay's HB Paul Hornung and FB Jim Taylor.
Meanwhile Detroit, also most recently in the postseason in '57 and coming off back-to-back second place finishes, was looking to upgrade its offense. The defense was already outstanding, but the attack had not been of the same caliber. Ninowski was part of the problem – competing with backup QB Earl Morrall for playing time, he was successful on only 47.4 % of his passes for 1921 yards and tossed 18 interceptions with just 7 for touchdowns. While Plum was leading the league, Ninowski ranked 16th overall in passing.
Ninowski, who turned 26 just before the trade, was originally drafted by the Browns in 1958 and had seen little action as a backup in two years before moving on to Detroit. While his numbers were far inferior to Plum's, he was also more mobile and, with Brown and Davis in the backfield, it was anticipated that Cleveland would mount an option attack.
"Hopalong" Cassady, winner of the 1955 Heisman Trophy, had never achieved the level of success that he had as an All-American at Ohio State. He appeared to be on the downside and had not done much in 1961, running the ball just 31 times for 131 yards and catching five passes. But he had been more productive in previous years and it was anticipated that he would be a versatile backup to Davis at halfback or veteran flanker Ray Renfro, as he was an able pass receiver as well as outside running threat and could also return punts. Bill Glass, a highly-regarded defensive end, had been with the Lions for four years and was slated to move into Cleveland's starting lineup.
For Detroit, in addition to Plum, Tom Watkins was another key to the deal. A speedy runner at halfback, he had been stuck behind Mitchell in Cleveland and saw scant action for the Browns as a rookie in 1961 following an outstanding college career at Iowa State. In combination with veteran HB Dan Lewis, it was hoped that he would bolster the outside running game, which had been lacking for the Lions, and thus increase the effectiveness of star FB Nick Pietrosante. Dave Lloyd, 25 years old and having put in three seasons with the Browns, was obtained to add depth to Detroit's veteran corps of linebackers.
Ninowski initially insisted he would not play for the Browns, nearly voiding the deal, but assurances that he would be the starting quarterback resolved the problem.
"I've always regretted trading Ninowski," said Paul Brown (pictured with Ninowski below). "But at the time he wanted assurance that he'd be the No. 1 quarterback. We couldn't give it to him then, but we've been so impressed with his progress we can give it to him now."
"We're getting what we've most needed – offensive help," said a satisfied Head Coach George Wilson of the Lions in summing up the trade.
Cleveland's plans first began to go awry due to a tragic circumstance. During the summer, Ernie Davis was diagnosed with leukemia and, as a result, never took the field for the Browns. He died the following year. Jim Ninowski had a solid preseason at quarterback, but the consistency problems he had in Detroit resurfaced during the regular season. The team got off to a 3-3 start and Ninowski went down for the year with a broken collar bone in the seventh game. Frank Ryan, a fifth-year quarterback who had been acquired after a lackluster stint with the Rams, took over and played well the rest of the way. While Cassady contributed little and was traded midseason to the injury-depleted Philadelphia Eagles, Bill Glass met expectations and was selected to the Pro Bowl.
The Browns, with even the durable Jim Brown struggling with an injury and having a relatively subpar year, finished up with a disappointing 7-6-1 record, and in a stunning development, owner Art Modell fired Paul Brown after the season.
While Detroit finished with an improved 11-3 tally, it was ultimately a frustrating year for the Lions as well. Plum set franchise records with 179 pass completions and 2378 yards, but also tossed 20 interceptions (as opposed to 15 touchdowns) and dropped to 11th in the league's passing standings (still three ahead of Ninowski). His leadership qualities came into question and he became caught up in dissension between the offensive and defensive platoons, particularly after a loss to the Packers in a key Week 4 matchup – nursing a one-point lead late in the game, Plum went to the air rather than keeping the ball on the ground, it was intercepted, and Green Bay was able to kick a game-winning field goal. In several instances as the season progressed, Morrall relieved Plum in game-saving situations.
Tom Watkins ran the ball effectively, gaining 485 yards while averaging 4.3 yards-per-carry, and also averaged 26.6 yards on 17 kickoff returns. Dave Lloyd was a capable reserve. But in the end, the Lions still finished second to the Packers in the Western Conference.
Under Paul Brown's successor, Blanton Collier, the Browns bounced back to a strong 10-4 finish in 1963 and were NFL Champions in '64. It was Frank Ryan at quarterback, however, not Jim Ninowski, who remained with the team through 1966 but was strictly a backup. Of the players obtained in the Milt Plum deal, Bill Glass (pictured at left) proved to be the best acquisition. His Pro Bowl selection in 1962 was the first of three straight and four overall. He was a mainstay of the 1964 title-winning defense and remained with Cleveland until the end of his career in 1968.
Meanwhile, the Lions failed to contend during the remainder of Plum's tenure with the club. They dropped off to 5-8-1 in an injury-filled 1963 season and Plum played poorly, losing his starting job to Morrall. While he eventually regained it and remained with the Lions until 1967, Plum proved to be an inconsistent performer and Detroit had only one winning season (7-5-2 in '64) during that time. As much as he had bridled under Paul Brown's offensive system in Cleveland, it appeared that his success there had been a product of it, and the weaknesses that he displayed with the Browns became more glaring with the Lions.
Tom Watkins (pictured at right) also remained with Detroit through '67 (he missed the 1966 season due to injury). He never ran for more than 485 yards and was also never the unchallenged starting halfback, but was more prominent as a kick returner, leading the NFL in punt return average (14.9) in 1964 and kickoff returning (34.4) in '65. Overall, he averaged 10.3 yards on 94 punt returns with three touchdowns for the Lions and 24.9 yards on 91 kickoff returns.
Dave Lloyd played only a year with the Lions before being traded to the Philadelphia Eagles, where he moved into the starting lineup at middle linebacker and played well until 1970, garnering a Pro Bowl selection along the way.
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Sermeria was an agriworld in the Expansion Region.
It was already a quiet Galactic Republic agriworld by 1019 BBY, when future Jedi Knight Johun Othone was born in its capital Addolis.
During the waning years of the Republic, it was represented in the Galactic Senate by Lanus Wrede. After Baktoid Armor Workshop and the Techno Union shuttered factories which manufactured B1 battle droids on five worlds across the galaxy, Wrede made claims that the Techno Union had relocated their business to the Outer Rim Territories. Wrede noted that the Techno Union had continued to buy up raw materials, yet had not created any product during the same time period. He lacked any proof of this claim, and his statement was refuted by several business analysts. A three-month investigation turned up no evidence, and Wrede's political career and reputation were shattered. In the aftermatch, Wrede committed suicide. In reality, Wrede was correct in his suspicions, and these hidden battle droids would soon emerge from planets such as Geonosis during the Clone Wars.
Senator Ister Paddie succeeded Wrede in the Senate. When Corellia closed its borders in opposition to the Military Creation Act, Paddie decried their actions as selfish. He pointed out that his sector had less than a third of the resources of the Corellians, yet stayed loyal to the Republic.
Shortly after this, a suspicious package arrived at the Sermerian First House in Sermeria's capital. A cleaning droid discovered the package hidden behind a planter in the building's lobby, and when it was opened, it was discovered to contain an effigy of Supreme Chancellor Palpatine covered in stone mites. The package was addressed to both Senator Paddie and President Dibra Born. Though the government was shut down for several hours, bomb-squad droids and the Sermerian Bio-League managed to contain the threat.
When Palpatine formed the Loyalist Committee, Senator Paddie was made a member of the ten-being group, helping to represent the interests of the Expansion Region.
- Darth Bane: Rule of Two (Mentioned only)
- Baktoid Closes Down Five More Plants—HoloNet News Vol. 531 #46 (content now obsolete; backup link on Archive.org) (Mentioned only)
- Corellia Closes Borders—HoloNet News Vol. 531 #47 (content now obsolete; backup link on Archive.org) (Mentioned only)
- Suspicious Package Closes Sermerian First House—HoloNet News Vol. 531 #48 (content now obsolete; backup link on Archive.org)
- Palpatine forms Loyalist Committee—HoloNet News Vol. 531 #49 (content now obsolete; backup link on Archive.org) (Mentioned only)
- Stone Mites Claim Ord Tiddell—HoloNet News Vol. 531 #55 (content now obsolete; backup link on Archive.org) (Mentioned only)
- Outward Bound (Mentioned only)
- Yoda: Dark Rendezvous (Mentioned only)
- The Complete Star Wars Encyclopedia
- The Essential Atlas
- Paddie, Ister in the Databank (content now obsolete; backup link)
- ↑ The Essential Atlas, p. 21

subset: commoncrawl


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There are schools offering special education degrees in Arkansas!
