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XQ INSTITUTE
The Relationship Between Parental and Family Involvement and Student Success
By Team XQ
#ReThinkHighSchool
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When families are stakeholders in students' education, there's a positive impact on student success. When families get involved and engaged in their child's education, students are more likely to graduate, earn higher grades, improve their attendance, and go to college.
*As part of our ongoing work to #ReThinkHighSchool, we decided to create a series of long-form posts that seek to explain education topics central to our core work. In the first installment of this series, we looked at inquiry-based learning. This week we are probing the importance of parental and family involvement and its effects on student success.
Family involvement and engagement takes many forms, including:
Communication between families and students about school and academics
Help with homework and studying
Discussions about areas in need of improvement, progress, and achievements
A home environment conducive to studying
Clear educational and academic expectations
Communication between family and school
Parent participation or attendance at school and at after-school functions
How Does Family Involvement Impact Students?
When families are interested, engaged, and care about student outcomes, students benefit. You may think that the connection between parent involvement and student success is intuitive, and it is. But we don't need to rely on intuition alone; there's plenty of research that tells us how closely connected family engagement and student success are to each other.
Parent and Family Involvement is Directly Tied to Academic Achievement
Through a grant from the American Educational Research Association, educational researchers collated evidence from several studies on how family involvement impacts student achievement. Researchers used these studies to analyze grades—both overall GPA and individual subject grades—to measure student success.
Researchers found a strong correlation between parental involvement and overall academic achievement. They showed that parental and familial involvement also improved grades when measured for each subject. Additionally, this research found that parents' or family expectations and aspirations for their students have the most significant impact on academic achievement. Children whose families take an active role in their children's education—even if that merely means communicating that school matters—have better academic performance than children with less engaged families.
Parental and Family Involvement Improves Graduation Rates
Studies show that parent and family involvement can also improve graduation rates. Researchers looked at programs aimed at increasing family involvement at schools. In one such study, researchers found that for every year, a parent or guardian participated in the Chicago Parent Centers program, their student's chances to graduate high school increased by 16%.
When they compared students of families who participated in the program to those who did not, the impact became clearer. The graduation rate was more than 80% for those whose families spent six years in the program and 38% for those whose families never participated.
Family Support Promotes College Enrollment
Another way to measure academic success is college enrollment after high school. Of course, this isn't a perfect measurement. College is not every student's destiny. Some prefer to work or train for trade. Others face financial barriers from directly matriculating to a two- or four-year college. But college enrollment is still an important indicator of academic success.
Studies from the Parent Institute for Quality Education, a California program that supports immigrant parents and helps them get involved, show that parent participation in the program increases college enrollment. The program teaches parents and guardians skills and knowledge to best support students. The Parent Institute for Quality Education also helps parents overcome barriers to getting involved.
The results of their studies show the most significant impact on Latinx students. For example, in a group of San Diego parents and students, the program increased the college enrollment rate to 80%.
Similarly, Summit Public Schools surveyed several hundred students, family members, and teachers to determine what increases college enrollment. They found that family support was an essential factor in helping students to enroll in college.
Summit Public Schools' report suggests that shared educational values, high expectations, active support, positive role models, and family involvement encouraged students to go to college. They also found that personal advisory boards could harness all of these factors. Made up of students, family, and faculty, these groups meet to help students set goals and achieve them.
Why is Family Involvement so Helpful?
Research provides insight into why family involvement supports student success:
Efficacy. When parents and families believe in their own efficacy—that they can impact their students' achievements—students begin to believe in themselves. And parents who feel they can make a difference are also more likely to get involved.
Expectations. Students also respond to expectations. When families have high aspirations for their students, students are more likely to strive and work hard to meet them.
Support. Research also shows that students do better in school when they feel safe and supported. Family involvement supports these protective feelings by demonstrating to students that they are cared for and reassuring their students that their families do care about their success.
Guidance. When families guide their students to make better academic choices, those students benefit. For instance, parents may push students to choose more challenging courses, plan for getting accepted to college, or spend more time studying.
Is Engagement Different from Involvement?
Although the two are similar, there's a difference between family involvement and family engagement. Think of involvement as doing things like volunteering for a field trip or expressing concerns to teachers. Engagement takes things one step further. It means being a part of the school community, an active supporter, member, and problem solver.
The difference between involvement and engagement is apparent in several elements of how schools interact with families, according to educator and author Larry Ferlazzo.
INVOLVEMENT ENGAGEMENT
Telling parents and families what schools need from them Listening to parents and families to find out what they and their students need
One-way communication from schools to families Two-way conversations between schools and families
May occur occasionally Is regular and ongoing
Families have no stake in decision-making Schools consider family input and concerns and include them in decision-making
Some parents and families help at events or volunteer in schools Schools rely on all families as valuable resources
Expecting families to ensure homework gets done Discussing strategies for developing a robust home learning environment
Parents who invest in their children's schools find that their students are also engaged. They communicate with teachers before there are problems. They partner with schools to make improvements. And they work with their students to set goals and strategize to achieve them.
Barriers to Family Involvement and Engagement
When parents and families engage with their students' education, there are several positive results. However, there are also a few challenges. Teachers and school communities must understand these challenges and address them.
Remember that parents and families want to be involved, but here are some factors that may get in the way:
Busy schedules include work and other family responsibilities, leaving no time to volunteer or attend school activities and events
No or limited access to childcare
Lack of transportation to get to the school and events
Language and cultural differences that make communication with schools intimidating or challenging
Lack of knowledge, resources, or confidence to help or support a student
Frustration with school bureaucracy or policies
Failure to hear anything from the school unless a student has done something wrong or is in trouble academically
Lack of understanding on the part of the school for families with a single parent, grandparents, foster parents, and other caregivers
Lack of communication is a severe barrier to family involvement. Too often, school faculty communicate only with parents or families of students facing challenges or behavioral issues.
Washington Leadership Academy is an example of an XQ school approaching communication differently. The school culture focuses strongly on developing leadership habits in students. To monitor progress, they use something they call "Habit Memos." Here's how it works:
Behavior observations. Teachers observe their students daily, paying close attention to behavior changes.
Notes. Teachers report student observations weekly. The notes focus on two types of behaviors: (1) positive habits that exemplify leadership, and (2) growth behaviors that indicate a student needs some coaching and correction.
Habit Memo. Each student's faculty advisor compiles their weekly notes from teachers. They put them into a format known as the Habit Memo. It provides deep insights on each student to all faculty members. These help them direct a student's coaching and encouragement of leadership habits.
Daily discussion and privileges. Each student discusses their notes and Habit Memos daily with a faculty advisor. Students with more leadership notes get more access to more privileges, while those with growth notes have less access.
Weekly family notification. Families also receive the Habit Memos every Friday. In addition to teacher notes on habits, the Memo includes updates on grades and attendance.
Tracking student habits is useful for staff and students. The real difference at WLA is that the faculty keeps the entire family in the loop. They allow parents and guardians to see progress, identify setbacks, and intervene early when there are challenges.
How Schools Can Improve Parent and Family Involvement and Engagement
When families and schools come together as actual stakeholders in students' education, everyone benefits. Families and parents want to be involved and want to encourage their students to succeed. Sometimes, they just need a little guidance and encouragement to do so or are unsure where to start.
The good news is that schools can overcome the barriers to engagement, reach every family, and create a clear path for authentic engagement. There are plenty of examples that show how schools already do this. They serve as guides for all educational communities.
What Does Parent and Family Involvement Look Like In Practice?
For any school or district to actively improve parent and family engagement, it's essential to know how that looks. Successful involvement goes well beyond getting parents into the building or contacting families about grades.
A guide or framework is useful for starting to develop concrete strategies. Joyce Epstein is a Johns Hopkins education professor and director of the Center on School, Family, and Community Partnerships. She spent years researching the role of family and community engagement in education. Using her research and experience, Epstein developed a six-part framework of family involvement.
She designed the framework to help schools and educators create plans and programs to improve engagement. Schools must understand what these types of involvement are to make it easier to identify ways to address challenges.
INVOLVEMENT TYPE EXAMPLES CHALLENGES
Parenting Family services and supportParent workshopsHome visits Reaching all families
Family availability to attend workshops
Receptiveness to home visits
Communicating Regular conferences with all parents
Information on school policies, grading, courses, and activities Cultural and language barriers
Two-way communication, from school to home and home to school
Volunteering Classroom volunteer programs
Parent telephone tree
Family safety patrols Getting volunteers from all families
Making schedules flexible enough for all familiesOrganization of volunteer work and schedules
Learning at Home Information for families on skills needed for academic successTake-home activities for the whole familyRegular homework schedules with parent or family interactionGoal-setting with students and their families Creating a regular homework schedule with most responsibility on studentsCoordinating family schedules at home
Decision-Making Participation in parent/school groups, like PTAAttendance at school board meetingsInvolvement in school and local elections Including all familiesEnabling families to be leaders in the communityIncluding students with parents and families in decision-making
Collaborating with the Community Information about community programsInvolvement in summer activitiesVolunteer or work experiences for studentsInteractions with alumni Getting information to all familiesTransportation to community eventsEqual opportunities for all families and studentsMatching community activities to student goals
Action-Based Ideas for Improving Involvement and Engagement
Schools can develop concrete plans, programs, and strategies to promote parent and family involvement and engagement when they understand how it looks. However, there is always room for improvement, and new ideas schools can use to increase involvement and engagement. Here are a few:
Create parent and family advocacy groups
Expand volunteer opportunities
Offer home visits
Get information out in the community
Schedule regular student meetings
Host family workshops
CREATE PARENT AND FAMILY ADVOCACY GROUPS.
Meeting the needs of families is the first step to engagement. Collaborative groups made up of families can help new families feel welcome. They can also help to identify and address the challenges of those with barriers to engagement. For instance, a monthly coffee meetup with faculty and families brings stakeholders together in an informal way. You can also encourage families to seek support from the local school board by writing a letter or attending a meeting.
EXPAND VOLUNTEER OPPORTUNITIES.
Involving families as participants do not have to be limited to the school day. Having parents in the building for activities or field trips is a great way to engage, but it may exclude many families who cannot be there during the day. Expand the options to include after-school events, planning sessions, outreach groups, and more. With more opportunities for parents and families to volunteer their time throughout the week, more parents and families can get involved.
OFFER HOME VISITS.
Student learning happens in the home as well as at school. Programs that bring faculty into student homes can have a positive impact. Meet students and parents where they live or virtually to provide support services, training, education, and advice.
GET INFORMATION OUT IN THE COMMUNITY.
Families may not always respond to school communications. It helps to present information in alternative ways. Use local churches, businesses, and community centers to hold meetings, advertise events, and provide important school information.
SCHEDULE REGULAR STUDENT MEETINGS.
Only contacting parents when a student has a challenge is typical in many schools. This strategy is counterproductive to engagement. Instead, schedule regular meetings for teachers and other staff with each student and their families. Regardless of progress or issues, these meetings encourage involvement and build positive, proactive relationships.
HOST FAMILY WORKSHOPS.
Lack of knowledge is a significant barrier to involvement for many parents. They want to engage and support their students but may not know the best ways to do it. Regular workshops teach parents and families about school and education. Workshop topics may include college paths, study skills, or creating a positive learning environment at home.
See how TAPA: Trinity Academy for the Performing Arts encouraged parent and family involvement and engagement through strong communication channels during the coronavirus pandemic that prompted school closures here.
It is crucial to reach out to every family to support all students. Many schools have populations with immigrant students and families, which may present unique challenges for engagement.
There may be language barriers. For instance, parents may not speak English well or at all. Cultural differences and misunderstandings may also present difficulties. And an immigrant family may have different ideas of what it means to be involved in their student's education.
Brooklyn LAB is a majority immigrant school, with 80% of students coming from other countries. The school strives to make its community open and welcoming to international families. This, in turn, improves involvement and engagement.
Here are some of the strategies used at Brooklyn LAB to help make their school more welcoming:
The school hosts regular potluck dinners and movie nights. All family members are welcome to join and socialize.
Parents and families are encouraged to attend any sporting event or other school-related activity or event.
Staff members develop personal relationships with every student, regardless of immigrant status. This relationship allows them to get to know the families and open up lines of communication.
The staff also meets with all new families when they arrive. Teachers meet with parents, explain how the school works, and encourage participation and involvement.
Staff provides new parents and families with strategies for learning English and helping to support their students.
The school involves community partners in after-school activities to improve student learning experiences and to engage immigrant families with their new communities.
Student achievement measures are available online for families to access at any time.
The school encourages parents to join a Parent Leadership Council. They meet every month for coffee.
Families meet with teachers and other staff to discuss student progress. These occur at least three times per year, even when students are doing well.
Get Involved, Stay Engaged
Involvement and engagement lead to student success. Staff, parents, families, guardians, students, community members, and leaders must all come together to promote academic achievement and solid, strong schools that benefit all students.
Regardless of the inherent barriers, like language, transportation, and lack of knowledge, schools can increase engagement. Use the research and examples of other schools as guides and get everyone involved and engaged.
If you are interested in learning more about how to redesign your school to center family and community engagement, check out this blog to learn how you can apply XQ design principles in your school.
10 Tips from Parents to Support Your Teen's Remote Learning
Advice for school leaders on how to serve English learners and special ed students
Building Caring, Trusting Relationships in a Remote Learning World (Pt. 1)
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Home / Bible Commentaries / John Dummelow's Commentary on the Bible/ Isaiah
John Dummelow's Commentary on the Bible
Isaiah Isaiah 12
Bullinger's Companion Bible Notes
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Sermon Bible
MacLaren's Expositions
Coke's Commentary
1. Rod out of the stem] RV 'shoot out of the stock,' implying that the tree has been cut down. The Assyrians have been compared in the vv. preceding to cedars, which when felled throw out no fresh suckers; now the house of David is likened to an oak whose life remains in it after it has been cut down (Isaiah 6:13). From the royal family of Judah, though it may seem ruined, is to spring the ideal Ruler in the future. It has been already implied (Isaiah 9:7), and is here expressly stated, that the Messiah is to be of the house of David (Micah 5:2).
2. Leaving the figure Isaiah here indicates the character of the future Ruler. The gifts of the divine Spirit bestowed upon Him are arranged in three pairs, the first pair indicating perfection of intellectual endowment, the second pair full possession of a ruler's practical qualities, and the third referring to the religious spirit which is to crown and direct all other gifts.
3. Make him of quick understanding] RV 'his delight shall be in the fear of Jehovah,' i.e. when He sees it in others. Not judge, etc.] i.e. by appearances or hearsay.
4. The ideal Ruler combines mercy and judgment (Psalms 101:1). With the rod of his mouth] The power ascribed to the word of Messiah is a striking feature (Isaiah 49:2; Zechariah 9:10), and suggests a superhuman personality (Hosea 6:5).
5. The girdle] stands for readiness for action—He shall be always ready for righteousness and faithfulness.
6. From the person and character of the Ruler Isaiah now passes on to the effects of His rule. Evil having been eradicated from human society, there will be a corresponding regeneration of the rest of creation (Isaiah 65:25; Romans 8:19.).
8. Cockatrice] RV 'basilisk,' or 'adder' (RM): probably the great yellow viper common in Palestine.
9. My holy mountain] i.e. Zion wonderfully transformed according to the prophecy in Isaiah 2:2 (Zechariah 14:10-11).
10. RV 'And it shall come to pass in that day, that the root of Jesse, which standeth for an ensign of the people, unto him shall the nations seek.' Root of Jesse] the same as the shoot growing from the root (Isaiah 11:1). The great scion of the house of David is not only to be king of Israel, but the nations of the world shall rally to him. Seek] i.e. resort, a word specially used of resorting for prayer (Isaiah 55:6) or of consulting oracles (Isaiah 8:19; Isaiah 19:3). Rest] i.e. resting-place: referring to Jerusalem, the seat of the royal house.
11. Next the prophet speaks of the restoration of the dispersed Israelites from their exile in the various kingdoms by which Judah was surrounded. The second time] The first time was at the Mosaic exodus. Recover] RM 'purchase': cp. Exodus 15:16. Pathros] upper, or southern, Egypt. Cush] Ethiopia, still further S. (Isaiah 18:1; Isaiah 37:9). Elam] the country at the head of the Persian Gulf. Shinar] i.e. Babylonia.
Hamath] see on Isaiah 10:9. Islands of the sea] a phrase found here only in Isaiah 1-39, but several times in Isaiah 40-66. It denotes the islands of, and lands bordering upon, the Mediterranean Sea, and sometimes stands for distant countries generally.
13. A further feature of Messiah's sign. The bitter feeling between the N. kingdom and Judah (Isaiah 9:21) shall cease. The adversaries of] RV 'they that vex.'
14. The reunited people will be victorious over their old enemies, the tribes immediately surrounding Palestine. Shoulders] 'shoulder,' i.e. side or border, as in Joshua 15:8, Joshua 15:10, Joshua 15:11. Them of the east] lit. 'the children of the east,' i.e. the Bedouin Arabs: Judges 6:8; 2 Chronicles 21:16.
15. 16. Isaiah pictures a miraculous deliverance of the exiles parallel to the former deliverance from Egypt. The tongue, etc.] i.e. the Gulf of Akaba. Tongue is used for an arm of the sea as in Joshua 15:2; Joshua 18:19. The river] i.e. Euphrates. In the seven] RV 'into seven.'
An highway] i.e. a raised road such as Eastern monarchs made for the passage of their armies (Isaiah 19:23; Isaiah 49:11). It was] RV 'there was.'
Dummelow, John. "Commentary on Isaiah 11:4". "John Dummelow's Commentary on the Bible". https://www.studylight.org/commentaries/dcb/isaiah-11.html. 1909.

