text:
Woman born in Liverpool told she's NOT British because of little known law
Ella Mullin is faced with having to pay over £1,000 to become a UK citizen
Updated 16:32, 2 SEP 2017
A Liverpool-born woman has been told that she is not classed as a British citizen because of a little-known law.
Despite being born in Liverpool Women's hospital. Ella Mullin, was told by the Home Office she is not registered as British nor is she eligible for a UK passport.
The 20-year-old, who lives in Lark Lane, was told she will have to pay thousands of pounds for the privilege.
Ella explained that she grew up under the impression she was British, until she came to apply for her first passport at 16.
She said: "I have never had a passport. I spent the fist 16 years of my life thinking I was British.
"But for the past four years I have been repeatedly been refused.
"The last time I applied I was asked to prove I was a UK citizen but I could not produce the necessary documentation."
New £250m super road through Rimrose Valley to ease Port of Liverpool traffic
Ella fears she has fallen foul of a piece of legislation involving children whose parents were not married at the time of their birth - but who wedded at a later date.
The Legitimacy Act, 1976, states that people who have children together before they are married must re-register the birth of their children.
The legislation dates back to a period of time when illegitimate children could not inherit from their parents.
Ella Mullin who has been told she is not eligible for a British passport and she faces a Citizenship test which would cost a £1000 despite being born in Liverpool. Photo by Colin Lane
She added: "My mum and dad were not married when I was born. That is where the trouble started. My parents should have re-registered my birth after they were married.
They just didn't know at the time.
"I just don't understand any of this. All my family are British, but not me even though I was born here.
"And my mum was born in Canada so that caused more problems.
Still no arrests after 'guns and ammunition' found in Hoylake house
"A solicitor told me the Home Office fees for British citizenship are £1,163 and her fees are £1,700.
"Unfortunately I don't have the money.
Katharine Marshall from WHN Solicitors said: "When people who already have children together get married, under the Legitimacy Act 1976 parents must re-register the birth of their children, regardless of whether the natural father was included on the child's birth certificate at the time of original registration.
"You need to do this through a form LA1.
Delta Taxis has responded to claims cleaner was charged £14 for 2.2 mile trip
"The re-registration is not to grant the father parental responsibility - he'd already have this as an unmarried father, provided he was included on the original birth certificate - but for the child to be recognised as a 'child of the marriage'."
The Home Office has made contact to discuss with Ella and her family to discuss how this can be resolved.
If you have been affected by The Legitimacy Act email liverpool.news@trinitymirror.com


text:
Calès  es una comuna y población de Francia, en la región de Mediodía-Pirineos, departamento de Lot, en el distrito de Gourdon y cantón de Payrac.

Está integrada en la Communauté de communes Haute Bourriane .

Demografía

Referencias

Enlaces externos

 INSEE

Cales

redpajama_set_name: RedPajamaWikipedia


text:
Abraham Lincoln Carrier Strike Group supports Operation Inherent Resolve
By By NAVCENT Public Affairs U.S. Naval Forces Central Command / U.S. 5th Fleet
ARABIAN GULF, Nov. 26, 2019 — The Abraham Lincoln Carrier Strike Group (ABECSG) began air operations in support of Operation Inherent Resolve (OIR), Nov. 22.
An F/A-18F Super Hornet attached to the "Jolly Rogers" of Strike Fighter Squadron (VFA) 103 launches from the flight deck of the aircraft carrier USS Abraham Lincoln (CVN 72). Abraham Lincoln Carrier Strike Group is deployed to the U.S. 5th Fleet area of operations in support of naval operations to ensure maritime stability and security in the Central Region, connecting the Mediterranean and the Pacific through the western Indian Ocean and three strategic choke points. With Abraham Lincoln as the flagship, deployed strike group assets include staffs, ships and aircraft of Carrier Strike Group 12 (CSG 12), Destroyer Squadron 2 (DESRON 2), USS Leyte Gulf (CG 55) and Carrier Air Wing 7 (CVW 7). (U.S. Navy photo by Mass Communication Specialist 3rd Class Jeremiah Bartelt/Released)
Photo By: Mass Communication Specialist 3rd Class Jeremiah Bartelt
VIRIN: 191122-N-NF912-176
Close air support operations and defensive counter air support operations were carried out by Carrier Air Wing Seven (CVW 7) as part of broader CENTCOM counter terrorism operations in the region.
"Today's operations are a testament to how carrier air power can project well beyond the shore. It has tremendous reach," said Capt. William R. Reed, commander CVW 7. "The carrier strike group as a whole provides a robust military capability in the region, and CVW 7 remains ready to deliver that capability at any time if called upon."
The ABECSG transited through the Strait of Hormuz and into the Arabian Gulf on Nov. 19. ABECSG presence in the U.S. 5th Fleet area of operations (AOO), where it has operated since May, demonstrates the U.S. and its regional partners' commitment to the free flow of commerce, regional maritime security and freedom of navigation.
"The Lincoln team is on station and supporting the combatant commander upon arrival due to the diligence and professionalism of our crew and strike group counterparts," said Capt. Walt Slaughter, commanding officer of USS Abraham Lincoln (CVN 72), the flagship of ABESG. "As we navigate throughout the theatre, we will exercise our vast capabilities and interoperability with international partners, as a mobile and lethal force. We are the tip of the spear, and we will continue to work with our coalition allies to ensure regional security."
The U.S. 5th Fleet AOO encompasses about 2.5 million square miles of water and includes the Arabian Gulf, Gulf of Oman, Red Sea and parts of the Indian Ocean. The expanse is comprised of 20 countries and includes three critical choke points at the Strait of Hormuz, the Suez Canal and the Strait of Bab al Mandeb at the southern tip of Yemen.
Abraham Lincoln Carrier Strike Group is deployed to the U.S. 5th Fleet AOO in support of naval operations to ensure maritime stability and security in the Central Region, connecting the Mediterranean and the Pacific through the western Indian Ocean and three strategic choke points. With Abraham Lincoln as the flagship, deployed strike group assets include staffs, ships and aircraft of CSG 12, Destroyer Squadron (DESRON) 2, USS Leyte Gulf (CG 55) and CVW 7.

redpajama_set_name: RedPajamaCommonCrawl


This garden is divided into two sections, North and South Show, separated by a hedge of Carpinus betulus (hornbeam).
The South Show is planted with evergreens, small trees and shrubs producing a colourful display of berries and fruit in the winter months.
Miniature, dwarf and slow-growing evergreens and conifers demonstrate plants suitable for a small urban garden. Growth rates can vary from less than 2.5 centimetres a year for a miniature to up to 15 centimetres for a dwarf conifer. These plants add structure to a garden and provide year-round interest with their unique shapes, winter foliage, cones and fragrance. The shape or form of a conifer can be globose (round or spherical), prostrate (lying flat on the ground) or semi-prostrate, pyramidal (broad at the base and tapering to a point) or columnar (column-shaped). Many conifers provide food and shelter for small animals and birds.
Spring, summer and fall- flowering bulbs are planted in the evergreen garden area. A collection of low-growing, spreading sedums was planted around the conifers to demonstrate low-maintenance groundcovers that, once established, require minimal care or watering.
The North Show, also referred to as the Trial Garden, is made up of a series of small beds dedicated to plant trials. Wholesale plant growers and nurseries are welcome to showcase new introductions of plant material including annuals, perennials, vines, roses and shrubs.
The North Show is also used to exhibit a number of varieties of a particular species of plant in any given year. In the past, we have showcased heirloom tomatoes, sunflowers and dahlias. Recently we have also included plants suitable for containers.


text:
Q: How to pass in credentials when connecting to sonatype nexus (anonymous login disabled)? In eclipse, the m2eclipse plugin will prompt me for my credentials when I'm building a maven2 project. And it compiles fine.
But if I now try to run "mvn install" from the command line, I get an artifact not found error. How do I add the username/password into my pom.xml in order to solve this problem.

A: Which username password you talking about? If its the username defined in nexus repository then you can define in settings.xml where you defined the nexus repository.
<servers>
  <server>
    <id>releases</id>
    <username>xxxxxxxxx</username>
    <password>yyyyyyyy</password>
  </server>
</servers>

A: As far as I know there are no maven xml tags to configure that. Of course you could try prefixing the domain name with username and password like so:
http://username:password@yournexusserver/..

A: Maven will use the entries defined in your settings for the auth when prompted by Nexus. Just enter a server entry with the same Id that you are using for your repository (or mirror if using one), and that's all.

redpajama_set_name: RedPajamaStackExchange


text:
Lișeneț (în limba rusă: лишенец –  fără drept de vot), era o persoană lipsită de dreptul de vot din Uniunea Sovietică în perioada 1918 — 1936. Lipsirea de dreptul de vot a fost o măsură de represiune a unor persoane etichetate ca fiind "inamici ai poporului muncitor".

În Constituția Sovietică din 1918 erau enumerate categoriile de persoane fără drept de vot: cei care foloseau munca unor angajați, clericii, foștii polițiști sau negustori etc. În Constituția Sovietică din 1924 și în decretele care i-au urmat au fost introduse noi categorii de persoane lipsite de dreptul de vot.

A fi lipsit de dreptul de vot însemna mai mult decât a nu avea dreptul să aleagă fie ales. Un lișeneț nu putea ocupa nici o funcție plătită de stat sau vreo poziție guvernamentală, nu putea avea acces la institutele de învățământ superior, sau de  învățământ mediu tehnic.  Lișenții nu se bucurau de anumite privilegii și subsidii: sprijinul statului pentru găsirea unui loc de muncă, repartizarea de locuință din fondul locativ de stat, dreptul la pensie etc. Ei nu puteau fi membri ai kolhozurilor sau a oricărei alte forme de cooperative.

La rândul lor, membrii familiilor celor declarați lișeneț deveneau în mod automat persoane private de dreptul de vot.

În timpul sistemului raționalizării alimentelor din 1929-1930, lișeneții  nu aveau dreptul să primească rații.

Dreptul de vot putea fi reacordat de comisiile electorale locale după ce persoana în cauză făcea dovada angajării în munca productivă și dovada atașamentului fața de puterea sovietică. Autoritatea supremă în acest domeniu era Comisia Electorală centrală și Prezidiumul Comitetului Central al PCUS.

