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The Central Effort
Naperville Central prides itself on its programs that help students with special needs integrate within classes and foster relationships with regular students. Central offers a multitude of programs in and out of the classroom that helps these students socialize with each other and other students in the school.
Ana Turner and Madeleine Chan, Editor-in-Chief, Profiles Editor
The Individuals with Disabilites Education Act was first implemented in 1990 throughout the United States. The legislation ensures that students with disabilities will have an education experience tailored to their needs. Naperville Central's special education department follows this legislation, but goes significantly beyond what is required to create the best environment possible for its students.
There are 13 different identified areas of disability within the state of Illinois as defined by IDEA. The identified areas include a specific learning disability, other health impairment, autism spectrum disorder, emotional disturbance, speech or language impairment, visual impairment, deafness, deaf-blindness, orthopedic impairment, intellectual disability, traumatic brain injury or multiple disabilities.
Eventually, if one or more of these identified areas is adversely impacting the education of a student, then specialized services will be provided to that student. Services provided to students with special needs include assistants in general education classroom settings, direct instructions in specialized classrooms, therapists available to students, occupational therapists, physical therapists, speech-language therapists, as well as counseling.
These services are required by state law, but Central works to improve them above and beyond what is required.
"Because we have a larger district, we are able to provide more," Special Education Instructional Coordinator Nancy Wiora said. "Many students with autism in gen-ed classrooms would be typically be outplaced to other programs."
Some families with students requiring special needs will move within District 203 boundaries specifically because of the services provided here.
"We typically have two or three families call a year," Wiora said. "We typically set up an interview with them and their student and have them tour the school and our services."
There are 25 learning behavior specialist teachers at Central, along with 24 paraprofessional assistants, who work daily with students in and out of the classroom. The administration throughout District 203 is also supportive of the services provided at Central.
"I've worked in various schools before and this school had a good feel," Wiora said.
In recent years, the special education department has tried to integrate students with special needs into gen-ed classrooms.
"Research shows that students will make more progress when placed into a gen-ed classroom," Wiora said. "There is more opportunity for growth and other peers to look up to as role models, both behaviorally and academically."
Sensory PE:
Another PE class offered to students with special needs is Sensory PE. In this class, peer leaders work on personal relationships as well as motor skills like a regular gym class.
"Sensory PE is a very structured, visual class," Sensory PE teacher Kristina Hagenbaumer said. "They use task strips and work on individualized motor skill development with each students' ability level."
Students in Sensory PE work in smaller groups, with one or two peers being assigned to one student. They work on motor skills like a regular gym class.
"Being in Sensory PE has changed my life," Amato said. I have a whole different view on how fantastic these students are."
"The special needs programs at Central are fantastic," Amato said. "They not only affect the kids that are in the classes, but they affect the Central student body as a whole."
"No matter who the students are at Central, whether they are the varsity athletes, the kids on speech, in theatre or just regular academic students. Everyone is surrounded by students in special needs classes and this inclusivity changes people for the better."
Adapted PE:
The goal of Adapted PE is to work on personal relationships between regular students and their classmates with special needs. The class is taught by Pat Adamatis, who operates with one goal: to get everyone involved. No matter what you're capable of, there is a place for you.
"It helps you break down barriers," Adapted PE leader Laasya Poola said. "It's hard to talk to someone out of the blue but when you're playing team activities, it's easier to do."
As the name suggests, the course provides students with adapted versions of typical physical education activities like bowling and swimming, meant to suit all students and foster community.
Adapted PE differs from Sensory PE as Adapted focuses more on peer relationships. Adapted PE has "tribes" of four to five peer leaders to one peer. Sensory still builds relationships, but focuses more on the basic tasks and motor skills.
Adapted Art:
After Adapted PE was introduced at Central, a new class called Adapted Art was created and modeled after the Adapted PE program.
"Rather than throwing [students with special needs] into a drawing class that's over their heads, they're being taught at their level," Adapted PE teacher Pat Adamatis said.
In Adapted Art, the students and their peers make arts and crafts similar to what students did in grade school and hang their pieces around the school and in art shows.
"[The students with special needs] love to be able to express themselves, especially when they can't communicate easily…so they love the art class," senior and Adapted Art leader Olyvia McGuire said.
FUN Club:
Meeting every Tuesday in the auxiliary gym, F.U.N. Club is a social club that provides opportunities for students with special needs at Central to interact recreationally with their peers. In addition, it keeps students who move on to Naperville 203's Connections program connected socially with their friends who still go to Central. F.U.N. Club stands for Friends Uniting in Naperville and students can come hang out, play games and sing. One activity F.U.N. club participated in recently was go to the fire department, police department and Naperville Park District to sing.
"It's to keep connected with the community," F.U.N. Club adviser Pat Adamatis said. "It's to let the fire department, police department, park district know that there's this population of kids that need to be served in our town."
Adamatis lets whoever wants to come, come and there can be upwards of 50 or 60 students there every Tuesday.
"Students want to be with other people whether it be other special needs friends or regular students," Adamatis said. "F.U.N. Club is a place where they can do that."
Special Olympics:
For students with special needs interested in participating in sports, Naperville Central sponsors three special olympic sports: bowling, basketball and track.
Special Olympics is a national program designed to provide students with special needs with the experience of athletic competition. It's both a fun and competitive program. Students work with peer leaders after school during their practices and any student at any level can join.
"Tennis athletes place second at IHSA State, receive Sportsmanship Award for first time in school history"
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Russell's Dry Cleaners torn down after chemical leak
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Hydrotherapy refers to the application of water as a therapeutic agent. It performs special exercises and movements on patient, which in combination with water's mechanical (buoyancy, hydrostatic pressure, resistance) and thermal properties bring about short and long term adjustments. This results in therapeutic effects on the patient's body. As the friendly aquatic environment does not take place in any of the "frustrations" that the patient may often experience on land, there is a spectacular improvement in the mood and quality of patients life during their rehabilitation.
Our mission in Rehabilitation is the application of the most modern hydrotherapy methods, in accordance with the principles of the International Classification of Functionality, Health and Disability (ICF), in open and closed hospitalization patients. The experienced hydrotherapists of our Center are responsible and in charge of designing customized programs, based on the personality and the characteristics of each patient.
Two-level swimming pool with a water temperature of 33 ° C.
Automatic water purification and chlorination systems.
Changing rooms (typically and for disabled people).
Easy access stairway for walking patients.
A ceiling crane and a floor crane for transporting of non-walking patients.
A perimeter handrail inside the pool, for easy maintenance of patient balance.
Exercising aids: supportive (foam cylindrical tubes - dumbbells, floatation life jackets, float zone), resistance (dumbbells, elastic straps, flippers, hand swim fins).