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Gert Petrus Smal (born 27 December 1961, Kimberley, South Africa) is a former South African rugby union player and assistant coach of the South African and Irish national rugby union teams. He is currently the forwards coach at Japanese Top League team Toyota Verblitz.

Playing career

Club career
Gert Smal was a flanker with Western Transvaal from 1980 to 1983 then played with Stellenbosch University from 1984 to 1985. After the appointment of former Springboks coach Nelie Smith for the Italian club Rugby Rovigo, he moved there in 1986, soon becoming a key element for the achievement of two national titles (1988 and 1990), alongside fellow South Africans Naas Botha and Tito Lupini. During his time in Italy, he also helped Rugby Rovigo reach another final (1989). The Smith-Lupini-Botha-Smal era is still fondly remembered in Rovigo, the most rugby addicted city in Italy, for the impact it had in ending a 9 years winning drought for the team.

Provincial/International career
Smal had a limited international playing career due to the international boycott of South African sports teams because of the apartheid regime which ended in 1992. He captained South African Gazelles (U24 side) in 1984. He turned out for the Springboks against the touring New Zealand Cavaliers in 1986, against a World Invitation XV in 1989 and a Serge Blanco World XV team against France.

He also represented Western Province between 1984 and 1993 and the South African Defence Forces in 1986 and 1987.

Retirement from playing
On the Australasian tour with Western Province in 1993, during a match against Queensland, Smal received a blow in the mouth causing him to lose vision in the bottom corner of his left eye forcing his retirement from playing.

Coaching career
Following the end of his playing career, he was appointed to a number of key coaching positions in South Africa and held coaching positions at the Border Bulldogs (1998–99), Western Province (2000–02) when they twice won the Currie Cup and then with the Stormers in the Super 12 between 2003 and 2005, reaching the semi-finals in 2004.

In 2004, Smal was appointed to the South African team management as assistant coach to Jake White, during which time the Springboks won the Tri-Nations championship in 2004 before winning the 2007 Rugby World Cup. When Jake White was replaced by Peter de Villiers as head coach following the world cup in 2007, Smal offered to develop rugby in the Eastern Cape but was turned down by the South African Rugby Union

In June 2008, Smal was appointed forwards coach to the Irish National team under Declan Kidney. During Smal's time at Ireland, they won the 2009 Six Nations completing the Grand Slam for the first time in 61 years. His assistance was key in Ireland's victory over the 2007 World Champions and Tri Nations 2009 champions South Africa during the 2009 Autumn Internationals where he taught the Irish pack some Afrikaans so that they could read the opposition's line out calls.

In June 2011, he signed a contract extension with the IRFU.

Smal was forced to miss the remainder of the 2012 Six Nations Championship after an eye condition struck him. His temporary replacement was Munster forwards coach Anthony Foley.

Smal's contract with Ireland ended in 2013 after which he chose to return to South Africa. In 2014, Smal was appointed the Director of Rugby at. He then left Western Province in 2019 to join Jake White at Japanese club team Toyota Verblitz where he is currently the forwards coach.

Achievements
 Currie Cup 1984, 85 & 86 with Western Province as player.
 Serie A1 Championship with Rugby Rovigo as player: 1988 and 1990.
 Currie Cup 2000 & 2001 with Western Province as head coach.
 Tri Nations 2004, with South Africa as assistant coach.
 2007 Rugby World Cup with South Africa as assistant coach.
 2009 Six Nations with Ireland as forward coach.
 Currie Cup 2014 & 2017 with Western Province as Director of Rugby.

Personal life
He is married to Patti and they have two children, a son Dean and daughter Tamarin.

See also
List of South Africa national rugby union players – Springbok no. 546

References

External links
IRFU Profile
Scrum.com profile

Living people
1961 births
South African rugby union players
South African rugby union coaches
White South African people
South Africa international rugby union players
Rugby union flankers
Western Province (rugby union) players
Rugby union players from Kimberley, Northern Cape

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Q: What's the role of BEC in superfluidity? I'm writing about superfluid $^4$He. I've seen in some places that the transition to superfluid is attributed to Bose-Einstein condensation, but then in others that this model needs a massive amount of adaptation to account for the more strongly interacting particles in a fluid as opposed to in a gas.
So is BEC useful in any way when looking at superfluids? Is it worth discussing or is it just useless below the lambda point?