Schools Offering Special Education Programs in Arkansas
Nearby States
Approximately 0.1% of graduates in of Arkansas receive special education degrees every year. Thus, Arkansas' 8 special education schools put out approximately 84 special education professionals each year.
Top Schools
Arkansas State University-Main Campus, which is located in Jonesboro, is the top-ranked school in Arkansas that has a special education program. It received a ranking of 42nd in the country in 2010. In 2010, Arkansas State University-Main Campus graduated 34 students from its special education program. The tuition rate at Arkansas State University-Main Campus was $6,640 per year.
University of Arkansas at Pine Bluff, which was ranked 50th nationwide in 2010, is the second-ranked school in Arkansas that has a special education program. It is located in Pine Bluff. In 2010, 0 students graduated from University of Arkansas at Pine Bluff special education program. Tuition at University of Arkansas at Pine Bluff was $5,033 per year.
The third-ranked school in Arkansas that has a special education program is University of Arkansas. University of Arkansas, which was ranked 64th in the country in 2010, is located in Fayetteville. 15 students graduated with degree in special education from University of Arkansas in 2010. University of Arkansas charged in-state students $6,768 in tuition fees per year.
Tuition at Arkansas' special education schools ranges from $6,908 per year to $4,804 per year. But, the average tuition is $5,883 per year. The Arkansas special education schools with the highest tuition rates in 2010 were:
- University of Central Arkansas - located in Conway, students are charged $6,908 per year
- University of Arkansas - located in Fayetteville, students are charged $6,768 per year
- University of Arkansas at Little Rock - located in Little Rock, students are charged $6,643 per year
The lowest tuition rates at Arkansas special education schools were charged at the following schools:
- Arkansas Tech University - located in Russellville, students are charged $4,804 per year
- University of Arkansas at Monticello - located in Monticello, students are charged $4,990 per year
- University of Arkansas at Pine Bluff - located in Pine Bluff, students are charged $5,033 per year
A special education degree from an Arkansas school... what next?
The largest populations of Arkansas special education professional are working in the following counties:
- Faulkner County - 430 special education professionals
- Benton County - 250 special education professionals
- Clay County - 250 special education professionals
Projected Growth
According the US Bureau of Labor Statistics the number of special education professionals is expected to grow by 32% by 2018. There are projected to be 1,840 special education professionals working in the Arkansas then.
special education professionals in Arkansas earn $45,340 per year on average. But, salaries for special education professional can vary. In 2010, special education professional made as little as less than $27,640 per year or as much as more than $83,830 per year in Arkansas. The following counties in Arkansas have the highest average salaries for special education professionals:
- Benton County - $55,530 per year
- Cleveland County - $46,750 per year
- Faulkner County - $46,000 per year
The Arkansas counties with the lowest average salary for special education professionals are:
- Arkansas County - $40,510 per year
- Cleburne County - $40,630 per year
- Baxter County - $40,940 per year
On average, the highest paid special education professionals in Arkansas were:
- Preschool Special Education Teacher - $45,340 per year
On average, the lowest paid special education professionals in Arkansas were:
- Preschool Special Education Teacher - $45,340 per year
More Information
The charts and graphs below have additional Arkansas statistics regarding a career in special education. Take a look and compare salaries with various related fields such as speech therapy or elementary education.
Here are the different levels of study available for you to explore.
- Master's Degree in Special Education in Arkansas
Want to study at your own time and pace?
Consider Online Schools as a great alternative flexible option to earn a degree!View Online Schools
Featured Online Schools
Kaplan University
Narrow Your Results
Curious what studying Special Education gets you?
Check out the different options and how they're looking in Arkansas
|Employment Number
|Avg Salary
|Job Growth (past 5 yrs)
|Special Education Teachers, Preschool, Kindergarten, and Elementary School
Got your degree? Time to find a job!
Below are special education related jobs in Arkansas


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I ordered the medium size and the sleeves ended up being a little bit shorter than I expected. Overall, it's a cute shirt and fits well.
Great quality and very comfortable.


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SAN DIEGO, CA – 01-08-2019 (PRDistribution.com) — San Diego, CA // January 8, 2019// Cireson, world leaders in Microsoft Service & Asset Management solutions, today announced the general availability of the new free Analyst Portal Community solution. Like their other free community apps for SCSM, this app seamlessly integrates with Microsoft Service Manager to empower Analysts with web-based Incident Management capabilities.
The Analyst Portal Community app allows Analysts to create, view and edit Incidents from any browser, device, and OS. Incidents can be created and managed on the fly, from any desktop, laptop, tablet, or smartphone using filtered lists and views allowing management of all active Incidents and activities in a single streamlined view. Incident dashboards provide valuable insights into Incident priority, diagnostic information, and status.
"At Cireson, we're passionate about Microsoft System Center and with the release of System Center 2019 just weeks away, we're more committed than ever to the success and growth of the community," said Cireson Founder, Shaun Ericson. "We have always wanted to provide even more value to the amazing power of SCSM. Based on community, customer, and partner feedback, we recognized the need for any easy-to-use, web-based experience for Analysts to manage Incidents on the fly. We're excited to launch this app to empower Support Teams and help further maximize the value of SCSM across organizations."
The Analyst Portal Community app is designed to be used in conjunction with the free Self-Service Portal – Community app to provide end users with an easy to use, personalized experience for reporting incidents, searching the knowledge base, and requesting services from the service catalog.
Seth Coussens, Product Owner, added, "To further improve service delivery and mature your ITIL processes, we recommend using this free app in combination with the Cireson Analyst Portal for complete Service Fulfillment and Change Management."
Analyst Portal Community features include:
- Easily create, view, and edit Incidents
- Edit Review activities, Manual activities and Runbook activities related to Incidents
- List, filter, and search for Incidents
- Access basic Incident dashboards for key metrics and KPIs
- Easily manage all of your active work in a single streamlined view
- See a consolidated list of all Incidents for the Analyst and their Associated Support Groups
- Modern HTML 5 design with no dependence on plugins
- 100% browser, device, and OS agnostic
The Analyst Portal Community app can be downloaded here, free of charge. Join an upcoming webinar led by ITIL-certified experts to see the app in action, and learn how to mature your ITSM program with SCSM and Cireson.
About Cireson
Born in 2011, Cireson was founded on a simple, powerful idea: to empower you to #domore with Microsoft technologies. With cutting-edge Service and Asset Management solutions that maximize your investment with Microsoft Service Manager and Configuration Manager, we've got your back. Our full suite of technology solutions natively integrate with Microsoft System Center, or can be used independently on the Cireson Platform.
Whether hosted on-premises or in the cloud, our solutions are designed to push technical brilliance forward. Today, our values from the beginning remain the same; keep it genuine, do the right thing, and listen to customers. Taking pride in our expertise, we proudly boast some of the brightest and most fanatical IT professionals in the industry.
Media Contacts:
Company Name: cireson.com
Full Name: Julie Feller
Phone: 4156013220
Email Address: Send Email
Website: https://cireson.com/
For the original news story, please visit https://prdistribution.com/news/cireson-releases-free-web-based-analyst-portal-community-app-in-further-commitment-to-microsoft-service-manager-community.html.
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One of the very first wedding planning tasks that you do after getting engaged is finding the perfect venue.
Most brides already have a vision of what type of feel and location they would like their wedding to have; whether its an outdoor summer affair or a grandiose ballroom reception. Once you've found that perfect location, now's the time to consider all the little details. Every venue has its own unique rules, regulations, what you can do, what you can't do, etc. Typical questions to ask about the venue include things such as how many people it can hold and how many hours you can book the place for. But here's a list of 5 things that are often overlooked that you should consider before booking your wedding venue.
1. Set-up & tear-down time.
Although this might not be deal breaker for choosing or not choosing a venue, it is important to know how much time you have before the official start of your event for your vendors to set up and put out decorations. This includes also knowing whether or not you are able to store any decor items for your event at the venue the night before. Same goes for the tear down time. Some venues may charge extra if your tear down time passes a certain time limit. All this information will be extremely helpful not only to you as you plan out your wedding day, but also to the other vendors you will book.
