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Home The Bilingual Montessori School of Paris
The Bilingual Montessori School of Paris
Preschool & Nursery (Maternelle) Primary Schools & Education
23 Avenue George V, 75008 Paris, France
65 Quai d'Orsay, 75007 Paris, France
53 Rue Erlanger, 75016 Paris, France
23 Avenue George V Paris Île-de-France 75008 FR
+33 (0)1 45 55 13 27+33 (0)1 45 55 13 27
Established over 40 years ago as an independent and not-for-profit organization, all of their teachers hold AMI (Assoication Montessori Internationale) diplomas. The school offers a unique bilingual Montessori education, at 3 locations in the heart of Paris, for children from 2-9 years old.
Lennen Bilingual School
145 Rue Saint-Dominique, 75007 Paris, France
176 Rue de Grenelle, 75007 Paris, France
+33 (0)1 47 05 66 55 or +33 (0)1 44 42 99 00+33 (0)1 47 05 66 55 or +33 (0)1 44 42 99 00
Founded in 1960 by a pioneer in bilingual education, Mrs. Patricia Lennen, this school welcomes children and their families from all over the world. With their staff of well-qualified and experienced teachers, they continue to adapt the concept of bilingual education affording children the skill to think and learn in both French and English from the beginning of their schooling – from ages 2 thru 11 years old.
AAWE
Women's Groups Volunteering Schools & Education
34 Avenue de New York, 75116 Paris, France
aawe@wanadoo.fr
Metro: Iéna (line 9), Trocedéro (lines 6 and 9)
You never have to feel alone or do it alone. AAWE is one of the longest running non-profit volunteer associations of (mostly) American women based long-term in France. Their varied social activities include: US-themed children's parties, book groups, cultural outings, community fundraisers and much more.
Apart from its community gatherings, the association works diligently to remain the recognized leading resource for bilingual and international educational information in France. Their publications include: "Beyond the Bac: Higher Education in France and Abroad" and "Guide to Education in France, 8th Edition." These are must have guides for international families living here with children in school.
Institut de La Tour
Middle & High School Schools & Education Workshops & Classes
86 Rue de la Tour, 75016 Paris, France
section-anglophone@institutdelatour.com
Metro: Rue de la Pompe (line 9), Trocadéro or Passy (line 6), Ave. Henri Martin (RER C)
Institut de la Tour is a private Catholic school offering an Anglophone section with over 500 students in the collège and lycée programs. Teachers and administrators aim to help their students develop intellectually, personally and spiritually employing their philosophy of "s'élèver ensemble" (raise them together).
See website for details on the Anglophone section application procedures, which begin in October for the following school year.
They also offer Wednesday afternoon English immersion programs for primary and pre-primary (maternelle) aged children.
Marymount International School
Preschool & Nursery (Maternelle) Primary Middle & High School Schools & Education
72 Boulevard de la Saussaye, 92200 Neuilly-sur-Seine, France
schooloffice@marymount.fr
Metro: Pont de Levallois Bécon(line 3), Pont de Neuilly (line 1)
Marymount is a private Catholic school with a proud reputation for embracing cultural and religious diversity. The international day school offers an American based curriculum for students aged 2.5 years to 14 years from all over the world. Located in the leafy Paris suburb of Neuilly-sur-Seine, the school believes in providing a stimulating and challenging curriculum to bring out the best in students.
Lycée Honoré de Balzac
Middle & High School Schools & Education
118 Boulevard Bessières, 75017 Paris, France
Metro: Porte de Clichy (line 13 and RER C)
Located on the largest public school campus in Paris, Lycée Honoré de Balzac offers, in addition to the traditional classes, international sections open to students who speak fluently and write in one of the following languages: Spanish, German, English, Arabic, Portuguese or Italian. Within this dynamic, culturally enriching international environment, these students pass one of the French general baccalaureate programs, with an international mention (Option Internationale Baccalaureate).
Entrance exams in the student's "mother tongue" are required in order to ensure their language level is high enough to meet the rigors of the additional hours and subjects taught in these special international sections.
SIS, Sections Internationales de Sèvres
16 Rue Lecointre, 92310 Sèvres, France
A non-profit association founded over 50 years ago by UNESCO and the Education Nationale, SIS, Sections Internationales de Sèvres, operates within several French public school campuses in Sèvres, Chaville and Boulogne-Billancourt, on the western edge of Paris. SIS offers bilingual English/French and German/French education from nursery school through high school. An entrance exam is required to evaluate the child's language level.
In addition to preparing students for the Option Internationale du Baccalaureat (OIB), the international option of the French baccalaureate program, SIS offers post-bac counseling for applying to universities outside of France and organizes many extra-curricular activities, including a lively theater group, active book club and school trips abroad. Due to the school's reputation and popularity, early enrollment is recommended.
Canadian Bilingual School of Paris
5 Rue d'Aguesseau, 75008 Paris, France
+33(0)1 43 87 00 44+33(0)1 43 87 00 44
info@ecb-cbs.ca
The Canadian Bilingual School of Paris is the first school to offer a Canadian curriculum in France. Its goal is to provide students from kindergarten through 12th grade (ages 3 to 16) a truly bilingual and bi-cultural experience that will develop the language skills students need as 21st-century learners. In adopting British Columbia's Education Plan, the ECB-CBS provides students with a personalized approach to learning.
The Digital Parenting Coach
Schools & Education Classes for Adults Coaching Services
elizabeth@digitalparentingcoach.com
Meet the savviest eSafety expert we know: Elizabeth Milovidov – an American lawyer and foremost European consultant on Internet safety who shows children, parents and educators how to get the most from the Internet, safely.
On her website, Digital Parenting Coach, you will find free tips and information about workshops and downloadable guidebooks for parents who want to learn about the benefits and risks of Internet, social media and technology.
She is also a dynamic speaker on Internet safety issues, a part-time eSafety consultant at European Schoolnet and an independent expert on children's rights and Internet for the Council of Europe.
Read her story: "Meet a Cyberspace Cop Protecting You from Internet Abuse" and find her biography and articles written for INSPIRELLE HERE
Ecole Jeannine Manuel (EJM)
70 Rue du Théâtre, 75015 Paris, France
15 Rue Edgar Faure, 75015 Paris, France
141 Avenue de Suffren, 75007 Paris, France
info@ejm.net
Founded in 1954, École Jeannine Manuel has now become the largest non-denominational independent school in France. With a mission to promote international understanding through the bilingual education of a multicultural community of students and parents, they now educate 2,900 students, representing over 65 nationalities, between their Paris and Lille locations.
For new non-French speaking students beginning in CE1 (~age 7) and up to seconde (~age 15), enrollment takes place in "adaptation" classes where they follow a one-year French immersion program. Further special instruction in French continues for another additional year including three additional hours of French each week and individual support, as required.
They have 4 locations in Paris and boarding opportunities at their Lille, France location.
Eurécole
5 Rue de Lübeck, 75016 Paris, France
34 Av. des Champs-Élysées, 75008 Paris, France
assist.dir@eurecole.com
Eurécole was founded in 1989 and offers a pre-school through secondary level of tri-lingual education. Following the French national educational curriculum, the experience is strengthened through additional activities such as sports, music, history of art and others. They offer language tuition every day from pre-school in French, English and Spanish or German.
American School of Paris (ASP)
41 Rue Pasteur, 92210 Saint-Cloud, France
+33 (0) 1 41 12 82 82+33 (0) 1 41 12 82 82
admissions@asparis.org
The American School of Paris (ASP) was the first international school established in Europe, in 1946. Their mission is to provide a student-centered American education in an international setting, underlined by a philosophy of respect and responsibility. ASP offers the International Baccalaureate program and a range of Advanced Placement (AP) courses. It also has a rich technology, arts, and sports program.
With top-notch educators, modern and light-filled classrooms, state-of-the-art technology resources, spacious playing fields, two indoor gyms, theatre spaces, and a full-service cafeteria, ASP provides an exceptional environment where kids are inspired to learn.
Through the school's popular Extension Program, also open to external students, they offer language courses and activities on Wednesdays and Saturdays and a variety of innovative camps during the major school holidays. CLICK HERE for more on ASP's Extension Program.
École Internationale Bilingue (EIB)
6 Avenue Van Dyck, 75008 Paris, France
16 Rue Margueritte, 75017 Paris, France
9 Rue Villaret de Joyeuse, 75017 Paris, France
123 Rue de la Pompe, 75116 Paris, France
23 Rue de Cronstadt, 75015 Paris, France
Ecole Internationale Bilingue (EIB) Paris is a network of bilingual schools which welcomes international students of more than 70 nationalities in its co-ed and secular campuses around Paris. EIB offers a bilingual education to students from preschool (maternelle) through high school, according to the British, American and IB qualifications.
EIB's four campuses in the 8th, 16th and 17th arrondissements follow the official program of the French Ministry of Education (hence it is sous-contrat with the government e and tuition is partially subsidized), with daily lessons in English at various levels.
EIB Victor Hugo follows an English-language, international curriculum, with daily French lessons, from pre-school through high school. Students can earn an internationally-recognized High School Diploma or IB Diploma.
Contact individual schools for further information.
International School of Paris (ISP)
Preschool & Nursery (Maternelle) Primary Middle & High School Schools & Education Camps Bilingual & International Schools Workshops & Classes
6 Rue Beethoven, 75016 Paris, France
admissions@isparis.edu
Metro: Passy (line 6)
The International School of Paris (ISP) is the only school within Paris offering all three International Baccalaureate programs. From nursery school to high school, the educational program combining academics, arts and sports is designed to motivate students to become well rounded, sociable and open-minded. Classes are kept small (18-20 students) to encourage exchange between teacher and students. Its motto: "Educating for Complexity".
Through their popular ISP Plus programs, also open to non-ISP students, they offer innovative and educational language and activity camps led in English on Saturdays during the school year and over the major school holidays.
British School of Paris
Primary Middle & High School Schools & Education
38 Quai de l'Écluse, 78290 Croissy-sur-Seine, France
2 Rue Hans List, 78290 Croissy, France
registrar@britishschool.fr
At their two campuses (Junior and Senior) located in the western suburbs of Paris in the small market town of Croissy-sur-Seine, the British School of Paris is one of the largest and longest-running British international schools in the world. Established over sixty years ago, they follow an educational program based on the National Curriculum for England and Wales and are committed to encouraging their pupils to do and give of their best.
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MAAA / Montreal Amateur Athletic Association Lacrosse Team 1889
Tom Paton
Allan Cameron
Archie A Hodgson
Archie McNaughton
Tom Paton | Allan Cameron | Archie A Hodgson | Archie McNaughton
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Uploaded By: PRESIDENT on April 10th, 2014
Montreal AAA / Montreal Amateur Athletic Association Lacrosse Team
Montreal and Eastern Canada Champions 1889
Team Members include famous Ice Hockey players from the 1880s to early 1990s:
Tom Paton, Archie Hodgson, Allan Cameron, Alex Irving
The Montreal Amateur Athletic Association came into existence June 1881 and began as a confederation of three sporting clubs: The Montreal Snow Shoe Club, The Montreal Bicycle Club, and The Montreal Lacrosse Club. These founding clubs shared the club space of the Montreal Gymnasium, located at Mansfield Street and de Maisonneuve Boulevard.
Montreal Amateur Athletic Association, originally located downtown, acquired some 10 acres of the former Hallowell and Ward estates adjoining the Irvine Farm in 1886. The new grounds opened to members in 1887 with an original entrance on Dorchester. This was later replaced by one at 4350 St. Catherine, address of the current Westmount High School.
Lacrosse Grounds were located at the northwest corner of St. Catherine and Atwater in the 1880s. Here, the Shamrocks played to a world championship in 1889-1900.
The grounds included an athletic field surrounded by a banked cinder track. The running track was reported to be one of the fastest on the continent. Bicycle racing, track and field, cricket, lacrosse, rugby, tennis and other sporting events took place in the summer. In 1899, it welcomed the World Bicycle Meeting.
A huge open-air skating rink (330 by 150 feet) was installed in the centre of the field including 20 lights for night skating. Live bands played twice a week. In 1897, the rink hosted the World Skating Championship. From 1901 to 1905 it regularly hosted the joint Canadian and American skating championships.
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After your loved one is discharged from the hospital or hospice care, you may need assistance from a home health aide serving Memphis . A professional private duty nurse or in-home caregiver can provide transition care services for your loved one that will help him recover and receive the necessary home health care that he needs. Before your loved one is released from the hospital, you should consult with a home health agency about coordinating transition care.
A home health aide can provide a variety of elder care services that will make sure that your loved one remains happy, healthy, and comfortable in his home. Your loved one's in-home caregiver can offer assistance with personal care, including bathing, grooming, and dressing. The home health aide can also offer meal preparation services to ensure your loved one receives balanced, nutritious meals.
A home health aide will provide medication management services and make sure that your loved one takes his medication on time and in the correct dosage. He will also monitor medical equipment and vital signs. Additionally, an in-home caregiver can help with household chores and provide transportation to doctor's appointments and social engagements.
It can be very difficult to make the decision to seek in-home care near Memphis for your elderly loved one. At a certain point, however, your loved one may not be able to take care of himself safely or effectively. Here is a look at some of the signs that your loved one may need home care.
One of the first signs that your loved one is unable to care for himself is that he exhibits a decline in personal hygiene. He may also be unable to prepare meals for himself, or may forget to eat. You may notice that he has lost weight, or looks tired and unhealthy. He may wear dirty or mismatched clothes, and have a strong body odor. A home health aide can assist your loved one with personal care and meal preparation to ensure he remains comfortable, happy, and healthy.
Another significant sign that you need the services of a home health agency is that your loved one's household chores and bills are ignored. If you visit your loved one and there are dirty dishes piled in the sink, spoiled food in the refrigerator, animal feces in the house, laundry that has gone unwashed, and a stack of bills that haven't been paid, these are signs that he is not living in a safe and comfortable environment. An in-home caregiver can perform routine household chores and will consult with you regarding bills your loved one receives so that you can make sure that they get paid.
The primary symptoms of dementia and Alzheimer's are progressively worsening memory loss, cognitive impairment, and behavioral changes or mood swings. Your loved one may lose interest in hobbies and activities that he previously enjoyed, or may exhibit signs of anxiety, depression, and exhaustion. He may forget important dates, appointments, or directions. Dementia home care allows your loved one to remain in a comfortable environment while receiving necessary elderly care.