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The World Table Hockey Association, Inc.
About Our Communications Team
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You are here: Home » Table Hockey » Competition » SUNDAY'S PRO PLAYOFFS SCHEDULE & PRIZE MONEY
SUNDAY'S PRO PLAYOFFS SCHEDULE & PRIZE MONEY
The top eight (8) players from each of the four tournaments on Saturday will qualify for the playoffs, medals/trophies, and prize money on Sunday. Sunday's playoffs will all be Best of Five (3/5) format.
Among the players finishing in the top three of any of the four manufacturer's tournaments, eight players will earn a position in the Multi-Board Championship. —A fifth tournament with prize money. The Multi-Board Championship will be a Best of Three (2/3) format.
PRO PLAYOFF SCHEDULE
Arrive between 08:30 and 09:00, but no later than 09:15 AM!
09:30 Playoffs Start!
09:30-11:30 STIGA Playoffs
11:30-12:30 SoHo "S" Playoffs
13:30-14:3o (1:30-2:30 PM) LUNCH
14:30-16:30 (2:30-4:30 PM) SuperChexx Playoffs
16:30-18:00 (4:30-6 PM) Multi-Board Playoffs
Our goal is to end by 6 PM or earlier on Sunday!
Manufacturer's Playoffs
The top eight (8) players per manufacturer's game from Saturday's tournament qualify for Sunday's playoffs (no additional fees).
Manufacturer's Playoff Format
The playoff format for Stiga, SoHo, and SuperChexx are all best of five (3/5), i.e. first player to achieve three (3) wins in five (5) possible games.
Multi-Board Championships
The top two players from each manufacturer's playoffs (1st and 2nd place) automatically qualify for the Multi-Board Championships. The last event of the day. A fifth opportunity to win an event and prize money.
If the same person finishes in the top 2 of two or more manufacturer's playoffs, then we will select one of the 3rd place finishers to join the Multi-Board Championships.
Multi-Board Playoff Format
The playoff format for the WTHA's Multi-Board Championship will be best of three (2/3), i.e. first player to achieve two (2) wins in three (3) possible games.
In this playoff, the higher seeded player selects the manufacturer's game of choice to play on first. In game two, the lower seeded player selects the manufacturer's game of choice to play.
If a deciding game is required, a manufacturer's game not selected previously by either player will be used to determine the champion.
Multiple Awards
Can you earn multiple awards? Yes, the more tournaments you register to play in the manufacturer's tournaments the more opportunities you afford yourself to win multiple awards and cash prizes. Plus, if you finish in the top two (2) of any manufacturer's playoffs, you automatically qualify for the Multi-Board Championship, a fifth opportunity to win.
Prize Money (US dollars)
Prize money will be awarded for each manufacturer's game model playoff; STIGA, SoHo "Pro," SoHo "S," and SuperChexx. Also, there is a fifth playoff for the Multi-Board Championship.
So, by registering for all four of the Professional Division's tournament you get five opportunities to win prize money!
First place, $200
Second place, $100
Third place, $50
Register for the Professional Table Hockey Tournaments
Click here to Register for the Professional Table Hockey Tournaments 2019.
By Gregory Scoma|2019-10-20T19:33:35-04:00October 20th, 2019|Area News, Competition|0 Comments
About the Author: Gregory Scoma
FOUNDER, PRESIDENT, WORLD TABLE HOCKEY ASSOCIATION® (WTHA) ========================================= OTTAWA, CANADA & WASHINGTON, D.C., U.S.A. ========================================= INVIGORATING TABLE HOCKEY'S ECOSYSTEM ========================================= Greg is leading the mission to fortify the table hockey (TH) ecosystem. With a passion for helping others, he helps people find other TH players and organizations in their area; promotes local groups and events; and promotes the entire TH industry. ========================================= He enjoys family life with his wife, their two boys, dog "Ted E. Bear," rescue cat "Whiskers," and hamster "Acorn." He dreams of a day when he might drive his family at a leisurely pace across the USA, Canada, and Europe, so they can experience first-hand the natural wonders, people and places.
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Bulgaria's Chief State Health Inspector proposes more measures against Covid-19
November 5, 2020 November 6, 2020 The Sofia Globe staff new coronavirus
With all but three districts in Bulgaria classified as red zones because of the high incidence of Covid-19, Bulgaria's Chief State Health Inspector Angel Kunchev has proposed a tougher set of measures to restrict the spread of the virus.
At the regular weekly briefing by Bulgaria's Health Ministry on November 5, it was confirmed that only the districts of Vidin, Dobrich and Silistra remain in the lesser orange zone.
A red zone means an incidence of 120 cases or more per 100 000 population, while an orange zones means from 60 to 119.9 per 100 000 population.
Bulgaria ranks 13th in morbidity and 10th in mortality in Europe. On the Balkan peninsula, it ranks fourth in morbidity and mortality, it was announced at the Health Ministry briefing.
As The Sofia Globe reported, the national information system reported 4054 newly-confirmed cases of new coronavirus on November 5.
Kunchev called for extending the current set of measures beyond November 12, and adding new ones.
"I do not share the optimism of some in the government that we will achieve a very good result," he told the briefing.
The additional measures that Kunchev said should be considered include a curfew for all restaurants and other such establishments either of 10pm or 11pm, restricting attendance in offices to no more than 50 per cent, switching all pupils from the fifth to the 12th grades to distance learning and halting all extracurricular actives.
Further, universities should switch to distance learning, there should be "green shopping corridors" for people older than 65, and the Health Minister should be granted the power to decide where specialists are deployed.
Kunchev said that contact medical staff should not be subject to mandatory quarantine, but should remain at work after a negative PCR test on the third day since contact.
"If we do not waste time and if we follow the measures, we will theoretically not reach the levels of the Czech Republic and Belgium, but if the situation worsens, there will be more than 300 deaths a day and more than 10 000 infected per day," he said.
Health Minister Kostadin Angelov told the briefing that close to 30 per cent of Covid-19 patient treatment beds are currently occupied, while the occupancy rate for intensive care beds is 20 per cent.
Angelov said that there were sufficient supplies of personal protective equipment in Bulgaria.
He said that a delivery of 1700 vials of Remdesivir was expected on November 5, and a further 4300 vials next week.
In a separate announcement on November 5, the district administration in Plovdiv said that the district governor had ordered the opening of an additional 66 beds for the treatment of patients with Covid-19 in three hospitals in the city.
The Bulgarian Hotel and Restaurant Association (BHRA) said in a November 5 media statement that its members were offering to help the health care system by making available 3500 hotel beds for quarantining of people as well as for accommodation of relatives of patients with Covid-19.
This figure was expected to go up, BHRA said.
It said that precisely which places of accommodation would be included would become clear after the Health Ministry specifies the sanitary requirements the "quarantine hotels" would have to meet, organisational aspects and the conditions for financing the scheme.
The Golden Sands resort on Bulgaria's Black Sea coast has offered the most beds, 1000.
In Bulgaria's capital city Sofia, hoteliers have offered 300 beds. In the Kavarna district, 200 beds have been offered.
In Bansko, Varna, the area around the Golden Sands and the Sveti Konstantin i Elena resort, 150 beds have been offered.
A hundred beds have been offered in Veliko Turnovo, Velingrad, Primorsko and Shoumen, in Silistra 80, in Rousse and Devin 50 each and in Yambol and Haskovo, 30 beds each, BHRA said.
(Screenshot of Kunchev via BNT)
The Sofia Globe's coverage of the Covid-19 situation in Bulgaria is supported by the Embassies of Switzerland and Finland.
Please support independent journalism by clicking on the orange button below. For as little as three euro a month or the equivalent in other currencies, you can support The Sofia Globe via patreon.com and get access to exclusive subscriber-only content:
← Covid-19 in Bulgaria: New record 54 deaths, 41 178 active cases
Covid-19: EU autumn forecast predicts smaller 2020 economic decline in Bulgaria →
Covid-19: Bulgaria to seek 1B leva EU loan to fund recovery stimulus
August 5, 2020 August 7, 2020 The Sofia Globe staff
Bulgarian court rules to extradite brother-in-law of Charlie Hebdo attacker to France
August 16, 2016 August 16, 2016 The Sofia Globe staff
Covid-19 in Bulgaria: In past day, 10 deaths, 0.41% tests positive
July 14, 2021 July 15, 2021 The Sofia Globe staff


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"Mamma Mia" -- Romantic guessing game set to disco beat
Jan. 24, 2008 Updated: Nov. 17, 2009 8:46 a.m.
As someone who takes the label "musical comedy" to heart, this show with a score drawn from the songs of the 1970's disco group, ABBA, is right on the money. Save the murders, suicides, rapes and bloody battles for the opera!
There were initial critics of the show who found the book by Catherine Johnson too simplistic and the music too contemporary, but after seeing it again after its premiere on Broadway seven years ago, their caveats don't hold water. The plot may be airy, but it's fun, pungent and insightful.
As for the music, I confess I'm a pushover for the ABBA sound and for anyone who would defer to Rodgers and Hammerstein, I suggest that the music of Benny Andersson and Bjorn Ulvaeus (they're the BB of the group) is far more complex, catchy and varied in melody. Their lyrics are often as accurately acid as those of Stephen Sondheim's. A disco beat underlines all of the songs, so only those with cement in their shoes will be able to resist tapping their toes.
Johnson's scenario involves Donna (Mary Jayne Raleigh), a single woman who has abandoned a career in the music world to raise her daughter Sophie (Vicki Noon) on an island in Greece where she operates a tavern. With her wedding day approaching, Sophie desperately wants her father __ whoever he is __ to be there to give her away. Her mother's diary, which she has secretly read, gives her the only clues as to who he is.
Twenty-one years earlier the diary recorded three very romantic encounters on this same island with three very different men. Just to be sure, Sophie sends a wedding invitation to all three and hopes she will be able to determine which is her dad in face-to-face encounters. Parents who bring their youngsters to this lively musical may be hard pressed to explain exactly how Donna got in such a predicament in the first place, so plan your answers in advance.
What transpires is an interesting guessing game with the audience torn between each of the candidates for late blooming fatherhood. There's handsome American Sam (Sean Allan Krill), macho Australian Bill (Milo Shandel), and properly British Harry (Ian Simpson).
Also on hand for the wedding are Donna's two former partners, Rosie (Mary Mossberg at the performance I attended) and Tanya (Annie Edgerton, also a temporary replacement). Both ladies were as full of beans as die-hard show business types can be and the reunion of the trio leads to some great disco numbers.
Will Sophie unmask her father's identity? Will Donna have to choose between her former lovers as to who finally wins her hand? Will Sophie and her island fiancé, Sky (Timothy Ware), split up over her deceptions?
Worry not. Everyone learns a lesson or two about responsibility and true love before someone marches down the aisle.
If you're familiar with ABBA you'll need only to hear the opening chords of each song to instantly return to the disco age, and what a collection of tunes it is __ 24 in all. Among them are "Dancing Queen," "S.O.S." "The Winner Takes it All," Voulez-Vous," "I Have a Dream," the hypnotic title song and my favorite __ "Knowing Me, Knowing You."
The performances under the direction of Phyllia Lloyd are well drawn and well sung. Raleigh is aces as Donna and Mossberg and Edgerton supply not only smooth back-up vocal assistance but also some amusing characterizations as well.
Noon and Ware make attractive lovers and the three father figures are each so appealing you'll be hard pressed to choose a favorite.
That said, Krill as Sam, the more romantic of the men, turns in a first rate performance. He looks terrific and sings like a well established Broadway star, which he is sure to be some day soon.
I don't remember the dancing being as vibrant in the New York premiere, but here choreographer Anthony Van Laast has evidently put his own stamp on the proceedings, and number after number is cleverly conceived and danced like a house on fire. When did you last see a dance routine featuring men in flippers and scuba masks?
Mark Thompson gets credit for the production design, which includes some taste numbing disco outfits complete with flared pants and glitter. His set, constantly enhanced with waves of color, is the only simple element in the show. His Greek tavern looks surprisingly like an abandoned military bunker, but like everything else in the show, it really moves.
The earth shaking music amplified to Studio 54 levels is played by an eight piece orchestra, led on adrenaline by Susan Draus.
And DON'T DARE leave after the first curtain calls! The cast returns, the leads in hilariously garish disco outfits, to dance up a final storm reprising four or five of the best known numbers. Though dancing in the aisles is limited, the beat goes on and the exiting theatergoers must look like a horde struck with an epidemic of St. Vitus' dance.
�
"Mamma Mia" plays through Sunday at the Palace Theatre, 100 East Main St., Waterbury (Exit 22 off I-84 East). Performances are tonight and Saturday at 8 p.m., Sunday at 6:30 and matinees Saturday at 2 and Sunday at l. Tickets are $53 to $58. Call the box office at (203) 755-4700, or purchase online at www.palacetheaterct.org.