Constituția sovietică din 1936 a instituit dreptul la sufragiul universal, iar categoria lișeneț a fost desființată.

Alegeri
Grupuri de populație rusească
Frazeologie sovietică
Represiuni politice sovietice


text:
Uganda Police Blame Rebel Group ADF for Bombings in Capital
Halima Athumani
Ugandan police gather to inform people about terrorism risks and to increase security at Kisenyi bus terminal in the capital Kampala, Uganda, Oct. 26, 2021.
KAMPALA, UGANDA —
Police in Uganda are investigating two explosions in Kampala. A blast targeting a bus killed one person on Monday, and an explosion Saturday at a bar in the capital that left one person dead and several others injured. Police blamed both attacks on the rebel Allied Democratic Forces, an affiliate of Islamic State, and said arrests have been made.
At a news conference Tuesday, Ugandan police spokesperson Fred Enanga said the commander of the Allied Democratic Forces, or ADF, Muhammed Nkalubo, coordinated the bombings. Enanga also said police have caught three men involved in setting up the attacks.
"So far, we've managed to arrest three collaborators who were receiving money from the ADF sources and distributing it to their recipients, to their operatives and agents in the country."
He said the suspects, identified as Abdulrahman Waibi, Sanyu Nakitende and Aisha Katushabe, distributed $114,000 in connection with the attacks.
Uganda Police Investigate Bus Explosion That Killed 1 Person
Great Lakes Region security analyst Dismas Nkunda said it would not be surprising if the reports about the ADF are true, considering the group is based in the eastern part of the Democratic Republic of Congo. The group has been operating in the DRC for the past 20 years after being pushed out of Uganda. Authorities say the group is expanding to other countries in the region
Nkunda says the bombings could show new aggression on the part of the ADF.
"It would be a new chapter in understanding how the conflict in Uganda is going to be, if it's a terrorist institution that is bent on causing maximum harm."
The ADF, which opposes President Yoweri Museveni's government, has been affiliated with Islamic State since 2016, when Nkalubo pledged allegiance to the militant group.
On its Telegram page Monday, Islamic State claimed responsibility for the bombing at the bar, claiming members and spies of the Ugandan government were gathered there.
That evening, the bomb on the bus exploded as the vehicle headed to the Bushenyi district in western Uganda. One person was killed. The dead man was identified as Isaac Matovu, whom the police suspect was transporting the bomb.
No one has claimed responsibility for that attack.
Ugandan President: Deadly Bomb Blast Appears to be Terrorist Act


* 7. Which of the following should receive the highest priority to best serve your community?
* 8. Do you agree that the MI Transportation Plan incorporates MPO Long Range Transportation Plans, the Statewide Strategic Safety Plan, techniques from the Context Sensitive Solutions (CSS) process and other related transportation documents?
* 9. A component of the MI Transportation Plan long-range strategic vision for transportation is greater integration of the various modes of transportation a person might make in any one trip—such as car, plane, train, bus, bike, foot —so that residents have more choices and that there is a seamless connection between each mode of transportation. How important do you think this aspect of the long range vision is to the future of transportation in Michigan?
* 10. What two transportation concerns have most affected your daily life during the past five years?
These last questions are for statistical purposes only.
* 12. Please indicate your relevant age bracket.


text:
Q: simpler way for getting data from dictionary I have a dictionary:
The last entry of a tuple are the minutes when the goals were shot.
For example: Oscar a Brazilian player shot a goal in the 90th minute
players = {
    "Brazil": [
        (12, "Júlio César", "Goalkeeper", []),
        (4, "David Luiz", "Defender", []),
        (6, "Marcelo", "Defender", []),
        (13, "Dante", "Defender", []),
        (23, "Maicon", "Defender", []),
        (5, "Fernandinho", "Midfielder", []),
        (7, "Hulk", "Midfielder", []),
        (8, "Paulinho", "Midfielder", []),
        (11, "Oscar", "Midfielder", [90]),
        (16, "Ramires", "Midfielder", []),
        (17, "Luiz Gustavo", "Midfielder", []),
        (19, "Willian", "Midfielder", []),
        (9, "Fred", "Striker", []),
    ],
    "Germany": [
        (1, "Manuel Neuer", "Goalkeeper", []),
        (4, "Benedikt Höwedes", "Defender", []),
        (5, "Mats Hummels", "Defender", []),
        (16, "Philipp Lahm", "Defender", []),
        (17, "Per Mertesacker", "Defender", []),
        (20, "Jérôme Boateng", "Defender", []),
        (6, "Sami Khedira", "Midfielder", [29]),
        (7, "Bastian Schweinsteiger", "Midfielder", []),
        (8, "Mesut Özil", "Midfielder", []),
        (13, "Thomas Müller", "Midfielder", [11]),
        (14, "Julian Draxler", "Midfielder", []),
        (18, "Toni Kroos", "Midfielder", [24, 26]),
        (9, "André Schürrle", "Striker", [69, 79]),
        (11, "Miroslav Klose", "Striker", [23]),
    ],
}

I want to create a function that takes the team and a minute as input and returns the number of goals that were shot to that minute.
I tried it like this:
def score_at_minute(team,minute):
    global players
    goals = [goals for (number, player, position, goals) in players[team] if len(goals)>=1]
    goals_1 = [goal[0] for goal in goals if len(goal)>=1 if goal[0] <= minute]
    goals_2 = [goal[1] for goal in goals if len(goal) ==2 if goal[1]<= minute]
    all_goals = goals_1+goals_2
    return len(all_goals)

My function call looks like this:
score_at_minute("Germany",90)

Is there a simpler way or in the best way a one liner?

A: You can simply use list comprehension
# For Germany
# For less than 90 minutes
len([eg for _,_,_,g in players['Germany'] for eg in g if eg<90])

7

A: How about this -
def score_at_minute(x,y):
    return len([j for i in players.get(x) for j in i[3] if j<=y])

score_at_minute("Germany",25)

3

Another version -
score_at_minute = lambda x,y: len([j for i in players.get(x) for j in i[3] if j<=y])

score_at_minute('Germany', 90)

7

How this works -

*

*players.get(x) fetches the list of players and goals under the country x

*i[3] is the item that holds the list of goals

*When iterating over this, you will end up with a list of lists, where each sublist contains goals. [[],[],[],[24],[32,45]] .. etc.

*You can now flatten the list of lists by using [item for sublist in list for item in sublist]

*Then you can apply the filter over this list (less than equal to the input minutes)

*Finally calculate the length.

A: using items()
def score_at_minute(team,minute):
    for key,val in players.items():
        if key==team:
            return(len([j for i in val  for j in i[3] if j <=minute]))


Detection and treatment of Glaucoma is a specialty at DeHaven. We put our experience to work to help patients arrive at the best treatment option for their eyes.
DeHaven performed East Texas' first LASIK procedure in 1998, and we've performed thousands more since. Count on us as you decide if LASIK is right for you.


text:
Russian Court Rejects Crimean Blogger's Appeal
May 14, 2020 19:04 GMT
By Crimea Desk, RFE/RL's Ukrainian Service
Nariman Memedeminov appears in court during his trial in Rostov-on-Don on October 2, 2019.
A Russian military court has rejected an appeal by Crimean Tatar blogger Nariman Memedeminov to overturn his conviction on charges of inciting extremism, leaving him to serve the rest of his sentence in prison.
The May 14 decision comes as Russia is accused of stepping up pressure on bloggers and independent media critical of the Kremlin's policies.
Rights groups and Western governments have also denounced what they call a campaign of oppression targeting members of the Turkic-speaking Crimean Tatar minority and others who opposed Moscow's seizure of the Ukrainian peninsula in March 2014.
The majority of Crimean Tatars were against the Russian takeover of their historical homeland.
Memedeminov was arrested in Crimea in late March 2018 on charges his YouTube videos dating from 2013 to 2015 incited followers to commit acts of terrorism.
In his video blogs, Memedeminov discussed political developments, voiced opinions on Russian holidays, and called on Muslims to observe their religious norms. Most Crimean Tatars are Muslim.
In a ruling denounced by human rights and media-freedom watchdogs, a military court in the southern Russian city of Rostov-on-Don in October 2019 sentenced him to 2 1/2 years in prison.
During the May 14 hearing at the Moscow region's military court of appeals, Memedeminov called on bloggers and journalists to continue to report on human rights abuses in Crimea.
"I ask that you continue to pay attention to the persecution on religious, national and professional grounds on the territory of Crimea. I hope soon to meet with you directly and not through the bars," he said.
Ahead of the court ruling, the New York-based Committee to Protect Journalists called on the court to overturn Memedeminov's conviction, saying: "Forcefully transporting a Ukrainian citizen and independent journalist from Crimea to Russia and trying him in a military court on absurd charges is a violation of international legal norms, and the Russian authorities know it."
Crimea Desk, RFE/RL's Ukrainian Service
The quality and independence of Ukraine's media as a whole are still limited, and RFE/RL's Radio Svoboda is the country's most popular and trusted international broadcaster. Radio Svoboda is celebrating its 65th anniversary in 2019.
webteam@rferl.org
RFE/RL Reporters To Address Ukrainian Parliament Hearing On Journalists' Safety
Russia Jails Crimean Tatar Activist On 'Bogus' Terrorism Charges
Two Crimean Tatar Activists Briefly Detained Over 'Banned Symbols'
FSB Holds Crimean Tatar Activist For Questioning, Wife Fears Terror Charge
Veteran Crimean Tatar Activist Dies As Associates Detained By Russia


text:
Josef Labor (* 29. Juni 1842 in Horowitz, Böhmen, Kaisertum Österreich; † 26. April 1924 in Wien) war ein österreichischer Komponist, Organist und Pianist.

Leben
Josef Labor war der Sohn des gleichnamigen Vaters, der als Verwalter von Eisenwerken beruflich in Horowitz tätig war, und dessen Gattin Josefa geb. Wallner. Die Familie stammte aus Wien, war deutschsprachig und protestantisch. Der Vater hatte in jungen Jahren selbst komponiert. Labor erkrankte 1845 an Blattern und erblindete daraufhin. Nach ihrer Trennung übersiedelte die Mutter 1848 wieder nach Wien. Seine Schulbildung  erhielt Labor am dortigen Blindeninstitut. Seine musikalische Ausbildung erfolgte am Musik-Konservatorium der Gesellschaft der Musikfreunde u. a. bei Simon Sechter und dem Pianisten Eduard Pirkhert. Schon früh führten ihn Konzerttourneen nach Frankreich, England, Russland und Skandinavien und brachten Labor in Kontakt und spätere Freundschaft mit dem – gleichfalls blinden – König Georg V. von Hannover.