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Non-emergency patients putting Blackpool Vic A&E under unnecessary pressure
Medics are urging people to only visit A&E in Blackpool if there condition is a real emergency – after 'unprecedented' numbers of patients swamped the department.
On one day recently A&E at Blackpool Victoria Hospital had 90 people waiting to be seen.
But doctors say a large number of those arriving at the casualty unit did not need life-saving treatment and could have gone elsewhere.
Head of Emergency Medicine at Blackpool Teaching Hospitals NHS Foundation Trust Dr Anthony Kearns,said: "The Emergency Department (A&E) has seen unprecedented numbers over the past few weeks.
People are being urged not to go to A&E except in a genuine emergency
"Many of these are very ill people who do need our expertise. However, we are also seeing a large number of attendances that are not 'emergencies' or life-threatening conditions and could have been treated elsewhere."
Dr Kearns warned too many people crowding into A&E put undue pressure on staff and meant people could not safely social distance.
He added: "Crowding in A&E is not safe under the current Covid distancing regulations for both staff and patients alike.
"And the more people that arrive at A&E unnecessarily, the more strain on staff who need to prioritise patients according to their clinical need.
"We need our community's support to make the right choice.
"Help us to help you…help us to save lives – please talk before you walk and please keep us free for emergencies only."
Dr Kearns said for many people the best place to turn to for immediate advice was their local pharmacy.
He said: "We realise the whole system is under pressure. Urgent treatment centres and GP surgeries are also very much in demand by people with community healthcare needs.
"This is why we strongly suggest that if anyone has non-emergency or chronic health concerns, that they perhaps visit their pharmacy or chemist who are highly qualified to give advice, and may then suggest a GP appointment if it is absolutely necessary.
"People can also visit www.111.nhs.uk where they will find a symptom checker. NHS 111 advisors can signpost patients to the most appropriate service for their needs and can even make appointments with a GP or here in the Emergency Department which will drastically reduce the patient's wait time.
"Patients should also consider contacting their own consultant or specialist team, who already manage their pre-existing conditions."
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Listed below are the highlights of the recently passed tax legislation in Pennsylvania and Virginia. Please contact Andy Bareham for the details of all of the recently passed legislation.
For tax years beginning after 12/31/2012, business income will be apportioned using a single sales factor.
For tax years beginning on or after 01/01/13, Pennsylvania will automatically extend the corporate tax return due date where a federal extension is granted.
Effective immediately a copy of federal form 1099 Misc. shall also be filed with the PA Department of Revenue.
All corporations must file and pay estimated tax payments and annual income tax returns and final payments using an electronic medium. Waivers will be granted if unreasonable burden on corporation. Effective 01/01/2013.
All sales and use tax returns must be filed electronically. Again waivers will be granted if unreasonable burden. Beginning with the July 2012 return, due August 2012.
Will continue to follow federal tax law with the exception of bonus depreciation and the five year carry back of net operating losses.
Continue to partially deconform from the domestic production deduction under IRC 199. The federal deduction is nine percent of production activities whereas Virginia allows six percent. The law was changed in 2012 to allow the full federal deduction starting 01/01/2013.
The corporation apportionment formula is changing to a single sales factor for retail companies. This modification will be phased in starting with tax years beginning 07/01/2012.
The individual credit for taxes paid to another state does not include the DC Unincorporated Business Franchise Tax, the Texas Margin Tax and the Ohio Commercial Activity Tax (CAT). This is a clarification of existing law saying that credits are allowed only for income taxes that are similar to Virginia's individual income tax.
Please contact the KatzAbosch SALT Group if you have any questions regarding the application of these new laws or would like a copy of all of the state legislation.


