Wednesday, April 30, 2008
Tuesday, April 29, 2008
Schools that work
[ The University of Melbourne Voice Vol. 1, No. 16 15 - 29 October 2007 ]
Research shows size does matter
Bigger is often better when it comes to school performance, writes KATHERINE SMITH.
With VCE exams underway, the public’s attention turns not only to the results of individual students but also to the performance of Victoria’s secondary schools. News reports feature profiles of astonishingly smart teenagers winning valuable and competitive scholarships to prestigious universities.
But beneath the fascination with performance, a vast cache of research and analysis is attempting to document the qualities and contributing factors of excellent school outcomes for students, and the secret recipe for school performance. Associate Professor Stephen Lamb is a member of a research team from the University’s Centre for Post-compulsory Education and Lifelong Learning, based in the Faculty of Education, and has done extensive research into school performance for the Victorian government.
“One of our main findings,” he says, “is that the widely held belief that small schools are better able to nurture students and give them more attention is a mythology.” In fact, from research in Melbourne so far, it seems that size does matter and the opposite is true: bigger schools tend to be better performing schools.
Associate Professor Lamb says that among the key elements determining school performance, financial resources, the socio-economic background of students, strategies for staff placement across the school, and innovative school-based programs, are critical – but that the hierarchy of importance is debatable. “The relationship of size to achievement is one that educational policy-makers need to be very aware of,” says Associate Professor Lamb. “We need to acknowledge that schools below a certain size (about 600 students in an urban school) tend to struggle, and this needs to influence how we manage our schools. “Socio-economic status (SES) is widely accepted as having a big impact on outcomes for school students,” he says.
”And the location of a school within the SES distribution of Melbourne means lower SES schools tend to be in the west, north and outer east. “However, during the course of our research, we observed that some schools with students of lower SES were performing much better than we might have expected, given their overall circumstances, while some of higher SES weren’t doing so well.
“By looking at things like management and resource strategies in those schools that were ‘punching above their weight’, we knew we could identify at least some of the components that make schools work in an urban setting, beyond the SES determinant.” By definition, one of the key advantages that bigger schools have is a larger number of students and more teachers, resulting in a greater capacity to offer a much broader range of programs. But teacher numbers are not the only determining factor; it is how that rich resource is deployed, which is critical.
“More effective schools spread experienced teachers across year levels, paying special attention to student needs in year seven and year eight classrooms, which runs counter to the fairly common practice of focusing resources at VCE,” he explains. “These schools are also very aware of the critical transition from primary to secondary school – a make or break time when some kids can tune out of the educational experience. They also implement strategic intervention programs early, well before an achievement gap can become a chasm.”
Soula Bennett is the Head of Middle Years at Northcote High School, which draws 1320 secondary school students from across the inner north of Melbourne and has established a solid reputation. She says the school recognises the need to “put in the groundwork during the vital middle years, so that students can achieve the results they, and their families and teachers, want at VCE level”. Ms Bennett, who has been teaching mathematics and science for 17 years, says when students arrive in year seven they are curious and enthusiastic but still connecting with the school and need careful nurturing.
By year eight some of them have often become a bit more disengaged – with the school, their parents and teachers – although they still strongly identify with their community of friends. Ms Bennett says that by engaging with them through that time with appropriately friendly and fun but firm support, by year nine, the school can really start to work with them on looking at pathways for their education. Associate Professor Lamb says indicators that schools are effective include positive responses to student questionnaires on teaching and learning, which show them to be engaged both with their education and their school community. In effective schools a significant proportion of students continue beyond year 10; there are good performance outcomes for both Vocational Education and Training (VET) and VCE programs; and a large number of students go on to employment or further education and training after they finish school. Associate Professor Lamb is quick to emphasise that VCE results are not the only ones that matter.
“Schools in the west and north of Melbourne – some of which have typically ‘underperformed’ in VCE results, achieve other valuable outcomes,” he says. This includes students successfully completing school-based apprenticeships in VET programs, or studying for the Victorian Certificate of Applied Learning (a year 11 and 12 program aimed at preparing students for direct entry to the workforce). Significantly these programs tend to work best in larger schools where VCE is “part of the mix”, Associate Professor Lamb explains, with roll-on advantages for all students. Beyond individual student experience, larger issues about public policy and schooling emerge that go to the heart of what public education policy is all about: the chance for students to experience quality in education, no matter what their socio-economic background.
If financial resourcing is only one component of school performance, then the management strategies of schools in the public sector – typically funded up to two to three times less than many private schools according to Associate Professor Lamb – matter enormously, and present social justice challenges for policy-makers. “When we look at schools in the private sector that have demonstrated success, we can see they are almost always big schools,” he says. “We see that ‘funding per student’ is only one issue: also important is ensuring a critical mass of students and staff to ensure program choice and subject breadth, facilitating an education experience that suits the inclination and capacity of each student.”