2. Tax & gratuity.
For venues that do their own catering, you are often quoted a menu price per person. Be aware that this price does not include tax and gratuity. In order to truly consider whether or not the venue fits your budget, you must consider the total price including tax and gratuity. Gratuity can often be anywhere between 20-25%. Being the budget savvy person that I am, I'd definitely say there's difference between a $15,000 and a $19,500 banquet bill.
3. Required licenses & permits.
For outdoor venues and some churches, be sure to ask whether or not a fire permit is required for the use of any candles. Otherwise, obtaining a proper fire permit becomes another task on the to do list. Everyone wants some alcohol at their wedding! But make sure your venue has the proper license to serve alcohol. In addition, ensure you fully understand the venue's rules and additional prices associated with bringing in your own bottles of alcohol.
4. Parking.
Also not a deal breaker, but get a good understanding of what the parking situation will be like for your guests. Will guests have to pay to park? Will they need to walk a long way? Can the elderly be dropped off easily? If so, perhaps consider hiring a valet or pre-paying the parking fee for your guests.
5. Locked in vendors.
There are some venues that require you to use a restricted list of vendors for food or flowers. Consider whether or not this is something you are okay with or are you more comfortable with a place where you can freely book outside vendors that you can personally handpick. Also consider the cost differences between using their required vendors versus your own hired vendors.
Every couple has their own unique set concerns when it comes to booking their venue. What other considerations did you make before booking yours?
April Wang
W Day Events
All of these tips are important to consider, especially Number 5. That can make or break your decision to book with a particular venue. Our thanks to April for this savvy bit of advice for when couples are out and about venue shopping!
If you have any advice you would like to share with our readers, please send an email to firstname.lastname@example.com with your tips!
Photo Credits: Tented Reception by Charlene Morton Photography, Ballroom Reception by Tonya Malay Photography
Submitted via Two Bright Lights


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6th June, 2013.
A quick response to the academic article Parkour, Masculinity, and the City' by Jeffrey L. Kidder, Sociology of Sport Journal, 2013, 30, 1-23
Firstly, I think it is a really good thing that researchers are looking at various aspects of the culture of parkour. Not all research produced will be the positive propoganda that some of the parkour community want, but that is not the most important issue and does not make it a bad thing. If it starts a debate and contributes knowledge, that is more important and it can raise interesting topics and debate for discussion. I may not want to go and train with some of the guys featured in the article but that is my small individual picture, not the larger one regarding the culture of parkour. Parkour is a culture that is lived and changing and not a homogenous mode of conduct. It would have been interesting to know how and where the informants gained their understanding of parkour from. For example, these 2 aspects are something I never came came across in my research:
"When Jaska and Sync say that they like parkour because other people cannot do it,". 15
And ""performing dangerous stunts in view of strangers is even more important." pg11-12
Yes, there are those performing for the glory of spectacle and cellebration of their achievments. Parkour in America in particular has many 'competitions' and although a polemic subject, the most influential voices are still held by those with the biggest jump and highest media profiles. The silent majority who are not motivated to train in this way are just that for the most part – silent. Non conflictual, playing the long end game of enduring whatever media commotion comes and goes whether it's the MTV challenge or the latest round of the RedBull Art of Motion.
One issue that raises more questions than answers – as with most research – is that as he states "As numerous researchers in masculinity have argued, such risks are distinctly masculine. " But are they asking the women? That risk remains in the domain of 'masculinity' asks the bigger question ; why?! However, he acknowledges that yes women do do parkour- "Regardless, parkour is a masculine social world (i.e., it is dominated by men doing activities culturally coded as manly" 15
"That is, traceurs—as they climb, run, and vault through places like Grant Park—are transforming the city (albeit only temporarily) into masculinized spaces—environments for taking physical risks as proof of their manhood." This works on the premise of 'risk', bravery, danger, strength, speed and power being cutlural constructs of notions of masculinity. This is not fixed, there can be cultural shifts if women are seen, listened to and celebrated. The awareness or lack thereof of women being 'seen' doing these practices is in my opinion key to this.
"The public spaces used by traceurs are made meaningful through parkour because of the opportunities they allow for men to prove that they are men." 15 – in that case what are women proving themselves to be? This is not addressed within the article and is perhaps what's needed as an area for future research. At times I find that the article re-inforces conventional notions of masculinity that society continues to link to sport regardless of the activity being linked to fear and risk. Critically I found a loseness in the use of 'danger' and risk which I'm guessing is not fully understood by the author.
From my experience training, observing, participating in mixed and women only training parkour sessions in London I would challenge the conventional notion of fear, risk taking, acts of bravery and gaining control of the body being restricted to 'manhood'. Women I have trained with are unaccustomed to being 'brave' but enjoy the risk and embrace the emotional challenge. This being the key attraction, the empowerment felt through the control and physical and emotional behaviour. However, as he states in his conclusion ""gender is a social construction" and sport in general, or parkour, does not exist in any sort of cultural vaccuum. To understand sport you have to understand what's happening in society whether it is in regards to power, privaledge, capitalism, race relations, immigration etc. There is currently great inequality in womens participation in sport even though there has been some progress made in the last 150 years. There is no real equality of opportunity, there is no level playing field. For all of parkour culture's 'inclusiveness' it is the celebration of achievement that provides 'authenticity' and influence and for the most part a man who has been training solidly for 6 years will most likely jump further than a woman who has been training for 6 years. Beyond polarised notions of gender, alternatives of sexuality are also not particularly well received in parkour and sport is behind society in this aspect. I have encountered more lesbian athletes who 'come out' to their fellow training partners than homosexual men and any refernce to transgendered individuals are stigmatised and mocked. Yet still we hear the mantra 'it's for everyone'.
A couple of other things in the article as this is my 'quick response'…
I like the theories of structuration, that physical spaces influence the potential or not for social interaction -whether they "enable agency" or not. (pg7) The author's main question is set out in "how does the city become a structural resource for traceurs and what do the traceurs' uses of these resources tell us about masculinity and the physical world? pg6 All good.
A good point – "researchers have failed to analyze the ways in which parkour may marginalize certain people, even while offering transgressive potential to others (see Macdonald, 2001). pg4


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Compulsory School Curricula of South Africa (RNCS1, 2002) and Sweden (Lpo 294).
The aim of this paper is to analyse the compulsory school curricula of South Africa and Sweden. It focuses on contexts for their introduction, main actors in the process, democratic values they contain and their similarities and differences. Norman Fairclough's Critical Discourse Analysis (CDA) is used for analysis. The curricula and references to other literatures show similarities and differences. Contextual similarities are that both countries were once under oppression and their masses were isolated from the education process and more resources were invested on their elites. At present the curricula of both countries strives for democratic education. A major difference is equal opportunities for the students to attend a school of their choice are higher in Sweden than in South Africa. The Swedish curriculum is more concrete on issues related to students, teachers and other school staff's rights and responsibilities, and on relations between school, home and society.
Key words: South Africa, Sweden, Curricula, and Democratic values
Critical pedagogy is a transformation-based approach to education. The aim of this article is to introduce the origin, vision, action and consequences of critical pedagogy. It also aims on finding out about educators' possibility of actualising it in their practice. As a source materials articles, book chapters and books are used. The literature shows that critical pedagogy has its origin in the tradition of critical theory of the Frankfurt School and the work of the Brazilian pedagog Paulo Freire. According to the literature, its major theses is that education should go beyond transfer of knowledge and training the future labour force; to help developing critical consciousness, which leads to transformation of the individual, learning environment and society at large. Critical pedagogy is criticised for a focus on macro level system, for not having a model for classroom implementation and for being abstract. Despite some critics, I argue that critical pedagogy has still the potential to empower those in the field of education to increase their consciousness about the injustice in their society and to involve in transforming it.
Keywords: Critical pedagogy, critical thinking, critical theory, dialogue, Frankfurt School, transformation.
Democratic values in the comprehensive schools curricula of the Nordic countries.
The major focus of this paper is to find out which aspects of democratic values are emphasised in the comprehensive schools curricula of the five Nordic countries. It is also an intention of the paper to find out similarities and differences in emphasis and if available data allows to further investigate the reasons for differences and similarities.
Major sources for the work were curricula of comprehensive schools from the different Nordic countries. Each countries current curriculum was closely read to understand their contents and to undertake comparative analysis. Text analysis was used as a major tool to look closely at the text and context. For further knowledge journals on curriculum studies and other relevant materials were consulted.
A preliminary review of the general section of comprehensive schools curricula of these countries show:
In the Danish curriculum participation, responsibility and understanding rights and duties are emphasised.