text:
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Eliminating Cultural Biases in Pursuit of High-Quality Education
How can we ensure that students have high-quality learning experiences during afterschool programs? We check the data, of course. To make this possible, the National Institute on Out-of-School Time co-developed the APT (Assessment of Program Practices Tool) -- a self-assessment observation tool that afterschool programs can use to identify where their program stacks up when it comes to organization, learning, skill building, and other key aspects that are tied to positive youth outcomes. But developing the tool was just the first step.
Beginning in 2010, researchers from the Wellesley Centers for Women have worked to continuously study and improve the effectiveness and accuracy of the APT. A 2013 study that introduced video clips to improve rater accuracy identified a gap between the rating scores entered by Black and White participants using the tool.
In a recent follow-up study, Linda Charmaraman, Ph.D., research scientist at the Wellesley Centers for Women, and research associates Ineke Ceder and Amanda Richer, M.A., with funding from the William T. Grant Foundation, set out to examine the reasons behind that scoring gap and eliminate cultural biases in the assessment tool. This is especially important due to the "high stakes" ways that the tool has been used in recent years.
"The APT tool has been increasingly used by external reviewers to evaluate an educational program's quality, and the outcome of those reviews could influence funding or have other financial implications for that program," said Dr. Charmaraman, "By reducing cultural biases within the tool, we can ensure that the manner in which raters are assessed for accuracy is both fair and reliable, which will allow the APT tool to accurately reflect a program's quality."
Charmaraman, Ceder, and Richer consulted a diverse group of experienced APT users to review the video clips from the previous study phase and remove those that did not achieve consensus scores. A new group of diverse participants who were afterschool professionals then rated the remaining video clips with the APT tool. The results showed that there was no longer a gap between the rating scores entered by Black and White rater participants. In fact, there were no significant scoring differences between raters by race, gender, age, region, or experience with different ages and sizes of afterschool programs.
Richer presented these findings at the April 2018 Annual Meeting of the American Educational Research Association (AERA) in New York, NY. She shared the steps that were taken to reduce cultural bias in the APT assessment tool and offered afterschool practitioners practical guidelines on becoming more aware of cultural biases when rating programs for quality.
One way for practitioners to examine their implicit cultural biases pertains to urban vs. suburban programs. "Ask yourself," said Dr. Charmaraman, "Am I consistently giving higher ratings to programs that are small, organized, and well-resourced? Am I not recognizing programs with low budgets that have to be more creative and resourceful for their activities?"
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"NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."
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"NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."
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"Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."
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I realy like the design on the back. Can that design go on the back of a short sleeve jersey?
Definitely. I hope to have the short sleeve version online by this weekend.
Can you do "LT USN (Ret.)" on the back? Something close?
Yup, however you wish it to be worded.
Long sleeve Competition Jersey now available. Another design option will be available in a couple weeks.
I've been working on adding some new 2nd Amendment decals to our site.
Was the "bullet" intentionally left out?
Yah, on the shirt vinyl it wasn't a problem, but the car vinyl it was wreaking havoc. I'll see if I can find a different one and add it back in. I'll mess with it this evening.
Topic: Canik Fanatik Screen Printed Hoodies almost gone!
Canik Fanatik Screen Printed Hoodies almost gone!
Are you able to do 4 digit member numbers? Not only for this shirt but any shirt with a member number on it.
Absolutely. I can adjust the font size to accommodate a 4 digit number. Thanks.
Topic: New Canik Fanatik Hoodie for Fall!
New Canik Fanatik Hoodie for Fall!
New Canik Fanatik hoodie available for Fall.
My gun! I want one lol.
The DA is an awesome handgun. I have a couple of them and they never disappoint. One if them is always near me.
New Canik TP9DA t-shirt now available.
New options for Canik TP9 decorative base plates, now with numbers to help organize your magazines.


text:
Tomasz Kołodziejczak (writer / Poland)
Tomasz Kołodziejczak is a writer, screenwriter, publisher and publicist. He made his debut in 1985, since then he has published 6 novels and several dozen short stories. He also created board and computer games, comic book scripts, poetry, and journalistic texts.
Repeatedly nominated for the Janusz Zajdel's award, he won it for his novel "Colors of Banners". He is also a laureate of other awards for publishing and promotion activities (including the Papcio Chmiel award and the Janusz Christa award for promoting comics in Poland). In 2013, he was awarded the Gold Cross of Merit medal for his contribution to the development of culture and for preserving the memory of the recent history of Poland.
His novels and short stories have been translated into English, Czech, Lithuanian, Russian and Ukrainian.
Since 1995, he has been professionally associated with the Egmont Polska publishing house, where he ran magazines such as "Donald Duck" and "Witch". For twenty years there, he has been managing the imprint "Świat Komiksu Club", which publishes the world's most popular comics.