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Harbaugh on vitamins
Sign outside of Knight's downtown (in the former Borders #1) on Friday.
Clearly, I do not get enough vitamins.
Full episode of "The Profit" on Farrell's Ice Cream Parlour
A happy ending so far ...
I think fixing up the candy section is an excellent idea, as is closing failed locations. I would not have changed the font on the FARRELLS sign. More generally it is amazing what a smart person willing to speak honestly can accomplish.
1. The government is just another name for the things we do together.
2. Tyler Cowen recalls the Miracle of the Futures. I was always a bit surprised that this did not get more mainstream coverage back in the day.
3. Congratulations to Demetra Nightengale at DOL on winning the 2016 APPAM Exemplar Award.
4. On the demography of college towns.
5. An update on Ann Arbor's State Theater, which is now closed for renovations.
Jason Kerwin on npr
Former Michigan graduate student Jason Kerwin, now at Minnesota in their Department of Applied Economics, is interviewed about the research from his job market paper.
Movie: For the Love of Spock
There is nothing very deep here, and I would have liked more detail about the apparently rocky relationship between Leonard Nimoy and the filmmaker, his son Adam Nimoy. How could two such apparently nice people not get along?
My favorite bits were the remarkably thoughtful interviews with the actors from the reboot movies and, of course, the bombastic William Shatner. Oh, and the short bit about fan-generated "slash" fiction and related videos.
The NYT review does not have much to say.
If this seems like the sort of movie that you would like, then you will like it.
Gene Wilder, RIP
An obituary of sorts from the ringer.
The Producers remains one of my favorite movies of all time. I can still quite vividly recall laughing so hard I cried at the famous dance number about springtime the first time I saw it.
Book: The Story of Australia's People by Geoffrey Blainey
Blainey, Geoffrey. 2015. The Story of Australia's People: The Rise and Fall of Ancient Australia. Penguin / Viking.
This is an economic (mostly) history of Australia from prehistoric times until about 1850. Much of the book concerns how the aborigines got along prior to the European invasion in the late 1700s. I found this the most interesting part of the book, mainly because I knew the least about it. You can feel Blainey's interest in, and knowledge of, how the aborigines led their economic lives and how the wild variety of climate and terrain within Australia affected those lives. The other part I found most interesting described the massive and quite rapid growth of pastoral industries (mostly raising sheep) in Australia in the first half of the 19th century.. Blainey, a widely published and widely-read author within Australia (with his own wikipedia page), writes for an intelligent popular audience. I would not have minded a more academic treatment, but you can tell that Blainey has read the relevant academic literature. Also, this is very much an economic history; do not expect much discussion of the dreamtime or other more cultural and religious aspects of aboriginal (or European settler) life.
Recommended as an accessible introduction to the topic.
Amazon page.
Dymock's page (the Aussie bookstore chain where I bought the book)
Religious marketing failure
From a Chicago Target store.
IES Teacher Incentive Fund (TIF) evaluation
Below is the IES News Flash about the third-year follow-up report from their experimental evaluation of the TIF program, which provides strong financial performance incentives to teachers.
What amazes me most about the program is not the impacts on test scores but rather how much trouble they have had trying to get the teachers to understand their budget sets.
Full disclosure: I am a member of the Technical Working Group for the evaluation.
Implementation and Impacts of Pay-for-Performance within Teacher Incentive Fund Grants After 3 Years
Changes implemented by school districts through federal Teacher Incentive Fund (TIF) grants had small, positive impacts on students' reading and math achievement, according to a new evaluation report. The report also finds that implementation was similar across the three years, but districts reported fewer implementation challenges in the third year of the grant.
The Institute of Education Sciences released the third of four planned evaluation reports on the TIF grants, which were awarded in 2010 to support performance-based compensation systems for teachers and principals in high-need schools. The report, conducted by IES' National Center for Education Evaluation and Regional Assistance (NCEE), provides basic implementation information for all 2010 TIF grantees. It also provides more in-depth implementation and impact information for 10 evaluation districts that agreed to participate in a random assignment study.
In the recent reauthorization of the Elementary and Secondary Education Act (ESEA), TIF was renamed the Teacher and School Leader Incentive Program.
The report's main findings among all 2010 TIF districts are:
• In the third year of the grant, most districts (88 percent) implemented at least 3 of the 4 required components for teachers. This was similar to findings of the previous two years; and
• By the third year, districts reported fewer challenges with implementation, with no more than one-fifth of TIF districts reporting any major challenges.
The main findings among the 10 evaluation districts participating in the impact study are:
• After three years of TIF implementation, average student achievement remained 1 to 2 percentile points higher in schools that offered pay-for-performance bonuses than in schools that did not. This difference was equivalent to a gain of about four additional weeks of learning;
• Teachers' understanding of performance measures continued to improve, but only about 60 percent of teachers correctly reported that they were eligible for a performance bonus; and
• Teachers believed that the maximum bonus they could earn was smaller than the actual maximum bonus that the districts awarded, a finding similar to previous years.
See the report.
Happy 50th Birthday Star Trek
The first episode of the original series aired September 8, 1966.
Wired tries to imagine the counterfactual world without it.
And Paramount has a video.
Gene Roddenberry went around showing a blooper reel and answering questions about the show in the late 60s after the original series had been cancelled. My dad, an engineer who subscribed to Galaxy and Analog magazines while I was growing up, took me to see his show at the Seattle Coliseum. Geek memories.
Former reason editor Virginia Postrel interviews incoming reason editor Katherine Mangu-Ward
The video is here. It takes a while to start.
I was interested to learn that there will be columns by Virginia Postrel and by Dierdre McCloskey going forward. I was entertained to hear the phrase "Milton Friedman was a wuss" but have to admit to being very much an incrementalist myself. And how many other political magazines have had one cool female editor, let alone two?
1. Frontiers of human sexuality, in Ohio.
2. There is no Great Stagnation: placenta edition
3. Which R1 universities get "green light" speech code ratings from the Foundation for Individual Rights in Education (FIRE)? Only one current Big Ten school and only two Pac-12 schools. Sad.
4. Academic title generator.
Hat tip on #2 to Lisa Gribowski and on #3 to Scott Wood.
Movie: Kubo and the Two Strings
Visually stunning, sweet without being saccharine and just different. Who expected a Hollywood movie promoting (a watered down version of) ancestor worship?
NYT liked it too.
Recommended..
College football ...
.... at the University of Chicago (!) and at the University of Washington.
Hat tip on the first to the deputy dean.
Full episode of "The Profit" on Farrell's Ice Crea...
Book: The Story of Australia's People by Geoffrey ...
Former reason editor Virginia Postrel interviews i...


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Q: Accessing properties in collection of items I have a collection of classes. I don't seem to be able to access the properties of my class though. Is this something I can do?
Here is my class clsProj:
Option Explicit
Private pValue As String

Public Property Get Value() As String
    Value = pValue
End Property

Public Property Let Value(tempv As String)
    pValue = tempv
End Property

And my sub:
Sub testtt()

Set cp = New Collection

cp.Add clsProj, "AAA"
cp.Add clsProj, "BBB"

cp("AAA").Value = "OK"

MsgBox (cp("AAA").Value)

End Sub

In sum I have a collection of classes clsProj that I index with strings(this is just a test sub) and I want to access properties of the clsProj for a given collection item ex:AAA in this case. What part is wrong here? I just can't seem to get it.