The Finnish curriculum raises issues on human rights, equality, natural diversity, preservation of environment and multiculturalism. Responsibility, a sense of community and respect for the right and freedom of the individual are emphasised. General diversity and gender equality are given significant attention.
In the Icelandic curriculum the major focus is human rights, collective responsibility, participation, influencing, and respect. Concern for people, animal and the environment are included in the curriculum. Critical thinking and reflection, active cooperation & collective responsibility are also emphasised.
The Norwegian curriculum mentions understanding, cooperation, independence, individual freedom and tolerance as important issues.
Swedish curriculum raises issues on respect for human rights, respect for persons and the environment. It considers inviolability of human life, individual freedom and integrity, equality between women and men, solidarity with the weak and vulnerable as crucial points. Sense of justice, generosity of spirit, tolerance and responsibility, well-being and development of the individual, no discrimination and personal responsibility were among the areas the curriculum lifted up.
The curricula in these five countries give room for democratic values. There are some variations on emphasises on specific issues. But all the curricula include issues of rights and responsibilities.
Keywords: curricula, democratic values, Nordic countries
This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on lessons on leadership qualities and voting for third grade learners in four schools, each dominated by either Black, Coloured, White or mixed groups of learners. Field work with an ethnographic approach and a qualitative strategy was used to gain access to empirical data. Policy and curriculum documents, guidelines and textbooks were used. Classroom observations in four classes and interviews with 14 third grade teachers were conducted. Theoretical concepts of construction, deconstruction and reconstruction are applied. Ulf P Lundgren's Frame Factor Theory is used to study school organization. Basil Bernstein's Pedagogical Devices are considered when examining the different levels of pedagogical activities. To be a teacher in South Africa one needs to attend at least two years of teacher education after completing high school. Teachers in the classes studied underwent their teacher education during apartheid years. Due to limited in-service training, they sometimes experience problems of understanding and interpreting the learning area, which they usually tackle by consulting documents, colleagues or school authorities. The learners' understanding varied based on their family background and type of school they attended. There were enormous differences in material, financial and organisational resources between classes and schools. The resources for teaching leadership qualities and voting were not, however, different between the classes. The lessons were teacher dominated and direct transmission was used as a method. The way teachers facilitated the lesson on leadership qualities and voting varied but all showed some democratic shortcomings. Apart from answering questions, learners were neither invited nor encouraged to participate to further their understanding of the theme. Limited aspects of leadership qualities were discussed, individual leaders' roles were emphasised and the teachers picked candidates for class leaders in three of the classes. It was also evident that the class environments were not suitable for critical or creative thinking and democratic upbringing. The schools reproduced norms, values, languages and cultures of the different groups. Officially, teachers emphasised the common national South African identity. This emphasis on national identity could disguise the injustice some groups experience in society.
The purpose of the study is to investigate reasons students with an immigrant background in one Swedish high school gives for their failure in some subjects at the end of their compulsory education. An interview with 18 students with an immigrant background is used as a method. According to the students, schools' employment of substitute teachers without subject knowledge, reducing and firing competent teachers and less time for Swedish language lessons are reasons for failure in relation to schools. Other reasons given that affect results relate to family issues; leaving their country of origin, having many siblings and not getting enough attention from parents, parents inability to help them with school work, limited family financial resources and social obligations to support family members in their country of origin. In their residential area; not meeting persons with Swedish origin, lack of recreational facilities and meeting place, higher unemployment and crime rate are emphasized as affecting their lives and influencing their results. Based on the research findings and reviewed literature, students' failure is mainly related to school, family and residential areas. The problems vary to a great extent, hence, the solutions should also bemulti-dimensional.
International practicum for what and on whose terms?
Getahun Yacob Abraham
Senior Lecturer
Karlstad University
The aim of this paper is to investigate about the aims of international practicum and who is benefiting from it. If it is found that one side, the North or the South, is benefiting, to look at the possibilities to reconsider the practicum in order to benefit both. Review of literature in the field and my own experiences as a Swedish university lecturer involved in the teacher students practicum in the South will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific focus of dealing with change taking place at home, the diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009; Marx & Moss, 2011; Wiken & Klein, 2017). Long time experiences show that in the movement of students from the North to the South, the economically and politically dominant countries can dictate the terms (Bosire & Brigham, 2009; Yang, 2002). In addition to that the countries in the center gain more advantages than the countries in the periphery (Barnet & Reggie, 1995).
Keywords: Internationalization, International practicum, teacher students, North, South.
Abraham, G.Y. & von Brömssen, K. (2018). Internationalisation in teacher education: Student teachers reflections on experiences from a field study in South Africa. Education Inquiry.
Barnet, G.A. & Yingli Wu, R. (1995). The international student exchange network. 1970&1980, Higher Education, 30, 353-368.
Bosire, M.M. & Brigham, S. (2009). Preparing North American preserivice teachers for global perspectives: An international teaching practicum experiences in Africa, The Alberta Journal of Education Research, 55 (3), 415-428.
Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program, Journal of Teacher Education, 62 (1), 35-37.
Wikan, G. & Klein, J. (2017). Can international practicum foster intercultural competence among teacher students? Journal of the European Teacher Education Network, 12, 95-104.
Yang, R. (2002). University internationalization: Its meaning, rationales and implications, Intercultural Education, 13 (1), 81-95.
This paper will investigate the aims of internationalisation and international practicum, with the focus on the later. It is important to consider whether both partners in the exchange receive benefits, and if not to reconsider the practicum arrangements to ensure greater equity of benefit. Review of literature in the field and my own experiences as a Swedish university lecturer involved in student teacher practica will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific goal of dealing with demographic change taking place in the student teacher´s home country. This demographic change has typically resulted in an increased cultural diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009; Marx & Moss, 2011; Wiken & Klein, 2017). Experiences show that in the movement of students from the North to the South, economically and politically dominant countries are more likely to dictate the terms of relationships (Bosire & Brigham, 2009; Yang, 2002). Viewed from another perspective, countries considered in the center due to their economic and political influence gain more advantages than countries considered in the periphery (Barnet & Reggie, 1995).
Denna studie tar sin utgångspunkt i hur lärare undervisar om den sociala utvecklingsdelen av "Life Orientation" i sydafrikanska grundskolan. Specifikt fokus ligger på lektioner om ledarskapskvalitet och om att rösta för tredjeklasselever i fyra skolor. Var och en av klasserna dominerades av antingen svarta, färgade, vita eller blandade grupper av elever. Ulf P Lundgrens ramfaktorteori användes för att studera skolans organisation. Basil Bernsteins "Pedagogic device" användes för att förstå olika pedagogiska verksamheter i klassrummet. Fältarbeten med en etnografisk metod och en kvalitativ strategi användes för att få tillgång till empiriska data. Policy- och läroplansdokument, riktlinjer och läroböcker analyserades. Klassrumsobservationer i fyra klasser och intervjuer med 14 tredjeklasslärare genomfördes. För att vara lärare i Sydafrika krävs minst två års lärarutbildning efter avslutad gymnasieskola. Lärarna i de klasser som studerades genomgick sin lärarutbildning under apartheidtiden. På grund av begränsad fortbildning och bristande erfarenheter av den nya läroplanen hade de ibland svårigheter att förstå och tolka det aktuella ämnet. Enorma skillnader i material, ekonomiska och organisatoriska resurser förelåg mellan olika klasser och skolor. Lärarna dominerade lektionerna och direkt överföring användes som metod. Det sätt lärarna höll lektion om ledaregenskap och om att rösta varierade, men alla visade demokratiska brister. Lärarna valde själva kandidater till klassledare i tre av klasserna. Det blev också tydligt att klassernas miljöer inte befrämjade vare sig kritiskt och kreativt tänkande eller demokratisk fostran.