Welcome to the Pacific Financial Inclusion Programme Innovation Hub for a very special occasion.
Governor Loi Bakani regrets he is unable to be here this evening and sends his sincere apologies. In his absence, he has asked me to highlight the significance of this event to the progress of Financial Inclusion in Papua New Guinea.
As you would be aware, achieving Financial Inclusion has been a particular focus for the Bank of Papua New Guinea under the leadership of Governor Bakani. So tonight's event is very meaningful to the Bank, as it represents a significant milestone along the Financial Inclusion road.
Tonight we recognise the increasing importance of technology innovation in driving economic development in our nation and region, by awarding the inaugural Reuben James Summerlin Innovation Award to a very worthy recipient. And in so doing, we pay our deep respects and express our gratitude to a great friend of the Pacific, in whose memory this award was created.
Wearing his famous green shirt, he continuously challenged us at the Bank to understand what an enabling policy environment for financial inclusion could look like, what it would mean to the nation, what the impact it would have on financial services and what a wonderful life-changing experience it would be for "the woman in Daulo Pass" to be able to receive her weekly wages through a banking channel.
Using his dry humour to make his messages clear, Reuben challenged us to believe in creating a society where individuals could live better lives if they had access to the right financial services for their circumstances and aspirations. He was a strong advocate of financial education in schools as a way we could make an impact on the financial competencies of the next generation.
We remember Reuben with fondness.
I am very pleased to report that in PNG his vision of what financial inclusion should look like is growing stronger and stronger. Cooperation and collaboration between PFIP, the Bank of PNG and financial services providers have resulted in a range of initiatives, now being embraced by our people.
Between 2014 and 2015 1.2 million people, previously without banking services, were brought into the money mainstream by opening accounts with licensed financial institutions. Very significantly a substantial proportion of the new account holders are women or young people – a trend that is very promising for the future.
The Bank's current Financial Inclusion Strategy has stepped up the targets, with the goal of reaching 2 million more unbanked people. We aim for at least 50 percent of that number to be women.
Continuing this exciting momentum means being able to offer financial services products and delivery systems that marry useful technology with human-friendly initiatives that people willingly adopt and use.
For example, mobile and branchless banking is now helping people build savings while giving them a more cost-effective, efficient, transparent and safer means of making payments.
In more recent times we have seen products like mobile micro-insurance introduced by providers including BIMA, Capital Insurance and Digicel. Now thousands of PNGeans have the protection of insurance, with quality customer service and effective claims processes, when only a relatively short time ago they did not even have access to the most basic of financial services.
These are excellent examples of creating valuable financial innovations by harnessing technology with human requirements. I would like to thank our international donors, especially the European Union, for supporting the second phase of PFIP's work in Papua New Guinea through the RED 2 Programme, without which many of these achievements would not have been possible.
I also acknowledge the Australian Government for providing a grant to the Bank to investigate the use case of Blockchain Technology. Through research and testing we will determine how best this technology can be applied in PNG to further financial inclusion.
On behalf of the Bank of Papua New Guinea, I commend PFIP and its joint managers, the United Nations Capital Development Fund and United Nations Development Programme, on establishing the Reuben James Summerlin Innovation Award to be awarded for the first time this evening.
This Award acknowledges significant achievement towards financial inclusion, as do the Reuben James Summerlin Scholarships, which were first awarded last year. The Scholarship recipients, three people from the Pacific Islands region, including Ms Zenash Galmai from PNG.
Let me leave you with this thought. PNG can be a global leader of emerging economies if we continue to use effective innovation to help people achieve financial security. Our job is to continue to work together to bring useful financial services technology to the people of PNG. From here, we can show the rest of the world 'how to'.


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Q: Sending coordinates via socket but messages are sometimes batched together, how to prevent this? I have an AIR server receiving messages. I have Flash client apps that are sending messages. Right now I'm just testing with a single client. I'm afraid that this issue might get worse when I have two clients sending coordinates...haven't tested it out yet.
I'm sending the mouse coordinates of the client as a series of String messages e.g. "100,200" and then parsing it on the server side. When the user is moving the mouse on the client, I'm sending lots of these message in quick succession to the server.
Most of the time on the server when I read the message, I get a single x,y...which is great. Sometimes when I'm reading the message the coordinates are batched together...
So if I'm sending (in quick succession)
"100,200"
"123,456"
"111,222"
When the server reads it I'll see
"100,200123,456111,222"!
Here's the code on the client side:
socket.writeUTFBytes( coordString ); //an x,y pair
socket.flush(); //make sure it's sent

How to I prevent this? Is it because I'm sending messages in quick succession?
NB
The suggestions for potentially sending via a different format are good. At this point, I'm just trying to keep it simple. The messages are mostly mouse coordinates as the user drags their mouse on the client. Every once in awhile there is a status message. All messages are really short...e.g. "GREEN", "RED", etc. I could potentially also send Integers and that will reduce the number of bytes that I'm sending. String "100" is 3 bytes, but I think as an Integer it might take 2 byes...so I'm saving a byte there. At this point, I don't see any lag on the server when it receives the mouse coords and moves something on the server's screen. I might go to sending bytes if it becomes an issue.
For those of you that have found this question and are sending more complex messages, perhaps AMF, JSON, XML would be good.

A: The way that sockets are used, this is the effect you desire: Chaining messages keeps the communication overhead to a minimum.  You will have to "package" each message to keep them distinguishable.  If you have more than one message type and need to keep a clean separation, you could wrap each individual message in an XML node, or use JSON notation, for example.
But if you're only going to use the coordinates, adding a simple separator like ; or a space or line break should be enough:
100,200;123,456;111,222;

100,200 123,456 111,222

100,200
123,456
111,222

On the server side, you'll have to add code to split the received string by that character and process each individual result, of course.  I'd probably go for the line breaks - they improve readability for debugging.

A: The problem here is you are overrunning your sends instead of waiting for one to be complete before send the next. Basically you are adding to the buffer before it is emptied.

So to fix this you have 2 options.
The first would be to make sure you are already not sending data before sending more. Kind of like batching them up in an array or something.
This method would not be all that great because on the server side it shouldn't matter what the client does. No matter what the client send the server should be able to handle it.

Now the second option would be to correct both the client and the server.
First on the client you need to end every send to the server with a null character. This is normally the standard as it would tell the server that this is the end of this round of data.
socket.writeUTFBytes( coordString + String.fromCharCode(0) );

And on the server side you will need to look for that null character so you know when a full data packet was recieved.

A: Don't use string presentation of a number to send numbers... that's redundant. Also, you may want to read on CRC (cyclic redundancy check) if that be the case. Other posters suggested using existing encoding formats - this is, in general a good way to go, however, XML, JSON or CVS are all very bad formats for transferring data over the wire. CVS is probably best for the simplistic task you are after, but it's still redundant.
If you can be sure of the size of the numbers you are going to send (are they all integers, of fixed size, bytes? shorts? doubles?) you could simply write one integer after another, never worrying about missing ones or confusion since you will be always reading the exact same length of bytes from the socket. There are also techniques to unambiguously write a variable length integers to a stream w/o the need of separators (one commonly used in Flash is UI29).
However, if you are planning on sending other kinds of data - take a look at AMF format. This format has been specifically designed to support ECMAScript data structures, and, unlike JSON it serves the purpose fairly well (JSON cannot represent many to many relations, cyclical structures, and it had actually messed up the strings format somewhat, on top of that, it is too verbose).
Even if the language you've chosen to write the server doesn't have an AMF library, it is really simple to write, but most industry-level languages have some implementation of AMF, so that should hardly be a problem.

redpajama_set_name: RedPajamaStackExchange


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Home » Graduation for new supported interns
Graduation for new supported interns
This entry was posted in Jon Taylor News and tagged City College City College Plymouth SEND supported interns on 21/06/2019 .
The supported interns at graduation with Councillor Jonathan Taylor and representatives from the council and the college.
The first cohort of a new Supported Internship Programme for young people with a learning disability have just graduated.
The programme was developed as a partnership between Plymouth City Council and City College Plymouth to enable young people with learning difficulties and or disabilities to achieve sustainable, paid employment by equipping them with the skills they need for work through learning in the workplace.
The students and their families celebrated at a special graduation ceremony where the Deputy Lord Mayor, Councillor Terri Beer presented them with the graduation certificate in front of many of the teams who had supported them across their work placements in the last year.
The work placements were across Council departments including Parking, 1st Stop Shop, Bereavement Services, Libraries and the Concierge team. CATERed also provided places for the young people in their school kitchens.
Some of the young interns also recently went on an Erasmus field trip to Helsinki, Finland where they took part in a range of activities and classes with Helsinki Live Vocational College, a special education college and training centre.
One of the interns said: "I work at the First Stop Shop in the centre of town…. My tasks include customer service, indexing and scanning. I really enjoyed working in the First Stop Shop because I've learnt lots of new things that I never learned before and I am becoming more confident at speaking to customers. In the future I would like to get myself a paid job working in the reception of a garage".
Councillor Jonathan Taylor, Cabinet Member for Education, Skills and Transformation for Plymouth City Council, said: "Congratulations to all of the young people who took part in the Supported Internship Programme, we are very proud of them all and this is a great partnership between the Council and City College."
Michelle Petrie, Supported Internships Tutor at the College, said: "The internships with Plymouth City Council included working in the library, kitchen assistant posts, grounds maintenance and administration. It has been a mutually beneficial project for both the students and the Council, and City College Plymouth looks forward to continuing with more internships this coming September for a different group of students."
Find out more about support for people with special educational needs (SEND) here.
← Revoked taxi driver's appeal dismissed at Crown Court
Flag raising ceremony marks start of Armed Forces Week in Plymouth →