Bereits 1865 wurde er zum Königlichen Kammerpianisten des Hannoveranischen Hofes ernannt, nach der Besetzung Hannovers durch Preußen im Preußisch-Österreichischen Krieg, in welchem das Königreich Hannover an Österreichs Seite kämpfte, übersiedelte Labor mit König Georg V. 1866 nach Wien ins Exil. Hier wirkte er als Klavierlehrer, u. a. von Julius Bittner und Paul Wittgenstein, und war mit vielen, auch jüngeren, Musikerkollegen eng befreundet, u. a. mit Franz Schmidt. Auch die 19-jährige Alma Schindler (später Alma Mahler-Werfel) war Schülerin von Josef Labor.

Sein Klavierspiel wurde von der zeitgenössischen Kritik wegen seiner nicht bloß technischen Vollendung und "plastischen Schönheit" gerühmt, auch sein umfassendes Kunstverständnis wurde hervorgehoben. 1875 ließ er sich außerdem in Gmunden durch den Kirchenmusiker Johann Evangelist Habert zum Organisten ausbilden. 1904 wurde er durch die Verleihung des Titels "k.u.k. Hoforganist" ausgezeichnet. Auf Veranlassung seines Schülers Paul Wittgenstein wurden von der Universal Edition 1912 eine Auswahl seiner Werke auf Kosten der Familie Wittgenstein verlegt. Sein Teil-Nachlass befindet sich in der Wiener Stadtbibliothek.

Er ruht in einem ehrenhalber gewidmeten Grab auf dem Wiener Zentralfriedhof (15E-16-17). Im Jahr 1936 wurde in Wien-Ottakring (16. Bezirk) der Laborweg nach ihm benannt.

Werke
(Auswahl aus seinen gedruckten Kompositionen)
 Phantasie über ein Originalthema für 2 Klaviere op 1
 Scherzo in Canonform für 2 Klaviere op 2
 Quintett für Klavier, Violine, Viola, Violoncello und Kontrabass op 3
 Variationen und Fuge über ein Thema von Czerny für Klavier
 Sonate für Violine und Klavier op. 5
 Klavierquartett Nr. 1 C-Dur op. 6
 Sonate für Violoncello und Klavier A-Dur op. 7
 Fünf Klavierstücke op 8
 Phantasie für Orgel über die österreichische Volkshymne op 9
 Thema und Variationen für Horn oder Violoncello und Klavier op. 10
 Quintett für Klarinette, Violine, Viola, Violoncello und Pianoforte op. 11
 Orgel-Phantasie e-moll für zwei Spieler op 12
 2 Improvisationen (Benedicamus domino; Ite missa est) op 13
 Choralvorspiel über "Wer nur den lieben Gott läßt walten" für Harmonium op 14
 Orgelsonate h-moll op. 15
 Pater noster, Chor, Orgel, Streichorchester op 16
 Klavierquartett Nr. 0 B-Dur (1874)
 Streichquartett C-Dur (1888)
 Variationen und Fuge über eine schottische Tanzweise (Sir Roger de Coverley) für Orchester (circa 1899)
 Big Ben Capriccio für 2 Klaviere (1901)
 "Edward" – Ballade für Gesang und Klavier (1903)
 Konzert für Violine und Orchester G-Dur (1905)
 17 Praeludien über Intonationen der wichtigsten Choral-Offertorien nach der Editio Vaticana 1908 (1910)
 6 Kanons für Frauenstimmen (1912)
 3 Klavierstücke (1912)
 3 Lieder für gemischten Chor (1912)
 3 Interludes für Orgel (1914)
 2. Sonate A-Dur für Violine und Klavier (1914)
 Konzertstück I für Klavier (linke Hand) und Orchester (1915)
 Konzertstück II für Klavier (linke Hand) und Orchester (1916)
 3. Sonate E-Dur für Violine und Klavier (linke Hand) (1916)
 Klavierquartett Nr. 2 c-moll  (linke Hand) (1916)
 Quintett für Oboe, Klarinette, Horn. Fagott und Klavier (1921)
 Divertimento/Serenade für Flöte, Oboe, Viola, Cello, Klavier (linke Hand) (1923)
 Konzertstück III für Klavier (linke Hand) und Orchester (1923)

Literatur

 P. Kundi, Josef Labor. Sein Leben und Wirken, sein Klavier- und Orgelwerk. Nebst thematischem Katalog sämtlicher Kompositionen. 2 Teile. Diss. Wien 1963.

 Michael Wittmann, Josef Labor – Werkchronologie, Berlin 2020

Weblinks

 Lebenslauf und Werkverzeichnis von Josef Labor
 Josef-Labor-Denkmal in Wien

Einzelnachweise

Komponist (Österreich)
Komponist (Romantik)
Klassischer Pianist
Klassischer Organist
Musiker (Wien)
Person (Cisleithanien)
Person (Kaisertum Österreich)
Österreicher
Geboren 1842
Gestorben 1924
Mann


Since the release of Batman vs Superman last year, Gal Gadot's entire world has been changed by one woman – a wonder woman to be exact. And now the Israeli actress admits, they're blending into one.
Headlining one of the biggest movies of the year, you'd forgive a little evasive, superior 'divatude'. Happens to the best – and the worst – of them.
But Gadot is as sparkling, outgoing and completely down to earth as she was during her early days in The Fast and the Furious franchise.
Sitting upright on a short, black chair, she sways and giggles in a rainbow cocktail dress, complimenting her never-ending long limbs. Over her shoulders is a black suit jacket, with her dark locks tied in a simple plait, her chocolate eyes dancing and winking.