The trend over the past three decades in Victoria, he explains, has been towards the privatisation and marketisation of public sector schools, in a way that encourages public schools to compete against one another and act like those in the private sector, with independent governing bodies, and a fair degree of freedom in how budgets are allocated and procedures managed. More importantly, zoning has all but disappeared from the public education platform, meaning parents have much greater choice in choosing a school for their child – or not choosing a local school, as the case may be. Many of the changes that have been made in public education over this time of ‘reform’ have been well-intentioned, attempts to purge mediocrity from the system and deliver practical and relevant education. But as in all complex policy choices, some of the impact has been unforeseen, and unfortunate.
“Large, high-performing schools use their ability to attract high-performing students as a platform to grow their success, while other schools experience residualisation,” Associate Professor Lamb says. “A smaller, less effective school loses its best students, ending up with the hardest-to-teach kids, and has to spread funds thinly across fewer programs. This restricts choice for students, who not surprisingly don’t do so well in subjects they’re not ¬really into, and the whole cycle goes around and is reinforced.” Some of the impetus behind government concern over school performance comes from a societal shift in expectations of education and the role of schools, alongside increased parental anxiety about their children’s future success, according to Associate Professor Julie McLeod, of the University’s Faculty of Education.
The extent to which schools provide genuine opportunities for social mobility, particularly for working class and low SES students to move up the social hierarchy, remains an ongoing concern. “Educational sociologists are now finding that growing numbers of parents today are increasingly concerned about the threat of downward mobility, and the possibility that their children will not fare as well or be as well off as they have been themselves,” she says. Parents want to protect themselves and their children from this trend, and ¬responses such as ‘value-adding’ to children’s education with extra out-of-school activities are commonplace.
Additionally, changes in the economy and the sorts of jobs that will be available in the future are unsettling for parents, and it becomes harder to assess where certain sorts of training and careers fit in the social hierarchy.
“Schools come under increasing pressure to solve these problems for parents, with education often becoming more and more focused on career outcomes and university entrance,” says Associate Professor McLeod. Although she says the same anxieties are not necessarily shared during their school years by students themselves, whom, she says, can be much more concerned with developing a sense of who they are and the interpersonal and relational dimensions of their schooling experiences. Associate Professor McLeod, with colleague Professor Lyn Yates, has been looking at how different school cultures can impact upon students’ sense of self and values – how schools contribute to the shaping of young people into adults.
She says that students on the whole have an “accumulating sense of self” which is developed over the length of schooling and through the full range of formal and informal curricula, including how home, community and school values do or don’t come together. “Students seem to feel better about themselves and their school when they have a strong sense of purpose about their education, and are not entirely results-driven – when they can see what the result is for, rather than seeing it as an end in itself,” she says.
Research shows size does matter
Bigger is often better when it comes to school performance, writes KATHERINE SMITH.
With VCE exams underway, the public’s attention turns not only to the results of individual students but also to the performance of Victoria’s secondary schools. News reports feature profiles of astonishingly smart teenagers winning valuable and competitive scholarships to prestigious universities.
But beneath the fascination with performance, a vast cache of research and analysis is attempting to document the qualities and contributing factors of excellent school outcomes for students, and the secret recipe for school performance. Associate Professor Stephen Lamb is a member of a research team from the University’s Centre for Post-compulsory Education and Lifelong Learning, based in the Faculty of Education, and has done extensive research into school performance for the Victorian government.
“One of our main findings,” he says, “is that the widely held belief that small schools are better able to nurture students and give them more attention is a mythology.” In fact, from research in Melbourne so far, it seems that size does matter and the opposite is true: bigger schools tend to be better performing schools.
Associate Professor Lamb says that among the key elements determining school performance, financial resources, the socio-economic background of students, strategies for staff placement across the school, and innovative school-based programs, are critical – but that the hierarchy of importance is debatable. “The relationship of size to achievement is one that educational policy-makers need to be very aware of,” says Associate Professor Lamb. “We need to acknowledge that schools below a certain size (about 600 students in an urban school) tend to struggle, and this needs to influence how we manage our schools. “Socio-economic status (SES) is widely accepted as having a big impact on outcomes for school students,” he says.
”And the location of a school within the SES distribution of Melbourne means lower SES schools tend to be in the west, north and outer east. “However, during the course of our research, we observed that some schools with students of lower SES were performing much better than we might have expected, given their overall circumstances, while some of higher SES weren’t doing so well.