text:
Home	Page d'accueil | News & Events | Press Releases
By U.S. Embassy in Burkina Faso | 8 January, 2021 | Topics: Events, News, Press Releases
Coronavirus disease (COVID-19) advice for the public
Basic protective measures against the new coronavirus Stay aware of the latest information on the COVID-19 outbreak, available on the WHO website and through your national and local public health authority. COVID-19 is still affecting mostly people in China with some outbreaks in other countries. Most people who become infected experience mild illness and recover, …
By U.S. Embassy in Burkina Faso | 13 March, 2020 | Topics: Events, Health Issues, News, Press Releases
Official Statement on Barga Attack, in Northern Burkina Faso – March 9, 2020
The United States condemns the brutal attack and murders perpetrated this past Sunday leaving 43 dead from the commune of Barga in northern Burkina Faso. We remain united with our Burkinabe partners in our common fight against the forces that seek to dismantle the long history of coexistence in Burkina Faso throughout all its diverse …
By U.S. Embassy in Burkina Faso | 10 March, 2020 | Topics: Events, News, Press Releases
United States and Burkina Faso Celebrate Launch of Resilience Program
Ouagadougou, Burkina Faso, 9 April – Today, the United States Government, through the U.S. Agency for International Development (USAID), announced the launch of the second phase of the Resilience in the Sahel Enhanced (RISE) program in Burkina Faso. Through this program, the United States intends to commit more than $190 million (CFA F 111 billion) over …
By U.S. Embassy in Burkina Faso | 8 April, 2019 | Topics: Events, Press Releases
Notice Regarding Scam Using U.S. Embassy Name
February 25, 2019 – U.S. Embassy Burkina Faso is aware of an ongoing tender scam using the U.S. Embassy name to fraudulently request sample items or money. If your business receives a tender from a "Mr. Kerry Collins," usa@embassytenders.com , info@embassytenders.com , info@embassytenders.com , or kerry@embassytenders.com please do not act on this request.
By U.S. Embassy in Burkina Faso | 26 February, 2019 | Topics: Alert, News, Press Releases
Oakton High School Students Engaged in Community Service In Burkina Faso.
High school students from Oakton, VA, decided to work on a mission trip to Burkina Faso. Pinnacle Academy Early College students started working on a fundraising project around six months ago and were able to raise $32,000.00 from the local communities and organizations via bake sales, presentations and social media outlet communications. Pinnacle Academy Early …
By U.S. Embassy in Burkina Faso | 19 July, 2018 | Topics: News, Press Releases
U.S. Millennium Challenge Corporation Announces $8.8 million to Advance Progress on Development of Burkina Faso Compact
WASHINGTON, D.C., April 24, 2018 – The U.S. Government's Millennium Challenge Corporation (MCC) last week announced $8.8 million in new funding to advance the development of a five-year MCC compact in Burkina Faso to reduce poverty through economic growth. MCC Principal Deputy Vice President Kyeh Kim was joined by Edith Clémence Yaka, Delegate Minister of …
By U.S. Embassy in Burkina Faso | 24 April, 2018 | Topics: News, Press Releases
Official Statement on Ouagadougou Attack – March 2, 2018
We condemn all acts of terror and extend our condolences to the victims of the March 2 attack in Ouagadougou. The perpetrators only seek to undermine stability in the region, and do not care about, or contribute to, the well-being of men, women, and children who are the innocent casualties of these barbarous attacks by …
By U.S. Embassy in Burkina Faso | 5 March, 2018 | Topics: Ambassador, Embassy, News, Press Releases
State Department Designation of Ansarul Islam
U.S. Department Of State Office of the Spokesperson For Immediate Release Media Note February 20, 2018 The Department of State has designated Ansarul Islam as a Specially Designated Global Terrorist (SDGT) under Section 1(b) of Executive Order (E.O.) 13224. E.O. 13224 imposes strict sanctions on foreign persons determined to have committed, or pose a significant …
By U.S. Embassy in Burkina Faso | 22 February, 2018 | Topics: News, Press Releases
Official Statement on Ouagadougou Attack – August 14, 2017
The United States condemns last night's heinous attacks in Ouagadougou and shares our condolences with those who lost loved ones or suffered injuries. We stand by the peaceful and resolute people of Burkina Faso and the other countries of the G-5 Sahel in our common resolve against terrorism. We are inspired by the resilience of …
By U.S. Embassy in Burkina Faso | 14 August, 2017 | Topics: Ambassador, Embassy, News, Press Releases
Recent Actions By Elements of the Presidential Guard in Burkina Faso
"The United States is deeply concerned about the unfolding events in Burkina Faso. We call for the immediate release of President Kafando, Prime Minister Zida, and all other officials being held. The United States strongly condemns any attempt to seize power through extra-constitutional means or resolve internal political disagreements using force. We call for an …
By U.S. Embassy in Burkina Faso | 17 September, 2015 | Topics: Press Releases
Urgent Need for Political Dialogue in Burundi
Press Statement John Kirby Department Spokesperson Washington, DC Today's inauguration in Burundi demonstrates the ruling party's intent to ignore the voices of its people in pursuit of its own political agenda. An inauguration – without a government that represents the population's many political voices and without a comprehensive and inclusive dialogue – will not resolve …
By U.S. Embassy in Burkina Faso | 20 August, 2015 | Topics: Press Releases
Mitigating Electoral Violence Through National Early Warning Systems
Ouagadougou, Burkina Faso –Today in Ouagadougou, the U.S. Agency for International Development (USAID), in partnership with the West Africa Network for Peacebuilding (WANEP), launched a five-year project: Mitigating Electoral Violence through National Early Warning Systems (NEWS). As part of the U.S. Government's efforts to support the 2015 elections in Burkina Faso, NEWS will collect and …
By U.S. Embassy in Burkina Faso | 11 May, 2015 | Topics: Press Releases
United States Express Concern with Burkina Faso Electoral Code Changes
The United States notes with concern the National Transitional Council's passage on April 7 of certain changes to Burkina Faso's electoral code excluding from candidacy in the upcoming elections any individual who voiced support for a constitutional revision that would have amended presidential term limits in late 2014. The changes to the code would seem …
By U.S. Embassy in Burkina Faso | 14 April, 2015 | Topics: Press Releases
Proposed Changes to Burkina Faso Term Limits
The United States is concerned by the spirit and intent behind a draft National Assembly bill in Burkina Faso to amend the constitution to allow the term-limited incumbent president to run for an additional five-year term. As the Burkinabe National Assembly prepares to consider the proposed constitutional changes, the United States emphasizes that constitutionally mandated …
By U.S. Embassy in Burkina Faso | 29 October, 2014 | Topics: Press Releases
Ambassador Lane and Regional Journalists View Agricultural Development in Burkina Faso
On September 20, U.S. Ambassador to the United Nations Agencies in Rome David Lane completed a five-day trip in Burkina Faso where he met with farmers, government officials and representatives of non-governmental programs working to improve food security. During the visit, he viewed sites supported by the U.S. Agency for International Development (USAID), the U.S. …
Ambassador Tulinabo Encourages Six Young Burkinabe Leaders Leaving for the YALI Fellow Conference in Washington
U.S. Ambassador Tulinabo Mushingi met with six young Burkinabé selected to participate in the Young African Leaders Initiative (YALI) Washington Fellow program in Washington. Issouf Ilboudo, Sanon Anselme, Sylvie Tougma, Herman Naré, Abdalla Dao et Francine Boro/Legma were the finalists of the YALI competition launched in December 2013.YALI is President Obama initiative launched in 2010 …
By U.S. Embassy in Burkina Faso | 12 June, 2012 | Topics: Press Releases