Life Orientation: lessons on leadership qualities and voting in grade three classes
The focus of this study was lessons on leadership qualities and voting in grade three classes in four Eastern Cape schools. Frame factor theory and theory of pedagogical devices were used. The study employed text analysis, classroom observation in four 3rd grade classes and interviews with 14 third grade teachers as sources of data. The results of the study indicated there were differences among teachers when it came to understanding and interpreting the theme. The teachers interviewed have general qualifications but lacked training to teach this theme. Between the schools there were differences in manpower, material and financial resources. There were similar teaching procedures although there were differences in teachers' approaches. Learners' understanding was influenced by family background. In general, teachers dominated and controlled the whole procedure by proposing candidates and vote counters. Findings from this study could be relevant for teachers and other school personnel for their future commitment to teaching democracy by practising it. Keywords: Classroom, democracy, differences, leadership qualities, learners, life orientation, participation, South Africa, teachers, voting
The focus of this study is to find out about the neoliberal New Public Management entry into the Swedish higher education institutions, its effect and the possible alternative to it. The study is based on articles in academic journals, policy documents and government sponsored reports. The result of the study shows that the Swedish higher education institutions are influenced by New Public Management. This is visible as market characters such as efficiency, competition, quality control, customer satisfaction is highly valued at present in the higher education. There is also emphasis on manpower training for the labour market. Easily measurable knowledge for immediate use of economic growth are prioritized at the expense of critical and analytical knowledge. Higher education's autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasis on the importance of all partners in higher education to review the present condition in order to facilitate the possibility for keeping higher education (universities) as public autonomous institution, to keep academic freedom intact, to assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long term and short term research for immediate use.
Getahun Yacob Abraham
Senior Lecturer
Institution for Pedagogical Studies
Karlstad University
This study tries to assess the educational visions of two post independent African leaders, Kwame Nkrumah and Julius Nyerere. The focus is on, what could contemporary Africa learn from their visions on developing the welfare of society through education? To answer this question a literature review of their own works and other writers was conducted. The review shows that they emphasised on the need for education for further development in their own and other countries in the continent. They also focused on relating education with the local reality with due concern on the relevance of knowledge of the global reality. The instrumentality of education to change the life of the masses was given a vital place. For them education should aim at including all sectors of society and on creating equality among the population instead of contributing to evolving an elite class that selfishly prioritize its own interest than the society at large. They stressed that education should not be too theoretical in the expense of the practical activities. According to them the purpose of education should go beyond individual gains and take into consideration the welfare of the whole society. In line with their visions information technology and welfare development in the continent should be assumed in a way that benefits the broad masses.
Key words: contemporary Africa, Education, Nkrumah, Nyerere, visions
This study investigates how teacher education prepares student teachers to gain knowledge and experiences required to meet the needs of Swedish preschools with children with linguistic, religious and cultural diversities. The theoretical point of departure is Paulo Freire´s concepts of "generative themes", dialogue and transformation, through examination of articles, policy documents and other materials available in intercultural/multicultural education. Findings indicate: importance of preschool teachers understanding of diversity among colleagues, children and parents; listening to children; giving closer attention to parents' perspectives; helping children to understand and respect diversity; engaging with disadvantaged children's diverse experiences; using good examples that illustrate unity in diversity; considering conflicts relating to children´s rights; and dealing with curriculum and preschool practice. Exposing students to realities outside university may include inviting experienced preschool teachers, giving cases for discussion, showing films to be analysed, etc. Materials should show both opportunities and difficulties of working in intercultural/multicultural environments.
The purpose of this study is to investigate how teachers prepare themselves to play their role of developing their students critical thinking to understand the injustice and power relations in their society. The emphasis is on teachers as subjects and their role on preparing "critical citizens" (Moyo, 2013) that will promote democracy and social justice.
Teachers are expected to work with different functions of education such as qualifications, socialization and subjectification (Biesta, 2015). Kincheloe (2008) describe teachers in a critical context as follows:
Teachers working in a critical context rebel against the view of practitioners as information deliverers, as deskilled messengers who uncritically pass along a canned curriculum. Highly skilled scholarly teachers research their students and their communities and analyse the curricular topics they are expected to cover. In light of such inquiry, these teachers develop a course of study that understands subject matter and academic skills in relation to where their students come from and the needs they bring to school… (Kincheloe 2008, 118).
My attempt to understand the role of teachers is inspired by critical pedagogy. According to this perspective, teachers who are willing to give room for their students and encourage them to be critical citizens are considered "problem posing educators" (Freire, 1970), "radical teachers" (Giroux, 1983), "public intellectuals" (Giroux, 2011), etc. According to Freire (1970) these teachers recognize the role of "teacher-student" and "student-teacher"; they teach their students and they are also ready to learn through their students´ reflections and from their life experiences.
These teachers in addition to their good theoretical understanding are also activists in their society. Through participation in organizations such as teachers´ unions, local cultural and social associations they are well informed about the current issues and demands of their society.
In their classrooms, together with their students through "generative themes" (Freire, 1970) raises issues that are not only about school subjects but also relevant to the society at large. By using "dialogic metod" (Ibid., Shor & Freire,1987) they gradually approach the issues from different angels; this enable them to see inequalities and injustice some sectors of the society are experiencing. Beyond understanding, in practice they work on promoting democracy and social justice.
I would like to give two examples from the literature I reviewed. The first one is about an American high school teacher, who brought a leather soccer ball and put it in front of his students of Global Studies. He asked them to write anything about the ball and he told them they are allowed go to the front touch it and investigate it as they want. They wrote about it from different perspectives but all of them missed the text in small letters on the ball, that says Made in Pakistan. When the teacher showed them that, they started wondering why it was made in Pakistan, who produced it, how was the working condition for those who produced it, etc. This lead them to critically reflect and discuss even other issues related to materials produced abroad and the exploitative relations involved (Smyth, 2011).
The second example is about students from poor farmer families in Tuscany region in Italy. They were helped by their teacher, Don Lorenzo Milani to be aware of their underclass non-privileged position in their society and their school. Eight pupils from the school, Barbiana school wrote a book titled, Letter to A Teacher (Lettera). In their book, they criticized the school system for failing them and the privilege middle class children received in their expense (Mayo, 2013).
This study is about neoliberal New Public Management (NPM) entry into the Swedish higher education institutions, its effects and the possible alternatives to it. Academic articles, policy documents and government reports are used for the study. The results of the study show in the Swedish higher education institutions, NPM market characters such as efficiency, competition, quality control, customer satisfaction and manpower training for the labour market are emphasised. Easily measurable knowledge is prioritized at the expense of critical and analytical knowledge. Higher education's autonomy is to some extent violated, collegial leadership is replaced by appointee leadership, and staff are under pressure to follow instructions instead of exercising their academic freedom. Based on these findings I will argue against these trends and emphasise on the importance of all partners in higher education to review the present condition to facilitate the possibility of keeping higher education as public autonomous institutions, academic freedom intact, assure that higher education should have both professional and democratic contents, and that higher education should continue to undertake basic long-term and short-term research.
The purpose of this study is to explore the status of intercultural perspective in education in Sweden. The study is guided by three questions of what are the official views of intercultural perspective in education, why intercultural perspective is relevant for education and what are the possible ways of implementing it. Bennett´s definition of intercultural learning is considered as theoretical starting point for the study, 'Acquiring increased awareness of subjective cultural context (world view), including one's own, and developing greater ability to interact sensitively and competently across cultural contexts...' (Bennett, 2009, S.3). A general literature on intercultural perspective and a literature on the subject with specific focus on Sweden are referred for this study. The result of the reviews show the concept of intercultural education was introduced as a policy documents in Sweden as early as the 1980s; a serious definition of what intercultural was not considered; there is a general recognition of diversity based on language, religion, ethnicity, gender, etc; while recognizing diversity, the focus is on understanding differences; on helping the "immigrant" to integrate to the society; on stating laws and policies for protection against discrimination of different groups. There is a common understanding among the authors of the reviewed texts, that more should be done to develop intercultural perspective in the different levels in the education system.
Role models was one of the themes for lessons in the Foundation Phase in the South African Revised National Curriculum Statement of 2002 (RNCS; Department of Education, 2002). The focus of the article is to discuss how teachers understood, interpreted and presented the theme to their pupils and how their pupils responded to it. The study is based on policy texts, observation of lessons and textbooks. Foucault's concepts of normalisation and normalising judgment and Connell's concepts of masculinity and sex roles are used to analyse results. The results of the study show similarities and differences in understanding and preferences of role models by teachers and pupils. While teachers emphasised officially known people as role models, some pupils considered family members and other people in their neighbourhood.Mandela was a favoured role model in most classes. Even if the theme of the lessons was role models, I argue that the covert agenda is normalising pupils to the existing dominant social norms of the society.