A: Classes are a bit tricky to understand but when you do they are really useful.  Maybe this will help a bit:
Sub testtt()

    Dim cp As Collection
    Set cp = New Collection

    Dim blabla As clsProj
    Set blabla = New clsProj

    Dim blabli As clsProj
    Set blabli = New clsProj

    blabla.Value = "OK"
    blabli.Value = "KO"

    cp.Add blabla, "AAA"
    cp.Add blabli, "BBB"

    MsgBox (cp("AAA").Value)
    MsgBox (cp("BBB").Value)

    Set blabla = Nothing
    Set blabli = Nothing

End Sub

EDIT: mixing Collection, Class and For...Next loop:
Sub testtt()

    Dim cp As Collection
    Set cp = New Collection

    Dim blabla As clsProj
    Dim i As Integer
    For i = 1 To 10
        Set blabla = New clsProj

        '"OK" value + a special character from ASCII table
        blabla.Value = "OK " & Chr(32 + i)

        cp.Add blabla, CStr("AAA" & i)

        Set blabla = Nothing
    Next i

    'Test calling collection by key
    MsgBox cp("AAA5").Value

    'Test calling collection by item number and print it in
    '"Immediate" window (ctrl+g to show that window from VBA editor)
    For i = 1 To cp.Count
        Debug.Print cp(i).Value
    Next i