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text:
Field Manual: Monitoring and Reporting Mechanism on Grave Violations Against Children in Situations of Armed Conflict
UN Office of the Special Representative of the Secretary-General for Children and Armed Conflict (OSRSG-CAAC); UNICEF; UN Department of Peacekeeping Operations (DPKO)
Download full PDF from mrmtools.org
This resource is intended for practitioners implementing the Monitoring and Reporting Mechanism (MRM) and covers technical components of the MRM. It considers issues such as guiding principles, monitoring, information management, reporting, and engaging with parties to the conflict, as well as guidance on both establishing and phasing out the MRM. The annexes include action plan templates, listing and delisting criteria, and the international legal foundations. This field manual is part of the MRM Tools website, which also includes the MRM Guidelines, Training Toolkit, and Global Good Practices Study.
Guidelines: Monitoring and Reporting Mechanism on Grave Violations against Children in Situations of Armed Conflict
This resource describes the Monitoring and Reporting Mechanism (MRM) and its efforts to achieve accountability and compliance with international law and child protection standards. Intended for practitioners implementing the MRM, this resource outlines the roles and responsibilities for implementing actors, reporting requirements, and linkages between the MRM and response and advocacy. These guidelines are part of the MRM Tools website, which also includes the MRM Field Manual, Training Toolkit, and Global Good Practices Study.
Protection Checklist - Addressing Displacement and Protection of Displaced Populations and Affected Communities along the Conflict Cycle: a Collaborative Approach
UN High Commissioner for Refugees (UNHCR), Organization for Security and Co-Operation in Europe (OSCE)
Download full PDF from unhcr.ch
The checklist is intended to provide guidance and increase understanding for OSCE field staff and other OSCE actors working on displacement and protection in the conflict cycle. Throughout the resource, consideration is given to children in conflict and displacement. Stages in the conflict cycle include early warning and prevention, crisis management in acute conflict, conflict management in protracted conflict, and post-conflict transition and rehabilitation.
Child Protection Issue Brief: Sexual violence against children
UN High Commissioner for Refugees (UNHCR)
See full resource on refworld.org
This resource outlines what the United Nations High Commissioner for Refugees (UNHCR) and its partners should do to protect children from sexual violence. Action areas include legal and policy framework; knowledge and data; coordination; human and financial capacity; advocacy and awareness; and prevention and response.
Child protection Issue Brief: Alternative Care
See full resource on data.unhcr.org
This resource outlines what UNHCR and its partners should do regarding alternative care programs for children. Action areas include legal and policy framework; knowledge and data; coordination; human and financial capacity; advocacy and awareness; and prevention and response.
The Role of Communities in Protecting Education from Attack: Lessons Learned
This resource lays out guidelines for implementing programs that protect education from attack. Included is a 10-step guideline for working in collaboration with local communities, examples for various case studies around the world, and strategies for staffing, working with local partners, and using child participation. The document uses Cote d'Ivoire as a case study of how communities worked with UN agencies and international NGOs and presents key findings.
Global Good Practices Study: Monitoring and Reporting Mechanism on Grave Violations against Children in Situations of Armed Conflict
This resource examines lessons learned and good practices from the field. Developed by MRM task-force co-chairs and child protection practitioners, this resource considers issues such as establishing and phasing out the MRM, monitoring and reporting grave violations, information management systems, accountability, engaging parties to the conflict, advocacy, regional cooperation, and child participation. This study is part of the MRM Tools website, which also includes the MRM Guidelines, Training Toolkit, and Global Good Practices Study.
A Checklist for Mainstreaming: Children and Armed Conflict Friendly Resolutions
Watchlist on Children and Armed Conflict
See full resource on watchlist.org
This resource provides a ten-point checklist to assist Security Council experts and others in mainstreaming the protection of children affected by armed conflict in country-specific Security Council resolutions. This list includes encouraging the implementation of action plans, using sanctions to pressure perpetrators, demanding accountability, and encouraging DDRRR (disarmament, demobilization, repatriation, reintegration and resettlement). This resource also contains a compilation of Security Council Resolutions on Children and Armed Conflict approved by the UN.
Child Protection Model Law, Best Practices: Protection of Children from Neglect, Abuse, Maltreatment, and Exploitation
The Johns Hopkins University, Paul H. Nitze of Advanced and International Studies; International Centre for Missing & Exploited Children
Download full PDF from protectionproject.org
Citing 130 domestic laws from 68 countries, this resource provides models laws on child protection, including protection of children in situations of emergency and armed conflict, for legislators drafting or amending child protection laws. These model laws are based upon international standards and best practices on child protection, including the Convention on the Rights of the Child (CRC) and the Optional Protocol to the CRC on the involvement of children in armed conflict (OPAC).
100 Best Practices in Child Protection
A collection of successful initiatives by civil society organizations and government agencies, this resource provides examples of initiatives aimed at child protection. Part VI on page 90 examines child protection initiatives in situations of emergency and armed conflict, with examples from Iraq, Uganda, Gaza, Liberia, and Rwanda. Part VII on page 100 provides examples of child protection initiatives in the justice system.
Lessons in War: Military Use of Schools and other Education Institutions during Conflict
This resource outlines the military use of education institutions and the consequences of such use on students, teachers, and scholars. It includes an overview a list of initiatives to address armed forces' and armed groups' use of education institutions, including the UN Monitoring and Reporting Mechanism, Committee of the Rights of the Child, and voluntary commitments by non-state armed groups. It also provides relevant laws restricting the use of education institutions by armed forces and groups.
The Impact of Armed Conflict on Children
This resource is intended to provide training to armed non-state groups and civil society organizations on humanitarian standards and the relevant international legal framework regarding children and armed conflict. In an addition to providing an overview of key international laws and policies, this resource also explains the structure of Geneva Call's Deed of Commitment on Children and Armed Conflict and explores implementation measures to improve child protection.
A Framework for the Protection of Children
See full resource on unhcr.org
This resource provides an overview of UNHCR's policies and practice regarding child protection and shares UNHCR's guiding principles and approaches. It articulates UNHCR's six goals regarding the rights of children and relevant benchmarks. The annex includes UNHCR's policy framework for the protection of children.
Study on Field-based Programmatic Measures to Protect Education from Attack
Download full PDF from educationandconflict.org
This resource outlines types of programmatic measures to protect education from attack under four headings: protection, prevention, advocacy, and monitoring and reporting. Attacks against education include attacks against students, educators, and other educational personnel at educational institutions. Recommended programmatic measures range from local initiatives to systemic-level interventions intended to prevent conflict. The annex includes 20 country-specific examples.
Child Protection in United Nations Peacekeeping
UN Office of the Special Representative of the Secretary-General for Children and Armed Conflict (OSRSG-CAAC); UN Department of Peacekeeping Operations (DPKO)
Download full PDF from un.org
This resource highlights the role of child protection and child protection advisers in UN peace operations. It examines child protection in the contexts of Afghanistan, Lebanon, Haiti, and the Sudan. Page 17 answers questions about the role and function of child protection in UN peacekeeping.
Guide for setting-up Child Friendly Complaints and Response Mechanisms (CRMs): Lessons Learnt from Save the Children's CRM in Dadaab Refugee Camp
Download full PDF from hapinternational.org
This resource provides guidance on creating a complaints and response mechanism (CRM) in a child-friendly manner. Using a pilot case study from Ifo Camp, Dabaab, North Eastern Kenya, this resource provides information on setting up a CRM, awareness raising, recording complaints, challenges, and lessons learned. The annex includes a stakeholder mapping tools used during their consultations with children.
Guidelines for the Alternative Care of Children, UN General Assembly Resolution 64/142
UN General Assembly
This resource provides UN guidelines for the alternative care of children, which are intended to enhance implementation of the Convention on the Rights of the Child (CRC). This resource is intended to assist and encourage governments to implement their responsibilities and obligations towards children, including in situations of armed conflict.
Child Protection Systems Mapping and Assessment Toolkit: Users' Guide
This resource is intended to help practitioners develop comprehensive national child protection systems and prioritize actions. Mapping and assessment should include an analysis of the current child protection system, an understanding of the legal and normative framework, highlighting key risks, identifying global best practices, finding opportunities to improve services, and planning for the necessary financial and human resources.
Guidelines on International Protection No. 8: Child Asylum Claims under Article 1(A)2 and 1(F) of the 1951 Convention and/or 1967 Protocol Relating to the Status of Refugees
This resource is intended to provide legal interpretive guidance for governments, legal practitioners, decision makers, the judiciary, and other practitioners who need assistance carrying out refugee status determination in the field. This resource also provides guidelines on carrying out this determination in a child-sensitive manner and includes an overview of the relevant international legal framework.
The Six Grave Violations against Children during Armed Conflict: The Legal Foundation
UN Office of the Special Representative of the Secretary-General for Children and Armed Conflict (OSRSG-CAAC)
This resource lays out the legal basis for the UN Security Council's prioritization of six grave violations committed against children during armed conflict. It is intended to serve as a legal guide to help strengthen child protection and end impunity of crimes. It draws on international humanitarian law, human rights law, jurisprudence, and UN Security Council resolutions to establish killing and maiming, recruitment and use in conflict, rape and sexual violence, abduction, attacks against schools and hospitals, and denial of humanitarian access as the most serious crimes committed against children in situations of armed conflict.
Knowledge on Fire: Attacks on Education in Afghanistan, Risks and Measures for Successful Mitigation
CARE International, Afghan Ministry of Education
Download full PDF from care.org
A case study of Afghanistan, this resource provides an overview of threats and attacks on education, including the nature of attacks and risk factors. It concludes with recommendations about how to mitigate and prevent attacks on schools, paying special attention to the roles of communities.
Training Manual to Fight Trafficking in Children for Labour, Sexual and Other Forms of Exploitation
International Labour Organization (ILO), UNICEF
See full resource on ilo.org
This resource aims to assist donor governments, workers, employers and NGOs to combat trafficking in children for labor, sexual, and other forms of exploitation. Exploitation is defined to include the forced or compulsory recruitment of children. The training manual includes three textbooks, an exercise book, and facilitator's guide.
ARC Resource Pack: A capacity-building tool for child protection in and after emergencies
Action for the Rights of the Child (ARC)
See full resource on resourcecentre.savethechildren.se
This resource is a collection of training materials to help ensure effective child protection programming and protection systems. Primarily intended for facilitators and trainers, programmers who work on child rights or child protection, and members of child protection clusters, this resource pack includes a user guide, training manual, and facilitator's toolkit. Foundation modules include topics such as participation and inclusion, advocacy, community mobilization, and psychosocial support. Also included are seven critical issue modules, with module 7 on children associated with armed forces or armed groups.
Behind the Uniform: Training the military in child rights and children protection in Africa
Save the Children Sweden
In 1998, Save the Children Sweden began training military personnel, including pre-deployed peacekeepers, in child rights and child protection across Africa. This resource outlines the training program and provides a summary of its achievements, challenges, lessons learned, and recommendations. Annex 3 includes the international legal framework for child protection in conflict settings. Annex 5 lists the materials used during trainings.
Youth and Conflict: Best Practices and Lessons Learned
Mercy Corps
Download full PDF from mercycorps.org
The resource examines Mercy Corps' best practices and lessons learned on its youth programming, including general program design and implementation. It also considers specific program areas such as economic engagement, political participation, youth-to-community connections, and youth-to-youth connections.
Handbook on Legislative Reform: Realising Children's Rights, Vol. 1
In order to support implementation of the Convention on the Rights of the Child (CRC) and the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), this resource examines constitutional and legislative reforms in favor of the rights of children. Taking a human rights-based approach, it considers various guiding principles, rights of victims, prevention, criminalization, and processes and entry points for constitutional and legislative reforms.
Establishing Gender-Based Violence Standard Operating Procedures (SOPs) for Multi-sectoral and Inter-organizational Prevention and Response to Gender-based Violence in Humanitarian Settings
Interagency Standing Committee (IASC)
Download full PDF from gbvaor.net
Developed in collaboration with UN agencies, government, and non-governmental and community-based organizations, this resource sets out the process for developing a standard operating procedure (SOP) to prevent and respond to gender-based violence (GBV) in various stages of an emergency. An SOP template is available beginning on page 7.
The Camp Management Toolkit
Norwegian Refugee Council (NRC)
See full resource on nrc.no
Chapter 11 of this resource examines protection of persons with specific needs in a camp setting, including boys and girls, youth, women, and persons with disabilities. Each chapter includes a checklist for a camp management agency and a list of tools. This resource also considers camp issues such as participation and community involvement, protection, gender-based violence, education, and livelihoods.
No One to Turn to: Under-reporting of child sexual exploitation and abuse by aid workers and peacekeepers
Corinna Csáky, Save the Children
See full resource on savethechildren.org.uk
Based on focus group interviews and consultations with children and adults living in chronic emergencies, as well as humanitarian professionals, this resource provides a snapshot on the under-reporting of sexual exploitation by aid workers and peacekeepers. Recommendations, which begin on page 22, include building effective local complaints mechanisms, establishing a new global watchdog, and tackling the root causes of abuse.
Supporting the Realization of Children's Rights through a Rights-Based Approach to Legislative Reform
This resource aims to guide UNICEF regional and country offices in programming for child rights in legislative reform and creating the necessary human and financial resources for legislative reform. This resource links the issue of legislative reform to the key international policies and laws and emphasizes the importance of the national legal system. The resource concludes by examining cross-cutting issues and challenges and provides indicators, sample program plans, and checklists.
IASC Gender Handbook: Women, Girls, Boys and Men: Different Needs – Equal Opportunities
This resource is intended to assist field practitioners responding to humanitarian emergencies in meeting standards for integrating gender issues. It offers checklists for monitoring gender equality programming and focuses on major cross-cutting issues such as camp coordination and management, education, food issues, health, livelihoods, non-food items, registration, shelter, and WASH (water, sanitation and hygiene).
Implementing Victims' Rights: A Handbook on the Basic Principles and Guidelines on the Right to a Remedy and Reparation
Download full PDF from redress.org
This resource was created as a companion to the UN's Basic Principles and Guidelines on the Right to a Remedy and Reparation for Victims of Gross Violations of International Human Rights Law and Serious Violations of International Humanitarian Law. It was intended to help guide non-governmental and civil society organizations advocate for victims' rights as primary concern in state action.
Protecting Children from Sexual Exploitation & Sexual Violence in Disaster & Emergency Situations: A guide for local & community based organisations
Stephanie Delaney, ECPAT International
Download full PDF from preventionweb.net
This resource aims to provide guidance for local grassroots organizations in the protection of children from sexual violence and sexual exploitation. It explores relevant legal and policy frameworks and existing protection frameworks. This resource also includes key actions to minimizing the risks of sexual violence, such as advocacy and campaigning, protection committees, creating safe spaces, and psychosocial support and education. The annex includes checklists for action.
Fighting back: Child and community-led strategies to avoid children's recruitment into armed forces and groups in West Africa
Emily Delap, Save the Children
Download full PDF from savethechildren.org.uk
Using case studies from Ivory Coast, Liberia, and Sierra Leone, this resource focuses on strategies to prevent children's recruitment in armed forces and groups. Strategies to prevent recruitment include developing targeted messages, avoiding separation, providing alternative care, schooling and skills training, and improving livelihoods. Intended to inform initiatives by governments, the UN, and non-governmental organizations, this resource also provides an overview of what constitutes voluntary and forced recruitment.
Gender-Based Violence Legal Aid: A Participatory Toolkit
American Refugee Committee (ARC)
Download full PDF from arcrelief.org
This resource is intended to assist field staff design gender-based violence (GBV) services and GBV legal aid using a participatory approach. Intended for actors in the humanitarian, justice, and security sector, this toolkit provides a preliminary assessment tool, action planning worksheets, and guidelines and indicators on monitoring and evaluating gender-based violence programs.
Model Complaints and Investigation Procedures and Guidance Related to Sexual Abuse and Sexual Exploitation
Developed by the IASC Task Force on Protection from Sexual Exploitation and Abuse, this resource details steps taken when NGO staff or UN agency staff are suspected of sexual exploitation and abuse of women or children. Intended to build a consistent approach across all agencies, this resource provides an overview of complaints mechanisms, investigation guidelines, and interviewing witnesses and victims. Interview guidelines pay special attention to interviewing children.
Inter-Agency Guiding Principles on Unaccompanied and Separated Children
See full resource on icrc.org
This resource focuses on children affected by armed conflict who become separated from their families, as well as unaccompanied children and orphans. It includes principles and guidelines for special issues related to refugee children and promoting children's rights. The annex provides a list of key international instruments relating to separated children.
Child Protection: A handbook for parliamentarians
Inter-parliamentary Union; UNICEF
Intended to assist parliaments and their members in legislating and promoting child protection, this resource provides an overview of specific child protection issues and explains international standards on child protection. Chapter 7 examines the issue of children and armed conflict. Other issues examined include sexual exploitation of children, harmful traditional practices, alternative care, juvenile justice, and the rights of child victims.
Children in War
This resource contains ICRC documents related to children affected by armed conflict. Documents include: a summary table of international humanitarian law provisions applicable to children; an overview of child protection and humanitarian assistance activities for children; and a summary of the ICRC's communication programs for young people and mine action programs.
Gender-Based Violence: Care & Protection of Children in Emergencies, A Field Guide
Judy A. Benjamin, Lynn Murchison, Save the Children
Intended for staff in emergency situations, this resource focuses on the prevention of gender-based violence in emergency field operations. It includes Save the Children's programming framework, principles, and process. Section III on page 9 provides an overview of international legal and policy instruments. Page 46 includes an implementation checklist.
Separated Children: Care and Protection of Children in Emergencies
Amy Hepburn, Jan Williamson, and Tanya Wolfram, Save the Children
This resource provides a thematic overview of key child protection concerns, including international law and policy instruments, and guidance on programming in emergencies. The appendix includes sample forms and assessment questions. The annex includes sample forms to use with separated children and assessment questions.
Sexual and Gender-Based Violence against Refugees, Returnees and Internally Displaced Persons: Guidelines for Prevention and Response
This resource provides guidance for protection of refugees against sexual and gender-based violence. It provides guiding principles and considers prevention strategies through transforming socio-cultural norms, rebuilding community support systems, improving accountability systems, and monitoring and documenting of sexual and gender-based violence. The annex includes a code of conduct and sample report forms.
Children and Armed Conflict: International Standards for Action
Office of the UN Special Representative of the Secretary-General for Children and Armed Conflict (OSRSG-CAAC), Human Security Network
This resource is a compilation of legal standards and norms regarding children and armed conflict, including the rights of the child, international humanitarian law, law on refugees and internally displaced persons, international criminal law, and UN Security Council resolutions.
Child Soldiers: Care & Protection of Children in Emergencies, A Field Guide
Mark Lorey, Save the Children
See full resource on savethechildren.org
Intended as a practical reference for practitioners in emergency settings, this resource is designed for field, headquarters, and Save the Children partner organization staff members who design and manage children and war programs. It discusses child soldiers and their vulnerabilities, the international framework, and a programming framework that includes demobilization and reintegration, and a process for program design.
Child Rights and Child Protection before, during, and after conflict: Training Manual for Military Personnel
Economic Community of West African States (ECOWAS); Save the Children Sweden
Download full PDF from ovcsupport.net
Drafted for military trainers, this resource is intended to train military personnel and familiarize them with the legal instruments of child protection and child rights. The manual's themes include the legal standards on child rights and child protection, the effects of armed conflict on children, and collaborating with humanitarian organizations and civil authorities. Additional materials include handouts, exercises, checklists, and other visuals.
Refugee Children: Guidelines on Protection and Care
Intended for UNHCR staff and its operational partners, this resource provides guidelines on the protection and care of refugee children. It includes an overview of treaty standards, cultural considerations, psychosocial well-being, personal liberty and security, legal status, education, and unaccompanied children. The Annex provides UNHRC's policy on refugee children.