Every now and again I read something that resonates so greatly I have to share it and the best platform I've found is here. I so very much appreciate all the people who take the time to read my blog posts (commonly called my boring blog by my very supportive family lol).
My stats tell me there are many of you, from all over the world, reading my posts and I trust they are useful to you. Your views are anonymous in case you're worried, I just get raw data. Enough to make me want to know more about you, what your interests are in my work, how I can engage with you, enlighten you, empower you.
Please leave a comment here, private message me from my Facebook page, or give me a call. I love a bit of a chat, especially about my favourite topic, the education and care of children. I will always get back to you, you are my priority.
Anyhow, back to the reading from Jen's amazing blog. It's really difficult to conceptualise the notion of love and I think Jen has nailed it in her blog. I won't spoil the surprise or quote Jen's words, I just want you to enjoy the beauty of her work.
Before I share, I want you to know Jen and I both write long blog posts. When I'm moved to write it just flows, I suspect Jen might be the same. I'm telling you this for a very important reason. There are two parts to Jen's blog post. The second is the best piece on reflection I've read for a long time, so please persevere and read to the bottom so you can enjoy an ah ha moment as I have. Without further ado here it goes. Click on the link to go to Jen's page. Thanks for your permission to share here Jen!
Controversy can promote passion, arguments, reflection, conversations needing to be had. Take the lovely pink haired Deanne Carson and her cameo on our nations TV. Saying what needed to be said and promoting international controversy.
Deanne was talking about creating a culture consent, and this is very much needed in our fast paced culture where children and young adults have access to harmful media and other dangers. She was also talking about creating a culture where we are compassionate, kind, respectful, generous and empathetic towards each other. In other words a fully functioning caring society where everyone is heard and valued.
This message got lost in the sensational headlines and people not understanding the message. Or being afraid this message wouldn't meet their ends. The vitriol Deanne experienced highlights the urgent need for this conversation, for changes to our society. As does the violence perpetrated on our youngest and most vulnerable and young men and women trying to negotiate their adolescence.
It's so easy for the media to extract pieces to make sensational headlines on a quiet news day, they also need a lesson in consent and how to treat people with respect. The pressure of being, in Deanne's words, "given a little bit of information before being rushed into a booth minutes before going to air, cabled up with a mic and earpiece by a really lovely tech guy, and told to stare at the light on top of a very large and intimidating camera" is immense. It's terrifying knowing you're being broadcast live to the nation.
For people working with children, practicing respect and seeking to engage with babies and toddlers through care routines is part of what we do, a natural part as one teacher Elinor shared on a post about Deanne's comments. By the way, in case you're wondering, educators, teachers and leaders were overwhelming supportive of Deanne's intent.
Here's Elinor's comment "I have been fascinated by the response to this. I reflected on my practice which is based on RIE etc. I thought... well I KNOW I am respectful when changing nappies but I don't actually ask permission... funny thing is yesterday when changing nappies I caught myself... I so do ask permission to change their nappies. Not in the weird way it's come across in the article but naturally.
I actually watch my children to see when they are drifting between tasks and... even with the crawling babies... will ask eg... Annie may I please change your nappy, signing nappy to them at the same time. Their response as their eyes light up and they come running / crawling over to me says the lot... they have just given me permission. Through the nappy change they take the lead how the change goes... I tell them... I'm just going to take these pants off for you etc but that's only a small part of it... we chat, play, tease, laugh... and they tell me long complicated stories..."
I suspect reading this many mums and dads will be nodding, that's exactly what they did or do with their little ones. Especially the chat, laugh, play and tease. Peekaboo keeps everyone occupied. That's what Deanne was talking about.
So let's keep talking and supporting each other as we negotiate this society where compassion and joy seem to be suffering. Lets ensure the next generations are able to experience and share empathy, respect, kindness and generosity. Isn't that a society we would all be proud to live within. These building blocks start in the early years.
Here's Deanne's piece via New Matilda.
Shock horror, talking about transitions to school when the year has just begun! Well now is the time we should be talking about how children are prepared for school in a cohort entry system where children can start from the age of 4. Within one class teachers may have children with a wide range of ages and development, with varying readiness for the types of learning they will be required to attempt in primary schools.
I have a short confession to make here. I was a free range country child, I didn't go to any sort of early childhood service. I started school, as kids did a while a go, when my mum sent me to school with my brother when I turned 5. I don't remember that first school, I was only there a few months. I do remember the second one. I wasn't ready to sit still, actually I'm still not, and my teacher did not appreciate my skill of being able to write equally well with both hands. So out came the ruler for my left hand writing. I was also a precocious reader, able to manage the early readers really well after devouring them with my brother and being read to, and was kept repeating these until some other kids caught up. Suffice to say I didn't really enjoy school very much initially.
My point in sharing that story is that things have really changed for our children. There seems to be much more pressure on children to achieve highly and achieve early within a narrow set of academic skills. Supposedly to prepare them for their next stage in education while they should be enjoying their early years. Many more children are attending early childhood services where the Early Years Learning Framework and children's interests are intended drive the programme.
Children learn in their own ways and at their own pace, and too much too soon can really affect children's future learning, social skills and emotional and physical development. The conversations I've had with educators, leaders and families show there is currently a disconnect between parental expectations and best practice in early childhood education, especially for children in their final year before school.
So what can educators and leader do to challenge this disconnect and ensure families understand how their children are benefiting from their time engaging with their peers and adults in a stimulating play-based environment? It's just playing isn't it?
The research is in. While children are engaged in quality early childhood education, they have the opportunity to socialise and interact with other children and adults, developing dispositions for learning that will set them up for future success. Research shows children's learning in their early years makes a big difference to the rest of their lives, lets quickly look at brain research.
Children's brains develop rapidly from birth until about 6 years of age, with the brain going through cycles of growth and pruning. The experiences children have at this time play a key role in engraving the circuits that will endure, for example engaging in discussions, enjoying stories and playing games develops children's language circuits and experiencing unconditional love, acceptance and joy enables their temporal lobe to develop the capacity for hearing, emotions and future learning. Children's developing brains is a whole blog post on its own.
understand and develop their own capabilities to be confident, competent learners and communicators.
communicate with their peers and adults, playing with language and humour.
So how do we prepare children for school? By fostering all of the above and enabling children to develop their dispositions for learning.
How do we let parents know this is what we do, how we do it and why we do it? Please share this article with them by adding the link to your sharing platform, such as StoryPark, or print this for your parent notice board.
PS I sent out messages to my primary school teacher friends about the top things they want children to know when they start school. I'll share this in my next blog post.
I met the most amazing little boy working with a team last week. He was one of those kids who make it really hard for educators to name their children, you know the ones. The ones whose behaviour you remember long after they have moved through your life. The ones you often wonder where they ended up, what more you could have done with them and for them and their families.
Some children are the casualties of their environments. Those children who come from stressed households where mum and/or dad is just keeping it together for their children under really difficult circumstances. The families where the local people say 'oh, she's from that family' as if it explains everything.
The children whose behaviour is so severe that other children and educators get hurt when they lose control. Children under school age are more vulnerable to their environments than at any other age. These years set the patterns for children's lives and educators and leaders in early childhood education and care services have a unique opportunity to impact on these patterns, to change the life of that child and by doing so influence change in their family.
Okay so you're now shaking your head and thinking, well that would be fine but what about the other children. What about my bruised shins and these bite marks from last time I had to pull this child off another they were hurting. What about the mum who comes in and won't talk with us about these issues, who is not responsive to what we say. Who won't do anything about her child.
Yes, it's not easy. Yes, not having that child in the service would make your life so much easier. Yes, asking the parent to remove them might be the best idea. So, what's generally happening for Jack, I'll call this wee boy Jack because I'm protecting his privacy.
Jack's mum loves him so much and she's really worried that every time she goes to pick him up someone makes a bee line for her to tell her he's had a bad day, he's hurt someone, his swearing is offensive, he's not welcome in this place. I could talk a bit about intergenerational issues and mum/dad's possible experiences at preschool/school here, but let's stick to talking about Jack. Let's find some ways for him to develop a sense of well-being and belonging in this place so he sees himself as a competent learner and in doing this, begin to change this negative dynamic for his family.
Spending time talking with stressed families, I know that every parent wants their child to have a better life than they had as a child. Than they have as an adult. Some parents can break this cycle themselves. Often educators change their families through their study, there is research about the effect maternal education has on children's future achievement. Another of my favourite topics. Let's get back to Jack. Mum is his primary caregiver so I'll use 'mum' for the rest of this piece.
When Jack arrives each morning, educators brace themselves for the impact, other families look at their precious child and wonder if they will be safe from Jack today. You can see children being told to keep away from 'that boy' today.
Jack and his mum walk into this atmosphere. It's hostile. Immediately Jack goes into fight or flight mode because he doesn't feel safe, especially if he's already under stress from home that day. Fight or flight is linked to the part of the brain Jack is struggling to develop because of his environments. His fists are up, he doesn't want to stay, he's trying to escape to run to the safety away from this hostile place. Oh boy, it's not going to be a good day for Jack.
So, what if Jack and his mum came into an environment where educators immediately get to his level with a big smile and greet him with gentle words and touch, and his mum with a positive comment. What if educators talk with Jack about something he did the day before that he enjoyed. What if the friendship educators have cultivated between Jack and another child is talked about, that this child will be here today and let's get that thing you enjoyed doing together yesterday out again. What if they know about what he enjoys and have this ready for him each day, consistently. What if there are choices, real choices for him and he has the time to explore and choose what he wants to do for the day.
And most importantly, what if this was the response from every educator, every day at drop off and pick up? What if educators engage with mum with a smile and a comment to build her confidence, get to Jack's level and really engage with him and show mum he is welcome in this place and that he will be well cared for?
These strategies will take time to work and often one or two educators with whom Jack connects to take the lead. A consistent person who tags another consistent person when their shift ends or they're on a break so he always has a safe person. And so on until all educators become safe for Jack to be with. Until mum can come into the centre with a smile, excited to hear about what Jack's done today and pick up a happy boy who is buzzing to tell her about his day.
The key is consistency. This also doesn't mean behaviours are ignored, these still need to be acted on particularly if others are getting hurt.
It does mean setting the child up for a good day by ending the previous day on a high note and beginning the day with a positive interaction. This impacts on the child's whole family. When mum sees Jack as a child other people genuinely enjoy being with, she will be proud of her child, knowing he is loveable and has potential that others can see too.
Leaving a family with a positive view of their child changes the dynamics of their family. This in turn improves the behaviour of the child and leads to the educators, leaders and families in the ECEC service seeing him in a positive light. When the child comes to trust settings outside his home, he begins to lose that flight or flight instinctive reaction, developing those other parts of his brain so important for future self-control.
A small Jack story. Jack came from home with some sweets in his pocket. Him mum had tried to remove them and had given up, not wanting to upset him on his way to preschool. An educator seated with him started a conversation with him about the sweets. She asked him to show her, and admired his treasure; she asked what he thought might happen to these if other children saw them. Jack was adamant he wasn't sharing. The educator acknowledged that and made comment about there not being enough to share with everyone. He nodded at that logic. She asked Jack what he wanted to do to ensure the children didn't eat his sweets.
He thought for a bit and looked to the educator. She suggested he could give them to a trusted adult, giving him three suggestions of people who were trustworthy in Jack's eyes. She left him to think about his choice. When he made up his mind he went to the safe place he'd chosen and left the sweets, then headed out to play. No dramas. He went back and checked occasionally, even sneaked one to eat. That was okay as he learns to trust. Picking your battles and scaffolding the learning are important ways to effect positive, sustained change in children's behaviour because they are children first.
Take some time to reflect on the strategies the educator used with Jack and list these.
What strategies did the educator use that might be useful to use with children you know?
What made these strategies successful for Jack?
What might have you done in a similar situation?
How could educators ensure these strategies were consistently used with children?
Remember, strategies you use for children like Jack are useful for all children.
The Director at Jack's preschool made this comment about Jack's progress: We have been positively engaging with him as soon as he arrives through getting down to his level, giving him a hug, engaging in conversation and some 1:1 time with him. We then re-direct him to another safe/trusted educator who will work with him 1:1 to build up his sense of belonging and self-worth. The leadership team is always available to tag in if necessary, our doors are always open for him to come in and have a break from the other educator for a short period. His 1:1 time has paid off as he is now starting to interact with peers in small group activities. Over time, these small groups will become increasingly safe for him, until he's in a position where he can interact in these settings without needing educator support. That's our goal, at least!!
There have been a few questions on the Facebook pages I follow about what services need to do to prepare for an assessment and rating visit. Sometimes these are a call for help, sometimes a request for confirmation the service's team are on the right track. There's always that sense of nervousness, even if the team is confident the service is operating well and meeting the National Quality Standard. This nervousness also happens on the second time around when services have already been rated Meeting or Exceeding.
The nervousness comes from that fear of not doing well, of failing to meet standards and therefore failing their families and community. Staff changes can mean that few of the educators and leaders were present for the previous assessment or staff may have been involved in an assessment that didn't go well. Let's face it, none of us like having our practice and the practice of our service put in high focus by regulatory authority officers or any other offical government visitor.
Having been in the role of official government visitor, and experienced first hand the nervousness of being 'inspected', I'm seeking through this post to put teams at ease around visits by providing some information about how this all works and why it's important.
So why are services assessed and rated?
The short answer, education and care services are assessed against the National Quality Standard to ensure they provide a safe and engaging learning environment for children. All people want children to be safe and well cared for and this is one way to check how well this is done in education and care services.
The National Law and Regulations provide a legislative platform for the quality improvement of education and care services for all Australian states and territories. The National Regulations outline the process for assessing and rating education and care services against the National Quality Standard. The National Quality Framework shows how the legislation ties together and the Guide to the National Quality Standard provides services with the details needed to guide them towards meeting legislated standards.
Education and care services are assessed and rated by trained authorised officers from local regulatory authorities. Authorised officer training is undertaken by ACECQA for all states and territories, and ACECQA provide guidance to the sector about the process and other matters of quality improvement. By training the authorised officers (lets call them assessors here), ACECQA is working hard to ensure national consistency in both the rating services receive and the processes of regulatory authorities. They also ensure services are kept informed by providing information and training. The ACECQA website is a mine of useful information, take some time to explore what's on offer.
So, what do services need to do to ensure the assessors visit is successful?
Again a short answer, show the assessors how leaders and educators are providing a safe and engaging environment for children. Demonstrate how quality improvement is embedded in practice and how this impacts on outcomes for children, their families, educators and the community. Share and celebrate your place and your education and care community.
Services are required by law to be working on a program of quality improvement and documenting this in a Quality Improvement Plan (QIP). This involves educators and leaders knowing what they do well and what they need to work on. Critically reflecting on these aspects of practice, enables educators and leaders to plan how they will improve practice over time. The QIP provides assessors with an insight into how your service operates so it's important the QIP is a living document with evidence of how the team is working on the QIP goals.
During the visit, assessors follow a set routine as they gather evidence to determine ratings. Assessors will observe practice, observe interactions with children and families and look at the resources and environments. They will takes notes on what they see and check these examples meet standards.
