by Larry Bell
Larry Bell is an award-winning educator and in-demand speaker. This strategy is one that Larry Bell includes in the “Creating a Classroom Culture of High Expectations for All Students” section of his “The Power of a Teacher Through High Expectations” workshop.
When I was in the classroom I had one overriding goal. My goal was to make every child feel that he or she is the reason I teach. By doing that, I felt I could create a classroom culture that set high expectations for all students. To accomplish that goal, I employed a handful of tools, and I’d like to share a few of the simplest ones with you.
Power names.
All of my students had pet names. I referred to one student as My Wonderful One. I called another My Hard-Working One. Another I referred to as My Super Star. I called a particularly deep-thinking child My Pensive One. I called another My Dedicated One. To each student I gave a name that matched some positive attribute of their personalities. I would refer to that student by his or her power name all year long.
Everyone loves a compliment.
Somewhere along the way I heard the quote “Everyone loves a compliment” attributed to Abraham Lincoln. I can’t track down a source for that quote, but I can verify that that simple fact has not changed since Lincoln said it in the1860s. Everyone still loves a compliment. I bestowed compliments on my students by using power names, and in many other ways. When bestowing compliments, however, I always made certain to say things that everyone in the class knew to be true. As educators, we can’t blow smoke at kids. They know when we’re being disingenuous. But they also know when we are being sincere.
Brag on your students for the little things they do well.
If you’ve got a tough kid and you want to turn that kid around, you can do that. You can do that by being that teacher who remembers the good things about your students. Many at-promise kids will say, “My teacher only remembers the bad things about me.” If you can be that teacher who always remembers the good things, you have gone a long way toward creating a culture in your classroom that breeds high expectations. Didn’t Shakespeare say in The Tempest that “We are such things as dreams are made on”? I want you to be your students’ dream teacher. I want you to call them good names every day. I want you to brag on them for being on time. Brag about that at-promise child for her effort. Brag on him for his neatness. Brag on the student who is respectful to you. Brag on the student who helps another. Brag on the student who doesn’t give up. Brag on the student who asks questions during class. Brag on the students who show up on time for class. If you’re going to create that personal relationship that is the key to creating a classroom culture of high expectations, call them good things. Brag on them every day.
Never accept excuses.
Sometimes developing a classroom culture of high expectations requires taking a stand. I gave students power names, I bragged on them all the time too. But I never accepted their excuses for not having their work done. However, when I had to lean on students who did not meet my high expectations, I always did it with compassion. With compassion. When the student came in and said he didn’t have his homework, I would say, “I understand why you don’t have it. You say you had to work last night. You got home late. You had to put your brothers and sister to bed. And then you had to get them up this morning and get them ready for school. That’s why you don’t have your homework, right?” And when they said yes, that was when I told them, “I understand. It’s just that I expect better than this from you. I want better for you than to work at McDonalds. That’s an honest living. If that’s what you want to do, that’s up to you. But I want better than that of you. I want my homework every day. If you can do all that you say you do, then you can do my homework. See me before school or after school if you need help, but don’t come in here without my work because you are better than that.” I had one line that my students heard over and over again. That one line never changed. I always said, “I understand. It’s just that I expect better than this out of you. From somebody else, maybe. But not from you.” I’d tell kids repeatedly, “No, you are better than that. I want you to go home and do the homework anyway, even if you will only get partial credit. Please don’t let me down again. You are better than that. I expect so much better than that out of you.”
I really and truly believe that if you’re going to create a classroom culture that says you expect a lot out of every child, every child ought to be called a power name. Every child ought to be bragged on. Start early in the school year building that relationship, but never accept excuses; for when you do that, you become an enabler.
Wednesday, February 28, 2007
Look on the other side
A completely inebriated man was stumbling down the street with one foot on the curb and one foot in the gutter. A cop pulled up and said, "I've got to take you in, pal. You're obviously drunk."
Our wasted friend asked, "Officer, are ya absolutely sure I'm drunk?"
"Yeah, buddy, I'm sure," said the copper. "Let's go."
Breathing a sigh of relief, the wino said, "Thank goodness, I thought I was a cripple."
Our wasted friend asked, "Officer, are ya absolutely sure I'm drunk?"
"Yeah, buddy, I'm sure," said the copper. "Let's go."
Breathing a sigh of relief, the wino said, "Thank goodness, I thought I was a cripple."
Contaminated Fuel Ruins Cars
Manishk,
Fuel an essential supply used in cars is said to be impure in some major supermarkets chains. So if u own a car be very sure about quality fuel injected in it.
Tesco and Morrison are reportedly named about this allegation. According to some experts ethanol an alcohol made from plants which is added to make petrol ‘greener’, or by cleaning chemicals from storage tanks can create dilemma.
In addition, 95 octane unleaded petrol supplied from some important supermarkets is a prime concern of this polluted fuel resulting breakdown of nearly thousands of cars.
French cars, including Peugeots, Renaults and Citroens are said to be at risk problems and the same has been reported in Vauxhalls, Mercedes, Hyundais and Saabs.
Fuel an essential supply used in cars is said to be impure in some major supermarkets chains. So if u own a car be very sure about quality fuel injected in it.
Tesco and Morrison are reportedly named about this allegation. According to some experts ethanol an alcohol made from plants which is added to make petrol ‘greener’, or by cleaning chemicals from storage tanks can create dilemma.
In addition, 95 octane unleaded petrol supplied from some important supermarkets is a prime concern of this polluted fuel resulting breakdown of nearly thousands of cars.
French cars, including Peugeots, Renaults and Citroens are said to be at risk problems and the same has been reported in Vauxhalls, Mercedes, Hyundais and Saabs.
It's the Gift, Not the Wrapping
By Jeff Westover
It began as a simple, thoughtful gift. Back in 1964, Larry Kunkel's mother thought he'd appreciate a nice new pair of moleskin pants. He didn't. Living in Minnesota, the pants were prone to stiffness in the freezing weather of the winter months. So Larry pawned the pants off on his brother-in-law, Roy Collett, as a gift the very next Christmas. But Roy didn't care for them either. So he returned the favour and the pants the following Christmas.
And thus the game began. Each year, as Christmas approached, Larry and Roy contemplated those pants. For the giver, there was delight in knowing that possession of the pants would no longer be theirs for at least a year. For the receiver, it meant another Christmas morning of knowing exactly what one of the wrapped presents beneath the tree would contain. One year, as Roy looked forward to his turn as the giver, he took their merry game to a new level by tightly twisting the pants into a "wrapping" of a 3-foot-long, 1-inch-wide galvanized pipe. Perhaps Roy was merely trying to trick Larry into thinking that he was getting something new, for a change. Or perhaps he was merely hoping to end the gag once and for all by making the pants impossible to give again. We may never know Roy's intentions. But we do know what happened as a result.
The next Christmas morning, Larry surely giggled at the picture of Roy struggling to untangle a 7-inch square bale of wire, in which resided the infamous and unwanted pants. With a credit now to both of them in demonstrating ingenuity in the annual exchange of the gift, the stage was now set for their legendary yuletide gift-giving exploits to grow more and more ridiculous with each passing season. They did not disappoint.
There were, however, some ground rules. They agreed, for example, that the pants could not be damaged in their packaging or delivery. They were duty bound to use only "legal and moral" methods of wrapping. That meant, one could suppose, that "wrapping" the pants inside of a cadaver or booby-trapped to explosives was out of the question. Nevertheless, their schemes each year became more and more creative. Roy raised the stakes by placing the pants into a 2-foot square shipping crate filled with stones and strapped shut with steel bands. Larry countered by mounting the pants inside of an insulated window and shipping them off to Roy, complete with the 20-year warrantee.
Soon, their annual gift-giving exploits began to attract attention. The United Press International first told their story in 1983 and updated the world on the next chapter each Christmas for years. One year, Roy stuffed the pants into a coffee can which he had soldered shut. Then he buried the can into a five-gallon container of reinforced concrete. Larry responded by entombing the pants into a 225-pound steel ashtray made from 8-inch steel casings. He even personalized the unique gift by putting Roy's name on the side. Roy must have been so proud. How he retrieved the pants without burning them with a cutting torch remains a secret. Perhaps the work of cutting free the pants put Roy into an industrious mood. He next secured the pants into a 600-pound safe and then welded the door shut.
Larry took one look at the safe and decided then and there to do Roy one better. He put the still nearly-new pants into the glove box of a 1974 Gremlin. Then he had the car crushed into a 3-foot cube, placing a cheery note of where to find the pants inside the automobile. This happy tradition seemed to get bigger and bigger each year. Roy once secured a huge used tire that was once housed on a piece of heavy construction equipment. It was eight feet high and two feet wide. He filled it with 6,000 pounds of concrete after placing the pants inside and tagged the outside with the merry sentiment, "Have a Goodyear".
The next year, UPI gleefully reported that Larry wrapped the pants inside of a 17 foot red rocket ship that weighed 6 tons after being filled with concrete. Complicating matters was the fact that the ship contained 15 concrete filled containers, one of which actually contained the Christmas pants. Roy was undaunted. He devised a 4-ton Rubik's Cube, constructed of kiln-baked concrete covered with 2,000 board feet of lumber. Following the puzzle theme, Larry returned the pants the following year inside of a station wagon filled with 170 steel generators all welded together. Since their rules stipulated that the pants had to be retrieved undamaged, Roy faced several months of disassembly in just trying to find them. As so it continued until 1989 when the complexity of their wrapping finally damaged the pants and ended the well-documented game. Roy, working to wrap the pants in 10,000 pounds of jagged glass, inadvertently ruined the pants when molten glass being poured over the container holding it all burned them beyond recognition.
Sadly, Roy put the ashes in an urn and sent Larry a final note: "Sorry, old man here lies the pants. An attempt to cast the pants in glass brought about the demise of the pants at last." Twenty-six year and untold tons of material later, the legend of the Christmas pants only grows larger. Larry and Roy's exploits have been duplicated in measure by fun loving folks from all over. After reading their story, Hank McHenry of Littleton, Colorado wrote to tell the story of an exchange he has maintained with his sister for nearly 50 years. Each year, the gift of a worn baby blanket passes between them. The blanket was originally the cherished possession of Hank's little sister Joy. Joy carried the blanket with her nearly everywhere until the age of six. When, to her horror, the blanket just disappeared. It wasn't until Christmas Eve, 1951 Joy's wedding night that she saw the blanket again. It came wrapped with a note, begging forgiveness of her big brother, who confessed to long ago taking the blanket and keeping it from her.
To his utter surprise, a year later Hank received a Christmas package from his sister, who by then was living all the way out in Florida and who was great with child. The package had the usual holiday fare and one unusually wrapped gift a box covered with old baseball cards that seemed oddly familiar to Hank. They were his! And he always wondered what had happened to them. Inside was the famous blanket encouraging Hank to accept it to diminish the urge he might feel to swipe the new blanket she was making for her yet unborn son. Hank never stole the blanket from his nephew, but he did return his sister's blanket the following Christmas, again asking for forgiveness. Another Christmas came, another package arrived and again Hank unwrapped the blanket with yet another love note from his sister. Each year has seen this ritual continued. Both Hank and Joy have raised families and lost their spouses. But they continue to ask for forgiveness and express love through the well- traveled gift of a little girl's beloved blanket.
Whether it is the exchange of an unwanted pair of pants or the symbolic gesture of the bouncing baby blanket, these giving rituals are never really about the gift. Or, rather, the gift is never really what is inside the package. It is what is inside the heart.
It began as a simple, thoughtful gift. Back in 1964, Larry Kunkel's mother thought he'd appreciate a nice new pair of moleskin pants. He didn't. Living in Minnesota, the pants were prone to stiffness in the freezing weather of the winter months. So Larry pawned the pants off on his brother-in-law, Roy Collett, as a gift the very next Christmas. But Roy didn't care for them either. So he returned the favour and the pants the following Christmas.
And thus the game began. Each year, as Christmas approached, Larry and Roy contemplated those pants. For the giver, there was delight in knowing that possession of the pants would no longer be theirs for at least a year. For the receiver, it meant another Christmas morning of knowing exactly what one of the wrapped presents beneath the tree would contain. One year, as Roy looked forward to his turn as the giver, he took their merry game to a new level by tightly twisting the pants into a "wrapping" of a 3-foot-long, 1-inch-wide galvanized pipe. Perhaps Roy was merely trying to trick Larry into thinking that he was getting something new, for a change. Or perhaps he was merely hoping to end the gag once and for all by making the pants impossible to give again. We may never know Roy's intentions. But we do know what happened as a result.