“By looking at things like management and resource strategies in those schools that were ‘punching above their weight’, we knew we could identify at least some of the components that make schools work in an urban setting, beyond the SES determinant.” By definition, one of the key advantages that bigger schools have is a larger number of students and more teachers, resulting in a greater capacity to offer a much broader range of programs. But teacher numbers are not the only determining factor; it is how that rich resource is deployed, which is critical.
“More effective schools spread experienced teachers across year levels, paying special attention to student needs in year seven and year eight classrooms, which runs counter to the fairly common practice of focusing resources at VCE,” he explains. “These schools are also very aware of the critical transition from primary to secondary school – a make or break time when some kids can tune out of the educational experience. They also implement strategic intervention programs early, well before an achievement gap can become a chasm.”
Soula Bennett is the Head of Middle Years at Northcote High School, which draws 1320 secondary school students from across the inner north of Melbourne and has established a solid reputation. She says the school recognises the need to “put in the groundwork during the vital middle years, so that students can achieve the results they, and their families and teachers, want at VCE level”. Ms Bennett, who has been teaching mathematics and science for 17 years, says when students arrive in year seven they are curious and enthusiastic but still connecting with the school and need careful nurturing.
By year eight some of them have often become a bit more disengaged – with the school, their parents and teachers – although they still strongly identify with their community of friends. Ms Bennett says that by engaging with them through that time with appropriately friendly and fun but firm support, by year nine, the school can really start to work with them on looking at pathways for their education. Associate Professor Lamb says indicators that schools are effective include positive responses to student questionnaires on teaching and learning, which show them to be engaged both with their education and their school community. In effective schools a significant proportion of students continue beyond year 10; there are good performance outcomes for both Vocational Education and Training (VET) and VCE programs; and a large number of students go on to employment or further education and training after they finish school. Associate Professor Lamb is quick to emphasise that VCE results are not the only ones that matter.
“Schools in the west and north of Melbourne – some of which have typically ‘underperformed’ in VCE results, achieve other valuable outcomes,” he says. This includes students successfully completing school-based apprenticeships in VET programs, or studying for the Victorian Certificate of Applied Learning (a year 11 and 12 program aimed at preparing students for direct entry to the workforce). Significantly these programs tend to work best in larger schools where VCE is “part of the mix”, Associate Professor Lamb explains, with roll-on advantages for all students. Beyond individual student experience, larger issues about public policy and schooling emerge that go to the heart of what public education policy is all about: the chance for students to experience quality in education, no matter what their socio-economic background.
If financial resourcing is only one component of school performance, then the management strategies of schools in the public sector – typically funded up to two to three times less than many private schools according to Associate Professor Lamb – matter enormously, and present social justice challenges for policy-makers. “When we look at schools in the private sector that have demonstrated success, we can see they are almost always big schools,” he says. “We see that ‘funding per student’ is only one issue: also important is ensuring a critical mass of students and staff to ensure program choice and subject breadth, facilitating an education experience that suits the inclination and capacity of each student.”
The trend over the past three decades in Victoria, he explains, has been towards the privatisation and marketisation of public sector schools, in a way that encourages public schools to compete against one another and act like those in the private sector, with independent governing bodies, and a fair degree of freedom in how budgets are allocated and procedures managed. More importantly, zoning has all but disappeared from the public education platform, meaning parents have much greater choice in choosing a school for their child – or not choosing a local school, as the case may be. Many of the changes that have been made in public education over this time of ‘reform’ have been well-intentioned, attempts to purge mediocrity from the system and deliver practical and relevant education. But as in all complex policy choices, some of the impact has been unforeseen, and unfortunate.
“Large, high-performing schools use their ability to attract high-performing students as a platform to grow their success, while other schools experience residualisation,” Associate Professor Lamb says. “A smaller, less effective school loses its best students, ending up with the hardest-to-teach kids, and has to spread funds thinly across fewer programs. This restricts choice for students, who not surprisingly don’t do so well in subjects they’re not ¬really into, and the whole cycle goes around and is reinforced.” Some of the impetus behind government concern over school performance comes from a societal shift in expectations of education and the role of schools, alongside increased parental anxiety about their children’s future success, according to Associate Professor Julie McLeod, of the University’s Faculty of Education.
The extent to which schools provide genuine opportunities for social mobility, particularly for working class and low SES students to move up the social hierarchy, remains an ongoing concern. “Educational sociologists are now finding that growing numbers of parents today are increasingly concerned about the threat of downward mobility, and the possibility that their children will not fare as well or be as well off as they have been themselves,” she says. Parents want to protect themselves and their children from this trend, and ¬responses such as ‘value-adding’ to children’s education with extra out-of-school activities are commonplace.
Additionally, changes in the economy and the sorts of jobs that will be available in the future are unsettling for parents, and it becomes harder to assess where certain sorts of training and careers fit in the social hierarchy.