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A world of light
Floyd Skloot
2005 • 216 Pages • 943 KB • English
Posted April 14, 2020 • Uploaded by qledner
Summary of A world of light
=-1 1 2 3 4 5 6 7 8 9 10 [First Page] 11 [1], (1) 12 13 14 Lines: 0 to 21 15 ——— 16 * 25.80254pt PgVar 17 ——— 18 Normal Page 19 * PgEnds: PageBreak 20 21 [1], (1) 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 KimE — University of Nebraska Press / Page 1 / FEBRUARY . 8 . 2005 / A World of Light / Floyd Skloot
1 2 3 4 5 6 7 8 9 10 11 [2], (2) 12 13 14 Lines: 21 to 30 15 ——— 16 -98.40001pt PgVar 17 ——— 18 Normal Page 19 * PgEnds: PageBreak 20 21 [2], (2) 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 KimE — University of Nebraska Press / Page 2 / FEBRUARY . 8 . 2005 / A World of Light / Floyd Skloot
1 2 3 4 © 2005 by Floyd Skloot. All rights reserved 5 Manufactured in the United States of America 䡬⬁ 6 7 Library of Congress Cataloging-in-Publication Data 8 Skloot, Floyd. 9 A world of light / Floyd Skloot. 10 p. cm. 11 isbn 0-8032-4318-9 (hardcover : alk. paper) [4], (4) 12 1. Skloot, Floyd. 2. Authors, American 13 20th century Biography. 3. Alzheimer's disease 14 Patients Family relationships. 4. Authors, Lines: 38 to 121 15 American Homes and haunts Oregon. ——— 16 5. Oregon Social life and customs. 6. Parent * 193.824pt PgVar 17 and adult child Oregon. 7. Mothers and sons ——— 18 Oregon. 8. Oregon Biography. I. Title. Normal Page 19 ps3569.k577z477 2005 * PgEnds: PageBreak 20 811'.54 dc22 2004025897 21 [4], (4) 22 Set in itc New Baskerville by Kim Essman. 23 Designed by A. Shahan. Printed by Thomson-Shore, Inc. 24 25 26 27 28 29 30 31 32 33 34 35 36 37 KimE — University of Nebraska Press / Page 4 / FEBRUARY . 8 . 2005 / A World of Light / Floyd Skloot
1 2 3 4 5 6 7 8 9 10 11 [5], (5) 12 13 14 Lines: 121 to 128 15 ——— 16 -99.72pt PgVar 17 ——— 18 Normal Page 19 * PgEnds: PageBreak 20 21 [5], (5) 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 KimE — University of Nebraska Press / Page 5 / FEBRUARY . 8 . 2005 / A World of Light / Floyd Skloot
1 2 3 4 5 6 7 8 9 10 11 [6], (6) 12 13 14 Lines: 128 to 131 15 ——— 16 0.0pt PgVar 17 ——— 18 Normal Page 19 PgEnds: T EX 20 21 [6], (6) 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 KimE — University of Nebraska Press / Page 6 / FEBRUARY . 8 . 2005 / A World of Light / Floyd Skloot
Contents Preface ix [First Page] Acknowledgments xiii [-7], (1) part one: We're Here Now 1 The Home 3 Lines: 0 to 56 2 We're Here Now 15 ——— 3 Fittings 29 * 47.2703pt PgVar ——— 4 The Melody Lingers On 40 Normal Page part two: A Pick to the Heart * PgEnds: PageBreak 5 1957 53 6 Billy Gardner's Groundout 68 [-7], (1) 7 A World of Light 80 8 A Pick to the Heart 95 9 The Simple Wisdom 110 part three: Turning Up the Gravity 10 The Seafood Festival Talent Show 127 11 The Song of the Exhausted Well 140 12 Thinking in Circles 153 13 Turning Up the Gravity 166 14 A Stable State 179 15 Taking Stock 189 KimE — University of Nebraska Press / Page vii / FEBRUARY . 8 . 2005 / A World of Light / Floyd Skloot
[-8], (2) Lines: 56 to 59 ——— 0.0pt PgVar ——— Normal Page PgEnds: TEX [-8], (2) KimE — University of Nebraska Press / Page viii / FEBRUARY . 8 . 2005 / A World of Light / Floyd Skloot
Preface A World of Light is a memoir of the reassembled life. In early December 1988, at the age of forty-one, I boarded a plane in Portland, Oregon, and during the flight to Washington dc, [-9], (3) contracted a virus that targeted my brain. It was probably a common virus, according to my doctors; the most likely sus- pect is a human herpes virus carried on the plane's recircu- Lines: 59 to 81 lated air. But my immune system was unable to stop its assault ——— on my brain. 0.0pt PgVar By the time I flew back to Oregon, three days later, I was a ——— changed man. I knew I was very sick, but didn't perceive that Normal Page the cascading symptoms were connected to a graver illness PgEnds: T EX until, after six weeks of continuing deterioration, I was no longer able to work or think or remember. I couldn't run [-9], (3) anymore, and when I tried I would get lost on the wooded trails where I'd run fifty miles a week, year after year. Used to doing a quick seventy-five pushups before breakfast, I was skipping breakfast because I could barely lift the bed covers off my body. My speech became an absurd mix of malapropisms and neologisms: proplegate the canasta instead of I can't locate the can opener. I peel the night instead of I feel all right, though I did not.Howcould an inability to remembermydaughter's phone number or operate my computer or read or speak coherently be part of a lingering flu? They were not. As brain scans finally revealed, a viral as- sault had eaten away parts of my brain, the resulting damage showing up as scattered punctate lesions in the cerebral cortex whose effects leftme totally disabled. Connections were frayed and severed, with scar tissue scattered like frozen spots in the fiery landscape of gray matter. Computer-generated images ix KimE — University of Nebraska Press / Page ix / FEBRUARY . 8 . 2005 / A World of Light / Floyd Skloot
Ambassadors of Light : World Health World Hunger Project
State of the World 2009: Into a Warming World (State of the World)
A world of infinite possibilities
Ancient Egypt: The Light of the World A Work of
Ancient Egypt- Light of the World
Development of a World-wide Worldwide harmonized Light duty
ancient egypt the light of the world
Ancient Egypt: The Light of the World
The World of Null-A
2016 • 169 Pages • 787 KB
A World Transformed
Your world, our light


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Q: How to hide address bar from chrome and mozilla I want to give demo to some person of my web application so i want to capture screen without Address bar so that they will not know the domain, can you please tell me how to hide address bar  or can i hide domain .  I have latest chrome and Mozilla
Cheers

A: I'm using a self-written stylesheet to achieve that purpose for Firefox.
It hides the complete top-bar and appears when hovering over the top window-border, or focusing the address-bar with the key-combination Ctrl+L.
It's not perfect (e.g. there can be a flickering effect when focusing the address-bar, or after clicking the hamburger-symbol to open the menu, you need to use the Arrow-Down-key for selecting a menu-item) but works for me:
https://github.com/ida/skriptz/blob/dde60dadcca5bb45ce6ca14bb74373637f31a309/setup/browser/ff/userChrome.css

A: F11 really maximise the window. But if you move your mouse (or presss any key), the navigation bar reappears, thus revealing the URL again !
For hiding URL

*

*Firefox: View -> Toolbars -> Untick "Navigation bar" Toolbar

A: Just for the record and for defending my necromancer badge:
For Firefox: The addon "Hide Navigation Bar" worked till version 52 came out. I don't know of any other method of hiding it.
To hide the Tabbar, the addon "Hide Tabbar" should still work. I guess it will continue to work until November 2017, when WebExtensions will be the big deal and probably break a lot of old addons like e.g. TabGroups. Just read the first few comments on the tab-groups addon page, to learn that not everyone is pleased with WebExtensions, and this to learn that probably some legacy-addons are already defunct.
I'm no addon-developer, and don't know if the situation really is that dramatic, but I'll sure miss tab-groups.
For Chrome: User Force has given the ultimate hint here, for hiding everything except the content-area. I'll use it to watch amazon prime video.

A: F11 hides the address bar in Firefox eventually. Using it a second time will make the bar reappear.
If you only want to hide the address bar, uncheck the menu item at View > Toolbars > Navigation Toolbar.

A: In firefox right click on toolbar and uncheck navigation bar, or go to view - > toolbars and uncheck navigation bar. In chrome full screen mode is solution (F11)


isda has been using iCalShare since October 25, 2018.
Public Holidays in Singapore for 2018 - specifying all holidays scheduled for the public in 2018. public holidays are days on which the government has gazetted is a non-working day for the majority of the labour force in Singapore.
2019 Public Holidays in Singapore as gazetted by the government and applicable to the majority of the workforce in Singapore. Public holidays are also bank holidays in Singapore.


For customers in our Blackbaud SKY environment, to replicate recent updates made in your live database to your non-production database, you can request to have your non-production database refreshed.
Blackbaud can provide a maximum of one non-production refresh per month. To request, contact Customer Support, who will facilitate the refresh. For more regular refreshes, please contact your account manager.
Note:Refreshing both The Raiser's Edge and The Financial Edge database view will require a factory reset of the NXT database. For more information, see How to restore deleted information in NXT?