Abstract: Freire's concepts and theories as a strategy to reduce poverty
Getahun Yacob Abraham, Senior Lecturer in Education, Karlstad University, Sweden
Ane Bergersen, Associate Professor Sociology, Western Norway University of Applied Sciences
The UN Sustainable Development Goals puts as its first goal, "End Extreme Poverty In All Forms By 2030" (UNDP, 2016). This shows poverty is one of the gravest problem in our planet. Most countries in Sub-Saharan Africa are reported as countries with low development index and extreme poverty (UNDP 2018, FAO 2017 & World Bank 2017). This paper will use Paulo Freire´s (1970) concepts "generative themes", dialogue and transformation to be able to discuss how themes can be raised, discussed and possible actions for change will be proposed. Some preliminary review of literature shows the relevance of universities considering themselves as public goods, including in their policies, their commitment to the development of their societies, giving sufficient attention to local and regional problems and devotion to educating a generation of students with critical thinking and devotion to transform their society. This paper will explore how universities in Southern/Africa could include Freire's concepts and theories in their research agenda in their search of causes of poverty and possible ways of reducing/eradicating it in their local and regional contexts.
Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students' learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher's intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher's understanding of themselves and on awareness of teachers' living and working conditions in a different culture like South Africa.
The focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.
This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students' doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher's understanding of themselves and awareness of teachers' living and working conditions in a different culture like South Africa. It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people "in reality" is something that really "grabs your heart".
This conference paper will address some problems facing Southern/African universities. Instead of detailed discussion of general problems facing universities in Southern/Africa, it will focus on universities relation to their funding partners such as the state and external donors, as well as their role as higher education institution in terms of teaching, research and the outreach/community services program. We believe postcolonial investigation into higher education helps universities to look into their past and its impact on their present. Through researching indigenous knowledge systems, they can find out about locally developed knowledge that they can integrate into their educational curricula. Concepts from critical theories could be used to analyse universities relations to their funders, their teaching-learning process, their research and their outreach to their communities. Specifically, through using critical pedagogic approach, they can prepare their students to critically view the reality of their societies, to find out their needs and to participate in the process of their transformation. On the base of these perspectives, hopefully universities could address the problems of inequalities caused by class, gender, ethnicity and race.
KEYWORDS: Postcolonial perspective, indigenous knowledge, critical theories, transformation, universities, societies, Southern/Africa.
Abstract ECER 2014
Nina Thelander
Karlstad University, Sweden
Network 25
Today, the importance of school results is stressed in political discussions as well as in public debates in many countries around the world. As school results are linked to economic growth international tests, as e.g. TIMMS and PISA, have become important tools in these debates as well as indicators for change in school systems. In our presentation we will use Sweden as an example where school results in international tests have led to changes in the national school system which, we will argue, has impact on children's rights in education in different ways. One illustration of changes outlined in the new steering documents is a stronger focus on "subject matter" emphasizing and requiring more and deeper knowledge in each subject in school where e.g. knowledge about children's rights is more explicitly stressed. In this presentation we want to highlight some of these changes and discuss what they might mean from a child rights perspective? In order to do so we will use ideas and concepts from Paulo Freire which, for instance, presents an alternative idea to "subject matter" teaching and discuss education from a somewhat different angel than expressed in today's national curricula and syllabuses. This example will be the starting point to a broader discussion about Paulo Freire's theoretical ideas and concepts in relation to children's rights in education.
To a large extent, researchers within the field of children's rights in education are anchored in theories, which in different ways are, linked to ideas and concepts outlined within the sociology of childhood, which this presentation is an example of. Even though sociology of childhood has been and still is a fruitful way to study children's rights in education specific educational theories and perspectives are claimed to be more highlighted and discussed (Quennerstedt & Quennerstedt, 2013)
In order to contribute to the theorizing of children's rights in education we will in this presentation elaborate the theoretical ideas and concepts of Paulo Freire and discuss his thoughts in relation to children's rights in education, with examples from Sweden. Apart from Freire's ideas about "subject matter" mentioned above his thoughts about the importance of good relationship between teachers and students, giving an opportunity for students to express themselves, and creating an open climate for conversation in the classroom is applicable with the intentions in the UN Convention on the rights of the child. The concepts such as oppression, banking verses problem posing education, dialogue versus antidialogue, generative themes, etc (Ferire, 1970) are also relevant for this work.
In their everyday work teachers, instead of just trying to feed children with knowledge as expressed in the banking concept, it is preferable to involve children to come up with their thoughts and wonderings to generate themes that they can assess together with other children and their teacher. The dialogue with each other and their teacher could give children more opportunities to learn, than the anti-dialogic method where they are passive recipient of what comes from their teacher. These thoughts of respect for children's self-expression, working method that invites for participation and enquiry are in line with the convention for the rights of the child. Taken together these ideas and concepts form our aim for this presentation: what can we learn about teaching children's rights from the theoretical perspectives and concepts of Paulo Freire?
The theoretical framework is drawn from Paulo Freires ideas and concepts ( Freire, 1970, 1974, 1987, 1998) as well as from the sociology of childhood (James & James, 2004). These theoretical frameworks help us to analyze and cast light on further understanding of children's rights in education. It will also help us to look closely to the Swedish primary school's curriculum (Lgr.11) and other policy guidelines. Here the focus will be on the impact of the curriculum and policy guidelines on teaching children's rights.
The study uses text analyses as a method. Convention on the rights of the child (UNICEF, 1989) and the Swedish primary school curriculum (Skolverket, 2011) are used to scrutinize what they provide on teaching children's right. The provisions in the texts are viewed and analyzed in relation to Paulo Freire´s concepts on education.
The expected outcomes of the presentation are to elaborate children's rights in education from Paulo Freire's theoretical perspectives. The presentation will also contribute to the ongoing discussion of theorizing children's rights in education. Our intention is to publish an article from this presentation.
Freire, P. (1970/2012). Pedagogy of the Oppressed. New York: Continuum International Publishing Group.
Freire, P. (1974). Education for critical consciousness. New York: Continuum International Publishing Group.
Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham: Rowman & Littlefield Publishers, Inc.
Freire, Paulo and Shor, I. (1987) A Pedagogy For Liberation: Dialogues on Transforming
Education.Westport: Bergin &Garvey.
James, A. & James, A,L. (2004) Constructing childhood: Theory, policy, and social practice. New York: Palgrave Macmillian
Quennerstedt A, & Qunnerstedt, M, (2013) Researching children's rights in
education: sociology of childhood encountering educational theory. In British Journal of Sociology of Education, 2014 Vol. 35, No. 1, 115–132, http://dx.doi.org/10.1080/01425692.2013.783962
Skolverket (2011). Curriculum for the primary school, Lgr 11. Stockholm: Skolverket.
UNICEF (1989). Convention on the rights of the child. New York: UNICEF.


text:
Divine Elixir
What's It Taste Like: A blend of the finest white and green teas infused with an orchard full of fruitiness. Subtle citrus notes complement the lychee peach fruitiness that are well balanced by the faint vegetal impressions of green tea and mellow white tea turning this tea into a veritable fruit champagne
When to Brew: I have this all-the-time. 6am - have some Divine Elixir, 5pm - have some Divine Elixir, Midnight - have some Divine Elixir. I love it
How I Brew: 1 teaspoon per cup for 2-3 mins in 70-80°C water. Be careful on timing as you don't want to leave the delicate green and white teas brewing
Ingredients: Pai Mu Tan White tea, Darjeeling Green tea, Chinese Fog tea, Sencha, Lung Ching, Gunpowder, Jasmine, Jasmine Jade Pearls, Mango bits, Papaya bits, Orange peels, Strawberry bits, Red currants, Sour Cherry, Apricot bits & natural flavour
Origin: China, India
Caffeine Content: Approx 15mg per cup


text:
Masút Vineyard and Winery, owned and run by Ben and Jake Fetzer, is the latest edition to the New Generation Wine Portfolio. Masút (a Native American word meaning 'dark, rich earth') lies within the newly established Eagle Peak AVA in Mendocino County, Northern California. The undulating contours of the coastal range's slopes offer a wide and varied selection of micro-climates that affect grape-growing in minute detail, creating diverse flavours and aromas across the 19 distinct blocks of Pinot Noir vines.
The brothers grew up in the vineyards of Mendocino County, their grandparents had moved to the area in the 1950's and their grandfather's passion for wine led him to establish Fetzer Vineyards in 1968. In the early 1990's the Fetzer Vineyard brand was acquired by Brown Forman and their father, Robert acquired the 1200-acre property Masút property in 1994. He purchased the property with the intention of growing the 'finest Pinot Noir possible' and began planting vineyards in 1997, the brothers were beginning to see the true potential of the property when their father died. More determined than ever, the brothers spearheaded a petition for a new viticultural area called Eagle Peak Mendocino County and decided to convert a barn on the property to make wine. The winery was founded in 2009 and in 2011 the first vintage was released. The goals of the Fetzer brothers remain steadfast, to produce a great bottle of Pinot Noir from this new growing region, to continue the family legacy in the wine business, and to have fun along the way.