The next Christmas morning, Larry surely giggled at the picture of Roy struggling to untangle a 7-inch square bale of wire, in which resided the infamous and unwanted pants. With a credit now to both of them in demonstrating ingenuity in the annual exchange of the gift, the stage was now set for their legendary yuletide gift-giving exploits to grow more and more ridiculous with each passing season. They did not disappoint.
There were, however, some ground rules. They agreed, for example, that the pants could not be damaged in their packaging or delivery. They were duty bound to use only "legal and moral" methods of wrapping. That meant, one could suppose, that "wrapping" the pants inside of a cadaver or booby-trapped to explosives was out of the question. Nevertheless, their schemes each year became more and more creative. Roy raised the stakes by placing the pants into a 2-foot square shipping crate filled with stones and strapped shut with steel bands. Larry countered by mounting the pants inside of an insulated window and shipping them off to Roy, complete with the 20-year warrantee.
Soon, their annual gift-giving exploits began to attract attention. The United Press International first told their story in 1983 and updated the world on the next chapter each Christmas for years. One year, Roy stuffed the pants into a coffee can which he had soldered shut. Then he buried the can into a five-gallon container of reinforced concrete. Larry responded by entombing the pants into a 225-pound steel ashtray made from 8-inch steel casings. He even personalized the unique gift by putting Roy's name on the side. Roy must have been so proud. How he retrieved the pants without burning them with a cutting torch remains a secret. Perhaps the work of cutting free the pants put Roy into an industrious mood. He next secured the pants into a 600-pound safe and then welded the door shut.
Larry took one look at the safe and decided then and there to do Roy one better. He put the still nearly-new pants into the glove box of a 1974 Gremlin. Then he had the car crushed into a 3-foot cube, placing a cheery note of where to find the pants inside the automobile. This happy tradition seemed to get bigger and bigger each year. Roy once secured a huge used tire that was once housed on a piece of heavy construction equipment. It was eight feet high and two feet wide. He filled it with 6,000 pounds of concrete after placing the pants inside and tagged the outside with the merry sentiment, "Have a Goodyear".
The next year, UPI gleefully reported that Larry wrapped the pants inside of a 17 foot red rocket ship that weighed 6 tons after being filled with concrete. Complicating matters was the fact that the ship contained 15 concrete filled containers, one of which actually contained the Christmas pants. Roy was undaunted. He devised a 4-ton Rubik's Cube, constructed of kiln-baked concrete covered with 2,000 board feet of lumber. Following the puzzle theme, Larry returned the pants the following year inside of a station wagon filled with 170 steel generators all welded together. Since their rules stipulated that the pants had to be retrieved undamaged, Roy faced several months of disassembly in just trying to find them. As so it continued until 1989 when the complexity of their wrapping finally damaged the pants and ended the well-documented game. Roy, working to wrap the pants in 10,000 pounds of jagged glass, inadvertently ruined the pants when molten glass being poured over the container holding it all burned them beyond recognition.
Sadly, Roy put the ashes in an urn and sent Larry a final note: "Sorry, old man here lies the pants. An attempt to cast the pants in glass brought about the demise of the pants at last." Twenty-six year and untold tons of material later, the legend of the Christmas pants only grows larger. Larry and Roy's exploits have been duplicated in measure by fun loving folks from all over. After reading their story, Hank McHenry of Littleton, Colorado wrote to tell the story of an exchange he has maintained with his sister for nearly 50 years. Each year, the gift of a worn baby blanket passes between them. The blanket was originally the cherished possession of Hank's little sister Joy. Joy carried the blanket with her nearly everywhere until the age of six. When, to her horror, the blanket just disappeared. It wasn't until Christmas Eve, 1951 Joy's wedding night that she saw the blanket again. It came wrapped with a note, begging forgiveness of her big brother, who confessed to long ago taking the blanket and keeping it from her.
To his utter surprise, a year later Hank received a Christmas package from his sister, who by then was living all the way out in Florida and who was great with child. The package had the usual holiday fare and one unusually wrapped gift a box covered with old baseball cards that seemed oddly familiar to Hank. They were his! And he always wondered what had happened to them. Inside was the famous blanket encouraging Hank to accept it to diminish the urge he might feel to swipe the new blanket she was making for her yet unborn son. Hank never stole the blanket from his nephew, but he did return his sister's blanket the following Christmas, again asking for forgiveness. Another Christmas came, another package arrived and again Hank unwrapped the blanket with yet another love note from his sister. Each year has seen this ritual continued. Both Hank and Joy have raised families and lost their spouses. But they continue to ask for forgiveness and express love through the well- traveled gift of a little girl's beloved blanket.
Whether it is the exchange of an unwanted pair of pants or the symbolic gesture of the bouncing baby blanket, these giving rituals are never really about the gift. Or, rather, the gift is never really what is inside the package. It is what is inside the heart.
Bad news
The Captain called the Sergeant in.
"Sarge, I just got a telegram. Private Jones' mother died yesterday. Better go tell him and send him in to see me."
So the Sergeant calls for his morning formation and lines up all the troops. "Listen up, men," says the Sergeant. "Johnson, report to the mess hall for KP. Smith, report to Personnel to sign some papers. The rest of you men report to the Motor Pool for maintenance. Oh by the way, Jones, your mother died, report to the commander."
Later that day the Captain called the Sergeant into his office. "Hey, Sarge, that was a pretty cold way to inform Jones his mother died. Couldn't you be a bit more tactful, next time?"
"Yes, sir," answered the Sarge.
A few months later, the Captain called the Sergeant in again with, "Sarge, I just got a telegram. Private McGrath's mother died. You'd better go tell him and send him in to see me. This time be more tactful."
So the Sergeant calls for his morning formation. "Ok, men, fall in and listen up. Everybody with a mother, take two steps forward -- NOT SO FAST, McGRATH!"
"Sarge, I just got a telegram. Private Jones' mother died yesterday. Better go tell him and send him in to see me."
So the Sergeant calls for his morning formation and lines up all the troops. "Listen up, men," says the Sergeant. "Johnson, report to the mess hall for KP. Smith, report to Personnel to sign some papers. The rest of you men report to the Motor Pool for maintenance. Oh by the way, Jones, your mother died, report to the commander."
Later that day the Captain called the Sergeant into his office. "Hey, Sarge, that was a pretty cold way to inform Jones his mother died. Couldn't you be a bit more tactful, next time?"
"Yes, sir," answered the Sarge.
A few months later, the Captain called the Sergeant in again with, "Sarge, I just got a telegram. Private McGrath's mother died. You'd better go tell him and send him in to see me. This time be more tactful."
So the Sergeant calls for his morning formation. "Ok, men, fall in and listen up. Everybody with a mother, take two steps forward -- NOT SO FAST, McGRATH!"
V8s were regular record-busters
FORD'S V8 cars were among the fastest and most reliable - and affordable - cars during the decade of the 1930s, which made them the obvious choice for drivers who wanted to set or break inter-city records in Australia.
D.J. Sutherland and Flight-Lieutenant J. R. Balmer set a number of records in a 1934 Ford V8, during a marathon dash of 9,600km from Melbourne to Darwin.
They did it in five days, 20 hours and 53 minutes – a rather blistering pace when you consider the state of the roads in those days.
And then to prove a point, they turned around and drove back to Melbourne – covering the distance in just over seven days. On the return journey they were bogged several times in salt pans!
D.J. Sutherland and Flight-Lieutenant J. R. Balmer set a number of records in a 1934 Ford V8, during a marathon dash of 9,600km from Melbourne to Darwin.
They did it in five days, 20 hours and 53 minutes – a rather blistering pace when you consider the state of the roads in those days.
And then to prove a point, they turned around and drove back to Melbourne – covering the distance in just over seven days. On the return journey they were bogged several times in salt pans!
Tuesday, February 27, 2007
Winning
"For me, winning isn't something that happens suddenly on the field when the whistle blows and the crowds roar. Winning is something that builds physically and mentally every day that you train and every night that you dream." --Emmitt Smith, professional football player
What's the moral?
A man asked his wife what she'd like for her birthday. "I'd love tobe eight again." she replied. On the morning of her birthday, he arose early, made her a nice big bowl of Coco Pops, and then took her off to the local theme park. What a day! He put her on every ride in the park: the Death Slide, the Wall of Fear, the Screaming Monster Roller Coaster, every thing there was. Five hours later she staggered out of the theme park. Her head was reeling and her stomach felt upside down. Right away, they journeyed to a McDonald's where her loving husband ordered her a Happy Meal with extra fries and a refreshing chocolate shake. Then it was off to the movies: the latest Star Wars epic, a hot dog, popcorn, all the Coke she could drink, and her favorite lolly and M&M's. What a fabulous adventure! Finally she wobbled home with her husband and collapsed into bed exhausted. He leaned over his precious wife with a big smile and lovingly asked, Well, Dear, what was it like being eight again?" Her eyes slowly opened and her expression suddenly changed. "I meant my dress size!!!!!!!"
The moral of the story: Even when a man is listening, he's gonna getit wrong.
The moral of the story: Even when a man is listening, he's gonna getit wrong.
Sexy-looking 1220 Kg 800 Bhp 2007 Gumpert Apollo
Naveen, Shimla, INDIA 1 hr. agoGerman manufacturer Gumpert Sportwagenmanufaktur showed their first road car last year at the Geneva show and now they have come a long way. At this year’s Geneva show, they will present the modified version of their racecar dubbed Gumpert Apollo that comes rocking an eight cylinder Biturbo Mittelmotor, which motors the 1220 kg beast from 0 to 100 km/h in only three seconds. Moreover, it gets to the top speed of 360 km/h in a very short time, thanks to the 800 bhp.In terms of power-to-weight ratio, it boasts 0.66 bhp/kilogram, which cam be compared only to a few cars including Koenigsegg CCX (0.68) and the Ultima GTR (0-100-0 mph).The road car employs a chrome molybdenum space frame with an incorporated composite monocoque to take the 800 horses in control. The sporty looks of the car along with the included safety requirements are appealing. The Gumpert Apollo comes for US$390,000.
Vuia: Gizmag
Monday, February 26, 2007
Stop
How often have you allowed fear and your inner critic to stop you from doing something you were inspired to do?
Helen Keller said, "Life is either a grand adventure or nothing.” When we allow fear and criticism to stop us in our tracks, we give up that grand adventure.
What a waste.
Helen Keller said, "Life is either a grand adventure or nothing.” When we allow fear and criticism to stop us in our tracks, we give up that grand adventure.
What a waste.
Heard on aircraft
1. "Weather at our destination is 50 degrees with some brokenclouds, but we'll try to have them fixed before we arrive. Thank you, andremember, nobody loves you, or your money, more than Southwest Airlines."
2. "Your seat cushions can be used for flotation, and, in theevent of an emergency water landing, please paddle to shore and takethem with you with our compliments."
3. "As you exit the plane, make sure to gather all of yourbelongings. Anything left behind will be distributed evenly amongthe flight attendants. Please do not leave children or spouses."
4. And from the pilot during his welcome message: "Delta airlinesis pleased to have some of the best flight attendants in theindustry. Unfortunately, none of them are on this flight!"
5. Overheard on an American Airlines flight into Amarillo, Texas, on a particularly windy and bumpy day: During the final approach, the Captain was really having to fight it. After an extremely hard landing, the Flight Attendant said, "Ladies and Gentlemen, welcome to Amarillo. Please remain in your seats with your seat belts fastened while the Captain taxis what's left of our airplane to the gate."
2. "Your seat cushions can be used for flotation, and, in theevent of an emergency water landing, please paddle to shore and takethem with you with our compliments."
3. "As you exit the plane, make sure to gather all of yourbelongings. Anything left behind will be distributed evenly amongthe flight attendants. Please do not leave children or spouses."
4. And from the pilot during his welcome message: "Delta airlinesis pleased to have some of the best flight attendants in theindustry. Unfortunately, none of them are on this flight!"
5. Overheard on an American Airlines flight into Amarillo, Texas, on a particularly windy and bumpy day: During the final approach, the Captain was really having to fight it. After an extremely hard landing, the Flight Attendant said, "Ladies and Gentlemen, welcome to Amarillo. Please remain in your seats with your seat belts fastened while the Captain taxis what's left of our airplane to the gate."