text:
Gyms gear up for influx of new members
With getting healthy being the most searched New Year's resolution, gyms say the first few months of the year are always the busiest, meaning it may be hard to find a spot on a treadmill at gyms in the coming days.
Officials at the Quincy Family YMCA said they've already seen an increase in new memberships going into the new year, and they expect to see more sign ups in the coming weeks.
"I want to be the best shape I've ever been in by the time I'm 45, and that'll be next July– so I'm giving myself a year to be the best I've ever been and the strongest I've ever felt," said Jennifer Malaney, who didn't want to take new years day off from her work out schedule so she can stay focused on her goals for the new year.
She was there today with her new trainer Shelby Kammerer, who said she was recently hired to help with the increase in members.
"People set those new years resolutions to get in the gym get in shape, so they hired some new personal trainers to help with a demand of people," Kammerer.
Officials said that new employees are just one part of what they're offering for newcomers
"We have extra staff on board, we have some different programs that are starting to help people with new years' resolutions," said Wellness Coordinator Cole Nelson.
Nelson said over the next few days there'll be sign ups for new programs designed to keep people engaged with their goals, along with deals for new membership. They're also being more strict about time limits on machines.
"The cardio machines a half hour," said Nelson, "we try and enforce that, especially now, when we have people wanting to get in and out, use the machines."
It's all to draw in more new people like Whitney George, who went to her first ever yoga class today.
"I wanna come in to the y more, and do the yoga classes, maybe work out," said George when talking about her goals for the new year.
Officials at the Y said one of the best ways to keep your fitness goals is to find a friend to go with to the gym to hold each other accountable.
Frank Healy
Multimedia Journalist at WGEM