text:
From 3 to 9 May, the seminar entitled "Critical Thought amidst the Capitalist Hydra" was held at the Center for Comprehensive Indigenous Training (CIDECI) in San Cristóbal de Las Casas, as the Zapatista Army of National Liberation (EZLN) had called for. Over the course of the week, more than 1,500 people from Mexico and other countries participated in the event. Many interventions were made physically, by writing, or audiovisual means, produced both by intellectuals and activists. The work sessions were facilitated and closed by the Zapatistas present at the event, including Subcomandante Insurgente Moisés, Subcomandante Insurgente Galeano, Comandanta Miriam, and Commanders David and Tacho, among others.
At the conclusion of the event, Subcomandante Moisés noted that "Our tasks, obligations, and thoughts are grand, so our comrades will leave with much to think about and to imagine. Go forth and speak to the rest of your comrades wherever you live, as we will have to find new ways of working together in the future to come."
For more information (in Spanish):
Cobertura audios, fotos y primeros escritos (Radio zapatista, mayo de 2015)
For more information from SIPAZ (in English):
Chiapas: EZLN renders homage to the philosopher Luis Villoro Toranzo and the Zapatista teacher Galeano (14 May 2015)
Chiapas: New communiques from the EZLN (21 March 2015)
Chiapas: threats against families sympathizing with the EZLN(29 December 2014)


text:
Ground For Reconsideration
Section 3. Ground for reconsideration
1. Errors of law
2. Errors of fact in judgment
The principle underlying this rule is to afford the trial court the
opportunity to correct its own mistakes and to avoid unnecessary
appeals from being taken. The grant by the court of reconsideration
should require no further proceedings, such as taking of additional
Section 4. Form of motion and notice to the prosecutor.
Form of Motion for New trial or Reconsideration
1. In writing
2. Filed in court
3. State the grounds on which it is based
4. If based on newly discovered evidence (for new trial), must be
supported by affidavits of witnesses by whom such evidence is
expected to be given or authenticated copies of documents to be
introduced in evidence.
Notice of the motion for new trial or reconsideration should be given
to the prosecutor.
Upon receipt of the motion for new trial/reconsideration, the court
should conduct a hearing regarding the motion in order to determine
the merits of the motion.
While the rule requires that an affidavit of merits be attached to
support a motion for new trial based on newly discovered evidence,
the defect or lack of it may be cured by testimony under oath of the
defendant at the hearing of the motion (Paredes v Borja, 3 SCRA 495).
Section 5. Hearing on motion
The purpose of hearing is to determine whether the
new trial is requested should be granted or not.
Section 6. Effects of granting a new trial or reconsideration
Effects Of Granting A New Trial Or Reconsideration
a. When a new trial is granted on the ground of errors of law or
irregularities committed during the trial, all proceedings and
evidence affected thereby shall be set aside and taken anew.
The court may, in the interest of justice, allow the introduction
of additional evidence.
b. When a new trial is granted on the ground of newly-discovered
evidence, the evidence already adduced shall stand and the newly-
discovered and such other evidence as the court may, in the interest
of justice, allow to be introduced shall be taken and considered
together with the evidence already in the record.
c. In all cases, when the court grants new trial or reconsideration,
the original judgment shall be set aside or vacated and a new
judgment rendered accordingly.
The effect of the granting a new trial is not to acquit the accused of
the crime of which the judgment finds him guilty but precisely to set
aside said judgment so that the case may be tried de novo as if no trial
had been conducted before.
Unlike the rule in civil cases, the remedy of the aggrieved party being
appeal in due time, an order granting a new trial rendered in criminal
cases is also interlocutory BUT is controllable by certiorari or
prohibition at the instance of the prosecution.


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Sound Therapy
Invite me to come and do a sound bath for your Group - firstname.lastname@example.com
Though sound healing is only now beginning to enter into the mainstream, it's been used as an Ancient Healing Modality for many centuries in different religions. Even scientists such as Nikola Tesla and Albert Einstein spoke of the importance of viewing everything in terms of Vibration, Energy & Frequency. It's not just those of us who are interested in spirituality and New Age concepts that are looking into this Ancient Eastern knowledge, but scientists as well, studying these sounds and how they affect the body Sound Healing is now scientifically proven.
"If you want to find the Secrets of the Universe, think in terms of Energy, Frequency & Vibration. – Nikola Tesla
Science has proven that everything is made up of energy and that everything holds its own vibration and frequency, which can then be increased or decreased. One person's vibration that they're emitting can then affect another person's energy, and science has proven this interrelation through studying quantum mechanics and our electromagnetic fields or auras. You can read more about the research The Heart Math Institute is conducting on the heart's aura and how we affect other people here . With that logic, since sounds also hold their own frequency, wouldn't it make sense that a specific sound's frequency would affect that of our own?
Various forms of Sacred Sound Healing Estelle uses when facilitating groups include Tibetan bowls, Gongs, Shamanic Drumming, Tuning forks, & Crystal Bowls attuned to the Solfeggio frequencies (See below for more information) the Chakras & the universal sound OM. The voice is also used and is a powerful instrument altering our brain wave patterns, all to release, balance, and create depending upon the sounds and intentions set.
The Solfeggio Frequencies
Solfeggio frequencies that make up the ancient 6 tone scale were used in Ancient Gregorian Chants of St. John the Baptist. These powerful frequencies given to the church & used in sacred music to keep the body, mind & spirit in balance & harmony were lost many centuries ago. Thankfully they were rediscovered by Dr. Joseph Puleo a physician & leading herbalist in the 1970`s and in the book the `Healing Codes for the Biological Apocolypse` by Dr Leonard Horowitz.
The Six Solfeggio frequencies are & that Estelle uses:
396 Hz – Liberating Guilt and Fear
417 Hz – Undoing Situations and Facilitating Change
639 Hz – Connecting/Relationships
741 Hz – Awakening Intuition
852 Hz – Returning to Spiritual Order
528 Hz – Transformation and Miracles (DNA Repair) the genetic blueprint of life
Other Solfeggio Frequencies lost and re discovered that Estelle uses for Physical & Emotional wellbeing are:
285 Hz - Heals wounds Emotional, Mental, Physical, Karmic
C 256 Hz - Nervous System/Whole Body, Root Chakra
G 384 Hz - Nervous System/Whole Body, Throat Chakra
"Sound is The Medicine of the Future" - Edgar Cayce
If a person is out of balance (physically, mentally or emotionally), sound healing has been shown to reduce tension, boost the immune system, increase endorphin levels and regulate stress-related hormones, to name but a few health benefits.
Services Estelle offers
Estelle offers Sacred Sound & Vibrational Healing using only the Highest Sacred Solfeggio Frequencies for the Healing of Mental, Emotional & Physical Issues by returning the Mind, Body & Spirit back into Balance.
Monthly Group Sacred Sound Bath in Liverpool
`LIKE` my Facebook Page `Infinite Vibrations' to be kept up to date on all the latest events and for the next class and or Email me for more details.
One to One sessions for a Deeper Personal Healing please Enquire for further Details
To Book a one to one session with Estelle please contact her via the `More` section top right of this page
`Incredible experience, I feel cleansed and humbled the following day. I've begun removing negative influences already - thank you! :)`
`Beautiful Sound Bath as always the singing bowls get me every time. Love, Love Love the track you played at the end.
Thank you so much With Love x`
`Estelle thank you so much for a fabulous evening. I have so missed you and your wonderful talent. I turned up at the venue feeling very ill getting there with horrific pain in my jaw, head, neck and shoulders about a ten on a pain scale of one to ten and extremely nauseous. After the session of wonderful sounds i felt so much better pain level down by half and I could physically see my mask of pain had disappeared. `
`I felt light and energised something I haven't felt since my last session in November. I have brain damage and had a subsequent stroke and cannot feel anything on my left side however during and after estelle's sessions I have feeling that cannot be described on the left side which has never happened during any other activity or resting. My jaw issue is relaxed and physically clicks back into position. I do not sleep due to pain however following the session I had the best and night sleep I have had waking refreshed and in half the amount of pain I normally have`.