People are often on the fence about lamb but I believe it's all in the cut. I enjoy a good lambchop at a fancy party but at home the baby t-bone chop has just enough meat to satisfy my tastebuds and I can dig in freely without checking to see if my vegan friends are shaming me from afar. I also enjoy this little tasty bite cold with a dab of my favorite spicy mustard. Yup, Sir Kensington always does me right.
1. In a large cast iron skillet sautée onions in olive oil until translucent.
2. Add garlic, herbs, and jalapeño until soft.
3. Add tomatoes flat side down and continue to brown.
4. Salt and pepper lamb on both sides and place in skillet. Cook lamb to desired temperature.
5. Serve as is for protein style or over a bed of brown rice with a dab of your favorite mustard.


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About Mike McKay
Enhancing School Effectiveness
The Fourth R: Reading, WRiting, ARithmetic and Resilience
As COVID-era plans develop for back to school time, there are multiple areas of focus: safety, skill development, social-emotional health and the creation of a positive "new normal" for operating schools in 2020 and beyond. It is good to see that the "Fourth R" - resilience - is getting a fair share of attention as well.
Schools and districts are working hard to manage physical health risks and to create strong and supportive social-emotional foundations. Such a framework has to be flexible enough to meet the needs of the full range of learners. What may be a moderate challenge for one child can be overwhelming for another, so re-calibrating expectations is essential. One size won't fit all. It never did. For kids who struggled in pre-COVID times, there are even more formidable challenges now. Youngsters who have experienced increased incidents of stress, anxiety and trauma will sometimes face challenges that exceed their capacity to function effectively. Every time resources and strategies strengthen a child's resilience - through guidance and support, empathy and encouragement – the outcome will be more successful than "try harder" admonitions or punitive sanctions.
What is that Fourth R about? Resilience is the capacity to deal with significant stressors and then be able to reflect, recover, refocus and re-energize. It essential for individuals, families, communities and systems. We aren't born infused with a lifetime supply of resilience; it develops over time through nurturing relationships, lived experiences and strategies we are taught that shape our development. At times like this, when the environment around us is substantially disrupted, our resilience can be tested, along with our capacity to self-regulate and function productively. We see the results all around us. Adults who become unruly and refuse to follow basic guidelines at a grocery store or restaurant are dysregulated: they are processing too many stressors and have too little capacity to cope and refocus. A pandemic can do that. Children facing an unfamiliar learning landscape when they return to school may not have the reservoir of experience and energy to successfully navigate novel and uncomfortable experiences. Many kids will need additional time, space and a co-regulating adult to build up the resilience needed for them to be successful the next time... or the time after that.
It is interesting to scan the "restart" education resources across Canada and beyond. There is a universal focus on the primacy of social-emotional health and a growing recognition that overwhelmed kids can't learn. Youngsters' ability to engage in the "3 Rs" and other core competencies, doesn't happen without attention to social-emotional health including the 4th R - Resilience - as a foundation.
Bottom line? We create a better new normal when it is infused with attention to social-emotional health and resilience.
Following are links to several resources that may be helpful on this journey, both for professional reflection and for sharing with parents:
https://www.healthlinkbc.ca/health-topics/abk9962 This short article from HealthLinkBC identifies specific resilience-focused strategies. In our new normal, we will need them.
https://childmind.org/article/how-to-help-kids-deal-with-rejection/ From the Child Mind Institute, these 5 tips focus dealing with rejection and disappointment with simple explanations as to what responses will benefit a child.
https://childmind.org/nixieandnimbo/ Another Child Mind Institute resource. This animated series of short clips is for young children as they tackle concepts such as anxiety and begin to learn coping strategies. Links for parents and caregivers are also available.
cators and caregivers. Great tips and reminders.
https://www.naeyc.org/resources/pubs/yc/jul2020/preventing-compassion-fatigue This article explains how the body responds to stress, and offers suggestions on how to recognize and manage the compounding impact of stress on the care giver. It's a good reminder that self-care by adults is essential if we are to provide the effective support youngsters require. The article is aimed at early childhood educators, but the messages and strategies will resonate for educators throughout the system.
Knowing… Doing…& Supporting Change Beyond Turbulent Times
It can be frustrating to continually see the gap between what we know and what we do. There are so many examples where knowledge gained through research, lived experience, expert advice, successes and failures… is bypassed in favour of comfortable routines, hollowed out ideologies or fear of unfamiliar territory. And then…along comes a global pandemic, changing everything. To what extent will current adaptations endure beyond the short term? Will new routines at home, in our communities, workplaces and our education space actually alter the "set point" for normal, or will our efforts and energies be dedicated to going forward by going back? In education, it will be fascinating to see how the pandemic-initiated teaching/learning culture does or doesn't influence the long-term structure and rhythm of a place called school. Our journey through weeks of unsettling change, high speed innovation and adaptation creates much potential for real educational transformation, including in these three areas:
Shining a brighter light on Social-Emotional Learning (SEL) and health: We know that SEL is essential to positive teaching/learning dynamics and the social value of the school system. That's not new. However, in many places, the focus on SEL has long been relegated to background status: important to pay attention to, but not on par with the effort or the metricsassociated with academic achievement. This second-tier status has occurred even when we know that social/emotional health is a foundation for academic and other successes.
How quickly things change. During these anxious times, the richest conversations about education highlight the importance of mental health and how the school system must do its best to connect with children and families at a distance, and how to prepare for a return to class that will have its own unique emotional dynamics. Beyond the current circumstances, once the school house is up and running again, SEL must rightly take its place alongside the other indicators of effective learning organizations. It's a priority and requires resourcing and capacity building via proactive and responsive SEL initiatives. For those school communities already rich in an SEL culture, there is an opportunity to build on strong foundations. For others, the current focus is a reminder of what's essential for learning to take hold and for kids to thrive;
The whole staff as a collaborative team: As we "simultaneously build the plane and fly it" in reshaping teaching and learning, it is important to acknowledge and access the skills and resourcesof the entire staff team. Teachers and administrators are clearly key players in the learning dynamic, and there is a growing recognition of the value of other team members as we navigate new realities. The Education Assistant who connects by phone or on line to offer guidance to a student is the school for that student and family in that moment. The support staffer providing on site care for essential service workers' kids is the exemplar of a responsive, compassionate and flexible school system that can serve its communities beyond the bells…and the list goes on. All of these professionals are key members of the team, working in tandem with teachers to connect with families, build trust, sooth concerns and navigate learning challenges. They help make school a human place, both on site and at a distance. It's a reminder that the sacred trust "Every Child/Every Chance/Every Day" is made possible when all staff members do what it takes to support each of the youngsters for whom they share responsibility. Going forward, let's hope that support staff are fully valued and appreciated as essential team members, helping to make the differences all kids need;
Will "blended learning" go mainstream in our high schools?: Even with all the talk, effort and action around the transformation agenda, there has been reluctance in many places to break away from 5X8 timetables and organizational models grounded in kids in seats at pre-arranged times. The COVID-initiated suspension of in-class learning has fast-tracked everyone into alternative ways to activate learning, demonstrateengagement and achieve mastery. Will these innovations last beyond the current crisis or will next year's courses be delivered in familiar ways? School, as a real time/real place learning environment should continue to be essential for all kinds of academic, social, emotional and practical reasons. We are social creatures and the school community is crucial to countless dimensions of learning and growing. So, school being "in" should always be important, but we also have a rare opportunity to explore and experience environments where time, space, interests and abilities are flexed to engage and personalize the learning journey.
Do high schools require the full student and staff population on site at the same time, Monday through Friday? What would it look like for a course like Social Studies 11 (just an example) to be organized to include: attendance at several required seminars and breakouts; engagement in virtual synchronous and asynchronous learning moderated by the teacher; individual tasks and assignments completed on line; and on-site and remote connections/tutorials and support sessions with course teacher for coaching and feedback? Possible? Yes. Status Quo? Not even close. Likely? We will see. Transformational opportunities show up in unusual ways and at unpredictable times. Whether we use them to transform to a preferred future or just survive the present crisis remains to be seen.
Beyond the Echo Chamber: Education in a Post-Truth World
Whither Truth…or…Wither Truth
Whither def: to what place or state
Wither def: (to cause) to become weak and dry and decay
In an era renowned for fake news, alternative truths and echo chambers, we have to be concerned about the state and perceived value of truth, especially given that our social structures were built on the virtues of truth, honesty and integrity as foundations. For them to remain essential (they must), let's consider the role of our schools can play to undo the erosion we see all around us.
For educators, that is no small challenge. Along with engaging in a Transformation Agenda and a renewed curriculum based on Big Ideas, we need to guide young learners to navigate 21 century complexities through lenses of curiosity and deep exploration rather than through a "post-truth" narrative so evident politics, business and relationships.
We know that young learners deserve better than to be captured by a social-media environment that promotes diatribe over dialogue and excuses over responsibility. The role of the school is essential in helping learners break away from echo chambers that sensationalize, polarize and marginalize. Our kids are ready to embrace the challenge. We see that every day as their perspectives grow and their voices and social conscience become stronger.
To create a classroom environment where we can thoughtfully explore complex truths, schools can't insulate themselves and isolate students from the pre-packaged (no thought required) 24/7 digital content driven by our search engines. Such content is easily digestible, but it isn't healthy or nourishing. School has to be a place where complex issues are illuminated and values-rich discussions are the norm.