text:
Agriculture, forestry, hunting and fishing >
Sample survey of agriculture and forestry
/en/jord-skog-jakt-og-fiskeri/statistikker/lu/aar-endelige
lu, Sample survey of agriculture and forestry, agriculture, horticulture, forestry, farming, supplementary industries (for example camp sites, hunting and fishing rights, rental), labour input, maintenance, machines and tools, energy consumption, investmentsAgriculture , Agriculture, forestry, hunting and fishing
Variants of the statistics:
Annually, final figures (selected)
Annually, preliminary figures
Error in statbank table 12834 was corrected 18 December 2019.
Not yet determined
fewer holdings with greenhouses from 2010 to 2018
Holdings with greenhouses and area of greenhouses.1Published 2 December 2019
Per cent
1Comprise holdings with at least 300 m2 of greenhouse area
Holdings with greenhouses
309 -51.5
Area of greenhouses, total (decares)
1 709 -16.5
Explanation of symbolsDownload table in ExcelDownload as CSV-file
See selected tables from this statistics
Holdings with greenhouses and area of greenhouses.
Holdings with greenhouses and area of greenhouses.1
Area of greenhouse
By size of greenhouse areal in m2
By size of greenhouse area in m2
1Comprise holdings with at least 300 m2 of greenhouse area.
1 270 613 376 215 66 2 046 345 500 583 619
957 370 281 227 79 2 003 221 378 662 741
737 254 179 199 105 2 022 151 236 610 1 025
309 62 60 94 93 1 709 41 84 282 1 303
140 26 27 41 46 757 18 37 123 579
Agder and Rogaland
85 4 13 33 35 713 2 18 99 593
Western Norway
32 11 : 10 : 92 8 : 30 :
29 7 8 5 9 119 4 12 16 87
23 14 : 5 : 28 9 : 14 :
Download table in ExcelDownload as CSV-file
Production of cut flowers, flowering pottet plants, decorative plants and bedding plants.
Production of cut flowers, flowering pottet plants, decorative plants and bedding plants.1
Holdings with production
Produced quantity
Flowering potted plants
1Comprise holdings with at least 300 m2 greenhouse area.
197 445 119 517 112 122 35 605 4 367 31 615
120 349 59 448 117 471 34 367 2 787 44 696
19 105 27 166 66 172 26 806 1 735 41 217
Consumption of energy in greenhouses.
Consumption of energy in greenhouses.1
Electricity to growing lights
Electricity to electric boiler
Electricity to heating pump
District/ waste heating
Wood chip
.. .. .. .. 62 529 .. .. .. ..
222 935 276 349 .. .. 43 617 2 323 .. .. ..
341 153 202 680 .. 165 382 11 876 5 137 .. .. 342 713
346 703 161 828 2 700 176 748 7 770 5 770 .. .. ..
309 126 81 863 4 043 130 626 1 750 7 304 24 384 62 055 344 054
Holdings with nurseries and nursery area.
Holdings with nurseries and nursery area.1
Holdings with nursery production
Of which containergrown plants
Greenhouse area
Salesvalue of production for sale
Decares
1Comprise holdings with at least 1,0 dekar nursery area.
223 2 869 562.6 59.0 ..
152 2 985 499.0 74.8 182 773
39 1 146 469.0 59.0 199 440
See all figures from this statistics
10271: Labour input at the holding, by category of manpower (1 000 man-hours) (C)
10273: Labour input in agriculture and horticulture, by type of farming (1 000 man-hours)
10270: Labour input in agriculture and horticulture, by sex and selfemployed persons/firms (1000 man-hours) (C)
See all figures in Statbank ( 31 )
The statistics give information about labour input and investments in agriculture.
Definitions of the main concepts and variables
Agricultural holding: All agricultural area operated by the same holder belongs to the same holding regardless of whether it includes several land numbers, title numbers and lease numbers.
Holder(s): The person(s) who is responsible for farming it.
Agricultural area in use: Comprises all owned and rented agricultural area in use at the holding, including fields that lie fallow a year. Agricultural areas include cultivated and surface-cultivated land, and other fertilized pastures.
Supplementary industry: An activity that uses the land, buildings or machinery belonging to the holding.
Gross income: The sum of all incomes excluded value added tax, and not deducted any costs.
Standard classifications
County where the holding is located, size of holding expressed in decares of utilized agricultural area and type of farming of the holding.
Name and topic
Name: Sample survey of agriculture and forestry
Topic: Agriculture, forestry, hunting and fishing
Responsible division
Division for Housing, Property, Spatial and Agricultural Statistics
Regional level
Part of the country.
Frequency and timeliness
International reporting
Data are delivered to Eurostat by agreement.
Reviewed and edited microdata are stored.
Background and purpose
The purpose of the Survey of Agriculture is to obtain relevant data not found in administrative data systems, and to obtain data for units not covered by administrative systems.
The Survey of Agriculture is designed to form a picture of the agriculture industry in Norway (the number of holdings and properties) through various questions. The questions vary from year to year (labour, liabilities, investments, fixed assets, rental of agricultural land, farm buildings, extended forest survey etc.).
Users and applications
Data from the survey are used by professional organizations, the Budget Committee for Agriculture, the Ministry of Agriculture and Food, the Ministry of Environment, various research institutions such as the Norwegian Agricultural Economics Research Institute and the Division for Environmental Statistics at Statistics Norway.
Equal treatment of users
No external users have access to the statistics and analyses before they are published and accessible simultaneously for all users on ssb.no at 10 am. Prior to this, a minimum of three months' advance notice is given inthe Statistics Release Calendar. This is one of Statistics Norway's key principles for ensuring that all users are treated equally.
Coherence with other statistics
Not relevant
Statistics Act Section 2-1, 2-2, 2-3
EEA reference
The population is active holdings registered in the administrative Farm Register of the Norwegian Agricultural Authority, and covers all units that meet one or more conditions relating to minimum operating standards. An example of such conditions is that a holding must have at least 5 decares of agricultural area in use.
Data sources and sampling
The majority of the data comes directly from respondents who fill out forms for the annual agricultural survey. The Agricultural Register provides information on the size of the agricultural and forest area, persons associated with the property/holding and what their association is with the property/holding.
Each year a sample is drawn from the Farm Register for the Survey of Agriculture. The size of the sample varies between 10 000 and 12 000 active holdings, stratified by the size of estimated standard output and type of production in each county. Until 2011 the size of the agricultural area was used in stead of standard output.
Collection of data, editing and estimations
Letters are sent to the holdings drawn for inclusion in the survey. The owner or holder of the property provides the data.
A number of controls and corrections are done to ensure consistency both on a single form and between forms and available register information.
The sample is stratified by location, standard output and farm type.
Figures based on few units (holdings) are not published if this causes risk for identifying any of the units concerned, or the results are considered to be all too uncertain for giving estimates.
Comparability over time and space
The statistics are basically comparable back to the end of 1940th. However, for some variables there will be a break e.g. between 1998 and 1999. The reason for this is that the method used for estimating the number of holdings from 1990 to 1998 gradually led to too high figures. This was evidently shown by the results of the complete census of agriculture for 1999.
In 2007, the question related to supplementary industries was expanded. In addition to ticking off for relevant industry, the respondents were asked to fill in the corresponding gross income. This modification may have caused a somewhat higher item non-response.
Sources of error and uncertainty
Primary data are obtained from the forms filled out by the respondents. They may contain errors made by the individual respondents when he or she filled out the form. A number of errors are discovered and corrected by those who go through forms during the revision process at Statistics Norway.
A number of errors during the collection and processing of the data are unavoidable and include errors that occur during revision, data processing errors etc. Extensive work has been carried out to reduce these errors as much as possible.
Non-response in the survey is due to the failure of individual respondents to deliver questionnaires or that a property has been sold or is no longer farmed as an independent unit.
Variance: All sample surveys will be encumbered by a certain amount of uncertainty. Generally, the fewer the observations are, the more uncertain the results. Groups based on few observations will be particularly sensitive to extreme values, i.e. values that deviate considerably from the average. Such extreme values are consequently assigned a weight equal to 1, so that they only represent themselves in the material.
Bias: All types of holdings are included in the Survey of Agriculture sample. To provide a better representation in certain counties with few holdings a higher percentage of holdings are selected in these areas.
Frame errors: The quality of the register basis from which the sample is selected also has an impact on the quality of the final result.
Find more figures in Statbank
To Statbank
Holdings, agricultural area and livestock
The statistics give information about the number of agricultural holdings, their size and type of farming.
Go to the statistics
Farmers' income and debt
The statistics present figures for incomes and debt for persons who are operating agricultural holdings.
Berit Bjørlo
berit.bjorlo@ssb.no
Cathrine Gran Øverby
cathrine.overby@ssb.no