`Estelle is a beautiful soul, very welcoming and warm and sets everyone at their ease. There is a very relaxed, friendly atmosphere and the new building is so spacious and warm. I would highly recommend Estelle's sessions I have not tried the Ecstatic Awakening Dance as that is beyond my abilities but I am sure that session is just as wonderful`.
`Wave upon wave of pure Love, Solar Plexus opens to these Sound Baths through EstelleThank you Namaste.`
`I AM still feeling the vibrations through my body, full of energy. Thanks Estelle for the great job you do, you help many people with this healthy & spiritual activity Blessings`
`Feeling energy & relaxing vibrations, good class as Always!!! xx`
`Pure Bliss Lush`
`Thanks for a wonderful evening. So relaxing and a lovely atmosphere. I will definitely see you again for another!`
`So healing I feel so relaxed after this evening`s session`
`Brilliant night, fantastic healing xxxx `
`Really good, as always!`
`I just love coming to your sessions it is a perfect way to release all the stresses of a stressful day`
`Simply Brilliant I tell everyone who will listen`
`Lovely like minded people who attend these events, all leaving in so much a better place than when they arrived `
`Just Brilliant I love the Solfreggio frequencies`
`Sparkly and Twinkly a Beautiful evening as always`
`Something always shifts with in me I feel so calm`
`I had the best night` sleep after last nights class Thank you I can`t wait for the next one`
Disclaimer: This work is complementary and not a substitute for any medical care clients are receiving. For treating symptoms, more Holistic healing methods and natural remedies are always encouraged alongside any other necessary medical treatment and for overall long term health and healing benefits. Always consult a health care professional as needed and iadvise me of any health issues you have beforehand.
Copyright © 2019 Estelle Dooley.com


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Valve technology has come a long way with many available features. Gas and liquid multimedia valves that are used in chemical analysis such as Gas Chromatography/Mass Spectrometry (GC-MS) and Liquid Chromatography/Mass Spectrometry (LC-MS), two analytical techniques, are used for chemical analysis and have very critical requirements. In this blog, we will discuss key aspects to look for when replacing a solenoid valve, and possible upgrades to increase reliability and efficiency.
In chemical analysis, samples are separated using chromatography and identified with the mass spectrometer. Gas and liquid multimedia valves are used for head pressure control, flow path selection, and calibration in these analytical systems. These instruments can call for critical leak rates in the parts per fractions of a cc/min range; these are critical leak rates that require very high-end valves.
All valves are not created equal. When selecting a valve for analytical systems one must do his or her research. If you base your valve selection for your equipment on the lowest price, you'll likely experience equipment failures due to high leak rates over the valve's life and low repeatability. Analytical systems require valves that can withstand fast response time, high flow and repeated operations while maintaining precision control to ensure highly precise and accurate test results. The valves should be compared on leak rates, reliability, types of materials used and subsystem availability.
Leak rates
Leak rate is one of the most critical specifications for a valve used in Gas/Liquid (GC-LC) Chromatography, and Mass Spectrometry (MS). Instruments that leak can introduce outside contaminants into the sample flow stream and negatively affect the analysis. This means product failure. The original valve specifications must match to ensure it can withstand the necessary pressure and temperatures in the existing system. Valves used in GC, LC and MS should be tested using a helium mass spectrometer to check for porosity and permeability of the seat and seal. Other features that need to be considered are maximum pressure capability, surface finish, power consumption, and seat and seal.
- Pressure will directly affect the leak rate. The higher the system pressure, the higher the potential leak rate — higher-pressure rating means better leak rate.
- Surface finishes are essential in guaranteeing a low leak rate. Elastomers have specific leak capabilities due to material porosity/void fraction and permeation.
- Ability to be analytically cleaned. The analytical cleaning process is essential to ensure the valves don't introduce background or any contamination into the sample stream.
- Seat and seal load are determined by the system forces and sealing surface quality.
- Coil power consumption or coil force determines the spring force and pressure that can be applied to the valve. Valves with the same total power consumption can have different leak rates due to design, maximum designed pressure capability, orifice size, and magnetic materials.
When selecting valves in Gas or Liquid Chromatography and Mass Spectrometry (MS), reliability and repeatability are of utmost importance. For a valve to have repeatability it needs a long-life cycle, high yield rates and a proven track record. When determining reliability in a valve you must evaluate the design, quality of material and manufacturing process and controls of the product.
Hit and hold
In high duty cycle applications, multimedia solenoid valves can generate heat at full voltage. In order to reduce this heat, higher-end valve manufacturers use Hit and Hold circuits. Hit and Hold circuits allow valves to be fully powered and remain in that state for a short time before voltage and current are reduced to lower levels, while still allowing the valve to remain energized. This procedure allows the valve to stay open with much less energy. This will also allow the valve to generate much less heat and decrease the power draw. As an OEM look for this type of circuit option in a valve to reduce heat, increase cycle life and reduce energy consumption.
Wetted material
Type of material is crucial for valves with critical leak requirements. The term wetted material is important to understand. Wetted material is defined as any surfaces and/or components that are (potentially) exposed to or in direct contact with the medium under pressure. A few more important things to know before selecting a valve are permeation rate, compatibility with certain fluids (specifically what your system uses), and potential out-gassing that can occur.
Finally, look for the availability of subsystems. A subsystem is a pre-assembled module that includes tubing, fittings, regulators, valves on a manifold and other accessories. A subsystem will eliminate the need to maintain multiple vendors and reduce the overall bill of materials, provide integration between components, create one single stream for technical support and customer service, and cost reduction in assembly and labor time.
Above is a Mass Spectrometry system that features two Parker subsystems. The backfill subsystem and calibration subsystem are examples of Parker's ability to provide customers with complete solutions. In these subsystems, Parker's Series 9 and Series 4 valves were specifically selected because they offer:
- Non-corroding passivated stainless steel
- Ultra-low leak rate tested at 1 x 10 -7 cc/sec/atm Helium
- Pressure up to 1250 PSI
- High-temperature capability in a small size
- Easy implementation of Hit and Hold circuits
- Operation with extreme repeatability.
All valves can be customized with several attributes and come in complete pre-assembled subsystems to reduce time and cost. Parker is proud to be the only company capable of offering a complete product selection with integrating manufactured components and custom assemblies. We are eager to help you with all your precision gas and fluidics needs.
Click here to view Parker Precision Fluidics entire product page.
Parker Precision Fluidics has over 30 years of experience in developing valve and pump technologies. Our engineers specialize in helping Original Equipment Manufacturers (OEM) to update original valves that are producing low yields.
Our applications engineering team is always available to provide recommendations and customize equipment to customer specifications.
To learn more, visit Parker Hannifin's Precision Fluidics Division or call 603-595-1500 to speak with an engineer.
Article contributed by Jonathan DeSousa, division application engineer, Precision Fluidics Division, Parker Hannifin.
Other related articles on this topic:
Solenoid Valve Selection for Harsh Outdoor Applications
Advanced Liquid Valves Expand Microfluidic Possibilities
How OEMs Can Improve Life Science Instrumentation Performance


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Before selling or producing food intended for sale, food businesses in Western Australia are required to notify or register with the appropriate enforcement agency. This will be either:
The agency that the food business is required to notify or register with will depend on the location of the business and the type of produce it will sell.
Local governments are the enforcement agencies for food businesses within their districts. If you are looking at starting a food business please contact an environmental health officer at the local government (external site) where your food business will be located.
The Department is the appropriate enforcement agency for food businesses related to:
If you intend to start a food business that requires you to register with the Department, you need to complete the following form and return it to the Food Unit:
Please return via:
Read more about registration of a food business.
The Food Act 2008 provides for certain types of food businesses to be exempt from the requirements of registration.
For more information phone the Food Unit on 9222 2000.
Alternatively you can fill out a Food Unit query form (PDF 207KB / Word 254KB) and return it to firstname.lastname@example.com
Public Health


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The Cool Returns program helps control demand and future energy prices — but only if you participate.
What is Cool Returns?
This energy management program allows you to help reduce energy use when demand for energy is at its highest. Brief, periodic cycling of the central air conditioning system can reduce the demand for electricity during this time. And that can help keep your energy costs down.
How does it work?
When you sign up for the Cool Returns program, Logan County Electric Cooperative installs (at no cost to you) a special Radio Controlled Switch on your central air conditioner.
Am I eligible to participate?
Electric cooperative members with a central air conditioner. Homeowners who have window air conditioners currently are not eligible.
Click to download the Cool Returns Rebate form or contact our office at 937-592-4781.
For more information email firstname.lastname@example.com to learn more.