End Sub


text:
Tag Archives: Jack Wiggins
Jack Graham WIGGINS
Pte. J. Wiggins (Sunday Times, 8/10/1916, p. 9)
Per his military service record (regimental no. 4918), Jack Graham Wiggins was born at Springwood, N.S.W.[1] He gave his age as 21 years, his marital status as single, and his occupation as labourer. His description on his Certificate of Medical Examination form was height 5 feet 10 inches tall, weight 9 stone 7 lbs., with a dark complexion, dark grey eyes, and dark hair. His religious denomination was Church of England. He claimed that he had no previous military service.
His "Joined on" date on his Attestation Paper was recorded as 9th November 1915, the day the Coo-ees marched from Springwood to Penrith.
He completed his medical examination at Springwood on 9th November 1915, but was not attested until 11th November 1915 at Ashfield (when the Coo-ees were at Ashfield).
After completing the Co-ee March he went to Liverpool Camp as reinforcement for the 13th Battalion.
On 4th January 1916 Private Wiggins was charged with being absent without leave for 7 days. He was fined.
On 21st February 1916 he was charged with being absent from Parade on 19th February 1916. He was fined.
On his embarkation roll his address at time of enrolment was Sassafras Road, Springwood, N.S.W., and his next of kin is listed as his father, E. Wiggins, at the same address.[2]
On 8th March 1916 Private Wiggins, along with many of the other Coo-ees, departed Sydney on the HMAT A15 Star of England. He arrived in Egypt on 11th April 1916.
On 19th April 1916 he was transferred to the 45th Battalion in Egypt.
On 2nd June 1916 Private Wiggins left Alexandria aboard the transport Kinfauns Castle bound for France. He arrived at Marseilles on 8th June 1916.
Private Wiggins served with the 45th Battalion through its first action at Fleurbaix, France, in July 1916, then as it moved to Pozieres in early August 1916.
From the 5th August 1916 until the 8th August 1916 the 45th Battalion was holding front line trenches between Pozieres and Martinpuich, France, until they were relieved, and moved back into support trenches.[3] On 8th August 1916 Private Wiggins was wounded in action, with a gunshot wound to his face. He was evacuated to the 3rd Casualty Clearing Station on 9th August 1916. On 10th August 1916 he was admitted to the 2nd Australian General Hospital at Wimereux, France.
On 14th August 1916 Private Wiggins was sent by Hospital Ship from Le Havre to England, where he was admitted to the Northampton War Hospital.
On 6th October 1916 he reported back from leave to No. 1 Command Depot at Perham Downs, England. He then marched in to the 12th Training Battalion camp at Codford.
On 14th October 1916 Private Wiggins departed England for France.
On 5th October 1916 Private Wiggins marched into the 4th Australian Division Base Depot at Etaples, France.
On 29th October 1916 he re-joined the 45th Battalion when it was training at Brucamps, France.
On 5th December 1916 the 45th Battalion was training at Dernacourt, France.[4] On this day Private Wiggins was charged with being absent from parade (fatigue work). He was awarded 168 hours Field Punishment No. 2.
On 23rd December 1916 the 45th Battalion was training at Flesselles, France.[5] Private Wiggins was charged with being absent without leave from Parade at Dernacourt on 11th December 1916. He was fined 7 days pay.
On 29th December 1916 Private Wiggins was sent to hospital. On 1st January 1917 the 45th Battalion was still training at Flesselles, France, when Private Wiggins was evacuated to the 8th Australian Field Ambulance with Trench Feet. He re-joined the 45th Battalion on 15th January 1917 when it was manning the front line in the vicinity of Guedecourt, France.
On 12th November 1917 the 45th Battalion was training at Erny St Julien, France.[6] On this day Private Wiggins was charged in a Field General Court Martial with while on active service, deserting his Majesty's Service. Private Wiggins pleaded not guilty. He was found not guilty of desertion, but guilty of being absent without leave from 10 am on 19th October 1917 to 4 pm on 20th October 1917. The 45th Battalion had been in the front line around Ypres, Belgium, at the time.[7] He was awarded 90 days Field Punishment No. 2 and fined 49 days pay. 65 days of the Field Punishment was later remitted.
On 28th March 1918 the 45th Battalion was in support and front line trenches in the vicinity of Dernacourt, France, during the First Battle of Dernacourt, when Private Wiggins was wounded in action for the second time, receiving a shrapnel wound to his left thigh.[8] He was admitted to the 13th Australian Field Ambulance. The next day he was moved back to the 56th Casualty Clearing Station, then admitted to the 20th General Hospital at Camiers, France.
On 1st April 1918 Private Wiggins was placed aboard the Hospital Ship Ville De Liege for evacuation to England. Upon arrival he was admitted to the Norfolk War Hospital at Norwich, England.
On 9th May 1918 Private Wiggins was discharged from hospital, and granted leave to report to the No. 1 Command Depot at Sutton Veny, England, on 23rd May 1918.
On 16th June 1918 Private Wiggins was admitted to the Sutton Veny Military Hospital suffering Influenza. He was discharged on 24th June 1918.
On 6th July 1918 Private Wiggins was transferred to the Overseas Training Brigade at Longbridge Deverill, England. On 3rd August 1918 Private Wiggins departed Folkestone, England, bound for France. On 5th August 1918 he marched into the 4th Australian Division Base Depot at Le Harve, France.
On 11th August 1918 Private Wiggins re-joined the 45th Battalion when it was resting in the vicinity of Sailly-Laurette, France.[9]
On 20th January 1919 the 45th Battalion was at Hastiere, Belgium, when Private Wiggins was charged with using insolent language Towards an NCO. He was awarded 14 days Field Punishment No. 2 and fined 14 days pay.
On 30th January 1919 Private Wiggins was one of a party of 50 men from the 45th Battalion sent to the 4th Australian Division Base Depot at Le Harve, France, to commence the journey to Australia for demobilisation.
On 10th February 1918 Private Wiggins departed Le Harve for England, arriving at Weymouth on 11th February 1919, where he marched into the 3rd Training Brigade.
On 31st March 1919 Private Wiggins was declared an Illegal Absentee, having been absent without leave from 3rd March 1919.
On3rd July 1919 a court martial was held where Private Wiggins was charged with being absent without leave from 0001 3rd March 1919 till reporting back at 1700 on 11th June 1919. He was found guilty and sentenced to 4 months detention. On 28th July 1919 Private Wiggins was admitted to the Lewes Detention Barracks, England.
On 21st August 1919 Private Wiggins was discharged from the Lewes Detention Barracks, with the remainder of his sentence remitted.
On 22nd August 1919 Private Wiggins departed England bound for Australia aboard the HMAT Anchises.
He arrived in Sydney on 13th October 1919, and was discharged the same day Services No Longer Required.
A welcome home concert was held for 'J. Wiggins' and several other local soldiers at Springwood on 27th December 1919.[10]
[1] NAA: B2455, WIGGINS JACK GRAHAM
[2] Australian War Memorial. First World War Embarkation Roll, Jack Graham Wiggins, 4918.
[3] Australian Imperial Force unit war diaries, 1914-18 War – AWM4 Subclass 23/62 – 45th Infantry Battalion, August 1916.
[4] Australian Imperial Force unit war diaries, 1914-18 War – AWM4 Subclass 23/62 – 45th Infantry Battalion, December 1916.
[6] Australian Imperial Force unit war diaries, 1914-18 War – AWM4 Subclass 23/62 – 45th Infantry Battalion, November 1917.
[7] Australian Imperial Force unit war diaries, 1914-18 War – AWM4 Subclass 23/62 – 45th Infantry Battalion, October 1917.
[8] Australian Imperial Force unit war diaries, 1914-18 War – AWM4 Subclass 23/62 – 45th Infantry Battalion, March 1918.
[10] SPRINGWOOD. (1919, December 26). The Blue Mountain Echo (NSW : 1909 – 1928), p. 7. Retrieved January 26, 2018, from http://nla.gov.au/nla.news-article108249963
Tagged Ashfield recruits, HMAT A15 Star of England, Jack Wiggins, Springwood recruits
The 22 Ashfield recruits
Who were the 22 Ashfield recruits?
The Coo-ees held a recruiting meeting, and stayed the night at the Drill Hall at Ashfield on Thursday, 11th November, 1915 – their last night of the Coo-ee March on their long route from Gilgandra to Sydney.
This is now the site of the Ashfield Boys High School gymnasium, and a new car park named Coo-ee Car Park in memory of the 1915 Coo-ee March built recently by the Wests Ashfield Leagues Club. A plaque about the Coo-ees at Ashfield was unveiled at the Coo-ee Car Park on 21st April 2015.
Plaque at Coo-ee Car Park, Ashfield (Photograph: S. & H. Thompson, 23/4/2015)
A plaque on an obelisk is situated in the grounds of the Ashfield Boys High School. It has been there for some time. On it are the words: "Celebrating Gilgandra Coo-ee Marchers 11 November 1915 22 Ashfield men joined with the Coo-ee marches here on this day".
Coo-ee March obelisk at Ashfield Boys High School (Photograph: S. & H. Thompson 3/3/2014)
Although the "official" count for the total number of Coo-ees recruited on the 1915 Gilgandra to Sydney Coo-ee March per newspaper articles of the time was 263, with Ashfield having a total of 22 recruits, the Sydney Morning Herald reported on 13th November 1915 (p. 19) that 'the contingent left the western suburb' of Ashfield 'about 263 strong, but there are others now to be sworn in – men who joined the little army yesterday.' The Farmer and Settler reported about Coo-ees numbers on 21st December 1915 (p. 3) that 'there were no fewer than 277 men on their last pay sheet in camp'.
We have found the following names of 23 men who were attested at Ashfield at the time the Coo-ees were recruiting at Ashfield. We note that one (Bert Kilduff) had paperwork dating only from 12th November 1915 in his service record, so perhaps the "official" count of 22 recruits was taken the night before at Ashfield, and he was not included. Although two others also completed their medical examination and signed their attestation paper at Ashfield on the 12th November 1915 (Thomas Edward Bow and Charles Seal), they had both signed the bottom of the first page in their 'Attestation paper of persons enlisted for service abroad' on the 11th November 1915.
Attested 11th November 1915 at Ashfield
Robert AYRES (service no. 4729)
Richard John CROCKER (no service no.)
