 kick out of watching the girls arouse the fans as my granddaughter was also a cheerleader. She graduates from WVU this coming year. Who knows?
all of the ladies are beautiful as ever. that’s why i have been a fan of the cowboys since 1967Psychosis in veterans and the general population is a mental illness characterized by the inability to tell between what is real and what isn’t. It is, literally, losing touch with reality. Psychoses often involve hallucinations and delusions which the patient takes for truth. Because their perception of reality is so different from everyone else’s, psychotics tend to act differently from others as well. They cannot be persuaded that their perceptions are false, and this increases their alienation from the people around them. If left untreated, psychosis can prevent a veteran from being able to function in society. There are several forms of psychosis, but they generally fall into one of two categories: cognitive, in which the disorder mainly presents in thought, perception, and speech; and affective, in which the disorder mainly presents in mood, liveliness, and drive. The most commonly-known form of psychosis is schizophrenia.
Some mental health problems do get better on their own. Minor depression, for example, might not req...
Arthritis is inflammation o...
Secondary hypogonadism is s...
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Since the white paper was published in November, our members have been responding to this wide-ranging statement of policy and the comments have ranged from robust criticism to broad agreement.
They have warmly welcomed the unequivocal statements to reduce bureaucracy, to support school leaders in maintaining good discipline and to empower them to make professional decisions without interference from central government. Few disagree with the document’s emphasis on high quality teaching. There is strong support, too, for the continued use of National and Local Leaders of Education, the emphasis on collaboration and partnership, and the intention to bring greater coherence to CPD as a key to school improvement.
Nevertheless, there is an unease around other proposals which becomes evident when we dissect the three arguments upon which the white paper is based.
The white paper says: “The truth is that we are standing still while others race past.” I really worry about a state of affairs in which a change of government requires every education policy that its predecessor was striving to implement to be suddenly thrown into reverse. “Tweaking things at the margins is not an option,” the white paper insists. The problem with that argument is it produces the turmoil of wholesale change every five years.
During the early months of the Coalition we have seen a veritable dash to implement change but there are still big unanswered questions about the detail.
Take the English Bac, for example, which has elicited the largest volume of correspondence from members (see Opinion on page 28). Since the government intends this to be one of the main performance indicators, schools wish to position themselves to do well against it.
But as with all previous performance indicators, which have been roundly criticised by the Coalition and ASCL for driving curriculum choice and creating perverse incentives, this new one is doing the same thing.
Many schools are feeling forced into making rushed changes to their options systems in order to create a pathway which incorporates the English Bac. This means a significant potential increase in the take-up of history and geography at the cost of other humanities subjects and curriculum options.
As ASCL has been concerned about take-up of languages, in one respect we welcome the increased emphasis on it. However, it needs to be planned. There is a real issue of teacher supply and there are implications for the staffing of the rest of the curriculum and the knock-on effects on other subjects.
The pupil premium is a fine idea if it genuinely means that the least advantaged pupils will attract additional funding and therefore allow schools to provide additional support. We strongly doubt, however, that this will be the case.
In a context of ‘flat cash’ and a significant cut in post-16 allocations, coupled with the ending of the education maintenance allowance (EMA) and increased university tuition fees, it is going to be incredibly difficult to break that culture of low aspiration.
Discussions about the detail of a national funding formula have yet to begin in earnest. Past experience tells us that, while this is well worth aiming for it is not going to be easy, nor are there any simple solutions to this highly complex issue.
Social mobility in England is not a new problem, nor is it one which previous governments have ignored. Many of you are deeply concerned that the white paper proposals will widen rather than narrow the gap between the least and the most advantaged. As an education system, we need to consider carefully and objectively what has and has not worked to date before rushing to implement untested strategies.
Yet so much of the white paper harks back to a 1950s vision of the curriculum. In the context of a competitive global economy we simply cannot afford to ignore the need for a combination of knowledge, skills and understanding in our curriculum. The white paper is silent about employability skills, even though the international evidence is quite clear about their importance, and it has nothing at all to say about the role of new technologies. In fact it says remarkably little about learning.
None of us would deny that there are basics which every child needs and that high standards of academic attainment are a sine qua non for all schools. Where the pendulum has swung too far we must bring it back.
But we have to move beyond the stage where anyone daring to raise these issues is immediately labelled a ‘progressive’ who wishes to ‘dumb down standards’.
Let us have an informed discussion about what ‘standards’ are so that we move beyond the sterile claim that a GCSE grade C is the only measure of success. Employers and universities must be involved in the debate about what they need learners coming from schools and colleges to be equipped with.
Let us have a wholesale change to the culture and role of Ofsted so that the vast database of information it gathers becomes a valuable resource, providing access to best practice for us to share. Inspection should be as much about school improvement as about providing external accountability for a public service.
Let us take forward the discussion about school funding in order to ensure that a national funding formula genuinely moves us towards the aims of this white paper. To achieve this it will have to be fair and robust, not just simple, and it must go well beyond a basic funding entitlement.
Finally, let us just draw breath and take stock – and build in time to plan, test and evaluate new initiatives – so that developments are implemented properly and in the best interest of young people.Savorite is bringing new free restaurant deals over the fall. Get incredible offers from some of our favorite local restaurants across San Diego!
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