“Schools come under increasing pressure to solve these problems for parents, with education often becoming more and more focused on career outcomes and university entrance,” says Associate Professor McLeod. Although she says the same anxieties are not necessarily shared during their school years by students themselves, whom, she says, can be much more concerned with developing a sense of who they are and the interpersonal and relational dimensions of their schooling experiences. Associate Professor McLeod, with colleague Professor Lyn Yates, has been looking at how different school cultures can impact upon students’ sense of self and values – how schools contribute to the shaping of young people into adults.
She says that students on the whole have an “accumulating sense of self” which is developed over the length of schooling and through the full range of formal and informal curricula, including how home, community and school values do or don’t come together. “Students seem to feel better about themselves and their school when they have a strong sense of purpose about their education, and are not entirely results-driven – when they can see what the result is for, rather than seeing it as an end in itself,” she says.
Monday, April 28, 2008
Fishing
Three men were sitting on a park bench. The one in the middle was reading a newspaper; the others were pretending to fish. They baited imaginary hooks, cast lines, and reeled in their catch.
A passing policeman stopped to watch the spectacle and asked the man in the middle if he new the other two.
“Oh yes” he said. “They ‘re my friends.”
“In that case,” warned the officer, “There's a storm coming - you’d better get them out of here!”
“Yes, sir” the man replied, and he began rowing furiously.
A passing policeman stopped to watch the spectacle and asked the man in the middle if he new the other two.
“Oh yes” he said. “They ‘re my friends.”
“In that case,” warned the officer, “There's a storm coming - you’d better get them out of here!”
“Yes, sir” the man replied, and he began rowing furiously.
Sunday, April 27, 2008
Saturday, April 26, 2008
5 Tips to Help Become a Hero in your School Community
by Rene Godefroy
A few years ago, I returned to my impoverished village in Haiti. Many in the village came to see me -- the tiny and diseased child they didn't expect to make it. Some of them used to call me Souyen and kokobay -- words that mean "crippled." A man from the village, Alfred, reminded the people how they treated me. "Today" He said, "He returns as our village hero." I am sure you, too, may already be a village hero in your own way. In my case, it was the final result of personal responsibility, and a combination of strategies that prompted Alfred to call me a "Village Hero."
Let me share five of those strategies with you:
1. Practice Self-Discipline. Do you ever wonder why some have too much and others are barely surviving? The answer - discipline and self-sacrifice. Success, however you define it, is easy. But you gotta be consistent. My guess is there are a few things you could do to achieve more results in your life. Although you know what they are, you still neglect them. But listen: to be successful, you must do the uncomfortable now in order to be comfortable later.
2. Lift Up Others. Think of yourself as a pebble, and those you know as ponds. Give a little encouragement and you become a pebble in the pond. The ripples are endless. Someone you know is silently struggling and needs some uplifting words. It may be a minor detail to you, but to them, it's a big boost. You can't lift anyone up while lying on the ground. Say something nice and observe how you feel. Encouragement and feel-good words are free. Why not give them generously? Be a village hero, lift somebody up!
3. Be A Go-Getter & A Go-Giver. Maintain a balance. Take, but ask yourself, "What do I have to give?" Give a little encouragement, a little time, a little attention, and the gift of truly listening. When you can afford it, give a little money, too -- maybe by dropping a quarter in that cup or sending flowers. Everyone has something to give. Avoid being called a user. Give a little and you shall receive a lot.
4. Take Responsibility. When we mess up, we need to fess up, fix it up and move on! Stop blaming! Some of us blame past circumstances for our failure. Big deal! My childhood was very depressing and the outlook dim, but I couldn't let that determine my future. Here's what I read recently, "our background and circumstances may influence who we are, but we are responsible for what we become."
5. Be Humble. Never be too big that you can't identify with those in the lower rung of the ladder. We are all made of the same stuff regardless of our rank or position. It is said that you can always tell a big person by the way he or she treats little people.
A few years ago, I returned to my impoverished village in Haiti. Many in the village came to see me -- the tiny and diseased child they didn't expect to make it. Some of them used to call me Souyen and kokobay -- words that mean "crippled." A man from the village, Alfred, reminded the people how they treated me. "Today" He said, "He returns as our village hero." I am sure you, too, may already be a village hero in your own way. In my case, it was the final result of personal responsibility, and a combination of strategies that prompted Alfred to call me a "Village Hero."
Let me share five of those strategies with you:
1. Practice Self-Discipline. Do you ever wonder why some have too much and others are barely surviving? The answer - discipline and self-sacrifice. Success, however you define it, is easy. But you gotta be consistent. My guess is there are a few things you could do to achieve more results in your life. Although you know what they are, you still neglect them. But listen: to be successful, you must do the uncomfortable now in order to be comfortable later.