EL Faclon 1996-8
The last of the E-Series Falcons - the EL - was released in October 1996 and was faced with the tough job of fending off the upcoming Holden VT Commodore until the all-new AU Falcon was ready.
This time around, the GLi and Futura got their grilles back.
The new grille, which was not to everyone’s taste, was an oval shape, in keeping with Ford’s then global design theme (think Taurus, Mondeo). There were new headlights, bonnet and front bumper. Fairmont models featured new chrome grilles and the XR models' quad-headlights were slightly changed. At the back, the Fairmonts gained a new number plate surround in between the unchanged tail lights, while all other models now had amber indicators. Wagon indicators were now white. Completing the visual changes were new badges and new ugly wheel designs for every model.
The suspension on the EL Falcon was a giant leap forward from the EF. It was developed by a Tickford engineer, and a balance was achieved between sharper handling and a quiet soft ride. Alterations to angles, settings and dampers also gave the Falcon better straight line stability and a softer impact over bumps. Falcon’s front and rear suspension set-ups were now working in harmony.Improvements were made to the steering and the Fairmont Ghia now featured speed-sensitive power steering which meant less effort at parking speeds without affecting steering feel at higher speeds.
Changes to get rid of interior noise made the EL even more quiet.Safety wasn’t forgotten, with the EL picking up the latest generation Bosch 5.3 anti-lock braking, still optional on the GLi. The windscreen and windows were protected by Smart Tint, offering the same protection as SPF15 sunscreen. Smart Tint also resulted in much lower temperatures inside the cabin.Inside, the car was freshened up even more. There were new colour schemes, and buttons and switches were colour-coordinated instead of being black. The front seat backs were reshaped, as were the front and rear head restraints, while lumbar adjustment was improved and the seats were trimmed in lighter and more airy fabrics.
Other changes included mobile phone wiring and for the wagons, an optional cargo barrier and optional third-row front-facing kids seat.
Sunday, February 25, 2007
Silence
Last night such a terse encounter
Much was left unsaid
You left then without a word
The silence ringing in my head.
I’ve just called out in the night
You answered, but nothing said
You left me with the sounds of silence
Ringing in my head.
You’ve just called our home number
I know that it was you
You left me listening to the silence
That’s still ringing in my head.
What I can’t understand in all this
Since you’ve left our loving home
Is how in God’s wide green earth
A cat learnt to use a phone.
Much was left unsaid
You left then without a word
The silence ringing in my head.
I’ve just called out in the night
You answered, but nothing said
You left me with the sounds of silence
Ringing in my head.
You’ve just called our home number
I know that it was you
You left me listening to the silence
That’s still ringing in my head.
What I can’t understand in all this
Since you’ve left our loving home
Is how in God’s wide green earth
A cat learnt to use a phone.
Strong man
A young man at this construction site was bragging that he could outdo anyone based on his strength. He especially made fun of one of the older workman. After several minutes, the older worker had enough. "Why don't you put your money where you mouth is?" he said. "I'll bet a week's wages that I can haul something in a wheelbarrow over to the other building that you won't be able to wheel back."
"You're on, old man," the young man replied. "Let's see what you've got."
The old man reached out and grabbed the wheelbarrow by the handles. Then nodding to the young man, he said with a smile, "All right. Get in."
"You're on, old man," the young man replied. "Let's see what you've got."
The old man reached out and grabbed the wheelbarrow by the handles. Then nodding to the young man, he said with a smile, "All right. Get in."
EF Falcon 1994-6
Ford’s next evolution of the EA Falcon was so different, it could almost be regarded as a totally new model. On the outside, the doors were the only parts carried over.The EF’s styling was softer and rounder and this made the car appear smaller than it actually was.GLi and Futura models no longer had a grille between the head lights - only the blue oval badge. However, Fairmont and Fairmont Ghia featured slightly different headlights, a fake grille and the Fairlane/LTD bonnet. The XR models kept their trademark quad-headlight design. Every model had body coloured door handles, while alloy wheels and a Tickford body kit were optional.
At the rear, all sedans had semi-circle shaped tail lights with clear indicators. Fairmont models featured a chrome “appliqué” above the number plate. The rear end of the Falcon wagon was carried over from the ED.An all new interior resulted in a light, airy feeling. Cup holders were standard on every model and for the first time, the Falcon’s awkward umbrella handbrake became history, replaced by a conventional floor-mounted design. The very first cars had fuel filler and boot release buttons which were often accidentally pressed when inserting the ignition key. These buttons were recessed a short time later.
Ford paid a lot of attention to safety, most evident by the standard driver’s airbag on all models, a first for an Australian car. Anti-submarining pans were installed to prevent front passengers from slipping out under the seat belt, and the body was reinforced for extra rollover strength and front impact protection. Ford developed the Smart Bar, a bull bar specially designed to work with the driver’s airbag. This innovation was a world first.
Falcon’s big six now had an improved management computer - the EEC V. This worked in conjunction with Computer Torque Control (CTC), which noticeably boosted power and torque to 157kW at 4900rpm and 357Nm at 3000rpm. New internals were added as well as a dual intake system and hydraulic engine mounts. All of these changes resulted in a drop in fuel consumption and extra refinement.
There were a few problems with the EF’s handling. The car’s rear end was twitchy and nervous and when driven into a corner, the rear end wouldn’t follow with the same precision.
This trait was unsettling and it undermined driver confidence, however the problem wasn’t as bad when the EF was driven within its limits. Not all EF Falcons were affected to the same extent.
October 1995 saw the EF Series II facelift. The big news was the new passenger airbag. It was a special design because it protected not only the front passenger, but also the middle passenger (sitting in a GLi with the optional bench seat). The passenger airbag was a $510 option, standard on Fairmont Ghia. The Fairmont Ghia benefited the most from this upgrade, and it was now aimed at the executive who loves to drive. It featured the XR6 engine, lowered suspension and uprated front springs, leather trim and extra chrome - in and out.The rest of the range featured a retuned suspension, different front seat padding to lower the ride height and 25mm extra rearward seat movement.Wind and road noise were isolated from the cabin by using neoprene rubber-based blockers. The XR6 wagon was dropped.
Saturday, February 24, 2007
Find your voice
“It is never about how good your voice is; it is only about feeling the urge to sing, and then having the courage to do it with the voice you are given.” -- Katie in ‘True to Form’ by Elizabeth Berg
John
The manager of a large office asked a new employee to come into his office.
"What is your name?," was the first thing the manager asked.
"John," the new guy replied.
The manager scowled. "Look, I don't know what kind of a namby-pamby place you worked at before, but I don't call anyone by their first name! It breeds familiarity and that leads to a breakdown in authority," he said. "I refer to my employees by their last name only - Smith, Jones, Baker - that's all. Now that we got that straight, what is your last name?"
The new guy sighed and said, "Darling. My name is John Darling."
The manager said, "Okay, John, the next thing I want to tell you..."
"What is your name?," was the first thing the manager asked.
"John," the new guy replied.
The manager scowled. "Look, I don't know what kind of a namby-pamby place you worked at before, but I don't call anyone by their first name! It breeds familiarity and that leads to a breakdown in authority," he said. "I refer to my employees by their last name only - Smith, Jones, Baker - that's all. Now that we got that straight, what is your last name?"
The new guy sighed and said, "Darling. My name is John Darling."
The manager said, "Okay, John, the next thing I want to tell you..."
ED Falcon 1993-4
The only reason the ED Falcon was released in August 1993 was to battle the best selling Commodore. The EF facelift was still a year off and Ford didn’t want to lose ground to Holden’s new VR. Visual changes were a new grille, and the XR models gained new quad round headlights.
XR models also had red inserts in the bumper and the body mouldings, and a new XR model was released - the XR8 Sprint. The Sprint didn’t stand out from the crowd, instead relying on it’s performance. The Sprint’s engine was almost identical to the EB GT’s V8 and had 195kW and 405Nm. There were different wheels and black inserts (instead of red), and only 300 Sprints were built.The Futura name made a comeback with the ED and was aimed at private buyers to compete with Holden’s Commodore Acclaim. It came with ABS brakes, cruise control, full instrumentation and an 8 speaker sound system. On the outside, the Futura had different wheel trims and body-coloured mirrors.The Fairmont Ghia wagon was dropped.
Thursday, February 22, 2007
Humour
“Humour is a rubber sword -- it allows you to make a point without drawing blood." --Mary Hirsch, author, humorist
Elementary, my dear Watson
Sherlock Holmes and Dr. Watson went on a camping trip.
As they lay down for the night, Holmes said:” Watson, look up into the sky and tell me what you see?"
Watson said, "I see millions and millions of stars."
Holmes: "And what does that tell you?"
Watson: "Astronomically, it tells me that there are millions of galaxies and potentially billions of planets. Theologically, it tells me that God is great and that we are small and insignificant. Meteorogically, it tells me that we will have a beautiful day tomorrow. What does it tell you?"
Holmes: "Somebody stole our tent."
As they lay down for the night, Holmes said:” Watson, look up into the sky and tell me what you see?"
Watson said, "I see millions and millions of stars."
Holmes: "And what does that tell you?"
Watson: "Astronomically, it tells me that there are millions of galaxies and potentially billions of planets. Theologically, it tells me that God is great and that we are small and insignificant. Meteorogically, it tells me that we will have a beautiful day tomorrow. What does it tell you?"
Holmes: "Somebody stole our tent."
EB Falcon 1991-3
There were big changes for the EB Falcon, although these were not visual. The main differences on the outside were the placement of the Ford badge - now in the grille, new wheel trims andreverse lights on either side of the number plate. Quality was greatly improved over the EA.The biggest news was the return of the V8. The 5L V8 was brought back to life with fuel injection and was available on all models. The other engines were the same as the EA range.
Improvements to the suspension consisted of gas-pressurised shock absorbers, uprated mounting bushes, revised front geometry and higher geared steering, making the car much more refined.
Series II, almost a different model, arrived in April 1992 and, on the base model, brought body-coloured bumpers, glossy black door handles and GLi badges.The new engine in Series II was a quieter, greatly improved 4L multi-point six cylinder, and it replaced both 3.9L units. Safety was the order of the day, with the EB II gaining foam-filled extra-strength roof pillars, a stronger roof, new seat belt lockers and optional ABS braking. In early 1993, a lap sash rear seat belt became standard - a first for an Australian car.
Tickford Vehicle Engineering was established, a joint venture with Ford Australia, and one of the first models to come from this operation was the hot new S XR6. Released in October 1992, Tickford improvement gave the 4 litre enough performance to match a V8. A month later a new GT Falcon was unveiled to celebrate 25 years.
By the end of 1992, all Falcons got the new Smartlock security system with Tibbe locks and an immobiliser. South Australian police invited four professional car thieves to steal the EB. After four days, they gave up.
In 1993 a Tickford factory LPG option became available.
Wednesday, February 21, 2007
Smile
Smile like there’s no tomorrow
Smile like you’ve been drinking
If nothing else all will wonder
What evil thoughts you’re thinking.
Smile like you’ve been drinking
If nothing else all will wonder
What evil thoughts you’re thinking.
Beer
Three leaders of the big beer companies meet for a drink. The president of XXXX orders a XXXX. Hahn's president orders a Hahn and the president of Tooheys orders a Tooheys. When it is Guinness turn to order he orders a soft drink.
"Why didn't you order a Guinness?" everyone asks.
"Nah," Guinness replies, "If you guys aren't having a beer neither will I."
"Why didn't you order a Guinness?" everyone asks.
"Nah," Guinness replies, "If you guys aren't having a beer neither will I."
EA FAlcon 1988-91
When it came time to design the all new EA Falcon, Ford Australia again looked at overseas models. The European Granada/Scorpio and American Taurus were brought to Australia. The two cars had significantly less shoulder room and the Taurus was front wheel drive.
So Ford decided to build the EA from the ground up.
Early EA prototypes resembled the Scorpio, but the car evolved into the EA we know. The computer aided design prototype was shipped to fashion conscious West Germany, to gauge people’s reactions. If the style won the hearts of the West Germans, it would quickly gain approval here. The EA was displayed with the best of them: a BMW 5 series, an Audi 100 and a Mercedes Benz 190. It was a hit with the Germans, so Ford knew it had the styling right.