RESP 335. Clinical Application 2. 4 Hours.
This course provides the respiratory therapy student with an introduction to the critical care setting. The student will begin to apply the procedures and equipment most often utilized in the intensive care areas. Emphasis is placed on continuous mechanical ventilation, artificial airways, airway care, and bedside pulmonary function testing. The student will assume limited patient care responsibility in the critical care areas. Prerequisite: RESP 315. FLD.


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Spend a day on the land getting your hands dirty, meet some lovely people and get some new skills all at the same time. If you are keen to come along have a look at the dates below and email landarmy@kindling.org.uk to book your place.
A day out with The Land Army is quite a physical day's work (though we'll look after you and make sure you get proper breaks!), but it's really satisfying and a great way to get your hands dirty, learn a bit about commercial scale food growing, and meet like-minded and interesting people like you!
Make sure you come prepared. You'll need waterproofs, sturdy footwear such as wellies or boots, and drinking water. And it's a good idea to wear clothes you don't mind getting a bit mucky in! In return for your hard work we provide a healthy, home-made lunch and plenty of tea and biscuits – two things we find go hand in hand with working on the land!
Inspired by the women's land armies of the First and Second World Wars, The Land Army was set up to help small organic growers in Greater Manchester increase their yields and strengthen their businesses. We currently work mainly with new organic growers, supporting them at the beginning of their journey towards establishing viable and productive farms.
Our volunteers come from all walks of life and enjoy being part of The Land Army for many different reasons. You might be thinking about growing your own food at home or on an allotment, want to meet like-minded people, or simply have some spare time on your hands and fancy doing something totally different – either way, we'd love to hear from you! Becoming a Land Army volunteer is simple. You can join our mailing list by completing the form below to receive regular updates about Land Army trips. Or, you can keep an eye on the top of this page for upcoming dates. And if you want to come along, send us an email or give us a ring – and that's it!
Land Army trips usually take place on Wednesdays and Saturdays and run from 10am until 5.00pm. We provide lunch, drinks and snacks, all tools and gloves are also provided.
Land Army volunteer and 'city kid' Luiza shared her perspective after getting stuck in at FarmStart Woodbank.
And here's a lovely post by Sokhema Nara (Development Studies student and Project Officer at Transparency International Cambodia) on her experience with the Land Army. Thanks to Sokhema for letting us share it.
For more information and to book email landarmy@kindling.org.uk or call us on 0161 818 8384.


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text:
Le Lycée Vauvenargues est un établissement scolaire public situé à Aix-en-Provence regroupant un lycée général, un lycée professionnel, d'une classe préparatoire aux grandes écoles (), un centre de formation d'apprentis (CFA) proposant un BTS et un Greta. À l'origine appelé lycée Carnot, il prend son nom actuel en 1962  en hommage au moraliste Luc de Clapiers, marquis de Vauvenargues.

Bâtiments

Le lycée se situe à l'emplacement de l'ancien couvent des Dames Carmélites, dessiné par Henri Révoil. En forme de L, les bâtiments sont partagés en deux parties : le lycée général (au sud) et le lycée professionnel (à l'est). Les deux lycées partagent certaines des infrastructures comme l'entrée, le réfectoire et le gymnase.

On trouve également une chapelle, transformée en auditorium, et deux cloîtres (l'un de style néo-gothique et l'autre néo-roman).