2. Lift Up Others. Think of yourself as a pebble, and those you know as ponds. Give a little encouragement and you become a pebble in the pond. The ripples are endless. Someone you know is silently struggling and needs some uplifting words. It may be a minor detail to you, but to them, it's a big boost. You can't lift anyone up while lying on the ground. Say something nice and observe how you feel. Encouragement and feel-good words are free. Why not give them generously? Be a village hero, lift somebody up!
3. Be A Go-Getter & A Go-Giver. Maintain a balance. Take, but ask yourself, "What do I have to give?" Give a little encouragement, a little time, a little attention, and the gift of truly listening. When you can afford it, give a little money, too -- maybe by dropping a quarter in that cup or sending flowers. Everyone has something to give. Avoid being called a user. Give a little and you shall receive a lot.
4. Take Responsibility. When we mess up, we need to fess up, fix it up and move on! Stop blaming! Some of us blame past circumstances for our failure. Big deal! My childhood was very depressing and the outlook dim, but I couldn't let that determine my future. Here's what I read recently, "our background and circumstances may influence who we are, but we are responsible for what we become."
5. Be Humble. Never be too big that you can't identify with those in the lower rung of the ladder. We are all made of the same stuff regardless of our rank or position. It is said that you can always tell a big person by the way he or she treats little people.
Friday, April 25, 2008
Contacts
This guy was pulled over for running a stop sign. When the cop checked the man's driver's license, he said, "You're wearing glasses on your ID and you're not now. I'm going to have to give you a ticket."
The guy said, "Officer, I have contacts."
The cop said, "Look, buddy, I don't care who you know, ... I'm giving you a ticket."
The guy said, "Officer, I have contacts."
The cop said, "Look, buddy, I don't care who you know, ... I'm giving you a ticket."
Thursday, April 24, 2008
Wednesday, April 23, 2008
Compromise
"For as long as we possibly can, we make a compromise. We try to live both lives - the dependent tribal life and the independent personal life - as contradictory and opposite as they are."
"We want approval from others. We want to be accepted and popular. We seek this comfort to overcome our fear and feel more secure. ...So, at times when we conform, we don’t feel the fear of living. But we might lose the new sense of adventure, discovery, daring and enthusiasm for life that the questioning and questing have brought us."
"Nature never repeats herself, and the possibilities of one human soul will never be found in another." - Elizabeth Cady Stanton
"We want approval from others. We want to be accepted and popular. We seek this comfort to overcome our fear and feel more secure. ...So, at times when we conform, we don’t feel the fear of living. But we might lose the new sense of adventure, discovery, daring and enthusiasm for life that the questioning and questing have brought us."
"Nature never repeats herself, and the possibilities of one human soul will never be found in another." - Elizabeth Cady Stanton
Tuesday, April 22, 2008
Desert cooling
There once was a "smart guy," a "not that smart guy," and an all round "not smart at all guy." They were going to cross the Sahara Desert.
The "smart guy" says, "meet here in an hour with something useful to cross the desert with!"
Later on an hour passes. The "smart guy" says I brought some ice packs to keep our heads cool, the "not so smart guy" says I brought a pail of water to keep us hydrated.
The "not smart at all guy" says, "I brought a car door so I can roll the window down when it gets hot!"
The "smart guy" says, "meet here in an hour with something useful to cross the desert with!"
Later on an hour passes. The "smart guy" says I brought some ice packs to keep our heads cool, the "not so smart guy" says I brought a pail of water to keep us hydrated.
The "not smart at all guy" says, "I brought a car door so I can roll the window down when it gets hot!"
Monday, April 21, 2008
Corporate Colours
The non-alphanumeric colurs
Now for a quick look at the ‘fleet’ colours that were offered by Ford on the GT. ‘Fleet’ colours were those available in the Ford paint catalogue that were not commercial or ‘corporate’ colours.
XR GT
Z782, Russet Bronze metallic - 1
XT GT
None
XW GT
Y145, Woodsman green - 2
Now for a quick look at the ‘fleet’ colours that were offered by Ford on the GT. ‘Fleet’ colours were those available in the Ford paint catalogue that were not commercial or ‘corporate’ colours.
XR GT
Z782, Russet Bronze metallic - 1
XT GT
None
XW GT
Y145, Woodsman green - 2
Sunday, April 20, 2008
In the Balance: The Future of Australia’s Primary Schools
Max Angus, Harriet Olney & John Ainley
Released this week, this study, (funded via the Department of Education, Science & Training, commissioned by the Australian Primary Principals’ Association and conducted by a research team from Edith Cowan University and the Australian Council for Educational Research), is the fourth in a series of studies investigating the resourcing of Australia’s primary schools.