The all new Falcon was launched in March 1988 to beat Holden’s bigger VN Commodore. It captured the interest of buyers and the press, and the launch was amazingly successful. But tales began to leak out of Broadmeadows about quality problems. The new hi-tech robot welder had some teething problems, some examples included a brake pedal that stayed on the floor; a metal panel holding the door mountings flexing, causing the doors to shake; and a faulty computer chip, causing trouble in the engine management system. But what the public didn’t know was that most of these problems were discovered and rectified before launch, either in the plant, or by the dealer before the car wound up in the showroom. These troubles should not have occurred, part of the reason they did was because Ford was also working hard on its new Capri.
Other early problems were the front suspension and poor paint. Ford buyers were told there were difficulties and their car would take a little longer, and this approach worked. There were record sales, despite all the bad publicity.
The sleek new Falcon had three six cylinder engines: a 3.2L, 3.9L and 3.9L multi-point. All engines had fuel injection (the 3.2 and 3.9 had the basic single-point system) and they were all overhead cam engines. The 3.9 could out-perform the old 351V8, the 3.2 could not and was dropped in December 1988. Fuel economy was good but unfortunately the Falcon was stuck with a three speed auto, or the standard 5 speed manual.
Front suspension was all new and designed to match that of the state of the art Hondas. The Watts link rear suspension was retained, despite criticism that it should have been independent rear suspension. Power rack and pinion steering was introduced and this brought a much tighter turning circle.
The sleek styling proved very popular, but it wasn’t all looks. It was aerodynamic as well, being the first Falcon to make use of wind tunnel testing.
The EA range was simplified to a sedan and wagon. Even so, a ute and van were still available, they were just the old XF design. (In 1989, XF utes were also being sold as Nissans. As part of the deal, Nissan Patrols were sold as Ford Mavericks). Inside the EA, a decent driving position could be had, as the steering was adjustable. Interior space was increased; the umbrella handbrake lived on.In October 1989, the introduction of the long-awaited four speed auto marked the Series II. Changes included a body-coloured B-pillar, firmer suspension and small interior changes.
To celebrate its 30th anniversary, a special model was released. Based on the GL, it featured new side badges and Ford’s new security system - Tibbe locks with central locking. The Fairmont now got more equipment.
Why Finnish Educational System Is the World’s No. 1
Arab News, Sunday, 26, November, 2006 (06, Dhul Qa`dah, 1427) Why Finnish Educational System Is the World’s No. 1 Jonathan Power
Two hours drive due north from Helsinki lies the Artic Circle. But in this town of 120,000 people one not only feels the bitter cold but also the white heat of the technological revolution.
Here are the principal research and development offices of Nokia. There are 800 other high tech companies, some overflowing their expertise into neighboring Russia where they see the future “beckoning”, in the words of Pertti Huuskonen, the boss of Technopolis, which is just building a big facility close to St. Petersburg airport. There are probably more Ph.D.s per square meter in this compact old paper-milling town than anywhere else on earth. This astonishing intellectual creation can be laid at the feet of the Finnish educational system, considered by all who survey it, including the OECD, as possessing the best school system in the world. Finland is also reckoned to be in the top three of the world’s most competitive countries.
Why? Prime Minister, Matti Vanhanen reduces the explanation to one pithy observation. “The teachers are respected; high talent is attracted into teaching; it is considered to be one of the most important professions”, he told me.
But how did Finland get to such a happy state of being? Tapani Ruokanen, editor of Finland’s leading news weekly, Suomen Kuvalehti, argues that it goes back to 18th Century when the Lutheran bishops wouldn’t allow anyone to marry unless they could read the Bible. Then in the 19th Century there were a series a strong revivalists movements, which led to the creation of a flurry of newspapers and magazines.
The big departure that everyone refers back to was the decision by a Social Democratic government in the 1970s to turn what was then an elitist system into a comprehensive one. Before then the working class could only progress into the upper schools if they won a scholarship that covered their fees. But for the last thirty-five years the schools have been open to all, free and unstreamed.
Marie-Laure Foulon, the Stockholm correspondent of Le Figaro who has just published a book, “Le Rebond du Modèle Scandinavia” (The Rebound of the Scandinavian Model), argues that the critical ingredient in the 1970’s reform was “to decide it was better to push up the bottom level to the middle than to push the middle to the top.” She says that Finland’s success shows that a system based on equal opportunity is superior to one like the French, “with excellence at the top and mediocrity at the bottom.” She adds, “the top will go to the top anyway.” She tells of interviewing the head of the Finnish stock exchange who told her that although at the time when he was at school he felt he was not being stretched, he realizes because of the comprehensive system he now knows his peers better and that has enabled him to be a more effective businessman. “It appears”, she concludes, “that equality in education creates productivity, even if it doesn’t always create excellence.”
Day to day, the Finnish government keeps the pressure on, indeed to such a degree that the pupils complain of a lack of fun at school, a problem that the minister of education, Antti KalliomÙ†ki, tells me is being worked on with new proposals to extend the short school day that often ends at 2 p.m. for another couple of hours where pupils can play sport and do their hobbies before they return home. Nevertheless, compared with say French or British children, the children should feel themselves lucky — there are no nationwide exams or big final tests. It is a system of continuous assessment by a mixture of monthly tests and teacher evaluations.
Much of success of the educational system lies in a detailed application to the problems that can arise in all educational systems — from making sure that all children get fed by providing free meals at school to subsidized travel. Likewise no student, however badly behaved, need fear expulsion. The school is simply responsible for getting on top of whatever behavior problems emerge. Only 15 percent of those who apply to be teachers are accepted, even though pay levels are about average for Europe. No teacher can teach at any level without a master’s degree. Once in a job, teachers are encouraged to keep abreast of the academic literature so that educational decisions are based on rational argument, not just everyday intuition. Moreover, they are constantly being sent on courses during their long holidays to upgrade their knowledge and skills.
In short, the Finns work at it and, unencumbered by a class-stratified educational system, they have shown that equality is a plus, not a hindrance to fast progress.
Two hours drive due north from Helsinki lies the Artic Circle. But in this town of 120,000 people one not only feels the bitter cold but also the white heat of the technological revolution.
Here are the principal research and development offices of Nokia. There are 800 other high tech companies, some overflowing their expertise into neighboring Russia where they see the future “beckoning”, in the words of Pertti Huuskonen, the boss of Technopolis, which is just building a big facility close to St. Petersburg airport. There are probably more Ph.D.s per square meter in this compact old paper-milling town than anywhere else on earth. This astonishing intellectual creation can be laid at the feet of the Finnish educational system, considered by all who survey it, including the OECD, as possessing the best school system in the world. Finland is also reckoned to be in the top three of the world’s most competitive countries.
Why? Prime Minister, Matti Vanhanen reduces the explanation to one pithy observation. “The teachers are respected; high talent is attracted into teaching; it is considered to be one of the most important professions”, he told me.
But how did Finland get to such a happy state of being? Tapani Ruokanen, editor of Finland’s leading news weekly, Suomen Kuvalehti, argues that it goes back to 18th Century when the Lutheran bishops wouldn’t allow anyone to marry unless they could read the Bible. Then in the 19th Century there were a series a strong revivalists movements, which led to the creation of a flurry of newspapers and magazines.
The big departure that everyone refers back to was the decision by a Social Democratic government in the 1970s to turn what was then an elitist system into a comprehensive one. Before then the working class could only progress into the upper schools if they won a scholarship that covered their fees. But for the last thirty-five years the schools have been open to all, free and unstreamed.
Marie-Laure Foulon, the Stockholm correspondent of Le Figaro who has just published a book, “Le Rebond du Modèle Scandinavia” (The Rebound of the Scandinavian Model), argues that the critical ingredient in the 1970’s reform was “to decide it was better to push up the bottom level to the middle than to push the middle to the top.” She says that Finland’s success shows that a system based on equal opportunity is superior to one like the French, “with excellence at the top and mediocrity at the bottom.” She adds, “the top will go to the top anyway.” She tells of interviewing the head of the Finnish stock exchange who told her that although at the time when he was at school he felt he was not being stretched, he realizes because of the comprehensive system he now knows his peers better and that has enabled him to be a more effective businessman. “It appears”, she concludes, “that equality in education creates productivity, even if it doesn’t always create excellence.”
Day to day, the Finnish government keeps the pressure on, indeed to such a degree that the pupils complain of a lack of fun at school, a problem that the minister of education, Antti KalliomÙ†ki, tells me is being worked on with new proposals to extend the short school day that often ends at 2 p.m. for another couple of hours where pupils can play sport and do their hobbies before they return home. Nevertheless, compared with say French or British children, the children should feel themselves lucky — there are no nationwide exams or big final tests. It is a system of continuous assessment by a mixture of monthly tests and teacher evaluations.
Much of success of the educational system lies in a detailed application to the problems that can arise in all educational systems — from making sure that all children get fed by providing free meals at school to subsidized travel. Likewise no student, however badly behaved, need fear expulsion. The school is simply responsible for getting on top of whatever behavior problems emerge. Only 15 percent of those who apply to be teachers are accepted, even though pay levels are about average for Europe. No teacher can teach at any level without a master’s degree. Once in a job, teachers are encouraged to keep abreast of the academic literature so that educational decisions are based on rational argument, not just everyday intuition. Moreover, they are constantly being sent on courses during their long holidays to upgrade their knowledge and skills.
In short, the Finns work at it and, unencumbered by a class-stratified educational system, they have shown that equality is a plus, not a hindrance to fast progress.
Interstate
Old Lady Driving on Highway Sitting on the side of the highway waiting to catch speeding drivers, a State Police Officer sees a car puttering along at 22 MPH. He thinks to himself, This driver is just as dangerous as a speeder!" So he turns on his lights and pulls the driver over. Approaching the car, he notices that there are five old ladies -- two in the front seat and three in the back -- wide eyed and white as ghosts. The driver, obviously confused, says to him, Officer, I don't understand, I was doing exactly the speed limit! What seems to be the problem?" Ma'am," the officer replies, you weren't speeding, but you should know that driving slower than the speed limit can also be a danger to other drivers." Slower than the speed limit? No sir, I was doing the speed limit exactly... Twenty-two miles an hour!" the old woman says a bit proudly. The State Police officer, trying to contain a chuckle explains to her that 22" was the route number, not the speed limit. A bit embarrassed, the woman grinned and thanked the officer for pointing out her error. But before I let you go, Ma'am, I have to ask... Is everyone in this car OK? These women seem awfully shaken and they haven't muttered a single peep this whole time," the officer asks. Oh, they'll be all right in a minute officer. We just got off Route 119."
1937: how to win a Grand Prix in a stocker
THE 1937 South Australian Grand Prix was won by a Ford V8 - virtually a standard 1936 convertible stripped of its mudguards. It even ran with the chrome hubcaps in place!
Introduced to Australia in 1932, the side-valve V8 engine had allowed Ford's designers to produce a more visually attractive Model A, and had already become a sales winner.
Driven by O.S.Cranston from Perth, the Ford V8 covered the 250 mile (400km) Port Elliot course near Adelaide in three hours 20 minutes 17 seconds. That was an average speed of almost 75mph (120kmh).
Mr Cranston held many records and recorded a speed of 111.1mph (178kmh) over the quarter mile at Cannington near Perth. In the same year, a Mr. R.A. Hall won the Albury Grand Prix in another Ford V8.
Introduced to Australia in 1932, the side-valve V8 engine had allowed Ford's designers to produce a more visually attractive Model A, and had already become a sales winner.
Driven by O.S.Cranston from Perth, the Ford V8 covered the 250 mile (400km) Port Elliot course near Adelaide in three hours 20 minutes 17 seconds. That was an average speed of almost 75mph (120kmh).
Mr Cranston held many records and recorded a speed of 111.1mph (178kmh) over the quarter mile at Cannington near Perth. In the same year, a Mr. R.A. Hall won the Albury Grand Prix in another Ford V8.
Tuesday, February 20, 2007
Miracles, relatively speaking
"There are only two ways to live your life: One is as though nothing is a miracle, The other is as though everything is a miracle. I believe in the latter." -- Albert Einstein
Lucky
A famous art collector is walking through the city when he notices a mangy cat lapping milk from a saucer in the doorway of a store and he does a double take. He recognizes that the saucer is extremely old and very valuable, so he walks casually into the store and offers to buy the cat for two dollars.