Assessors will discuss the practices they see and ask questions of educators, leaders and families. They will be looking at what you do and asking you to explain why you do what you do, in other words to critically reflect on your practice and justify this professionally. This is the time for educators and leaders to shine, to showcase intentional practice and engage in professional discussions with assessors. Remember by discussing practices, assessors just want to clarify how these are meeting standards and they may also provide you with some suggestions about practices.
Assessors will sight documents required by law, like the QIP, and look for evidence of how the standards are being met in policies. Assessors will take note of what is written in policies and procedures and check these are being followed by all educators, for example the nappy changing procedure must be followed by all educators changing nappies. They will check how you are implementing the approved learning framework for your service type; how the principles, practices and learning outcomes are embedded in planning for and assessment of children.
It's important to not doing anything differently on the day with the aim of impressing assessors. Children will tell on you, you know they will! Seriously, assessors want to see business as usual on their visits so they can give an accurate assessment of practice. It makes educators more nervous if they are asked to do something different on the day. This is often reflected in their practice and will therefore reflect in the rating.
Assessors are not there to trick educators and leaders. They are there seeking to find evidence of how standards are being met so they can accurately rate the service overall. Assessors want services to provide quality education and care so use their visit to seek feedback on how you can improve practice at your service.
And finally, enjoy your visit! Use it as a professional learning opportunity and share your successes.
Please let me know if you would like more information about the assessment and rating process and how to prepare for your visit. I can come and visit your service to review how well prepared you are and give you some feedback for improvement. You can contact me on 0452 374 733 or at julie@collaborativetrainingsolutions.com.
Wow, it seems these days I just need to reflect on something and one of my friends provides me with the information I need! I'm in the process of writing a workshop in Engaging Children and today am adding some information about interactions and brain development and up pops a video on StoryPark from the lovely Nathan Wallis. Nathan comes from my old place so we've met a number of times and I've enjoyed his brain development workshops. He's awesome, so knowledgeable and personable as he shares his passion for quality ECEC.
Here he talks about The crucial dyad relationship for infants. Enjoy!
I've been enjoying engaging with educators and leaders on Facebook on various early childhood community pages. Many of the questions asked resonate from my work with educators and my own experiences. My comments often involve looking at current practice and reviewing how this could work more effectively for the educators, the children and their families.
The concept of self review has been around for a while. The idea that practice is observed, reflected on, discussed, analysed and changes made to improve practice. So how does self review work? How do educators and leaders take time from their busy day to undertake this process?
Self review involves educators and leaders taking a look at their practices and deciding what they would like to replicate or change by identifying what's working well and what's not. It begins by noticing some aspect of practice and wondering how this impacts on children's well being and learning. It is part of everyday practice to notice what is happening, educators do this hundreds of times each day and make practice decisions from what they notice.
The next step is reflecting on what was noticed and discussing this with colleagues, formalising those practice decisions. There is always room for multiple voices in these discussions so including the children's ideas is powerful. They can offer some insightful and creative comments! Together plan some aspects you want to look more deeply at, for example one of the recent topics of discussion was about transitions to group times.
For this topic educators might ask: How are children experiencing these transitions? How are transitions supporting how we implement our program? What are the children learning from the activities they are transitioning to?
Gathering information to answer the review questions is the next step. This can take many forms. Observations of practice; children's and educators' voices; video and sound recordings. The key is to have evidence that is a fair representation of the practice under review and that provides enough information to inform judgements about the practice.
Analysing the evidence gathered allows educators to see patterns or trends, issues that might recur and those gems from children. Being open to the information gathered allows the review participants to make good decisions about what to do next. This may be very different from the original idea for the review or the information may confirm current beliefs.
Taking action using the information from the review is a powerful way to improve practice. Evidence based reviews support leaders and educators to empower change, even in the most reluctant educator! Remember to record the review process and add this to your Quality Improvement Plan (QIP). Follow up on the changes made over time to ensure the actions taken are improving quality.
So there's a quick outline of steps you can take to review an aspect of your practice. I am in the process of developing some resources to support you further. Watch this space as I will be sharing these here.
Please contact me on 0452 374 733 or julie@collaborativetrainingsolutions.com for more information.
The Australian Children's Education and Care Quality Authority, more commonly known as ACECQA, has announced changes to the National Quality Framework (NQF) from October 2017. This is big news for our sector. I will endeavour to outline what this might mean for you with my interpretation of the changes and content from and links to the ACECQA website.
The upcoming changes to the legislation have been discussed for some time and the Regulatory Impact Statement or RIS explored the possible impacts of these changes on the sector. Many of you may have had the opportunity to provide feedback along the way when consultation with the sector occurred. A summary of the changes as they relate to the RIS can be found on the ACECQA website.
Changes will commence on 1 October 2017 in all states and territories (except Western Australia which will commence by 1 October 2018). The revised NQS and some related changes will commence on 1 February 2018.
The October 2017/February 2018 timeline gives services time to explore how the changes might affect them; allows state regulatory authorities time to change how they assess and rate services; and allows bodies such as ACECQA time to develop supporting information to assist regulatory authorities and services to implement these changes.
The most important thing the sector can do at this point is to take note of the changes that will affect them, for example changes to family day care should not affect a long day care service while the revision of the NQS affects all services. Services due to be assessed and rated prior to February 2018 should be rated using the current NQS content and process.
The changes to the NQS are positive ones with the removal of the ambiguity of some of the standards and underlying elements. The revised NQS reduces the number of standards from 18 to 15, and reduces the elements from 58 to 40. The wording of the new standards and elements are designed to provide clarity about what these look like in practice, with the aim of improving national consistency in the assessment and rating of services.
When I completed my Authorised Officer training, I found it time consuming to rate each of the current 58 elements as met or not met. This was due in part to the overlaps within the elements and across the standards. These required checking to ensure consistency and fairness. The reduction to 40 elements should support authorised officers to complete their assessments more efficiently and support services to review and implement the elements more effectively. It should be clearer what is required so all stakeholders better understand how to implement the NQS.
There are also changes to the Exceeding and Excellent ratings. The new requirement from February 2018 for the Exceeding rating is that all standards in a Quality Area need to be rated Exceeding NQS for that Quality Area to be rated Exceeding NQS. This means that services currently rated Exceeding while having a Meeting rating for some of the standards, would be rated as Meeting the NQS after the February 2018 changes, not Exceeding. Only services with all standards rating as Exceeding would be rated Exceeding the NQS.
Currently, services with an Exceeding rating overall can apply for an Excellent rating. That means if some of the standards are Meeting, services can still apply. Post February 2018, only services rated Exceeding NQS in all Quality Areas will be eligible to apply. The removal of the fee for Excellent rating applications should encourage more Exceeding services to apply for an Excellent rating. Current information about how to apply is here.
The removal of the supervisor certificate requirements mean service providers have more autonomy in deciding who can be the responsible person in each service. The process for supervisor certificates was updated in 2014 and the current information can be found here.
This is the first of a series of blogs about the upcoming changes to the NQF. I will keep posting as more information and resources become available. I know from my time working at ACECQA that the team there will be working hard to ensure you have the resources and guidance to be able to implement these changes as they occur.
Please contact me on 0452 374 733 or at julie@collaborativetrainingsolutions.com if you would like more information.
While I was working at ACECQA I had the privilege of developing articles for the National Education Leader. Agency is so difficult to explain to families, especially that need for children to learn through play rather than be pushed to early academics, the too much too soon school of thought that research supports. Here is one on Agency from the ACECQA website you might enjoy.
The Early Years Learning Framework and the Framework for School Age Care define children's agency as 'being able to make choices and decisions, to influence events and to have an impact on one's world'. So what does agency mean for children who attend early childhood services?
Children's agency is based on the idea that all children are capable of making choices and decisions; can initiate and lead their own learning; have a right to participate in decisions that affect them.
Educators can design open-ended learning environments with children, setting up activities of interest together and sharing the outcomes from these activities. This can be as simple as providing a range of materials for children to use as they choose. For toddlers, as they move towards independence, educators can support agency by offering them real choices in activities and routines. For example, toddlers can participate in preparing and serving morning tea to themselves and others.
Under the United Nations Convention for the Rights of the Child, children have a right to be active participants in all matters affecting their lives. Children with agency develop strong dispositions for learning. They are more confident in making decisions about their learning; able to work successfully with other children in a variety of situations; able to persist when there are challenges; able to communicate their ideas with adults and their peers.
Children actively explore and make sense of their world from birth. By 'viewing children as active participants and decision makers opens up possibilities ... to move beyond pre-conceived expectations about what children can do and learn' (EYLF p9).
In my first post I promised to share my adventures as I worked in early childhood services and topical issues and research. I'm afraid I've been a bit slow in doing so. My plan for 2017 is to write regularly, here's my first of many.
The Big Steps Campaign is gaining momentum. Sometimes it's comments made in ignorance that fuel the fires for change. Comments such as those from Senator David Leyonhjelm about educators being glorified babysitters. Comments that galvanise people to articulate their beliefs and advocate for our profession. Comments that get people outraged and off the fence. Well done Senator, thank you for your words.
Interestingly families have been sharing their outrage, appreciating the role educators play in their child's life. Reading the comments on the Big Steps Facebook page one can't help but feel the message about the importance of early childhood education and care is being heard. Commonly seen and reported as a workforce initiative, ECEC is so much more than that.
Many families rely on regular care for their children so they can go to work. That's a given; the reality for many for families, while long hours in an early childhood service is a reality for their children. When I see families arrive at a service for the first time, I watch their nervousness. Is this place going to be okay for my child? Will they be safe and well cared for? Will they be happy? Will they make friends?
Liaison with families and community is a key aspect of the National Quality Standard. Quality Area 6 Collaborative relationships with families and communities focusses on how early childhood services interact with their stakeholders; the children who attend, their families and the community they operate within. These are critical relationships to develop and maintain.
I'm currently working with a community preschool run by a parent board. It takes me back to my beginnings. That time of busy parenthood when I found time to attend evening meetings, bake for cake stalls (my children might say it was the only time I baked!) and learn those very valuable skills one learns on committees. One of the most important skills is managing relationships.
Relationships can make or break any workplace. Relationships in early childhood services are particularly important. Relationships between educators; between educators and the service management team; between educators and families; and most importantly those warm, responsive relationships children deserve. The well-being of educators has a direct effect on the well-being of children, it's that important.
When adults in a service are in conflict, the tension is noticeable to families and children. Conflict can arise from poor communication and past hurts that have not been acknowledged. Often educators are afraid to raise issues because they are worried about the impact that might have on their livelihood. It's so important for service management to notice when this is happening and support educators to be heard.
Cultures within services can change quickly when educators can share their points of view safely. Developing an effective team environment takes time, there's no time like now to start.
I was having a conversation while working alongside an educator in a baby room recently. I was there to observe the practices of the educators to develop professional development plans for each person in the service. We were talking about how babies develop and the learning taking place in the room. This educator was studying towards her diploma and was really struggling with juggling work, the needs of her young family and study. A common story for many educators and one I've experienced myself.
As we talked about the infants and observed them engaging with the resources and educators, we talked about the importance of having the most highly trained people in the baby room. The educators were so insightful and able to talk about the infants and how to support them, for example one needing more tummy time to build strength in her back and neck. While these educators instinctively knew what to do, and could reflect on their practice, they weren't so aware of why their practice was so important and how to explain this in terms of learning and development.
"How hard can it be to teach old ladies how to change nappies?"
His comment became part of a wider philosophical discussion, heated at times, about how we see ourselves as educators. About the role of the professional educator and how we communicate about our profession in the wider community. The language we use to describe who we are and what we do sets the scene for educating the broader community of the importance of early childhood education and care and the impact educators have on children's lives.
While I'm at services I often hear parents comment on the wonderful job educators do in caring for their children; how grateful they are to have such a welcoming place to take their children; a place where educators know their children well and where environments are set up for children to explore and socialise.
I hear educators explaining to parents about their child's day, sharing those important stories so parents feel part of their child's day. I see the delight when educators share a learning story with photos of their child interacting with other children and their environment.
While educators often do this instinctively, knowing why children do what they do, understanding theories of learning and development and being able to share this knowledge with parents takes an educator to a higher level. This in turn increases the reputation of educators as professionals, further increasing the communities view of the importance of early childhood education.
Changes in perceptions take time and educators drive this in the way they speak about themselves and their roles. Changes happen when we talk with pride about being an educator not a 'worker', when families know that they are leaving their children with trained professionals.
We've moved a long way from my son's comment and the ever increasing acknowledgement of the importance of quality early childhood education is reflected in research. It's up to all of us to increase the reputation of our sector by gaining and sharing the knowledge required to be a professional educator. This does take time, studying when working and managing family life is hard and oh so very worth it in the end.
Busy in the kitchen. This photo is part of a series where this child aged 18 months intently made food and fed her babies. She showed her babies great care and attention, the care modelled to her by her mum and dad. This play continued over several days and, now she is two, has developed into complex play with a variety of babies she has named. I observed her recently putting her baby to bed and patting her back gently talking to her, something she has experienced with the educators at her early childhood service.
I've been part of the early childhood sector since the late 1980s and have seen many changes as those factors that create change evolve over time. Factors such as governments recognising and acknowledging early childhood education and developing legislation to support sector growth while striving to increase the quality of education and care for children and their families.
Legislation is one facet of the early childhood story and the development of an early childhood education sector often precedes legislation. Legislation is there to support the sector by providing a platform from which to launch better quality provision. It's there to enable monitoring of services, celebrating those who are doing well and providing services with a starting point from which to plan improvements. It's there to support the people working in the sector, legitimising their roles as education professionals.
The National Quality Framework sets a program of quality improvement with clear indicators of what quality might look like outlined in the National Quality Standard; a set of accessible guiding documents, including the curriculum frameworks; and an assessment and rating system that sets benchmarks of quality improvement for services.
The current program of reform bodes well for the future growth and increasing quality of the early childhood sector; for how early childhood services support families in their role; for that concept of the village raising the child and the child being part of a community Belonging, Being and Becoming.
This is the first post of my new blog for early childhood professionals. I plan to write of my adventures out and about in services, providing ideas for quality improvement and generally demystifying the complexities of the National Quality Framework and the assessment and rating process.
From what I've seen so far, there are wonderful practices out there and dedicated early childhood professionals doing their very best to provide the quality education and care the children in their community deserve.