The first study surveyed the views of principals, the second explored relative levels of funding for primary and secondary schooling from the nineteenth century to the present; and the third presented intensive case studies of resourcing in 30 schools. This study builds on those earlier studies and examines the capacity of Australian primary schools to meet the challenges facing them.
Sadly, the findings conclude that Australian primary schools do not have sufficient resources to achieve fully the goals set for them by government. In many of the schools serving low socio-economic communities, the shortage is acute.
However, the report also finds that some of the challenges facing primary schools are not due to a resource insufficiency: and explores a range of implications relating to such aspects as: curriculum content and time allocation; staffing recruitment difficulties in respect both of permanent and relief teachers; impacts of students with special learning needs; impacts of communities with high proportions of low SES families and students; etc.
Given that the overall policy document for education is the National Goals for Schooling in the 21st Century (1999) adopted by the national council of Education Ministers (MCEETYA), the report addresses its sixteen recommendations primarily for their consideration and action to progress the issues.
Download the report at: http://www.jhonline.net/images/appa/inthebalance2007.pdf
Released this week, this study, (funded via the Department of Education, Science & Training, commissioned by the Australian Primary Principals’ Association and conducted by a research team from Edith Cowan University and the Australian Council for Educational Research), is the fourth in a series of studies investigating the resourcing of Australia’s primary schools.
The first study surveyed the views of principals, the second explored relative levels of funding for primary and secondary schooling from the nineteenth century to the present; and the third presented intensive case studies of resourcing in 30 schools. This study builds on those earlier studies and examines the capacity of Australian primary schools to meet the challenges facing them.
Sadly, the findings conclude that Australian primary schools do not have sufficient resources to achieve fully the goals set for them by government. In many of the schools serving low socio-economic communities, the shortage is acute.
However, the report also finds that some of the challenges facing primary schools are not due to a resource insufficiency: and explores a range of implications relating to such aspects as: curriculum content and time allocation; staffing recruitment difficulties in respect both of permanent and relief teachers; impacts of students with special learning needs; impacts of communities with high proportions of low SES families and students; etc.
Given that the overall policy document for education is the National Goals for Schooling in the 21st Century (1999) adopted by the national council of Education Ministers (MCEETYA), the report addresses its sixteen recommendations primarily for their consideration and action to progress the issues.
Download the report at: http://www.jhonline.net/images/appa/inthebalance2007.pdf
Saturday, April 19, 2008
Sales technique
The top toothbrush salesman at the company was asked by his boss how he managed to sell so many brushes. He replied "It's easy" and he pulled out his card table, setting his display of brushes on top. He told his boss, I lay the brushes out like this, and then I put out some potato chips and dip to draw in the customers.
He laid out his chips and dip. His boss said, "That's a very innovative approach" and took one of the chips, dipped it, and stuck it in his mouth.
"Yuck, this tastes terrible!" his boss yelled.
The salesman replied "IT IS! Want to buy a toothbrush?"
He laid out his chips and dip. His boss said, "That's a very innovative approach" and took one of the chips, dipped it, and stuck it in his mouth.
"Yuck, this tastes terrible!" his boss yelled.
The salesman replied "IT IS! Want to buy a toothbrush?"
Friday, April 18, 2008
Corporate Colours
Y314, Rothmans Filter Blue
Another mystery. Why did Rothmans have two blues ?
Y340, Hughes Blue
What Hughes ? Hughes Aircraft Corporation perhaps ?
Y356, Kwikasair Violet
At last, something we do know about. Kwikasair is a trucking and freight company, know for its brightly painted trucks.
So, what could be better than having your XB GT painted Kwikasair Violet ?
Another mystery. Why did Rothmans have two blues ?
Y340, Hughes Blue
What Hughes ? Hughes Aircraft Corporation perhaps ?
Y356, Kwikasair Violet
At last, something we do know about. Kwikasair is a trucking and freight company, know for its brightly painted trucks.
So, what could be better than having your XB GT painted Kwikasair Violet ?
Thursday, April 17, 2008
Patience
"Patience is the ability to idle your motor when you feel like stripping your gears." - Barbara Johnson, literary critic and professor
Wednesday, April 16, 2008
Motel
When a fellow called a motel and asked how much they charged for a room, the clerk told him that the rates depended on room size and number of people. “Do you take children?” the man asked.
“No, sir,” replied the clerk. “Only cash and credit cards.”
“No, sir,” replied the clerk. “Only cash and credit cards.”
Tuesday, April 15, 2008
Corporate Colours
Y308, Budget Green
Could Budget be the car rental people ? Did they, like Avis, have a ‘corporate’ colour ?