Edward Lewis CUDDEFORD (service no. 5352)
Harold Brooks DAVIS (service no. 4759)
Edgar DAWSON (no service no.)
Thomas DELANEY (service no. 4764)
William ELLERY (service no. 4769)
Richard EVANS (service no. 5368)
Joseph Jacob John HERRINGE (service no. 5700)
Robert Michael HICKEY (service no. 5099)
Albert HULBERT (no service no.)
Hector LEE (service no. Depot)
Thomas LIPSCOMBE (service no. 4826)
Sam LUKE (service no. 4830)
Joseph Raymond MCGUIRE (service no. 4857)
Selby George MEGARRITY (service no. 4841)
William Allen Luther PHILPOT/PHILPOTT (service no. 5164)
William WEBBER (service no. 4917)
Jack Graham WIGGINS (service no. 4918)
Joseph John WILLIAMS (service no. 4912)
Attested 12th November 1915 at Ashfield the (the day the Coo-ees left Ashfield and the last day of the Coo-ee March)
Charles Edward BOW (service no. 4735)
Bert KILDUFF (service no. 4818)
Thomas SEAL (service no. 4895)
Not all of these men were local to the Ashfield area. Some were men who had joined the Coo-ees earlier in the march, or caught up with them at Ashfield, who signed their attestation paper to enlist in the Australian Imperial Force at Ashfield.
William Ellery was reported to be a long term resident of the Dunedoo area before he left to join the Coo-ees. Edgar Dawson started filling out his paperwork in his service record in Bathurst. Jack Wiggins was known as a Springwood recruit. Sam Luke joined the Coo-ees at St Marys. Selby Megarrity undertook his medical at Penrith, the day before the Coo-ees arrived at Ashfield.
Fourteen of the Ashfield recruits embarked overseas with the majority of the Coo-ees on the transport HMAT A15 Star of England on the 8th March 1916. Five more embarked on other ships soon after.
An individual blog entry will be added to this website for each of the above named Coo-ees.
Posted in Remembering the Coo-ees, Research notes, Towns
Tagged Albert Hubert, Ashfield, Ashfield recruits, Bert Kilduff, Charles Edward Bow, Edgar Dawson, Edgar Lewis Cuddeford, Harold Brooks Davis, Hector Lee, Jack Wiggins, Joseph Jacob John Herringe, Joseph John Williams, Joseph Raymond McGuire, Richard Evans, Richard John Crocker, Robert Ayres, Robert Michael Hickey, Samuel Luke, Selby George Megarrity, Thomas Delaney, Thomas Lipscombe, Thomas Seal, William Allen Luther Philpot, William Ellery, William Webber
Anniversary of their start
Transcript of an article from The Sunday Times, October 8, 1916, p. 9.
'THE COO-EES
EN ROUTE FOR BERLIN
It's 12 months all but two days since the Coo-ees started on their long march from Gilgandra to Berlin, and thought they're not there yet, most of them are still on the way. One is well beyond the borders of Germany – he is a prisoner of war, and is reported to be in a prison camp in Westphalia – several have been wounded, and two, including their famous leader, "Captain Bill" Hitchen, are dead.
The Coo-ees started on the first stage of their march, the 330 miles trip from Gilgandra to Sydney, on Tuesday, Oct 10. There were 25 of them then ; but before they had covered half the distance the home town had sent another ten hotfoot to join them. These 35 Gilgandra men were good recruiting agents, for before they reached Sydney they had gathered in seven more men for every one of the original troop. They arrived just about 270 strong. Their example was followed all over the country, and recruiting marches were conducted from several points. None of them, however, captured such interest as that of the Coo-ees , and although public memory is always short, it is probable that Captain Bill Hitchen and his men will always be remembered when Australia's part in the war is talked of. Certainly they will never be forgotten in Gilgandra and the other country towns they passed through.
SACRIFICES THEY MADE
Every town and township on the line turned out to meet them as they approached, and they were feted and fed until their leaders began to fear they would be killed by kindness. The enthusiasm of the volunteers, too, was infectious. All along the road men dropped their work and joined the ranks. From Gilgandra alone there were three men with families. There was Captain Hitchen (officially he was only a Corporal ; but he will always be remembered as Captain Bill), who had a family of three sons and two daughters ; there was Signaller A. J. McGregor, who left behind him a wife and five young children ; and there was Corporal J. McKeown, who left a wife and four small McKeowns. Wee McGregor, as he was known all along the march, sold out a flourishing bakery business in Gilgandra to join the Coo-ees. He had three brothers at the front, and he wanted to follow them. On the way to Sydney another brother jumped into the ranks – five from one family. McKeown had fought in the South African war, and had soldiering in his blood. At Coonamble two young brothers named Hunt joined the ranks. Their father saw them start ; but the thought of the parting was too much for him. A few days later he hurried after the boys, and at Bathurst he, too, joint the march.
MEN OF ALL AGES
The Coo-ees were men of all ages. Captain Bill himself was 52, and though the rest all said they were under 45 the authorities in many cases had their suspicions about them. On the other hand there were three lads under the age of 18.
When they reached Sydney on March 8 [sic] a number of them were rejected as medically unfit ; but 220 eventually sailed for Europe. They didn't all go together. Some were taken into the Light Horse and others into the Engineers and Artillery ; but about 180 went away as the 15th Reinforcements of the 13th Battalion. In Egypt they were again split up ; but the majority went into the 45th Battalion. Those who stayed in Egypt were under fire three weeks after their landing, and the men who went to France were in the trenches in June. It used to be a military axiom that it took three years to train a soldier. In the case of the Coo-ees, the time spent in training was a little over three months.
A record of their doings is being kept by Mr. A. H. Miller, of Gilgandra, who took part a leading part in organising the march. He is still collecting details, keeping a list of those who have fallen, and the experiences the men have met with. He also communicates with their relatives, whenever news of any of the men arrives.
The people of Gilgandra are keeping up the anniversary of the start of the march on Tuesday by a social. They originally intended to devote the proceeds to purchasing Christmas hampers for the men ; but the State War Council refused permission for this, and the money will now be devoted to the Repatriation Fund. Numbers of private parcels are being made up, however, for Christmas gifts, for the men. So far there have been but nine casualties among the Coo-ees.
COO-EES WHO HAVE FALLEN
Corporal Hitchen died of diabetes in Harefield Hospital, in England, a few weeks ago. He was ill when he arrived in England and went straight into hospital. He died two months later. When news of his death was received in Gilgandra, all the business houses closed their doors for two hours.
Private Victor Quinton, of Gilgandra, is wounded, though he was at first reported missing. He is a son of Mrs. A. Lumsey, of Gilgandra.
Private Sid Heuston, wounded, is a son of Mr. and Mrs. Geo. Heuston, of Wellington. He joined the Coo-ees there when he was only 17 years and three months of age.
Private Dave Wagner, wounded, is a son of Mr. and Mrs. J. Wagner, of Valley Heights. He was only 16 years and 10 months old when he enlisted.
Private J. Wiggins, wounded, is a son of Mr. E. Wiggins, of Springwood. He and his mate, Dave Wagner, both enlisted from Springwood, the only recruits in the march from the township.
Private C. Crease, wounded, joined the Coo-ees in the mountains. He is a brother of Mrs. P. Letham, of Simmons-street, Enmore.
Sgt. T. Thorne, who died of illness in England, was 23 years of age. He was the only son of Mrs. and the late Mr. G. Thorne, of Thorneycroft, Lawson. His father died suddenly from heart failure a month after the boy left for the front.
Private D. S. Stewart was at first reported missing, but has since been traced to a prison camp in Westphalia, where he is a prisoner of war. He is the second son of Mr. and Mrs. A Stewart, of Parkes-street, East Wellington, and was only 16 years and 9 months old when he enlisted. He was the youngest recruit with the Coo-ees. Another brother, who enlisted at 18, is in the trenches.
Private Oliver James Harmon, of Granville, killed in action, was a son of Mr. and Mrs. W. H. Harmon, of Alfred-street, Granville. He joined the Coo-ees, many of whom he had known out West, at Parramatta. His younger brother, Percy, is on H.M.S. Phantom, and another is in camp at Liverpool.
Private C. Marchant, accidentally wounded in Egypt and invalided home, is a son of Mr. and Mrs. E. Marchant, of Gilgandra, at which township he joined the Coo-ees. He was prominent in boxing circles in the West, and also a member of the Gilgandra Waratah Football Club and the League of Wheelmen.
Private Albert Nelson, wounded (second occasion), is the son of Mr. and Mrs. R. Nelson, of Gilgandra. He joined the Coo-ees at Liverpool Camp, and sailed for the front with them on March 8. When he was wounded on the first occasion he remained on duty. This time he was wounded in three places – knee, back and foot.
Private Borton, Lawson (wounded).
Private R. Uhr (invalided home).
Private J. Morris, Parramatta (killed in action).
Private G. Seaman, Bathurst (wounded).
Private W. E. Hunter, Redfern (wounded), enlisted at Geurie, and when the Coo-ees were in Orange he received a letter from his mother stating that his two brothers had been killed at the Dardanelles.
Cpl. W. Smith, who enlisted with the Coo-ees at Geurie, where he was employed as Shire Clerk, was taken from France to England to undergo an operation. From advices received by the last mail he was improving fast. He was a widower with a number of young children, whom he placed in boarding-school before going to the front.'
Posted in Other articles, Recruits, Remembering the Coo-ees
Tagged Albert Nelson, Andrew J. MacGregor, Arthur Ernest McGregor, Charles Crease, Charles E. Marchant, Charles Henry Hunt, David James Wagner, Donald S. Stewart, George Seaman, Harold R. D. Uhr, Jack Hunt, Jack Morris, Jack Wiggins, James McKeown, Oliver James Harmon, Pte Borton, Sidney Heuston, Thomas Thorne, Victor Quinton, William (Bill) Thomas Hitchen, William Emerton Hunter, William L. Hunt, William Smith