text:
Parlementaires pour la non-prolifération et le désarmement nucléaire
Forum international non partisan pour les législateurs
Le PNND
Membres et équipe
Bureaux du PNND
Membres du PNND
Co-présidents
Membres honorifiques
Représentants spéciaux
Anciens Présidents
Membres Alumni du Conseil
Membres de droit du Conseil
Antennes nationales
PNND Belgique
PNND Canada
PNND Parlement européen
PNND Japon
PNND Nouvelle-Zélande
PNND République de Corée
PNND Royaume-Uni
Équipe et coordinateurs
Coordinateurs
Actualités par thèmes
Évènements du PNND
PNND France Lettre d'information parlementaire
Devenir membre du PNND
Engager de nouveaux parlementaires
Les initiatives en cours
Interdire les armes nucléaires
Zone exempte d'armes nucléaire au Moyen-Orient
Zone exempte d'armes nucléaires en Asie du nord-est
Droit international humanitaire
Les initiatives passées
Agir dans votre Parlement
Introduire une motion ou une législation
Contribuer financièrement
Faites un don au PNND
Cotisation volontaire de nos membres
Non-prolifération et désarmement nucléaire
Les bonnes pratiques parlementaires
Lettres et déclarations conjointes
Parlements
Organismes internationaux
ONGs principales
Brochure du PNND
UIP PNND Guide
Home / Membres et équipe / Responsables :
Aytuğ ATICI
PNND Council Member
Turkey – Grand National Assembly
Dr. Aytug Atici is a medical doctor and a lawmaker from the Republican People's Party. He has promoted the proposal for a Middle East Zone Free of Nuclear Weapons and other WMD in Turkey, succeeding in securing the endorsement of over 40 parliamentarians for the joint global parliamentary statement on this issue.
Agnieszka Brugger
Germany – Bundestag
Agnieszka Brugger was elected to parliament in 2009, and at that time was the youngest member of the Bundestag (German Parliament). She is a member of the Defence Committee and the Foreign Affairs Subcommittee on Disarmament, Arms Control and Non-proliferation. She is the spokeswoman for disarmament of the Green group in parliament.
Byrganym Aytimova
Kazakhstan – Senate
Senator Aytimova has been a member of the senate since 2014. Prior to this she has served as the Kazakhstan ambassador to the United Nations and as the Minister for Education and Science. During her term as UN Ambassador, Aytimova was responsible for the establishment by the United Nations of the International Day Against Nuclear Tests. The day is observed on August 29, the anniversary of the closure of the Soviet nuclear test site in Semipalatinsk, Kazakhstan.
Ui Hwa Chung
South Korea – National Assembly
Ui-Hwa Chung has served as the Speaker of the National Assembly of the Republic of Korea since June 2014. Prior to that he was Chair of the Parliamentary Commission on Reunification. He has co-hosted events in the parliament on denuclearization in NE Asia including the proposal for a NE Asia NWFZ. He also serves as Honorary President of the World Scout Parliamentary Union.
Blaine Calkins
PNND Council Member. Co-Chair, PNND Canada.
Canada – House of Commons
Blaine Calkins is a Conservative member of the Canadian House of Commons, representing the riding of Red Deer-Lacombe in Alberta. Blaine is Chair of the Canada-Poland Parliamentary Friendship Group and an executive member of both the NATO Parliamentary Association and the Inter-Parliamentary Union (IPU). He served as a Co-Rappoteur for the IPU Standing Commission on International Peace and Security when it was considering the topic of nuclear disarmament and the role of parliaments. He has served on the National Defence, Justice and Human Rights Committees of the Canadian House of Commons, and currently sits on the Standing Committee on Natural Resources.
United Kingdom – House of Commons
Jeremy Corbyn is a British Labour Party Member of Parliament for Islington North. He has been in the House of Commons since he won his seat at the 1983 general election. A long-time supporter of the Campaign for Nuclear Disarmament, he is one of its three Vice-Chairs. He also serves on the UK delegation to the Inter Parliamentary Union, and has chaired the UK – Mexico Parliamentary Friendship Group. Jeremy is currently leader of the UK Labour Party.
Michelle Demessine
France – Senate
Senator Demessine is the current Secretary of the French Senate represents the Nord-Pas-de-Calais region. She is a member of the Committee on Foreign Affairs, Defence and Armed Forces. She has been a fierce promoter of women's rights and is also committed to the dignity and citizenship of people with disabilities. Michelle Demessine was first elected Senator in 1992. She left the office after having been appointed Minister of Tourism from 1997 to 2001. In March 2001 she was elected Deputy Mayor of Lille, and returned to the Senate. She is a member of the French Groupe Communiste Républicain et Citoyen .
Linda Duncan
PNND Council Member. Co-Chair of PNND Canada
Linda Duncan serves as a member of the Standing Committee on Transport, Infrastructure and Communities. Known for taking a strong stance on environamental issue, she has served as National Democratic critic for environment. Prior to this Ms. Duncan worked as an international environmental consultant. She is also a member of the Canadian Delegration to the Organization for Security and Co-operation in Europe Parliamentary Assembly (OSCE PA), Canada-Europe Parliamentary Association and Canada-Unites States Inter Parliamentary Group.
Abdullah Ensour
Prime Minister of Jordan
Jordan – Chamber of Deputies
Abdullah Ensour is a Jordanian economist who has been Prime Minister of Jordan since October 2012. A veteran statesman and politician, he held various cabinet positions in Jordanian governments. He has been active on peace and disarmament issues including in support of a Middle East Zone free from Nuclear Weapons and other WMD.
Alain Ficini
Monaco – Conseil National
Alain Ficini serves on the Foreign Affairs Committee of the Monaco Parliament. He is also the head of the Monaco Parliament delegation to the Inter Parliamentary Union and to the OSCE Parliamentary Assembly.
Ute Finckh-Krämer
Ute Finckh-Krämer is a member of the German Parliament. She has worked previously as a lecturer in adult education and in a government agency for children with impaired hearing. In the parliament she serves on the Committees on Foreign Affairs, Human Rights and Humanitarian Aid. She is the Deputy Chair of the Subcommittee on Disarmament, Arms Control and Non-Proliferation, and the Secretary for the Subcommittee on Civilian Crisis Prevention, Conflict Resolution and networked action. Ms Finckh-Krämer has been active in civil society organisations for peace, disarmament and conflict management.
Alena Gajdůšková
PNND Alumni Council Member
Czech Republic – Senate
Alena Gajdůšková has served as the First Vice-President of the Senate of the Czech Republic, and a vice-president of the Czech Social Democratic Party. She is currently an adviser to the Prime Minister. Her work is focused on the issues of science and research, healthcare and human rights. She is a proponent of cooperative security and highlights the key role of the European Union in keeping peace and stability in the region. She was a supporter of the campaign against the deployment of the US National Missile Defence system components in the Czech Republic. She is Vice-President of the Czech Association of Patients, and a member of the Czech Red Cross.
Barbara Gysi
Switzerland – National Council
Barbara Gysi is a member of the Swiss National Council. She serves as Vice-President of the Finance Commission. Prior to being elected to the parliament Ms Gysi served in the Wil Canton Council where she was the Head of the Ministry of Social Affairs, Youth and Age. Before this she was a social worker.
Yassin Husban
Jordan – Senate
Senator Yassin Husban is a doctor and former medical administrator. Prior to joining the senate he served as Director- General of Al-Hussein Medical City, Director of Queen Alia Military Hospital and Director of Dentistry at the Royal Medical Services. In the Senate he serves on the Information and National Orientation Committee, Administrative Committee, and Agriculture and Water Committee.
Hoon Sul
Sul Hoon represents PNND Korea on the PNND Council. He is Chairman of the Standing committee on education, culture, sport and tourism at the National Assembly (parliament) of the Republic of Korea
Birgitta Jónsdóttir
Iceland – Althing
A member of Althingi for the Reykjavik South Constituency since, Birgitta Jónsdóttir is the Vice-Chairman of the parliamentary group of the Movement 2010, and member of committees dealing with education, general affairs, foreign affairs, environment, European affairs and the NATO Parliamentary Assembly. Birgitta is also a member of the Iceland delegation to the Inter Parliamentary Union. She was instrumental in the IPU adopting a resolution in 2015 on digital freedom.
PNND Council member. Joint Convenor of PNND Bangladesh
Bangladesh – National Assembly
Abul Kalam Azad is serving his fourth term as a parliamentarian representing the Bangladesh Awami League. He is a member of the Bangladesh delegation to the Inter Parliamentary Union and was formerly a lawyer.
Marianne Malak Kamal
Egypt – House of Representatives
Marianne Malak Kamal is Egypt's youngest parliamentarian. She has served in the upper house since 2012. As a Coptic Christian she represents a minority voice, but one who calls for dialogue, tolerance and inclusion of all religions and persuasions. She has been a member of the member of the constitution assembly and of the national council for human rights. She has a degree in law, a master in human rights and a Phd in international law.
Roderich Kiesewetter
Roderich Kiesewetter, (CDU/CSU) is Deputy-Chair of the Bundestag Sub-committee on Disarmament and Arms Control, leader of the German delegation to the Euro Mediterranean Parliamentary Assembly and member of the Parliamentarians' Network on Conflict Prevention. Prior to entering parliament Mr Kiesewetter worked at the German defense ministry, EU Council and NATO headquarters where he was office manager of the chief of staff.
Dov Khenin
Israel – Knesset
Dov Khenin is a member of the Knesset Internal Affairs and Environment Committee and the Committee on the Rights of the Child. He is chairman of the Chairman, Social-Environmental Lobby and the Civil Rights Lobby and a member of the Lobby for Jewish-Arab Coexistence.
Shoichi KONDO
Vice-President PNND Japan, PNND Council Member
Japan – House of Representatives
Shoichi Kondo has been a Member of the House of Representatives in the Diet for the Democratic Party since 1996. A native of Nagoya, Aichi and graduate of Sophia University, he had served as a reporter for the Chunichi Shimbun from 1984 to 1993.He has held the position of Chairman of Committee on Discipline of the House of Representatives. Kondo has also served as Senior Vice-Minister of Environment. He is Vice President of PNND Japan.
Caroline Lucas is the first Green Party member elected to the UK House of Commons. She was previously a member of the European Parliament. Lucas served on the European Parliament Committee for Trade, Industry, Energy and Research; Committee on the Environement, Public Health and Consumer Policy; Committee on International Trade and Temporary Committee on Climate Change. In her role as an activist, she has beeen on the National Council of Campaign for Nuclear Disarmament (CND) since 2004. She has held positions such as the former vice-president of Stop the War Coalition, Trustee of the Radiation Research Trust. She has authored many books on globalisation, localisation, animal welfare, trade justice and food.
Dirk Van Der Maelen
Belgium – National Assembly
Dirk van der Maelen is a member of the Spirit Party form Eastern Flanders. He serves as President of the Commission on Globalisation and as Vice-President of the Foreign Affairs Committee. Dirk has introduced a number of nuclear non-proliferation and disarmament resolutions in the Belgian parliament and was author of the legislation prohibiting depleted uranium weapons. Most recently he was one of the organizers of a Letter to the President of the United States from parliamentarians in Belgium, Germany, Italy, the Netherlands and Turkey supporting Obama's vision and actions for a nuclear-weapons-free world and calling for the removal of US nuclear weapons from Europe as an important step.
Christa Markwalder
Christa Markwalder was elected for the Liberal Party (FDP) to the Swiss National Council in 2003. Since then she has been member of the Foreign Policy Commission, which she is currently chairing. She is also member of the Committee for Legal Affairs and the German-language Drafting Committee. Since 2007, Markwalder is part of the delegation to the Inter-Parliamentary Union. She also chairs the parliamentary group on renewable energies, the parliamentary group Green Cross, the parliamentary group for environmentally conscious management, and is the co-president of the parliamentary group for voluntary work and volunteering. Christa Markwalder holds a law degree and a certificate in ecology.
High Representative of the Union for Foreign Affairs and Security Policy
Italy – Chamber of Deputies
Federica Mogherini is the European Union High Representative for Foreign Affairs. She was formerly a member of the Italian House of Deputies and Foreign Minister of Italy. In parliament she served as Secretary of the Defense Commission and a member of the Parliament Delegation to the Western European Union. Mogherini was active in promoting nuclear disarmament in the Italian parliament, including submitting a resolution, successfully adopted, which supported the nuclear disarmament visions and plans of President Obama and UN Secretary General Ban Ki-moon.
Ghassan Moukheiber
Lebanon – Chamber of Deputies
Ghassan Moukheiber is Lebanese parliamentarian with a special interest in human rights. He is a member of the parliamentary Law and Administration committee, Rapporteur of the parliamentary Human Rights committee and member of the parliamentary Environment committee. He chairs the Arab Region 'Parliamentarians Against Corruption" organization and the Lebanese Chapter "Lebanese Parliamentarians Against Corruption."
Holger K. Nielsen
Denmark – Folketinget
Holger Nielsen has been a member of the Danish Parliament from 1981-1984 and returned in 1987 until today. He has been a member of the parliaments' Presidium since 2007, and served for some time as the Foreign Minister. Previously he has served on the Nordic Council, as Head of Section in the Danish Ministry of Energy and as Chairman of the Socialist People's Party. He has written a number of books on Danish politics and the EEC.
Ireland – Senate
David Patrick Bernard Norris is a scholar, independent Senator, and gay and civil rights activist. Norris represents the University of Dublin constituency in the Seanad as an Independent. He was first elected to the Seanad in 1987, and has been re-elected at each election since. He was the first openly gay person to be elected to public office in Ireland. Founder of the Campaign for Homosexual Law Reform, he is also a prominent member of the Church of Ireland. He was a candidate for President of Ireland in the October 2011 election.
Nan Orrock
United States of America – States Senate
Senator Nan Grogan Orrock is a member of the Georgia State Senate. Senator Orrock's legislative expertise includes health policy, women's issues, child/family policy, workplace issues, civil liberties, civil rights, and environmental issues.She is a founder of the Georgia Legislative Women's Caucus and President of the Women Legislators' Lobby, a national, non-partisan group of legislators, which works for balanced budgets, increased spending on families, education, health and child care, and a reduction in excessive and wasteful military spending.
Georgi Pirinski
European Parliament – Bulgaria
Georgi Prinski Jr, is a member of the European Parliament, serving on the Committee on Budget Control, and on the EU Cooperation Committees with Armenia, Azerbaijan and Georgia. Prior to the European Parliament, Mr Prinski was a member of the Bulgarian Parliament. He served as Vice Premier during two administrations and as Chairman of the Bulgarian National Assembly from 2005-2009.
Alongkorn Ponlaboot
Thailand – House of Representatives
Alongkorn Ponlaboot is a Member of Parliament, Democrat Party, Phetchaburi province and also Deputy Prime Minister (Shadow Cabinet), Democrat Party. His major positions include President of Alternative Energy Institute of Thailand Foundation, and Advisor to the Standing Committee on Energy of the House of Representatives. He was a Vice Chairman of Energy Committee House of Representatives (2001-2005).
Shane Reti
PNND Council. Chair of PNND New Zealand
New Zealand – House of Representatives
Shane Reti was elected to parliament in 2014. Prior to that he worked as a doctor specializing in family medicine. He has been awarded the Queens Service Medal for his contributions to community health. Shane is fluent in Maori, English and Japanese, and led the PNND delegation to the 70th anniversary of the nuclear bombing of Hiroshima in August 2015. He serves as the Secretary of PNND New Zealand.
Michelle Rivasi
Vice-Chair Group of the Greens/European Free Alliance
European Parliament – France
Michèle Rivasi is Member of the European Parliament representing South East France for Europe Écologie–The Greens. A former teacher at the École Normale Supérieure Lettres et Sciences Humaines in 1986 she founded the Commission for Independent Research and Information on Radioactivity following the Chernobyl disaster. She served as President of Greenpeace France from 2003-2004.
Viktor Rogalev
PNND Coucil Member
Kazakhstan – Mazhilis
Member of the Mazhilis of the Parliament of the Republic of Kazakhstan of the fifth convocation, Deputy Chairman of the Committee on Foreign Affairs, Defense and Security. Member of Political Council of the People's Democratic Party "Nur Otan", elected by the party list.
Minister for the Environment, France
France – National Assembly
François de Rugy is a member of the National Assembly of France. He represents the Loire-Atlantique department, as a member of the Democratic and Republican Left, a parliamentary group that includes his political party Europe Ecology – The Greens.
Mohamed Anwar El Sadat
Mohamed Anwar El-Sadat is the founder of the Reform and Development Party, and nephew of late President Anwar Sadat. Anwar El-Sadat has been a member of parliament for three consecutive terms since 2005. He has served as Chair of the Human Rights Committee in Parliament and on the 2012 Constitutional Committee. He has been an active supporter of the establishment of a Middle East Zone Free of Nuclear Weapons and other Weapons of Mass Destruction and a supporter of the Camp David Accords signed by Egyptian President Anwar El Sadat and Israeli Prime Minister Menachem Begin following negotiations mediated by US President Jimmy Carter.
Mohamed Anwar El-Sada
Mohamed Anwar El-Sadat
Michael Arce Sancho
Costa Rica – Legislative Assembly
Michael Arce Sancho is a lawyer who was elected to the Costa Rica Assembly in 2014. He is a member of the Costa Rica delegation to the Inter Parliamentary Union. He also serves as a Deputy Mayor for the Municipality of Greece.
Awad Salim Masaeed
Senator Awad Salim Masaeed is a Lt General who has served as Director General of Civil Defense, Assistant Chief of Staff for manpower, and Commander of the Command and Staff College. He currently serves on the Senate Committees for Health and Environment, and Tourism and Heritage.
Mushahid Hussain Sayed
Pakistan – Federal Senate
Mushahid Hussain Sayed served in the cabinet as federal minister of information from 1997 to 1999 in the Nawaz Sharif government. He was elected to the Senate of Pakistan in 2003, and reelected in 2012. He was also selected the Secretary General of the Pakistan Muslim League and is head of the Pakistan delegation to the Asian Parliamentary Assembly.
Torstein Tvedt Solberg
PNND Council Member. Chair PNND Norway
Norway – Stortinget
Torstein Tvedt Solberg has a master's degree in Culture, Environment and Sustainability at the University of Oslo. He was elected to the Norwegian Parliament in 2013. Solberg is a member of the Norwegian Parliament delegation to the Parliamentary Assembly of the Organisation for Security and Cooperation in Europe.
Mayeen Uddin Khan Badal
Chair of PNND Bangladesh Section
Mayeen Uddin Khan Badal is the Chair of PNND Bangladesh section. He is head of the Bangladesh delegation to the Inter Parliamentary Union. He serves on the Committee on Public Undertakings and the Standing Committee on Ministry of Civil Aviation and Tourism
Jaroslaw Walesa
European Parliament – Poland
Jarosław Wałęsa is Deputy Chair of PNND European Parliament Section. He was elected to the European Parliament in 2005. He serves on the European Delegation to the EU-Turkey Joint Parliamentary Committee, and is a member of Global Zero, a global movement of high level civic leaders working for the elimination of nuclear weapons. He was co-sponsor of a European Parliament Written declaration on Zero Nuclear Weapons which attracted the endorsement of over half of the members of the European Parliament. Wałęsa is the son of former Polish President, Lech Wałęsa.
PNND France
jeanmarie@pnnd.org
› Bureaux du PNND
› Coordinateurs du PNND
© Parlementaires pour la non-prolifération et le désarmement nucléaire (PNND)
Tout contenu de ce site internet, sauf indication contraire, peut être partagé librement avec mention du PNND comme source.