The storeowner replies "I'm sorry, but the cat isn't for sale.
The collector says, "Please, I need a hungry cat around the house to catch mice. I'll pay you twenty dollars for that cat."
And the owner says "Sold," and hands over the cat.
The collector continues, "Hey, for the twenty bucks I wonder if you could throw in that old saucer. The cat's used to it and it'll save me from having to get a dish." And the owner says, "Sorry buddy, but that's my lucky saucer. So far this week I've sold sixty-eight cats."
The storeowner replies "I'm sorry, but the cat isn't for sale.
The collector says, "Please, I need a hungry cat around the house to catch mice. I'll pay you twenty dollars for that cat."
And the owner says "Sold," and hands over the cat.
The collector continues, "Hey, for the twenty bucks I wonder if you could throw in that old saucer. The cat's used to it and it'll save me from having to get a dish." And the owner says, "Sorry buddy, but that's my lucky saucer. So far this week I've sold sixty-eight cats."
A brief history of the Falcon's 40 years
THE initial decision to launch an Australian-built Ford was made in 1955, when it was decided that Ford Australia would build the Zephyr locally from the ground up, rather than simply assemble kits that arrived by ship from Dagenham in the United Kingdom.
But in 1958, after a trip to the USA to view the Zephyr that was being redesigned for Australia, Ford Australia managing director Charles Smith decided that the car was not right for the local market.
He was then shown a mock-up of the Falcon that was being designed for the Canadian and American markets and decided that it was the car for Australia.
The Falcon made its debut with the XK in September 1960. At the time it was described as a "compact", as it was smaller than the popular family cars of the period.
The car and its successor, the XL, were based on a Canadian design, with some minor modifications for Australian conditions.
With the launch of the XM in 1964, the Falcon had more serious claims to being a car designed and engineered by Australians for Australian conditions.
Changes were made to the front and rear suspension, the braking system, clutch, rear axle, engine mounts and exhaust - all as a result of extensive research on the open road, the track and the dirt.
Ford Australia management went one step further with the launch of the XP Falcon in 1965. In an attempt to convince local fleet buyers of the robustness and durability of the Falcon, deputy managing director Bill Bourke conceived the XP Durability Run.
The bold scheme involved pushing five standard Falcons and a group of racing drivers to the limit around the demanding You Yangs Proving Ground. The goal was to clock 70,000 miles at an average speed per car of 70 miles per hour. Four of the five cars rolled, but after nine days driven at the limit, the five cars averaged a speed of 71.3 miles per hour.
That same year, the Falcon was named Wheels Car of the Year.
The first Falcon GT arrivesThe following year, the bigger, more powerful XR Falcon was launched with an entirely new shape. The new model incorporated more Australian design input than previous models and featured a V8 engine for the first time. The XR Falcon also was the first model to carry the legendary GT badge.
The XT Falcon saw more powerful V8s, a synchromesh gearbox, dual circuit brakes and a choice of two automatic transmissions. It was followed by the XW and XY, remarkable for the eminently collectable GTHO Phase II and III.
In 1971, with the launch of the XA, the Falcon became a uniquely Australian car. There was no longer a US equivalent, the car was designed specifically for the local market.
Three years earlier, local Ford designers traveled to the US and spent most of the summer of 1968 working on the Falcon clay model. The design impressed
Detroit, which soon after gave the go-ahead for a design centre at Broadmeadows, Victoria.
With the XB and XC came four-wheel disc brakes, four-barrel carburetors and an all-time classic Falcon, the Cobra. The XC also brought a famous 1-2 victory for Allan Moffat and Colin Bond at Bathurst in 1977.
The XD Falcon was the first to be designed in Australia from a clean piece of paper. Efficiency, interior space and weight reduction were the key elements of the new design. The car also featured a number of innovations, including a plastic fuel tank and plastic bumpers. Bucket seats were optional.
The following model, the XE, marked the introduction of electronic fuel injection and a Watts link coil-sprung rear-end. The car took Ford to number one in the market in 1982.
The XF was notable for the introduction of Ford’s engine management system, EEC-IV, which managed the spark timing and air-fuel mix of the engine more efficiently.
A new shape for Falcon came with the EA, which also boasted an all-new front suspension and geometry, similar to that used in the S-Class Mercedes. The new suspension was more durable than previous systems. Other advances included a four-speed automatic transmission, the high-security Tibbe locking system and a more fuel-efficient engine.
The EB and subsequent EB II offered handling improvements, the return of the V8 and ABS brakes for the first time on a mainstream Australian sedan. Security also was enhanced with the introduction of Smartlock.
The final facelift for the EA shape came with the ED, which offered more modern exterior colours, better side-impact crash protection and a host of under-the-bonnet changes to continue the refinement of the car’s handling.
August 1994 saw a new shape and an Australian Design Award for the EF Falcon in recognition of several engineering advances. The modified engine was smoother running, with improved torque and power and a new EEC-V engine management system developed through Formula One racing. A standard airbag, better ride and handling and significant safety advances completed the upgrade. The car also featured the world’s first airbag-compatible bull-bar.
The final facelift before the AU, the $40 million EL program, brought further ride and handling improvements, latest generation ABS and an improved steering feel.
The $700 million AU Falcon saw the introduction of Computer Aided Design and Engineering, allowing for significant advances in chassis stiffness, aerodynamics and directional stability.
The AU program also saw the debut of a sophisticated double wishbone independent rear suspension and variable cam timing on prestige models. The AU was also the first car in its class to offer air-conditioning and automatic transmission as standard features.
The AUII continued the Falcon tradition of innovation and value for money. When launched, it was the only car in its class to feature a standard passenger airbag, standard CD player, standard 16-inch wheels and ‘Scheduled Servicing’ to 60,000km included in the cost of the car.
But in 1958, after a trip to the USA to view the Zephyr that was being redesigned for Australia, Ford Australia managing director Charles Smith decided that the car was not right for the local market.
He was then shown a mock-up of the Falcon that was being designed for the Canadian and American markets and decided that it was the car for Australia.
The Falcon made its debut with the XK in September 1960. At the time it was described as a "compact", as it was smaller than the popular family cars of the period.
The car and its successor, the XL, were based on a Canadian design, with some minor modifications for Australian conditions.
With the launch of the XM in 1964, the Falcon had more serious claims to being a car designed and engineered by Australians for Australian conditions.
Changes were made to the front and rear suspension, the braking system, clutch, rear axle, engine mounts and exhaust - all as a result of extensive research on the open road, the track and the dirt.
Ford Australia management went one step further with the launch of the XP Falcon in 1965. In an attempt to convince local fleet buyers of the robustness and durability of the Falcon, deputy managing director Bill Bourke conceived the XP Durability Run.
The bold scheme involved pushing five standard Falcons and a group of racing drivers to the limit around the demanding You Yangs Proving Ground. The goal was to clock 70,000 miles at an average speed per car of 70 miles per hour. Four of the five cars rolled, but after nine days driven at the limit, the five cars averaged a speed of 71.3 miles per hour.
That same year, the Falcon was named Wheels Car of the Year.
The first Falcon GT arrivesThe following year, the bigger, more powerful XR Falcon was launched with an entirely new shape. The new model incorporated more Australian design input than previous models and featured a V8 engine for the first time. The XR Falcon also was the first model to carry the legendary GT badge.
The XT Falcon saw more powerful V8s, a synchromesh gearbox, dual circuit brakes and a choice of two automatic transmissions. It was followed by the XW and XY, remarkable for the eminently collectable GTHO Phase II and III.
In 1971, with the launch of the XA, the Falcon became a uniquely Australian car. There was no longer a US equivalent, the car was designed specifically for the local market.
Three years earlier, local Ford designers traveled to the US and spent most of the summer of 1968 working on the Falcon clay model. The design impressed
Detroit, which soon after gave the go-ahead for a design centre at Broadmeadows, Victoria.
With the XB and XC came four-wheel disc brakes, four-barrel carburetors and an all-time classic Falcon, the Cobra. The XC also brought a famous 1-2 victory for Allan Moffat and Colin Bond at Bathurst in 1977.
The XD Falcon was the first to be designed in Australia from a clean piece of paper. Efficiency, interior space and weight reduction were the key elements of the new design. The car also featured a number of innovations, including a plastic fuel tank and plastic bumpers. Bucket seats were optional.
The following model, the XE, marked the introduction of electronic fuel injection and a Watts link coil-sprung rear-end. The car took Ford to number one in the market in 1982.
The XF was notable for the introduction of Ford’s engine management system, EEC-IV, which managed the spark timing and air-fuel mix of the engine more efficiently.
A new shape for Falcon came with the EA, which also boasted an all-new front suspension and geometry, similar to that used in the S-Class Mercedes. The new suspension was more durable than previous systems. Other advances included a four-speed automatic transmission, the high-security Tibbe locking system and a more fuel-efficient engine.
The EB and subsequent EB II offered handling improvements, the return of the V8 and ABS brakes for the first time on a mainstream Australian sedan. Security also was enhanced with the introduction of Smartlock.
The final facelift for the EA shape came with the ED, which offered more modern exterior colours, better side-impact crash protection and a host of under-the-bonnet changes to continue the refinement of the car’s handling.
August 1994 saw a new shape and an Australian Design Award for the EF Falcon in recognition of several engineering advances. The modified engine was smoother running, with improved torque and power and a new EEC-V engine management system developed through Formula One racing. A standard airbag, better ride and handling and significant safety advances completed the upgrade. The car also featured the world’s first airbag-compatible bull-bar.
The final facelift before the AU, the $40 million EL program, brought further ride and handling improvements, latest generation ABS and an improved steering feel.
The $700 million AU Falcon saw the introduction of Computer Aided Design and Engineering, allowing for significant advances in chassis stiffness, aerodynamics and directional stability.
The AU program also saw the debut of a sophisticated double wishbone independent rear suspension and variable cam timing on prestige models. The AU was also the first car in its class to offer air-conditioning and automatic transmission as standard features.
The AUII continued the Falcon tradition of innovation and value for money. When launched, it was the only car in its class to feature a standard passenger airbag, standard CD player, standard 16-inch wheels and ‘Scheduled Servicing’ to 60,000km included in the cost of the car.
Monday, February 19, 2007
What Do I Do When Teachers Depend Too Much on Me for Leadership?
by Evelyn Cortez-Ford
A group of teachers and the principal assemble for their weekly School Leadership Team meeting to plan for an upcoming professional development day focused on reading strategies. The principal begins by handing out the agenda, which includes outcomes, times, and tasks. As is customary, the team starts with "reasons to celebrate" -- a ritual the principal embedded into the meetings in hopes of inspiring participation and pride. Surprisingly, nobody seems ready to share, so the principal takes a turn by saying... "Our staff has become more data savvy. Our decision to focus our professional development time on reading strategies came straight from the data." After everyone has a chance to share their reasons to celebrate, the principal proceeds with the agenda by taking input and guidance from teachers. After the meeting, the principal feels that teachers weren't fully participating as leaders. Instead, teachers were depending too much on her for leadership. She wonders why and what can be done about it.
SIGNS TEACHERS ARE DISENGAGED FROM LEADERSHIP
When teachers and principals share leadership they are charting a new course. As a community of leaders it can be difficult to know how to proceed. By default everyone falls into old ways of working. Signs that teachers depend too much on the principal for leadership include:
Teachers defer to the principal to make decisions.
Teachers wait to hear the principal's opinion before voicing their own.
Teachers seem stuck in inaction.
Teachers aren't exercising their authority.
Principals should be aware of shifts in participation and attitudes. Once aware they must understand the possible causes.
REASONS TEACHERS DISENGAGE FROM LEADERSHIP
It is not unusual from time to time for teachers to disengage from leadership activities. In fact, until teacher leadership becomes common practice in schools, disengagement is likely. Below are common reasons teachers disengage from leadership.
Traditional ideas of leadership. Teachers' active resistance to leadership may be due to traditional notions of leadership that don't fit well with the culture of teaching. They may view a leader as the lone person "in charge," someone who is the "boss" or "supervisor." Ideas that leaders need an authoritarian, command-and-control personality may cause teachers to reject leadership.
Lack of trust. Teacher leadership requires that both teachers and principals develop new ways of working based on trust. Trusting relationships are marked by open and honest communication, commitment to follow through, and fairness. If teachers don't trust that their leadership efforts will be valued, they will not participate.