For that to happen responsibly, schools are developing ways, right now, for kids to consider a range of perspectives and separate facts from opinions so they can engage in intelligent dialogue rather than be swayed by the bullying rancour that dominates our bandwidth. Every learner needs to be able to engage in thoughtful and deep discourse around difficult topics. S/he needs to skilfully navigate sensitive and polarizing issues, with the support of teachers who are able to establish and maintain respectful environment.
For "tomorrow's leaders…" to have the capacities to take on that role, it is essential that they have scaffolded experiences exploring and unpacking complex, awkward and sensitive social, environmental, political and other issues long before they walk across the stage and receive their diploma. If we fail at that, it is at our peril.
It's not a simple task and it calls for a radical shift from the safe and controversy-averse stance that communities have traditionally expected their schools to adopt.
In a simpler time, curriculum guidelines and requirements were focused on transmitting facts and processes - knowledge content - from the learned to the learner. Teachers' primary role was to instruct, starting with basic skills and progressing into more complex applications and variations of those skills.
Educators were cautioned about bringing controversial, polarizing subjects into the classroom. The teacher in a lumber industry town might have been wise to shy away from exploring a range of perspectives related to environmentalism and protection of natural forests. The classroom in a town where there have been racial tensions may have avoided topics associated with race relations rather than risk inflaming parent and community pushback. Similar sensitivities would be in place for topics like oil pipelines among others.
However, that was then, this is now. Cocooning our children, particularly as they develop awareness and analytical skills through the intermediate and high school years isn't responsible. We don't provide our students good service if we isolate and insulate them from multi-dimensional issues when they are already being relentlessly exposed to such matters in an unfiltered and un-moderated way through their social media and other channels.
Timid, issue-avoidant classroom themes won't help learners to develop the necessary capacities to navigate a rapidly changing world with its many complex dilemmas. Teachers need the tools and the encouragement & support from their districts and their communities to create learning experiences so that our kids can be curious and seek clarity about important matters.
The words of the late American politician and statesman Daniel Patrick Moynihan help to sum up our challenge. He said:
"You are entitled to your (own) opinion. But you are not entitled to your own facts."
Our job is to ensure that learners develop the required sophistication to understand the underpinnings of opinions and to be able to confirm or challenge what is being represented as fact. It's an important task.
Youth Mental Health and Wellness: Another When Will What We Know Change What We Do? Query
Concerns about toxic stress, deep childhood/youth anxiety and trauma are in the spotlight in schools and communities, not because they are new issues but because we are beginning to come to grips with the impacts and outcomes for so many kids.
Reports in Canada and the U.S. suggest that one in five youngsters is "suffering from" anxiety. Note that it doesn't say "is effectively coping with…or has developed strategies to overcome anxiety." These kids are in all of our classrooms and their capacity to learn and to thrive is compromised. Their mental and emotional energy is being drained dealing with a barrage of inputs, experiences and perceptions that make survival a much more pressing priority than learning. Looking ahead, what can we expect? Our schools are changing: we are welcoming more immigrant and refugee children, some of whom have very fresh and terrifying images and experiences of war, destruction and famine. We also know that a larger number of local kids have been impacted by trauma. This year, we have youngsters arriving from a summer of fires and floods, feeling a sense of dislocation, fear and loss. For these students, the capacity to cope may be very different in September than it was in June.
There was a time when social-emotional and mental health issues were directed to counselors or district staff for attention from those highly trained specialists if such resources were even there. In other venues, an old belief system was still operating, one that revolved wholly around expectations of self-control and willpower – a flawed and inappropriate way to address dysregulated behaviours and overwhelmed children. For still others, the whole topic was pushed outside the frame of a school's focus because those things should be dealt with at home.
In light of what we know today about how our minds function and in keeping with our commitment to every child, every chance, every day, it is no longer responsible to rely solely on specialists or on believing that "just get over it" is a remedy. Nor can we count on the home or external agencies to "deal with" the impact of social-emotional stressors on the children we teach.
It's true that the number of organizations focusing on mental health is growing rapidly. It is essential that in concert with such work, we are full participants (and leaders) in a universal call to action. Everyone working in the schoolhouse should be aware of and in tune with their unique role in impacting the trajectory of kids' mental health, safety and long-term success. Children at the center of such a commitment should see evidence of coordinated support surrounding them.
Because we know that kids who are overwhelmed can't learn, more and more schools are creating safe and reassuring environments where those children can begin to experience what it's like to let down their guards and participate in the learning journeys we have designed for them. Sanctions and negative consequences don't create that possibility. The bus driver, playground supervisor, classroom teacher, education assistant and everyone else who interacts with kids during throughout the school day understands the profound influence they can have: deliberate or unconscious; positive or negative. Take a moment to watch this brief video from the Atlanta Speech School. It illustrates exactly what this looks like. https://www.youtube.com/watch?v=VxyxywShewI The video is under 4 minutes long – a tiny (and powerful) investment of time to remind us of what school can look like through the eyes of the learner.
Where's your school in this journey? Take a look at the three generalized types described below to consider whether school mental health is out of the closet and has become central to your professional mission and journey. Given what we know about learning, the learner and our roles in providing safe, healthy and nurturing environments, the path forward should be evident.
School #1: Unhealthy - Out of Touch, Out of Order and Out of Time
•Increasingly tougher standards/no nonsense
•Zero tolerance leading to more exclusions. Many challenging & challenged kids disconnected from school
•We're ready to teach when you're ready to learn
•Increased security and restrictions/less community engagement
School #2: Well-Intentioned But Not Sustainable
• Evidence of commitment to all children
• Culture of compassion embraced by staff
• Frequent access to specialized school-based resources outside the classroom
• Well developed referral system to external agencies with hope and confidence that they can make a difference
School #3: The Places We Are Becoming
• Universal positive strategies for kids at risk. It's everyone's job
Intentional staff-wide capacity building on social-emotional health Professional development day focus, lunch and learn sessions, on-demand webinars, enquiry teams…all created to support progress along the continuum from awareness…to engagement… to implementation
• Encouraging students to learn about themselves and their social-emotional dimensions. This work is done with them and for them, not to them
• Monitoring and celebrating successes based on sustained positive changes for our most vulnerable populations
Prioritizing social-emotional health and safety as foundations of our learning environments may cause some to say "Where will we find the time?...I'm already trying to jam too much instruction into an already crowded day…" To those objections we say that when one in five kids is overwhelmed and unable to learn and reach her potential, we have to make changes. We ask ourselves, "Without learning, has teaching occurred?" Let every school work to become a place that fits the kids rather than one that expects the kids to fit the school.
Chickens, Eggs, Backpacks and Assets
With a tip of the cap to Dr. Stuart Shanker, Canada's renowned self-regulation author, speaker, clinician and researcher, I have been thinking about how the chicken and egg riddle fits with schoolhouse norms. Stuart raises heritage chickens at his home in the country. They are beautiful birds, wonderfully self and co-regulating, laying rich, organic eggs…and tasting really good as a main course. They also remind us of the age-old debate about the chicken or the egg?
Now from the farmhouse to the schoolhouse. Which comes first, dysregulated and dysregulating students who disrupt the learning environment or the environment that causes some children to tip into dysregulation. Let's look at a few important aspects as we consider this puzzle:
From (and even before) birth, each of us is in the process of developing a range of capacities, including the 5 domain model articulated by Shanker. Some capacities "come on line" earlier and others later. It is a life long journey; never a straight-line progression. We all have moments when our capacities are activated in powerful and positive ways. There are also other instances, where more primitive and basic drivers take over. CSRI extends Dr. Shanker's 5 domain framework by adding three other capacities: Perspectival, Inspirational and Aspirational (see diagram below), based on the work of other leaders in the fields of psychology and social sciences;
we know we are all as unique as individual snowflakes or fingerprints, based on the assets and challenges we were born with and those that develop through our interactions with our world. Therefore, it is impossible to create an environment where "one size fits all." Schools were organized on that factory and conveyer belt model from the way courses were constructed to the shape of the school day and the student timetable. For many kids, it didn't work – and for lots of those kids, they were labeled as the problem;
the ability to activate capacities and develop potential is, from moment to moment, influenced by what's in our personal "backpack" that we carry throughout life's journey. Are there tools and nourishment there, allowing us to navigate difficult circumstances? Is the backpack filled with rocks, slowing us down and draining energy? The youngster with a backpack full of assets is often able to smoothly and nimbly overcome challenges; his classmate who is toting big rocks has significantly more difficulty. He might display as being rattled, overwhelmed or disruptive. He is often identified as the problem;
for a long, long time, the schoolhouse was organized as a place that kids were required to fit in for their own good. One result of that industrial model/compliance and control approach to education was that the students with the asset-filled backpack (based on life experiences, home circumstances, nurture, nature and other variables) could address and overcome stressors. They navigated quite easily or made the necessary adjustments when required. They recovered quickly from tough moments and were ready to deal with the next ones. Doing that led to them being acknowledged as resilient. When the student two rows over seemed to be responding inappropriately to the same conditions and spiraling downward, there were labels re. lack of willpower, poor self-control and even judgments about good kid/bad kid. In a world where students had to fit school, we didn't factor in what was in the backpack and its profound influence on outcomes. Fit and win; don't fit and lose; and,