Could Budget be the car rental people ? Did they, like Avis, have a ‘corporate’ colour ?
Monday, April 14, 2008
The Seven C's Of Success
by Brian Tracey
Clarity - Eighty percent of success comes from being clear on who you are, what you believe in and what you want.
Competence - You can't climb to the next rung on the ladder until you are excellent at what you do now.
Constraints - Eighty percent of all obstacles to success come from within. Find out what is constraining in you or your company and deal with it.
Concentration - The ability to focus on one thing single- mindedly and see it through until it's done takes more character than anything else.
Creativity - Flood your life with ideas from many sources. Creativity needs to be exercised like a muscle, if you don't use it you'll lose it.
Courage - Most in demand and least in supply, courage is the willingness to do the things you know are right.
Continuous learning -- Read, at the very least, one book a week on leadership to keep you abreast of new trends. And just as you eat and bathe, organize your time so you spend 30 minutes a day exploring e-mail, sending messages, going through web sites, because like exercise, it's the only way you can keep on top of technology.
Clarity - Eighty percent of success comes from being clear on who you are, what you believe in and what you want.
Competence - You can't climb to the next rung on the ladder until you are excellent at what you do now.
Constraints - Eighty percent of all obstacles to success come from within. Find out what is constraining in you or your company and deal with it.
Concentration - The ability to focus on one thing single- mindedly and see it through until it's done takes more character than anything else.
Creativity - Flood your life with ideas from many sources. Creativity needs to be exercised like a muscle, if you don't use it you'll lose it.
Courage - Most in demand and least in supply, courage is the willingness to do the things you know are right.
Continuous learning -- Read, at the very least, one book a week on leadership to keep you abreast of new trends. And just as you eat and bathe, organize your time so you spend 30 minutes a day exploring e-mail, sending messages, going through web sites, because like exercise, it's the only way you can keep on top of technology.
Sunday, April 13, 2008
Saturday, April 12, 2008
Corporate Colours
Y310, S.T.C. Yellow
Nothing is known about this one, not even what S.T.C. stands for.
Nothing is known about this one, not even what S.T.C. stands for.
Friday, April 11, 2008
Slow down and enjoy
"Adopt the pace of nature, her secret is patience." -- Ralph Waldo Emerson
Racing through life is very stressful. If we stay in high gear too long, we lose our ability to shift down. And when we're stressed, we can't access happiness, appreciation, fun, compassion, generosity, awareness of beauty and other wonderful qualities. High stress also triggers negative emotions like frustration, impatience, anger and fear.
Life has so much to offer if we will slow down and truly experience it. We must always remember that we are the ones in control of the accelerator. We CAN choose to brake.
"Slow down and enjoy life. It's not only the scenery you miss by going too fast -- you also miss the sense of where you are going and why." -- Eddie Cantor
Racing through life is very stressful. If we stay in high gear too long, we lose our ability to shift down. And when we're stressed, we can't access happiness, appreciation, fun, compassion, generosity, awareness of beauty and other wonderful qualities. High stress also triggers negative emotions like frustration, impatience, anger and fear.
Life has so much to offer if we will slow down and truly experience it. We must always remember that we are the ones in control of the accelerator. We CAN choose to brake.
"Slow down and enjoy life. It's not only the scenery you miss by going too fast -- you also miss the sense of where you are going and why." -- Eddie Cantor
Thursday, April 10, 2008
THE CAT
One day, a cat dies of natural causes and goes to heaven, where he meets the Lord Himself.
The Lord says to the cat, "You lived a good life, and if there is any way I can make your stay in heaven more comfortable, please let me know."
The cat thinks for a moment and says, "Lord, all my life I have lived with a poor family and had to sleep on a hard wooden floor."
The Lord stops the cat and says, "Say no more," and a wonderful, fluffy pillow appears.
A few days later, six mice are killed in a tragic farming accident, and all of them go to heaven.
Again, the Lord is there to greet them with the same offer.
The mice answer, "All our lives we have been chased.
We have had to run from cats, dogs, and even women with brooms.
Running, running, running; we're tired of running.
Do you think we could have roller skates so that we don't have to run anymore?"
The Lord says, "Say no more" and fits each mouse with beautiful new roller skates.
Week later, the Lord stops by to see the cat and finds him snoozing on the pillow.
The Lord gently wakes the cat and asks him, "How are things since you got here?"
The cat stretches and yawns, then replies, "It is wonderful here.
Better than I could have ever expected. And those 'Meals On Wheels' you've been sending by are the best!"
The Lord says to the cat, "You lived a good life, and if there is any way I can make your stay in heaven more comfortable, please let me know."
The cat thinks for a moment and says, "Lord, all my life I have lived with a poor family and had to sleep on a hard wooden floor."