Role confusion. When teachers become leaders they must straddle the line between teaching and leading activities. Striking a balance between responsibilities can be difficult, and teachers may fall back on their teacher-only role. Teachers may depend too much on the principal for leadership for a variety of reasons. Fortunately principals can inspire full teacher-leader participation by establishing shared agreements.
STRATEGIES TO ESTABLISH SHARED AGREEMENTS
Shared agreements promote a common understanding of collective action and individual responsibility. They outline policies and procedures for "getting the job done" and help to ease any anxiety teachers may have about leading. To create shared agreements simply address the 5Ws and 1H.
Who.
Establish who is responsible for getting something done. That includes the team and individuals. (From the scenario presented at the start of this article where the staff decided to "focus our professional development time on reading strategies," the team is responsible for planning school improvement efforts, the team creates the agenda, and each member comes prepared to share ideas for the professional development day.)
What.
Be specific about what needs to be done. It is helpful to specify tasks to be accomplished as well as actions to be taken. (From the scenario: Plan a method to illustrate to teachers what the data show about how students are performing in reading.)
When.
Everyone must be aware of deadlines. Outline when and how often a task needs to be done. (From the scenario: Teachers will implement the reading strategies every day beginning tomorrow.)
Where.
Consider different environments. For example, what will happen in the classroom? At the district office? (From the scenario: In the classroom, teachers will practice using the reading strategies.) Why.
Establish a sense of purpose for activities. (From the scenario: Understanding the importance of the "reasons to celebrate" ritual may help teachers actively participate.)
How.
Ensure that everyone knows in what ways the job will get done. (From the scenario: At times the principal seemed to be the only active participant. The team could agree that everyone participates as equals.)
Even when a school has a vision of shared leadership, teachers may continue to depend too much on the principal. For a variety of reasons teachers may, at times, disengage from leadership activities. Creating shared agreements that specify collective action and individual responsibility is a powerful way to engage teacher leaders.
A group of teachers and the principal assemble for their weekly School Leadership Team meeting to plan for an upcoming professional development day focused on reading strategies. The principal begins by handing out the agenda, which includes outcomes, times, and tasks. As is customary, the team starts with "reasons to celebrate" -- a ritual the principal embedded into the meetings in hopes of inspiring participation and pride. Surprisingly, nobody seems ready to share, so the principal takes a turn by saying... "Our staff has become more data savvy. Our decision to focus our professional development time on reading strategies came straight from the data." After everyone has a chance to share their reasons to celebrate, the principal proceeds with the agenda by taking input and guidance from teachers. After the meeting, the principal feels that teachers weren't fully participating as leaders. Instead, teachers were depending too much on her for leadership. She wonders why and what can be done about it.
SIGNS TEACHERS ARE DISENGAGED FROM LEADERSHIP
When teachers and principals share leadership they are charting a new course. As a community of leaders it can be difficult to know how to proceed. By default everyone falls into old ways of working. Signs that teachers depend too much on the principal for leadership include:
Teachers defer to the principal to make decisions.
Teachers wait to hear the principal's opinion before voicing their own.
Teachers seem stuck in inaction.
Teachers aren't exercising their authority.
Principals should be aware of shifts in participation and attitudes. Once aware they must understand the possible causes.
REASONS TEACHERS DISENGAGE FROM LEADERSHIP
It is not unusual from time to time for teachers to disengage from leadership activities. In fact, until teacher leadership becomes common practice in schools, disengagement is likely. Below are common reasons teachers disengage from leadership.
Traditional ideas of leadership. Teachers' active resistance to leadership may be due to traditional notions of leadership that don't fit well with the culture of teaching. They may view a leader as the lone person "in charge," someone who is the "boss" or "supervisor." Ideas that leaders need an authoritarian, command-and-control personality may cause teachers to reject leadership.
Lack of trust. Teacher leadership requires that both teachers and principals develop new ways of working based on trust. Trusting relationships are marked by open and honest communication, commitment to follow through, and fairness. If teachers don't trust that their leadership efforts will be valued, they will not participate.
Role confusion. When teachers become leaders they must straddle the line between teaching and leading activities. Striking a balance between responsibilities can be difficult, and teachers may fall back on their teacher-only role. Teachers may depend too much on the principal for leadership for a variety of reasons. Fortunately principals can inspire full teacher-leader participation by establishing shared agreements.
STRATEGIES TO ESTABLISH SHARED AGREEMENTS
Shared agreements promote a common understanding of collective action and individual responsibility. They outline policies and procedures for "getting the job done" and help to ease any anxiety teachers may have about leading. To create shared agreements simply address the 5Ws and 1H.
Who.
Establish who is responsible for getting something done. That includes the team and individuals. (From the scenario presented at the start of this article where the staff decided to "focus our professional development time on reading strategies," the team is responsible for planning school improvement efforts, the team creates the agenda, and each member comes prepared to share ideas for the professional development day.)
What.
Be specific about what needs to be done. It is helpful to specify tasks to be accomplished as well as actions to be taken. (From the scenario: Plan a method to illustrate to teachers what the data show about how students are performing in reading.)
When.
Everyone must be aware of deadlines. Outline when and how often a task needs to be done. (From the scenario: Teachers will implement the reading strategies every day beginning tomorrow.)
Where.
Consider different environments. For example, what will happen in the classroom? At the district office? (From the scenario: In the classroom, teachers will practice using the reading strategies.) Why.
Establish a sense of purpose for activities. (From the scenario: Understanding the importance of the "reasons to celebrate" ritual may help teachers actively participate.)
How.
Ensure that everyone knows in what ways the job will get done. (From the scenario: At times the principal seemed to be the only active participant. The team could agree that everyone participates as equals.)
Even when a school has a vision of shared leadership, teachers may continue to depend too much on the principal. For a variety of reasons teachers may, at times, disengage from leadership activities. Creating shared agreements that specify collective action and individual responsibility is a powerful way to engage teacher leaders.
Last wish
Ol' Fred had been a faithful Christian and was in the hospital,near death.
The family called their preacher to stand with them.As the preacher stood next to the bed, Ol' Fred's conditionappeared to deteriorate and he motioned frantically for something to write on.
The pastor lovingly handed him a pen and a piece of paper, andOl' Fred used his last bit of energy to scribble a note, thensuddenly died.
The preacher thought it best not to look at the note at thattime, so he placed it in his jacket pocket.
At the funeral, as he was finishing the message, he realized thathe was wearing the same jacket that he was wearing when Ol' Fred died.
He said, "You know, Ol' Fred handed me a note just beforehe died. I haven't looked at it, but knowing Fred, I'm surethere's a word of inspiration there for us all."
He opened the note, and read, "Please step to your left -- you'restanding on my oxygen tube!"
The family called their preacher to stand with them.As the preacher stood next to the bed, Ol' Fred's conditionappeared to deteriorate and he motioned frantically for something to write on.
The pastor lovingly handed him a pen and a piece of paper, andOl' Fred used his last bit of energy to scribble a note, thensuddenly died.
The preacher thought it best not to look at the note at thattime, so he placed it in his jacket pocket.
At the funeral, as he was finishing the message, he realized thathe was wearing the same jacket that he was wearing when Ol' Fred died.
He said, "You know, Ol' Fred handed me a note just beforehe died. I haven't looked at it, but knowing Fred, I'm surethere's a word of inspiration there for us all."
He opened the note, and read, "Please step to your left -- you'restanding on my oxygen tube!"
Two-pedal driving arrives...
THE year was 1956. Melbourne had secured the Olympic Games, television was launched in Melbourne and Sydney - and Ford released the Customline with automatic transmission.
The sexist ads of the day heralded this innovation as a wonderful thing for the 'little woman' and had headlines like 'Just think – no more stalling!'.
The automatics used on the early Customlines were American-sourced three-speed units and were extremely reliable. Just four years after the introduction of two-pedal driving, Ford launched the new XK Falcon which was also available with the US-designed and built Fordomatic, two-speed unit.
The two-speed autos were superceded in 1965 by the locally-made Borg Warner 35, a three-speed unit which was stronger and able to take the added horsepower and torque of the more powerful Falcon engines of that era. Not to mention the V8s the Falcon would get one year later...
The sexist ads of the day heralded this innovation as a wonderful thing for the 'little woman' and had headlines like 'Just think – no more stalling!'.
The automatics used on the early Customlines were American-sourced three-speed units and were extremely reliable. Just four years after the introduction of two-pedal driving, Ford launched the new XK Falcon which was also available with the US-designed and built Fordomatic, two-speed unit.
The two-speed autos were superceded in 1965 by the locally-made Borg Warner 35, a three-speed unit which was stronger and able to take the added horsepower and torque of the more powerful Falcon engines of that era. Not to mention the V8s the Falcon would get one year later...
Sunday, February 18, 2007
Pupils who fight back are targets for bully
The Age, Melbourne, Pupils who fight back are targets for bully, study finds December 1, 2006 by CHEE CHEE LEUNG
It's not just the mild-mannered that fall victim to school bullies, research shows that "hot-headed" children are at a greater risk of being targeted. A Melbourne study of 400 bullying victims found students who reacted aggressively when provoked were up to 2.6 times more likely to be bullied than the "passive" victim. "There are two types of victims, the traditional passive victim . . . and there are others who tend to fight back," said researcher Jodie Lodge.
"Those that are more likely to react showed up not only as more likely to be bullied, but also more likely to be targeted for teasing by their peers." Children who fought back when bullied were also at a greater risk of remaining a victim of intimidation. "Their reacting perpetuates the cycle, so they get caught up in this bully-victim cycle," Dr Lodge said.
Dr Lodge, from the University of Melbourne's education faculty, said the findings showed that schools needed to ensure they had techniques available to help both types of victims.The results, based on bullying victims aged 10 to 13 years from several metropolitan schools, will be presented today at a university conference.
It's not just the mild-mannered that fall victim to school bullies, research shows that "hot-headed" children are at a greater risk of being targeted. A Melbourne study of 400 bullying victims found students who reacted aggressively when provoked were up to 2.6 times more likely to be bullied than the "passive" victim. "There are two types of victims, the traditional passive victim . . . and there are others who tend to fight back," said researcher Jodie Lodge.
"Those that are more likely to react showed up not only as more likely to be bullied, but also more likely to be targeted for teasing by their peers." Children who fought back when bullied were also at a greater risk of remaining a victim of intimidation. "Their reacting perpetuates the cycle, so they get caught up in this bully-victim cycle," Dr Lodge said.
Dr Lodge, from the University of Melbourne's education faculty, said the findings showed that schools needed to ensure they had techniques available to help both types of victims.The results, based on bullying victims aged 10 to 13 years from several metropolitan schools, will be presented today at a university conference.
Behaviour management
Children would all be brought up perfectly if families would just swap kids. Everyone knows what ought to be done with the neighbor’s kids.
Car Mod of the Day: A DOHC Tank Motor in a Mustang
Jolly, Shimla, INDIA Feb 7 2007, 11:52 am GMTI have seen many mods and have to accept that some of them are really weird. But this one is the worst that I have so far come across.
A car modder named Iowahawk has developed a new mod that would make you pull your hair apart.
He has taken a DOHC tank motor and has replaced the ever-so-cool Mustang Engine with this. I know this is madness, but some people like such kind of madness.
The developer also wants to take it on a ride after the design is complete. Hope he covers 2-3 miles with a gallon of fuel.
Mr. Iowahawk commented that:
"Just thought I’d share some before and after pictures of my Ford GAA tank engine. All aluminum 1100 cubic inch V8 used in WWII Sherman Tanks. These were gas burners rated at 500 HP and 1050 Ft. Lbs. of torque for military service, but are capable of much much more using mostly stock parts. They feature a 60 degree vee, 5.4 bore x 6.0 stroke, 180 degree factory billet cranks, pent roof combustion chambers, shaft driven DOHC’s, 4 valves per cylinder, and dual mags. They are pretty high tech. engines, especially considering they were built in the early 40’s. I’ve been working on getting one of mine going for the last couple of years, and should be cranking it within a week or so. It’s setting in my 70 Mustang right now which I plan on taking on short cruises when finished, 24 gallons of alcohol wont go very far. It is bolted to a heavily modified Powerglide right now. Wilcap ( Pat McGuire ) built the adapter and flexplate for me."
I would love to meet this amazing gentleman who has the brain and the guts to ruin his Mustang by integrating a tank engine in it…!