from curriculum design to classroom layout to school schedules, we have begun to remedy old school rigidity and its inadequate approach to supporting learners. Today, we focus on building capacities and creating situations where every learner can experience success. Problem behaviours cause us to ask Why rather than to simply initiate sanctions. Students with challenges are invited to work in partnership with their teacher as detectives, exploring what led up to an incident and figuring out how some of those conditions could be mitigated. Co-regulation leading to self-regulation is part of the learning design as is increased choice and variety. In short, we have moved from requiring the student to fit the school to having the school – and all of its components – fit the student. We get it right when every learner's journey is individually scaffolded with supports, some obvious and other subtle; some basic and others intricate and complex.
Back to the riddle: chicken or egg?; behavior or environment? By encouraging more curiosity and less old school certainty, our kids are supported to explore their assets and we get closer to fulfilling our mandate in education: We Build Human Capacity.
Ask Not For Whom The Bell Tolls...But Do Ask What It Signals
This is our new year celebration: a change of season, the end of the summer holidays and time for the school year to start – sparkling classrooms, welcoming displays, class lists, new friendships… and boundless hope that this year will be a positive learning journey. For many kids, that means going from good to great achievement; for others can be a significant breakthrough with stronger foundations being formed so that learning starts to take hold. For another group, it is an ongoing search for the rhythm that will connect them to our learning places and us to them. It's exciting and daunting all at once to open the doors in September for one of the most important rituals and asset building commitments any society can make. It's "back to school" season in the malls, but it's forward to learning for our hopes and dreams.
With all of that hope, we need to consider how we have shaped the learning experience to help those dreams come true. I recently presented at a session where I asked the participants to consider which of the following thinkers from the past continues to have the most profound influence on today's schools. The three choices I provided were Frederick Winslow Taylor, B.F. Skinner and Abraham Maslow. The simple question was whose DNA is most evident in the structure, culture and operating norms of schools today?
Is it Frederick Winslow Taylor, who deserves some consideration, given that we have put so much effort into achieving efficiencies and into standardization/quality control? Everything from school timetables, to curriculum & assessment, to the ringing bell summoning students and teachers to their work stations is testament to our efficiency drive. We have done a remarkable job of fine-tuning the school system to maximize standardization, to set parameters based on hours and minutes, days of instruction and bookends for learning. While there are some benefits, there are substantial problems with all of that.
B.F. Skinner has also had a profound impact on schools, families, our justice system and all facets of society. Our memory of schooling and its history over 150 years is replete with hierarchical relationships based on compliance and control/reward and punishment. It was what we knew/It was what we did. A behaviourist approach – underpinned by unquestioned authority/obedience has been around for a long time, including but not limited to the schoolhouse. It has its limitations. A foundation built on exerting external controls doesn't create the kind of environment where kids learn to thrive.
But what of Maslow and his pyramid shown here, starting with a foundation of basic life needs and building from there?
Today, we know a lot more about the intellectual, social and emotional development of the child than was ever understood by past generations. This relatively new learning is essential given how we are experiencing increased diversity in our classrooms. We also know there are students who are expected to engage and succeed at the cognitive level (at a pre-determined time – thank you Mr. Taylor) without having the necessary growth experiences and supports at the preceding steps in the hierarchy. It's essential we don't fool ourselves into thinking that we can create optimal learning conditions if our hightest priorities continue to be system efficiencies or to old school behaviourism?
There's work to be done in this area. While lots of schools are well along the road to reshaping learning cultures, there are other places that are more Taylor and Skinner than Maslow. We haven't yet managed to fully focus on what kids need rather than to perpetuate a system that was based on other priorities. It is a work in progress – meant both ways. Here's a brief video clip to inspire that journey: http://dalailamacenter.org/educate-heart/watch-video
We can also reference and borrow from the Olympic Games motto of Faster, Higher, Stronger. It isn't a directive or a command, but a shared aspiration – a beacon to guide our path, a challenge to which we can aspire. What's our schoolhouse version of Faster, Higher, Stronger and how do we help every learner achieve that?
We might consider Maslow's Hierarchy and particularly the high bar of self-actualization (personal growth and fulfillment) as our own version of Faster, Higher Stronger. It might be stated in a commitment like Every Child, Every Chance, Every Day, and we now have a much clearer understanding of what it takes to get there. As the opening bell rings, let's take a look at how our schoolhouse shapes its structures, cultures and norms to meet that test. As with all important questions in education, it isn't simple or easy – just essential.
Could Captain Kirk Have Had It Wrong?
Those of us of a certain vintage grew up with "Space: The Final Frontier" opening each episode of Star Trek. We embraced Captain Kirk's certainty that space was the final frontier. He was Commander of the Star Ship Enterprise and he was out there among the stars. Everything else had already been discovered, or so we thought: the earth's surface and its oceans explored, mapped, named and claimed; ancient civilizations uncovered; countless mysteries solved…
But what if he was wrong? Now, more than ever, we are fascinated by another frontier – the human mind and all of its elements. Over the past decade or so, we have benefited from a golden age of neuroscience, one that provides unparalleled opportunities for educators to gain a deeper understanding of how the brain learns and how the mind works through a dynamic integration of mind, brain and relationship, combining to create physical experience, cognitive experience, emotional experience, relational experience.
This emerging nexus between neuroscience and education is fertile ground for huge growth in interest in self-regulation and an uptake in schools and districts across Canada and beyond. At the Canadian Self-Regulation Initiative we support schools and systems in looking with fresh eyes on 150+ years of schoolhouse habits and rituals, many of which were based on old and insufficient understandings of how the mind and the brain function and how learning occurs.
With that knowledge, we no longer believe that:
intelligence is pre-determined and fixed;
the formation of neural pathways ceases at a relatively early age;
specialized parts of the brain, if compromised, will cause specific functions to be disabled permanently;
kids should be batched based on birthdate and moved through a mechanistic learning process aimed at doling out pre-determined doses of information on the same day at the same rate;
order is maintained thanks to behavior modification as reward & punishment rule the day.
All of those old certainties (and many more) from bygone eras formed pillars of educational practice that are being replaced, not just repainted. This change isn't about blame or shame, but it is a commitment that ensures what we know impacts what we do.
It's both an exciting and challenging time to populate this nexus between neuroscience and education. Thankfully, there are many, many great resources to inform the journey. Here are a few that help to guide our work:
for a brief tour of the human brain and the breakthroughs in neuroscience understanding, read Dr. Norman Doidge's books: The Brain That Changes Itself and The Brain's Way of Healing. They are full of remarkable examples of neuroplasticity that we are just beginning to understand;
follow The Nature of Things series on the brain. It has made the science more accessible and very popular, prime time, riveting television viewing;
Stuart Shanker has been a champion of the education and neuroscience connection across Canada and beyond. His book Calm, Alert and Learning is an essential resource in many schools. Stuart's newest book is another gem for parents and for educators. Its release date is June 21, 2016 and the title is Self-Reg: How to Help Your Child (and You) Break the Stress Cycle and Successfully Engage with Life;
Learn with Michael Merzenich's world class work around brain plasticity
Dan Siegel's observations and clear thinking enlighten us about the whys and the wherefores of the human condition, with particular focus on the formative and teen years;
Carol Dweck's work on growth mindset is affirming and is helping to change the learning relationship for many kids and, in doing so, their life trajectory. If you haven't seen her TedTalk, invest the time. It is a great resource.
At CSRI, we share a belief about the potential of Every Child, Every Chance, Every Day. For that commitment to be realized, we are exploring and amplifying the nexus between neuroscience and education…and we believe that Captain Kirk might not have had it exactly right. This new frontier is even more complex and more important than the previous "final" one.
Beliefs, Certainties and System Renewal
When our ancestors believed the world was flat, their reference points and expectations were based on a flat earth reality. They could rationalize whatever they saw on the horizon or in the heavens in relation to their flat earth. It all made sense given the certainties of the era. One indisputable fact led to another and reality was established. At some point, a few brave souls began to consider and speak of different possibilities, ones that caused them some trouble as they challenged the infallibility of the flat earth truth. And when their wondering took flight and their voices gained confidence, evidence became more visible and new realities emerged. Goodbye old certainties as everything changed – and no one fell off the edge.
When the 4 minute mile and the 10 second 100 yard sprint were unconquerable feats, great athletes simply couldn't break through those standards. It wasn't possible and many world-class runners tried and failed. The certainty that it couldn't be done, that it was beyond human capacity, defined reality…until someone believed differently, someone ran faster and then it was done. Once the records were broken, the "impossible" barriers were conquered over and over again. Now there are high school runners achieving those standards.
If a physicist from a millennium ago were asked about the possibility of traveling to the moon, the answer would have been that it couldn't be done, never would be and such foolishness shouldn't be spoken of again. That was absolute, based on all the available science. Eventually, new curiosities led to new theories that infiltrated old certainties and different realities began to emerge, born of a wonderful combination of curiosity and perseverance.
How does any of this resonate in our educational galaxy? How many "old knowns" continue to rattle around our corridors and how many have we finally stopped believing and relegated to the archives, just like a flat earth and the unbreakable 4 minute mile?
Here are a few to check on for starters:
– there are smart kids and not so smart kids and "levels" of intelligence are pretty much set before we ever see kids at the schoolhouse door;