Watch your weight medical doctors and personal development experts agree that being at the proper weight is essential for good health and improved self-esteem. Keeps you in the direction of your goals Work on influencing people's emotions positively. Those who ignore personal development on a personal and corporate level will surely experience stunted business and personal growth. The development of the mind is so important because the state of your mind can either positively or negatively affect any endeavour you undertake. The better life you are able to live.
I know that there are tonnes of personal development tools out there Diversify your thoughts You would go completely mad from everything you have to process. Just like a mountaineer needs the right tools to climb the mountain Time management requires a structured mind. This is one thing that life is all about.
What can you get for free these days? What are you waiting for? Check out this site. Fruits and vegetables into your diet. Though these tools are a big part of my ongoing learning process (yes Maxwell it's a great tool. It is best that you make an appointment with your family doctor. Remember the golden rule: do to others what you would like them to do to you.


safeTALK is a 3.5 to 4 hour suicide alertness programme that prepares participants to identify persons with thoughts of suicide and connect them to suicide first aid resources. These specific skills are called suicide alertness and are taught with the expectation that the person learning them will use them to help save lives.
Expect to leave safeTALK more willing and able to perform an important helping role for persons with thoughts of suicide.
For further information please read the background information.
To apply for a place on a upcoming course please complete the application form: Microsoft Word, PDF.
Applied Suicide Intervention Skills Training (ASIST) is a 2-day skills-based workshop that equips caregivers for an effective suicide intervention role. The emphasis is on suicide first aid – helping a person at imminent risk stay safe and seek further help. Participants reflect on their attitudes and beliefs about suicide and how these may affect their intervention role. They learn how to notice invitations for help and ask directly about suicide. An intervention framework is provided and modelled. This is followed by extensive opportunities to practice skills needed to implement the model. Community resources likely to promote life links and continuity of care are also identified.
To apply for a place please complete the application form: Microsoft Word, PDF.
Please note this is not a skills based training workshop. It instead focuses on increasing awareness of self-harm and responding sensitively to it.