Via: blogspot
Saturday, February 17, 2007
Boys will be boys but there are ways to better educate them
The Margaret River News, Shane Desiatnik
Research shows that boys have been underachieving at school compared to girls since the 1980s and the gap has increased with time. But a $19.4 million Australian Government initiative called Success For Boys aims to change all that in 1600 schools by 2008 - and four schools in the NSW Blue Mountains will be among the first to implement it.
"Zip it!" That's the first thing University of Western Sydney's boys education expert Peter West tells teachers at professional development workshops to do more of in their lessons.
"Teachers should talk less at the beginning of lessons and get in there and get boys to do something straight away," he said. "Why? Because boys are not as good listeners when it comes to learning. "They like lessons with a structured action focus because they learn best by seeing and doing.
"It's not the same for all boys, but they do have preferred learning styles and these need to be incorporated more in lessons. "It won't disadvantage the girls. In fact, if boys' learning and engagement in class is improved, it will only benefit girls." Federal member for Macquarie Kerry Bartlett, who taught for 25 years and was chairperson of the House of Representatives Standing Committee overseeing an inquiry into the education of boys in 2002, agrees.
"Some people criticised the Standing Committee's recommendations because they thought it would have a negative effect on girls, but it was not putting boys up against girls, it was not a competition," he said. "The aim was to recommend ways to ensure education is tailored to better suit the differing needs of boys and girls." Mr Bartlett said he was staggered by the report's research that found boys are underachieving in average performance at school at a significant level on almost all indicators. The Success For Boys initiative was driven by the report's recommendations and aims to make a real difference in boys education.
Among the schools to secure $10,000 in program funds this year are Katoomba High School, Blue Mountains Grammar School, Our Lady of the Nativity School and St Columba's High School. "Success For Boys works on a number of fronts, including teachers' professional development, producing and sharing successful teaching and assessment strategies to take more advantage of boys' interests and strengths and developing male mentoring systems," Mr Bartlett said.
"It's not that some boys are intrinsically bad, they are just less engaged. "Underperforming boys need to feel a sense of belonging inside the classroom as much as in the playground. "Boys tend to like reading books about adventure, prefer writing about the story rather than describing how characters feel and favour a phonics-based approach to learning literacy."
Peter West stressed the importance of student-teacher relationships for boys. "Using humour to break things up and appealing to boys' interests is very important," he said. "Girls tend to study subjects and boys study teachers. "Writing is another key area to work on. Why? Because boys need to be assessed and tend to be poor at descriptives, yet many teachers like putting those sorts of things in tests. "Assessments are becoming more literacy-based across all key learning areas."
Katoomba High School boys education co-ordinator Lance Bones said the school will use half of their grant in 2007 to develop a formal male mentoring program and the other half will be used to ease the transition from primary to high school. Both programs will target boys who are at risk of underperforming or disengaging from school. "The idea of the mentoring program is to have males as role models within the school community, including teachers and local residents and businesspeople," Mr Bones said.
"It's about the three Rs of relationships, relationships and relationships. "If you don't have a relationship based on respect with boys, you are hitting against a wall. "Each boy has a different learning style and you pick up on this over time. When it clicks, everything works." Mr Bones said the transition program will see boys having trouble settling into high school life bonding together as a group doing a variety of team problem solving workshops.
"I've seen kids at one of these workshops not knowing anyone's names and coming away half an hour later knowing everyone in the group and having a ball. "This can help enormously because being in a new environment with six teachers a day instead of one can put some boys under a lot of pressure." Mr Bones said this will complement current strategies in the school like gifted and talented programs, literacy modules across all key learning areas and after school sessions offered in subjects like maths, industrial arts, drama and music.
"The school achieved excellent results in numeracy and literacy tests for years seven and eight this year and achieved a huge improvement, so we must be doing something right!"
WHAT THE RESEARCH SAYS
*The difference between boys' and girls' average NSW TES (now called UAI) results widened from 0.6 marks in 1981 to 19.4 marks in 1996;
*Research indicates the gap between girls' and boys' performance at school increased between 1994 and 2000;
*About 80 per cent of students suspended or excluded from school are boys and this rate is consistent in each state;
*The gender gap in school retention rates remained stable between 11 and 12 per cent from 1991 to 2001;
*On average, boys do not perform as well as girls in each aspect of literacy, particularly in expressive modes like writing and speaking;
*Only 21 per cent of primary school teachers in Australian schools were male in 2001, down from 26 per cent in 1991; *The senior school curriculum has become more language intensive in all key learning areas and this is likely to be a factor in boys' declining relative performance
(Source: Report on the Inquiry into the Education of Boys, 2002)
Research shows that boys have been underachieving at school compared to girls since the 1980s and the gap has increased with time. But a $19.4 million Australian Government initiative called Success For Boys aims to change all that in 1600 schools by 2008 - and four schools in the NSW Blue Mountains will be among the first to implement it.
"Zip it!" That's the first thing University of Western Sydney's boys education expert Peter West tells teachers at professional development workshops to do more of in their lessons.
"Teachers should talk less at the beginning of lessons and get in there and get boys to do something straight away," he said. "Why? Because boys are not as good listeners when it comes to learning. "They like lessons with a structured action focus because they learn best by seeing and doing.
"It's not the same for all boys, but they do have preferred learning styles and these need to be incorporated more in lessons. "It won't disadvantage the girls. In fact, if boys' learning and engagement in class is improved, it will only benefit girls." Federal member for Macquarie Kerry Bartlett, who taught for 25 years and was chairperson of the House of Representatives Standing Committee overseeing an inquiry into the education of boys in 2002, agrees.
"Some people criticised the Standing Committee's recommendations because they thought it would have a negative effect on girls, but it was not putting boys up against girls, it was not a competition," he said. "The aim was to recommend ways to ensure education is tailored to better suit the differing needs of boys and girls." Mr Bartlett said he was staggered by the report's research that found boys are underachieving in average performance at school at a significant level on almost all indicators. The Success For Boys initiative was driven by the report's recommendations and aims to make a real difference in boys education.
Among the schools to secure $10,000 in program funds this year are Katoomba High School, Blue Mountains Grammar School, Our Lady of the Nativity School and St Columba's High School. "Success For Boys works on a number of fronts, including teachers' professional development, producing and sharing successful teaching and assessment strategies to take more advantage of boys' interests and strengths and developing male mentoring systems," Mr Bartlett said.
"It's not that some boys are intrinsically bad, they are just less engaged. "Underperforming boys need to feel a sense of belonging inside the classroom as much as in the playground. "Boys tend to like reading books about adventure, prefer writing about the story rather than describing how characters feel and favour a phonics-based approach to learning literacy."
Peter West stressed the importance of student-teacher relationships for boys. "Using humour to break things up and appealing to boys' interests is very important," he said. "Girls tend to study subjects and boys study teachers. "Writing is another key area to work on. Why? Because boys need to be assessed and tend to be poor at descriptives, yet many teachers like putting those sorts of things in tests. "Assessments are becoming more literacy-based across all key learning areas."
Katoomba High School boys education co-ordinator Lance Bones said the school will use half of their grant in 2007 to develop a formal male mentoring program and the other half will be used to ease the transition from primary to high school. Both programs will target boys who are at risk of underperforming or disengaging from school. "The idea of the mentoring program is to have males as role models within the school community, including teachers and local residents and businesspeople," Mr Bones said.
"It's about the three Rs of relationships, relationships and relationships. "If you don't have a relationship based on respect with boys, you are hitting against a wall. "Each boy has a different learning style and you pick up on this over time. When it clicks, everything works." Mr Bones said the transition program will see boys having trouble settling into high school life bonding together as a group doing a variety of team problem solving workshops.
"I've seen kids at one of these workshops not knowing anyone's names and coming away half an hour later knowing everyone in the group and having a ball. "This can help enormously because being in a new environment with six teachers a day instead of one can put some boys under a lot of pressure." Mr Bones said this will complement current strategies in the school like gifted and talented programs, literacy modules across all key learning areas and after school sessions offered in subjects like maths, industrial arts, drama and music.
"The school achieved excellent results in numeracy and literacy tests for years seven and eight this year and achieved a huge improvement, so we must be doing something right!"
WHAT THE RESEARCH SAYS
*The difference between boys' and girls' average NSW TES (now called UAI) results widened from 0.6 marks in 1981 to 19.4 marks in 1996;
*Research indicates the gap between girls' and boys' performance at school increased between 1994 and 2000;
*About 80 per cent of students suspended or excluded from school are boys and this rate is consistent in each state;
*The gender gap in school retention rates remained stable between 11 and 12 per cent from 1991 to 2001;
*On average, boys do not perform as well as girls in each aspect of literacy, particularly in expressive modes like writing and speaking;
*Only 21 per cent of primary school teachers in Australian schools were male in 2001, down from 26 per cent in 1991; *The senior school curriculum has become more language intensive in all key learning areas and this is likely to be a factor in boys' declining relative performance
(Source: Report on the Inquiry into the Education of Boys, 2002)
Dear Dad
Dear Dad,
$chool i$ really great. I am making lot$ of friend$ and $tudying very hard. With all my $tuff, I $imply can`t think of anything I need. $o if you would like, you can ju$t $end me a card, a$ I would love to hear from you.
Love,
Your $on
The Reply:
Dear Son,
I kNOw that astroNOmy, ecoNOmics, and oceaNOgraphy are eNOugh to keep even an hoNOr student busy. Do NOt forget that the pursuit of kNOwledge is a NOble task, and you can never study eNOugh.
Love,
Dad
$chool i$ really great. I am making lot$ of friend$ and $tudying very hard. With all my $tuff, I $imply can`t think of anything I need. $o if you would like, you can ju$t $end me a card, a$ I would love to hear from you.
Love,
Your $on
The Reply:
Dear Son,
I kNOw that astroNOmy, ecoNOmics, and oceaNOgraphy are eNOugh to keep even an hoNOr student busy. Do NOt forget that the pursuit of kNOwledge is a NOble task, and you can never study eNOugh.
Love,
Dad
Innovation and range extensions for Ford in '07
Words - Mike Sinclair
Ford Oz boss Tom Gorman says 2007 will be a year of innovation for the local car builder
Ford Australia is looking towards 2007 with a view to "innovation" and extending existing model ranges. They were the key messages from local Blue Oval boss Tom Gorman to media this week as the local auto industry wound down for its traditional Xmas hiatus.
Gorman told CarPoint that the manufacturer would have to be "innovative" with its marketing and approach to selling its existing Falcon and Territory ranges next year.
Though recently facelifted, the Ford large car staple must battle against much newer Holden and Toyota product ahead of a new model not due until early 2008. A new Territory is arguably even further away although a facelift and perhaps turbodiesel engine could arrive as early as mid-2007.
Gorman said the BF MkII was "technically a fantastic car" but that the local automaker would have to deal with "not the freshest sheetmetal".
"We still [have a job] to get the message out about the value story of the Falcon. It [the Falcon] is going to be a challenge from a marketing point of view," Mr Gorman said.
"We have a great product but the pressure will be on us," he said.
According to Mr Gorman, Falcon will be battling for a share of a large car segment that should stabilize around 13.5-14.0 per cent of the total market. Ford Australia is predicting a 2007 new vehicle market on a par with projected total for 2006 -- around 965,000 units.
Gorman said he expected the medium SUV segment to sit at around 6.5-7.0 per cent. He stated that a turbodiesel Territory would mean that the Ford product could compete in the market in its entirety instead of the petrol segment the vehicle was currently limited to.
Mr Gorman called 2006 a "humbling year" drawing reference to the volatility of the local large car market and the necessity of Ford to trim production and staffing. He stated that the company had relied on voluntary redundancies to trim its workforce in preparation for 2007 and was "in a good position" to start the year. Production staffing numbers sit at around 640.
In fact, if the company's market estimates come to fruition it will need to add a small number of overtime days in 2007.
"If the market turns out to be what we think it will be, we will have to work some overtime," Gorman said. "We did our '07 forecast and we took the business below that [staffing level]. We wanted to avoid down days. We had a handful of them this year and [they're] not good for the supply base."
Fords plans for new models in 2007 include the launch of the Ranger light truck in late January. The Ford boss stated that the company would look to build on its model range by extending its existing nameplates though did confirm it was still considering a case for Mondeo.