Le lycée général

Le lycée général peut délivrer les baccalauréats suivant : scientifique, économique et sociale, littéraire, ainsi que sciences et technologies de l'industrie et du développement durable

Des formations de l'enseignement supérieur y sont également enseignées. Voir section.

Initiatives pédagogiques et technologiques

Années 1970
En 1974, dans un objectif novateur d'initiation à l'informatique des élèves et enseignants intéressés, le lycée Vauvenargues d'Aix-en-Provence a fait partie de l'opération ministérielle dite « Expérience des  » : utilisation de logiciels et enseignement du langage de programmation LSE en club informatique de lycée, pour  de l'enseignement secondaire. À cet effet, dans une première phase, quelques professeurs du lycée, enseignants de diverses disciplines, furent préalablement formés à la programmation informatique. Puis, dans une seconde phase, l'établissement fut doté d'un ensemble informatique en temps partagé comportant : un mini-ordinateur français CII Mitra 15 avec disque dur, un lecteur de disquettes , plusieurs terminaux écrans claviers Sintra TTE, un téléimprimeur  et le langage LSE implémenté ; tout ceci ayant permis de mettre en œuvre sur le terrain cette démarche expérimentale, avec du matériel informatique ultra-moderne pour l'époque.

Classement du lycée

En 2020, et selon le classement de L'Étudiant, le lycée se classe   sur 77 au niveau départemental en termes de qualité d'enseignement, de résultats globaux au baccalauréat, du taux de mention et de la propension à favoriser la réussite des étudiants, et 754  au niveau national. Le classement s'établit sur trois critères : le taux de réussite au bac, la proportion d'élèves de première qui obtient le baccalauréat en ayant fait les deux dernières années de leur scolarité dans l'établissement, et la valeur ajoutée (calculée à partir de l'origine sociale des élèves, de leur âge et de leurs résultats au diplôme national du brevet).

Classement des CPGE

Le classement national des classes préparatoires aux grandes écoles (CPGE) se fait en fonction du taux d'admission des élèves dans les grandes écoles.  En 2018, L'Étudiant donnait le classement suivant pour les concours de 2017 :

Le lycée professionnel

Il occupe toute une aile de l'établissement, avec ses ateliers. Les formations professionnelles permettent de délivrer quatre diplômes de CAP et six baccalauréats professionnels. Les filières s'articulent autour de deux pôles :
 pôle industriel (électrotechnique, énergie, équipements communicants ; la maintenance des équipements industriels) ;
 pôle bâtiment/génie civil (menuiserie ; métallerie ; étude et économie du bâtiment ; organisation et réalisation du gros œuvre).

Concernant les CAP, l'établissement offre aussi des formations de maçon, serrurier/métallier, menuisier et électricien industriel.

Formations de l'enseignement supérieur

Le lycée Vauvenargues propose deux classes préparatoires aux grandes écoles, un brevet de technicien supérieur géré par le centre de formation d'apprentis (CFA) ainsi qu'une une licence professionnelle.

Brevet de technicien supérieur

L'établissement met à disposition un BTS Système Numérique option Informatique et Réseau (BTS SN IR). La formation est également proposée en alternance.

Classe préparatoire aux grandes écoles

Les classes préparatoires physique et technologie (PT / PT*) sont enseignées.

Greta

Le lycée accueille désormais un centre de formation GRETA, le premier groupement d'établissement d'Aix-en-Provence.

Personnalités liées au lycée

Professeurs
Georges Cheylan

Anciens élèves
 Jean-David Ciot, homme politique
 Franck Cammas, navigateur
 Lucas Marin, acteur
Clara Jaboulay, présidente de l'UNL
Bagayoko Niagalé, politologue

Notes et références

Bibliographie
 Du Centre d'Apprentissage Albéric Laurent au Lycée Professionnel Vauvenargues, édité par l'Amicale des Lycées Vauvenargues
 Des Arts et des Métiers. Éléments d'architecture et de ferronnerie aux Lycées Vauvenargues, édité par l'Amicale des Lycées Vauvenargues.

Liens externes
 Site des lycées Vauvenargues
 Site de l'amicale des anciens et des personnels des Lycées Vauvenargues

Enseignement à Aix-en-Provence
Vauvenargues

redpajama_set_name: RedPajamaWikipedia


text:
BY Andrew Miesner / December 9, 2020
Rising Stars and Seasoned Pros to Compete in First VALORANT Tournament of 2021
FRISCO, Texas – December 9, 2020 – Complexity Gaming, one of North America's most elite and longest-standing esports organizations, today announced a partnership with Nerd Street Gamers to host the Complexity VALORANT Invitational powered by Nerd Street Gamers. Taking place on January 9-10, the event will feature 16 of North America's best VALORANT teams going head to head for their share of the $10,000 prize pool.
"The Complexity VALORANT Invitational powered by Nerd Street Gamers is a unique opportunity for up-and-comers and established professionals to come together in the first VALORANT tournament of the new year," said Kyle Bautista, Chief Operating Officer at Complexity Gaming. "As VALORANT gains momentum in the esports ecosystem, we're looking forward to teaming up with Nerd Street Gamers and contributing to the continued growth of the game's vibrant community of players and fans."
Nerd Street Gamers $10,000 VALORANT Monthly tournament, taking place on December 26-27, will serve as an official qualifier for the event. The top four teams from the qualifier will then join 12 directly invited teams, including Complexity's VALORANT team, in the digital arena for the Complexity VALORANT Invitational powered by Nerd Street Gamers on January 9-10. Both seasoned professionals and rising stars will clash throughout the event, which marks the first VALORANT tournament of 2021.
"As we continue our work with the VALORANT community, we are honored to partner with Complexity for the first VALORANT tournament of 2021," said Sean Powell, Director of Competitive Operations at Nerd Street Gamers. "We strive to provide opportunities for amateur gamers and joining forces with Complexity for the VALORANT qualifier and invitational allows us to accomplish that goal of accessibility."
Nerd Street Gamers will manage all areas of the events competition, including tournament operations, broadcasting, and talent management. As for Complexity, the organization will produce engaging content to be integrated throughout the event's live broadcast.
Both the Complexity VALORANT Invitational powered by Nerd Street Gamers and the qualifier event are available to teams based in the U.S. and Canada. Learn more and register online at: nerdstgamers.com/complexity. Be sure to tune into the live broadcast of the Complexity VALORANT Invitational powered by Nerd Street Gamers on Complexity's official Twitch channel on January 9 and 10.
About Complexity Gaming
Complexity Gaming is one of North America's longest standing and most successful esports organizations, now owned by Jerry Jones of the Dallas Cowboys and investor John Goff. The esports organization is led by Founder and CEO Jason Lake, considered by many to be one of the founding fathers of esports in North America. Complexity's esports teams have won more than 140 championships in nearly 30 game titles over its 15+ year history. Staunchly committed to passion, professionalism, and a player-first mentality, Complexity has been continuously recognized as a global leader in modern esports. For more information on Complexity, visit http://Complexity.gg and follow the organization on Twitter, Instagram, YouTube, TikTok and Facebook.
About Nerd Street Gamers
Nerd Street Gamers (NSG) is a national network of esports facilities and events dedicated to powering competitive opportunities for gamers. The company promotes greater access to the esports industry, laying a national framework for esports talent development and high-quality gaming tournaments. NSG has received backing from Five Below, Comcast, SeventySix Capital, Elevate Ventures, and angel investor George Miller.
For more information, follow @nerdstgamers on Twitter or visit nerdstgamers.com.


Everybody is somebody's baby! I specialize in family photography shot on location. Your "baby" can be a grandma celebrating her 90th birthday party or the newborn variety and anyone in between. Oh, and your furry babies are also welcome!
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