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'Love Means Never Having To Say You're Sorry:' What Does The 'Love Story' Line Mean?
Entertainment | March 9, 2019
Ali MacGraw as Jennifer Cavalleri and Ryan O'Neal as Oliver Barrett IV in a scene from 'Love Story', directed by Arthur Hiller, 1970. (Photo by Archive Photos/Getty Images)
It's one of the most-quoted movie lines of all time: "Love means never having to say you're sorry." Love Story, a 1970 film based on a novel of the same name by Erich Segal, is the source, and while the quote is pretty clear on what love means (hint: never having to say you're sorry), people have often struggled to figure out what the quote as a whole means.
For instance: Does love mean never having to say you're sorry because lovers never (or should never) disappoint each other? Or is it because apologies are unnecessary when two people love each other? What is so special about this line? And why is it so annoying?
It may be annoying simply because it sounds like one person condescendingly telling another person what love means. And while it may be someone's idea of a philosophically beautiful definition of love, it also sounds kind of like a pointless rule or a scold. Clearly Person A feels they need to say they're sorry, and Person B is correcting them.
And what is this dread of having to say you're sorry? Don't people often say they're sorry for good reasons? What sort of person has the hubris to go through life feeling they need never apologize?
The award-winning film Love Story starred Ali MacGraw and Ryan O'Neal, and it was a real heart-wrencher. The quote occurs twice in the film -- the first time comes when Oliver Barrett (Ryan O'Neal) gets upset when he can't find Jennifer Cavalleri (Ali MacGraw), so he apologizes -- but she tells him "Love means never having to say you're sorry." In the second scene, this time it was Oliver who repeated the quote to his father after his father's response of "I'm sorry," when he learned of Jenny's death.
Oh, spoiler alert: It's one of those death movies. In fact, the second-most-famous line is "What do you say about a 25-year-old girl who died?" Well, we don't know what you say about that, but we're pretty sure what you don't say. Don't you dare say "I'm sorry."
What Happens In The Movie
Jenny's (Ali MacGraw) response to "I'm Sorry" Source: (youtube.com)
In the movie Love Story, Harvard student Oliver Barrett meets a working-class classical music student named Jenny Cavalleri, who is attending Radcliffe College. Even though they are from two totally different worlds, they meet and fall in love. Oliver proposes to her and she accepts, but when Oliver tells his parents, they are not at all happy about it. In fact, his father threatens to cut him off financially if he marries her. Despite the odds against them, they marry anyway and even though they are struggling with finances, they are quite happy together and want to start a family. Unfortunately, after failed attempts to conceive, they find out through various tests performed that she is not only unable to conceive but that she is actually dying. Oliver is told first and he attempts to hold back the truth from her, but she later finds out from the doctor.
What The Line Might Mean In The Context Of The Film
Scene From Love Story. Source: (pinterest.com)
From the movie, the meaning of the quote "Love means never having to say you're sorry" could be defined as such when a person truly loves someone, then no matter what they go through or what their social status is, everything is fine, so there is no reason to feel sorry about anything. Whether it is sickness, lack of money, or death, if two people love each other, there is no reason for regrets. Oliver apparently learned this from Jenny which is why he re-quoted it to his father towards the end of the movie.
The Line That Was Bigger Than The Film
The Whispers album. Source: (youtube.com)
People often have trouble remembering the original source of the line because it's been reused and parodied many times. The quote took off after the movie and many other shows, groups, and movies picked it up and used it as well. In 1972, the group The Whispers put out an album named after the movie with a song on it called "Can't Help But Love You." The first line of the song is "Love means never having to say you're sorry."
Just two years after Love Story's release, Ryan O'Neal co-starred with Barbra Streisand in a comedy called What's Up, Doc? (1972). Streisand says the line to O'Neal -- and he shoots back, "That's the dumbest thing I've ever heard."
Catwoman and Batman. Source: (pinterest.com)
Then there were those who only used a portion of the quote or turned it around. Because the line is such an unambiguous rule about what love means, it's easily twisted for comedic effect. The structure of the sentence is so well known that all you need do is say "Love means never having to..." end it however you like, it's a joke.
Romantic cards. Source: (valentinestwoweeks.com)
Whether used seriously or in jest, "Love means never having to say you're sorry" wil always be with us, it seems Perhaps In order to understand the true meaning of it, one must understand what love truly means. If a person really loves someone, they do not require them to say "I'm sorry" because they do not need that self-gratification and they are not judging them. Did the author of the novel Love Story have this deep meaning in mind when he wrote it into his book?
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Tags: Ali MacGraw | Famous Movie Scenes | Famous Quotes From The 1970s | Love Story | Movies In The 1970s | Ryan ONeal
Penny Chavers
Penny, besides writing, loves to spend her time with family and friends. In her spare time, she also enjoys playing the piano, board games, and taking online classes on topics that interest her.
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