Citing the example of XR5 and upcoming Focus folding hardtop cabriolet as additions to the Focus range, he said local buyers could also expect "a couple of others."
"We have ideas how we can extend the Fiesta nameplate [to]," Gorman said.
A 2.0-litre engined Fiesta perhaps with a XR4 badge has been hinted at by Ford sources, though Gorman would not be drawn on it.
On the subject of the long-rumoured turbodiesel Territory Gorman said quizzically the model was: "likely as soon as we can get it."
It was noteworthy that the ‘TDI' territory was a subject of discussion the Ford boss readily raised. He labelled the long-rumoured variant "a priority" but would not confirm the project had yet been given the go ahead.
Ford Oz boss Tom Gorman says 2007 will be a year of innovation for the local car builder
Ford Australia is looking towards 2007 with a view to "innovation" and extending existing model ranges. They were the key messages from local Blue Oval boss Tom Gorman to media this week as the local auto industry wound down for its traditional Xmas hiatus.
Gorman told CarPoint that the manufacturer would have to be "innovative" with its marketing and approach to selling its existing Falcon and Territory ranges next year.
Though recently facelifted, the Ford large car staple must battle against much newer Holden and Toyota product ahead of a new model not due until early 2008. A new Territory is arguably even further away although a facelift and perhaps turbodiesel engine could arrive as early as mid-2007.
Gorman said the BF MkII was "technically a fantastic car" but that the local automaker would have to deal with "not the freshest sheetmetal".
"We still [have a job] to get the message out about the value story of the Falcon. It [the Falcon] is going to be a challenge from a marketing point of view," Mr Gorman said.
"We have a great product but the pressure will be on us," he said.
According to Mr Gorman, Falcon will be battling for a share of a large car segment that should stabilize around 13.5-14.0 per cent of the total market. Ford Australia is predicting a 2007 new vehicle market on a par with projected total for 2006 -- around 965,000 units.
Gorman said he expected the medium SUV segment to sit at around 6.5-7.0 per cent. He stated that a turbodiesel Territory would mean that the Ford product could compete in the market in its entirety instead of the petrol segment the vehicle was currently limited to.
Mr Gorman called 2006 a "humbling year" drawing reference to the volatility of the local large car market and the necessity of Ford to trim production and staffing. He stated that the company had relied on voluntary redundancies to trim its workforce in preparation for 2007 and was "in a good position" to start the year. Production staffing numbers sit at around 640.
In fact, if the company's market estimates come to fruition it will need to add a small number of overtime days in 2007.
"If the market turns out to be what we think it will be, we will have to work some overtime," Gorman said. "We did our '07 forecast and we took the business below that [staffing level]. We wanted to avoid down days. We had a handful of them this year and [they're] not good for the supply base."
Fords plans for new models in 2007 include the launch of the Ranger light truck in late January. The Ford boss stated that the company would look to build on its model range by extending its existing nameplates though did confirm it was still considering a case for Mondeo.
Citing the example of XR5 and upcoming Focus folding hardtop cabriolet as additions to the Focus range, he said local buyers could also expect "a couple of others."
"We have ideas how we can extend the Fiesta nameplate [to]," Gorman said.
A 2.0-litre engined Fiesta perhaps with a XR4 badge has been hinted at by Ford sources, though Gorman would not be drawn on it.
On the subject of the long-rumoured turbodiesel Territory Gorman said quizzically the model was: "likely as soon as we can get it."
It was noteworthy that the ‘TDI' territory was a subject of discussion the Ford boss readily raised. He labelled the long-rumoured variant "a priority" but would not confirm the project had yet been given the go ahead.
Thursday, February 15, 2007
A Proposal for Banning Pencils
By Doug Johnson
When it comes to "technology" use in schools, every responsible educator's first concerns should be student safety and educational suitability. I am suggesting that we ban one of the most potentially harmful technologies of all -- the pencil. We must eliminate them from schools because:
A student might use a pencil to poke out the eye of another student.
A student might write a dirty word or, worse yet, a threatening note to another student, with a pencil.
One student might have a mechanical pencil, making those with wooden ones feel bad.
The pencil might get stolen.
Pencils break and need repairing all the time.
Kids who have pencils might doodle instead of working on their assignments or listening to the teacher.
Oh, sure, kids might actually use a pencil to take notes or compose a paper -- but really, what's the chance of that?
Sounds pretty absurd, doesn't it? But listen to the reasons teachers and administrators on our district technology committee gave for banning iPods and MP3 players from the classroom:
They might get stolen.
They make kids who can't afford them feel bad.
Kids might listen to them instead of to the teacher.
Who knows what kinds of lyrics the kids might be listening to?
Kids might listen to test answers.
Oh, sure, kids might actually use them to study, to replay their French vocabulary lesson, or to listen to audio books, an NPR broadcast, or a teacher-created lecture -- but really, what's the chance of that?
I cringe whenever I hear a school "banning" cell phones, student blogs, e-mail, flash drives, chat, personally owned laptops, or game sites. Student access to the Internet itself was hotly debated in the mid-90s. Each of those technologies can and does have positive educational uses. Each of those technologies is a big part of many kids' lives outside of school. And yes, each of these technologies has the potential for misuse.
One of my biggest worries has always been that by denying access in school to technologies that students find useful and meaningful, we make school more and more irrelevant to our "Net Genners." When are we going to learn to use the kids' devices for their benefit rather than invent excuses to outlaw them? My experience is that the more familiar educators are with a new technology, the less likely they are to restrict its use by students. When we old-timers experience a technology's benefit ourselves, the more we understand its benefit to students.
Is an iPod on your holiday wish list?
Add it -- for your students' sake.
When it comes to "technology" use in schools, every responsible educator's first concerns should be student safety and educational suitability. I am suggesting that we ban one of the most potentially harmful technologies of all -- the pencil. We must eliminate them from schools because:
A student might use a pencil to poke out the eye of another student.
A student might write a dirty word or, worse yet, a threatening note to another student, with a pencil.
One student might have a mechanical pencil, making those with wooden ones feel bad.
The pencil might get stolen.
Pencils break and need repairing all the time.
Kids who have pencils might doodle instead of working on their assignments or listening to the teacher.
Oh, sure, kids might actually use a pencil to take notes or compose a paper -- but really, what's the chance of that?
Sounds pretty absurd, doesn't it? But listen to the reasons teachers and administrators on our district technology committee gave for banning iPods and MP3 players from the classroom:
They might get stolen.
They make kids who can't afford them feel bad.
Kids might listen to them instead of to the teacher.
Who knows what kinds of lyrics the kids might be listening to?
Kids might listen to test answers.
Oh, sure, kids might actually use them to study, to replay their French vocabulary lesson, or to listen to audio books, an NPR broadcast, or a teacher-created lecture -- but really, what's the chance of that?
I cringe whenever I hear a school "banning" cell phones, student blogs, e-mail, flash drives, chat, personally owned laptops, or game sites. Student access to the Internet itself was hotly debated in the mid-90s. Each of those technologies can and does have positive educational uses. Each of those technologies is a big part of many kids' lives outside of school. And yes, each of these technologies has the potential for misuse.
One of my biggest worries has always been that by denying access in school to technologies that students find useful and meaningful, we make school more and more irrelevant to our "Net Genners." When are we going to learn to use the kids' devices for their benefit rather than invent excuses to outlaw them? My experience is that the more familiar educators are with a new technology, the less likely they are to restrict its use by students. When we old-timers experience a technology's benefit ourselves, the more we understand its benefit to students.
Is an iPod on your holiday wish list?
Add it -- for your students' sake.
How's the weather?
60 above - People from Alice Springs wear coats, gloves, and wooly hats. Melbourne people sunbathe.
50 above - People from Darwin try to turn on the heat. Melbourne people plant gardens.
40 above - Italian cars won't start. Melbourne people drive with the windows down.
32 above - Melbourne's water gets thicker.
20 above - People from Brisbane shiver uncontrollably. Melbourne people have the last bbq before it gets cold.
15 above - Brisbane landlords finally turn up the heat. Melbourne people throw on a jumper.
0 degrees - Distilled water freezes. Sydney people move to Queensland. Melbourne people lick the flagpole and throw on a light jacket over the jumper.
20 below - People in Alice Spings cease to exist. Melbourne people get out their winter coats.
40 below - Adelaide disintegrates. Melbourne's Girl Scouts begin selling cookies door to door.
60 below - Polar bears begin to evacuate Antarctica. Melbourne's Boy Scouts postpone "Winter Survival" classes until it getscold enough.
80 below - Mount St. Helen's freezes. Melbourne people rent some videos.
100 below - Santa Claus abandons the North Pole. Melbourne people get frustrated when they can't thaw the keg.
297 below - Microbial life survives on dairy products. Victoria's cows complain of farmers with cold hands.
460 below - ALL atomic motion stops. Melbourne people start saying. . ."Cold 'nuff for ya??"
500 below - Hell freezes over. The Melbourne Storm win the NRL Grand Final.
50 above - People from Darwin try to turn on the heat. Melbourne people plant gardens.
40 above - Italian cars won't start. Melbourne people drive with the windows down.
32 above - Melbourne's water gets thicker.
20 above - People from Brisbane shiver uncontrollably. Melbourne people have the last bbq before it gets cold.
15 above - Brisbane landlords finally turn up the heat. Melbourne people throw on a jumper.
0 degrees - Distilled water freezes. Sydney people move to Queensland. Melbourne people lick the flagpole and throw on a light jacket over the jumper.
20 below - People in Alice Spings cease to exist. Melbourne people get out their winter coats.
40 below - Adelaide disintegrates. Melbourne's Girl Scouts begin selling cookies door to door.
60 below - Polar bears begin to evacuate Antarctica. Melbourne's Boy Scouts postpone "Winter Survival" classes until it getscold enough.
80 below - Mount St. Helen's freezes. Melbourne people rent some videos.
100 below - Santa Claus abandons the North Pole. Melbourne people get frustrated when they can't thaw the keg.
297 below - Microbial life survives on dairy products. Victoria's cows complain of farmers with cold hands.
460 below - ALL atomic motion stops. Melbourne people start saying. . ."Cold 'nuff for ya??"
500 below - Hell freezes over. The Melbourne Storm win the NRL Grand Final.
Wednesday, February 14, 2007
"Gold Wrapping Paper"
The story goes that some time ago a mother punished her five year old daughter for wasting a roll of expensive gold wrapping paper. Money was tight and she became even more upset when the child used the gold paper to decorate a box to put under the Christmas tree.
Nevertheless, the little girl brought the gift box to her mother the next morning and then said, "This is for you, Mumma."
The mother was embarrassed by her earlier over reaction, but her anger flared again when she opened the box and found it was empty. She spoke to her daughter in a harsh manner.
"Don't you know, young lady, when you give someone a present there's supposed to be something inside the package?"
She had tears in her eyes and said, "Oh, Mumma, it's not empty! I blew kisses into it until it was full."
The mother was crushed. She fell on her knees and put her arms around her little girl, and she begged her forgiveness for her thoughtless anger.
An accident took the life of the child only a short time later, and it is told that the mother kept that gold box by her bed for all the years of her life. Whenever she was discouraged or faced difficult problems she would open the box and take out an imaginary kiss and remember the love of the child who had put it there.
In a very real sense, each of us, as human beings, have been given a Golden box filled with unconditional love and kisses from our children, family, friends and GOD. There is no more precious possession anyone could hold.
Nevertheless, the little girl brought the gift box to her mother the next morning and then said, "This is for you, Mumma."
The mother was embarrassed by her earlier over reaction, but her anger flared again when she opened the box and found it was empty. She spoke to her daughter in a harsh manner.
"Don't you know, young lady, when you give someone a present there's supposed to be something inside the package?"
She had tears in her eyes and said, "Oh, Mumma, it's not empty! I blew kisses into it until it was full."
The mother was crushed. She fell on her knees and put her arms around her little girl, and she begged her forgiveness for her thoughtless anger.
An accident took the life of the child only a short time later, and it is told that the mother kept that gold box by her bed for all the years of her life. Whenever she was discouraged or faced difficult problems she would open the box and take out an imaginary kiss and remember the love of the child who had put it there.
In a very real sense, each of us, as human beings, have been given a Golden box filled with unconditional love and kisses from our children, family, friends and GOD. There is no more precious possession anyone could hold.
Subscribe to:
Posts (Atom)