– gender and ethnicity influence areas of strength: eg. boys are better at Math and Science than girls…;
– the Arts are a nice frill if we can afford them but important learning happens in the core academic areas;
– a school's role is primarily to impart knowledge and content and to make judgments based on the ability to recall facts;
– the 8 X 5 timetable rules supreme and learning has to be organized within that framework;
– the bus schedule trumps any educational rationale for change;
– the kid needs to fit the system rather than the system fitting the kid;
– the reward and punishment dyad is central to motivation and the infallibility of school house rules;
– discipline motivates. Misbehaving kids are just being willful, not dysregulated;
– if it can't be measured by a standard test, it can't be very important;…
…and so it goes. Your list may be different, longer or shorter. But there is a list and we work through it to create environments where new curiosities challenge old/stale certainties. Here are two thought leaders who cultivate some rich conversation as we hold current practice up to the light of what human potential can achieve:
John Abbott's Battling for the Soul of Education http://bit.ly/1MDVwGM is a clarion call, worthy of study with a pencil and highlighter (real or digital) for margin notes and professional dialogue. His perspective challenges us, and we have miles to go, even in places where we hold forward-thinking beliefs about every child's capacity to thrive. Abbott's piece is both an affirmation and a reminder of the hard work ahead. He takes us back in time to revisit some of the fundamentals of universal education and then forward to new times full of the authentic power of rich and meaningful learning environments;
Another discussion piece presenting a very different look at system norms is Andreas Schleicher's Five Things I've Learned http://bit.ly/1FaG01a. It honours the spirit of curiosity and the potential of new understandings to shift old myths to the past tense. Schleicher challenges assumptions that remain as building blocks of our education system even when flaws in their structural integrity have been exposed.
In educational renewal work, we are finding ways to nurture new curiosities and bid adieu to those old certainties beyond their expiry date. Let's continue to apply that when we engage in curriculum and overall system redesign; learner-focused assessment processes; multiple ways to engage kids' interests and talents; relentless efforts to support our most vulnerable students; and, activating & applying emerging knowledge about neuroscience. It's a long journey, but we won't fall over the edge.
From Factory Schools to Pogo Sticks: What Would Frederick Think?
Frederick Winslow Taylor, a standardization and efficiency guru, was a profound influence on industrial-age best practices in the late 19th and early 20th centuries. The stuff of legend, he championed the effectiveness of uniform work stations, factory whistles to regulate employee movement, and specialized/rote tasks. He deeply understood that by replicating processes in tightly controlled environments he could maximize business output/cost per unit and ensure product consistency. These were laudable goals for making tractors a hundred years ago, but not so great for school system design.
But the ghost of Taylor did cross the schoolhouse door, as was evident in countless versions of "factory model" high schools operating over the past century. Efficiency ruled, meaning that students had to fit into the pre-cast mould called schooling rather than having education wrap around the student. The 5 X 8 timetable was king and kids were (and still are to a large extent) batched by birthdate, deemed ready to start at the same moment and required to finish at the final June bell, not earlier or later.
The appetite for standardization and efficiency also showed up in other ways: desk sizes in classrooms based on grade designation rather than student comfort (I remember those days), and text book titles ordered in bulk because one prescribed resource was deemed sufficient (and efficient) to meet a group's instructional needs. There was also the matter of how the education rule book was written (contract language, board and government policy) as if there were uniformity across the system. Essentially, schools were configured, operated and furnished with the expectation that they would contain 30 similar-sized and similar-aged students all facing forward ready to "receive instruction." With the gift of hindsight, it was an effort to impose a two-dimensional framework on a three dimensional world.
Taylor would be shocked to see how far we have wandered from the mantra of uniformity, conformity and rules (see West Vancouver principal blog post link below). We aren't all the way there yet, but many of today's education spaces and learning/teaching rhythms are developed with a much richer understanding of the learner, her brain and the need for active engagement and individual challenge. Facing sideways or even backwards is allowed now that an appreciation of self-regulation has replaced top-down compliance and demands for self control. Open the classroom door and you will see micro-environments designed to meet students' needs and learning preferences. Furnishings might include beanbag chairs, SWISS balls, wobble cushions and standing desks. Is that a spin bike at the back of the room? Those choices may drive the school district's Purchasing Dept. to despair, but they are becoming part of a new normal. Take a walk down the hall to the Learning Commons, a far cry from the library stacks standing sentry to silence and isolation. See what creative teachers are doing to dissolve subject-specific silos to develop real-world interdisciplinary challenges for kids working individually and as members of teams. Check out the integration of nature into the classroom and the classroom into nature. It is all part of an inspiring and transformational journey. Unlike Taylor's factory standardization, we understand that in our work, one size doesn't fit all.
Read Principal Judy Duncan's post here: http://bit.ly/1lhG36Q as she reflects on some of her own "then and now." Her school is orders of magnitude beyond a Taylor-designed factory or even its own realities of 5 or 10 years ago. Fewer rules, more guidelines; less "No" and more "Let's see how that might work." Pogo sticks in the playground? Probably even different sized ones. Why not. What would Taylor think?
Reflections from a Shared Learning Round Table
Our recent CSRI (Canadian Self-Regulation Initiative) Round Table in Vancouver connected educators and other youth service partners committed to learning more together about various approaches to self-regulation and what it takes for neuroscience to influence our system norms. Very quickly, the session went beyond the specifics of self-reg to the fundamentals needed to adopt any significant change effort. As the Transformation Agenda overtakes the status quo, we better understand what's needed to supplant long-held beliefs about how learning takes hold. It's a "big tent" conversation and an essential one.
Following are a few observations from our CSRI gathering :
Permission and policy directives aren't the change drivers. Rather, there is a grass roots movement to refresh what we know to change what we do. It's influencing how people invest professional and personal energy. Their commitment to being part of a change initiative is deep, wide and action oriented. That's not a surprise; it's evident that there are more and more people willing and ready to jump start change efforts through micro-networks of support and sharing;
We know things aren't going to get less complex any time soon. We also know our highest priority has to be to make the essential difference to support over-represented vulnerable populations: Aboriginal learners, Children in Care, refugee and other high needs immigrant groups. It isn't a matter of asking everyone to work 10% harder. Professional effort isn't the variable. Success happens when people build on what we saw at the Round Table: positive curiosity and energy throughout the room, building micro-networks, sharing stories, strategies and resources;
Introducing good ideas without a diffusion strategy feels like a candle in the wind. We know how often those efforts have bloomed and withered and how difficult it can be to activate the next one. David Albury from the Innovation Unit in London innovationunit.org says it well. He has studied and written/spoken about what it takes for innovation to go deep and what it looks like when it flounders. It isn't a matter of hierarchical endorsement or the amount of money committed or a number of well-worn but flawed approaches to initiating change. Take a look at the Innovation Unit website for enlightened commentary on how implementation thrives. David's experience across education, government and industry shines a light on how to move beyond exciting "pilot" projects into the So What/Now What? focus required to go deeper and broader to sustain momentum. System transformation can't happen without that.
It's time to end the "silo" metaphor in our work with kids. Silos are great for keeping the grain dry and the rats out. Apparently, they are also essential in long-range missile operations. But in our work, they just don't fit. The Round Table included professionals from outside the school system whose work is focused directly on dysregulated/resource-poor children and their families. These colleagues operate in government and non-government agencies with a mandate to change the life trajectory of our most vulnerable young people – the very kids who need a coordinated systems response that is thoughtful, research-based, strategic and aligned. Their work is our work but there is a palpable frustration that we haven't yet figured out how to share and initiate joint work plans, specific strategies, access to resources and communications protocols.
Statements of good will aren't enough. It is time to take a single table approach to human capacity development. In doing so, we are far more likely to create the aligned and sustainable impacts our vulnerable populations need. No more silos. It's time for deep operational linkages and commitment to a common focus.
System self-regulation has many of the same attributes as individual self-reg. Dysregulated systems don't create environments where students are calm, focused and ready to learn. It makes sense that neurophysiology applies to groups: our organizations are made up of people. Here's the link to my blog and a previous post on that topic: http://mikemckay.ca/?p=2223
Celebration is a positive contagion in the work of educators and other human services professionals. It is fueled when people are willing to open their professional practice to colleagues and give selflessly of their resources and their experiences. We saw and heard that at the CSRI Round Table. Here is one lighthouse example of what that looks like: energy, reflective professional practice and a belief in the difference we make. Enjoy the regular blog posts from a West Vancouver teaching team. http://theselfregulatedteacher.com
Shared learning builds momentum and creates knowing/doing potential. More to come from www.self-regulation.ca


Historic New England manages the Lyman Estate in Waltham, Massachusetts. When they undertook an effort to improve the house's energy efficiency, maintaining the historic windows was of paramount importance. They have now been carefully restored with bronze weather stripping and interior storm windows. Here are the gorgeous results.
Read more about weatherization efforts at the Lyman Estate.


Did you know that Real Madrid football star Christiano Ronaldo is the most popular sportsperson on both Facebook and Twitter, with millions of Likes and followers on both of these social networks?
Sports teams and players around the world are now using social media to connect and engage with fans, colleagues and the press, sometimes with very mixed results. Because while these channels can be fantastic tools for raising awareness (and driving ticket sales), professional athletes, on occasion, and when the mood strikes them, can be guilty of lifting their foot from the pitch or the court and placing it firmly in their mouths.
This infographic takes a closer look at the sporting world's growing impact on and within social media.