Featuring a heavy sensor infrastructure to collect and process in real-time a vast amount of data across a wide urban area.
further information about the urban environment.
Deploying advanced urban mobility applications based on a combination of data-in-motion and data-at-rest analytics to efficiently coordinate traffic-flow through city computing resources.


5 Prodigious Useful Tips: Artificial Grass Unique artificial plants indoor tall.Artificial Grass Types artificial plants indoor house.
5 Prodigious Tips: Artificial Garden Ideas Flower Arrangements artificial grass sample.Artificial Grass Fence artificial plants office natural.
5 Prodigious Useful Tips: Artificial Garden Topiaries artificial flowers home.Artificial Flowers Interior artificial plants balcony boxwood hedge.
Prodigious Unique Ideas: Artificial Grass Indoor artificial grass slope.Artificial Plants Office Silk Flowers artificial plants arrangements.
3 Prodigious Cool Tips: Artificial Flowers Website artificial plants decoration living rooms.Artificial Grass Terrace artificial grass swatch.
5 Prodigious Tips: Artificial Plants Decoration Home artificial flowers how to make.Artificial Plants Indoor Diy artificial garden plants patio.
Amazing Cool Tips: Artificial Flowers Modern artificial plants office spaces.Artificial Flowers Tissue Paper artificial plants office leaves.
Prodigious Useful Tips: Artificial Grass Garden artificial grass edging.Artificial Grass Edging artificial grass patio.Artificial Garden Flowers.
5 Prodigious Cool Ideas: Artificial Grass Backyard large artificial plants silk flower arrangements.Artificial Grass Cheap clean artificial plants.
5 Prodigious Useful Tips: Artificial Plants Balcony Planters artificial grass swatch.Artificial Garden Astroturf artificial grass backdrop.
5 Prodigious Cool Tips: Artificial Grass Fence artificial garden texture. Artificial Flowers Garland artificial plants office green walls.
Prodigious Ideas: Artificial Grass Steps artificial plants office house.Artificial Plants Indoor Green artificial garden decoration.
Astounding Cool Ideas: Artificial Grass Rocks small artificial plants decor.Artificial Grass Animals artificial flowers garland.Artificial Flowers Felt.
Frieze New York. Courtesy Frieze New York.
Let's go with the first idea!
Hong Kong outdoor sculpture show: funny, functional, minimalist, whimsical – how will art go down with the public?
Aby Rosen's family retreat in Westbury, Long Island, New York.
Artificial Plants Office artificial flowers yellow.Artificial Flowers Vintage artificial flowers balcony.Artificial Plants Diy Home Decor.


text:
Pictures of Bulgaria
Silistra (Bulgarian: Силистра) is a town in Northeastern Bulgaria. The town lies on the southern bank of the lower Danube river, and is also the part of the Romanian border where it stops following the Danube. Silistra is the administrative center of the Silistra Province and one of the important towns of the historical region of Southern Dobrudzha.
Silistra is a major cultural, industrial, transportation, and educational center of Northeastern Bulgaria. There are many historical landmarks including a richly-decorated Late Roman tomb, remains of the Medieval fortress, an Ottoman fort, and an art gallery.
The name Silistra is possibly derived from the root of the old Thracian name of the lower part of the Danube "Istrum". By another theory, the city's name comes from the Latin words "silo" and "stra", meaning "awl" and "strategy".
Silistra is in the northeastern part of Bulgaria on the southern bank of the Danube River. It is located in the Bulgarian part of Dobrudzha.
The municipality of Silistra covers an area of 516 km2[2] and includes the town and 18 villages. The area of the city-proper is 27.159 km2.[3]
Silistra is 431 km from Sofia, the capital of Bulgaria; 141 km from Varna; and 119 km from Ruse.
source: en.wikipedia.org
online: 1,929
Chepelare
Malko Tarnovo
Sea Garden Varna
Old pictures of Varna
Cabyle
In Cities
Dhnabe Free bulgarian Photos Silistra
©© 2023 Pictures of Bulgaria