The Lord stops the cat and says, "Say no more," and a wonderful, fluffy pillow appears.
A few days later, six mice are killed in a tragic farming accident, and all of them go to heaven.
Again, the Lord is there to greet them with the same offer.
The mice answer, "All our lives we have been chased.
We have had to run from cats, dogs, and even women with brooms.
Running, running, running; we're tired of running.
Do you think we could have roller skates so that we don't have to run anymore?"
The Lord says, "Say no more" and fits each mouse with beautiful new roller skates.
Week later, the Lord stops by to see the cat and finds him snoozing on the pillow.
The Lord gently wakes the cat and asks him, "How are things since you got here?"
The cat stretches and yawns, then replies, "It is wonderful here.
Better than I could have ever expected. And those 'Meals On Wheels' you've been sending by are the best!"
Wednesday, April 09, 2008
Corporate Colours
Y299, C.U.B. Brown
Carlton United Breweries are the brewers of, amongst others, Fosters. What is C.U.B. Brown ?
Here is a Carlton drinks tray. Could this be C.U.B. Brown ?
As a further matter of interest regarding C.U.B. Brown, here is a 1963 EH Holden that was a prize giveaway car by Carlton United Breweries with a custom interior. Is either the interior, or the exterior C.U.B. Brown ?
Carlton United Breweries are the brewers of, amongst others, Fosters. What is C.U.B. Brown ?
Here is a Carlton drinks tray. Could this be C.U.B. Brown ?
As a further matter of interest regarding C.U.B. Brown, here is a 1963 EH Holden that was a prize giveaway car by Carlton United Breweries with a custom interior. Is either the interior, or the exterior C.U.B. Brown ?
Tuesday, April 08, 2008
Rekindle the Spirit
by Sandra Harris, an associate professor in the educational leadership program at Lamar University in Beaumont, Texas.
At a recent meeting of principals the speaker shared a list that began You might be a school principal if…
…you want to slap the next person who says, "Must be nice to have your summers free."
You might be a school principal if you can tell it's a full moon without even looking outside.
You might be a school principal if you believe the staff room should be equipped with a Valium salt lick.
When our speaker finished reading the list of "if" statements, many of which brought smiles of agreement or recognition from the principals gathered in the room, one of the attendees spoke up: "You might be a principal if you begin to cry before you even open the newspaper."
THE NEED FOR ENCOURAGEMENT
If there was ever an entity that needed encouragement, today's public schools are it. Every day the newspaper is full of discouraging news about how our schools are failing students. Headlines highlight our shortcomings. Editorials decry our faults. While all good principal know there is always room for improvement, we also know that many wonderful successes happen on our campuses each day. Because of all the negative publicity schools have been getting, we have taken on another large new responsibility. Today's principals must be cheerleaders -- encouraging teachers, students, and the larger school community.
Albert Schweitzer said that encouragement rekindles the spirit. As principals, we strengthen the foundation of respect for our schools, and encourage the good work that occurs every day in the lives of our students, when our actions rekindle the spirit of teachers and students. We do that in many ways. Here are just 10 of the ways in which good principals everywhere encourage the people on their campuses:
YOU MIGHT BE A SCHOOL PRINCIPAL IF…
YOU DO THESE TEN THINGS
Get to know your staff and your students. Getting to know your staff and students is the first step in being able to encourage them. How else will you notice if something is different? Is a normally cheerful, outgoing student, quiet and withdrawn? Is a teacher who always comes to school early, suddenly arriving late?
Take advantage of those "duty" times when you are in the grounds, and in the staffroom, to talk with students and teachers, and to find out about their lives.
Keep a notebook of concerns. When you hear of concerns that a student or staff member has, write them down in a notebook and keep that notebook close at hand. Read through the notebook every couple days to be reminded of the stressors that people in your school experience. Then write a note, send an e-mail, leave a voice mail, or inquire face to face about their well being. Many times just knowing that you care can be a great encourager in difficult times.
Just say "No" to deficit thinking. When principals emphasize teacher talents, rather than deficits, teachers, in turn, emphasize student talents, rather than deficits. When you go in a classroom on a walk-through, train yourself to look first for what is working. Then look for what needs to improve. Ask teachers to do the same when they evaluate students. Always have them identify a student's strengths first, then identify areas where improvement is needed.
Emphasize potential, not peril. Students should never be labelled "at risk." That terminology alone suggests a perilous outcome and often pre-determines that kids will fail. If you must use a label, you should consider them "at-potential." Being at-potential suggests that something good is about to happen and gives us all -- principals, teachers, and students -- something wonderful to work toward. The same goes for the teachers on your staff. You will never save a teacher who is not doing well by thinking "how can I get rid of him?" Instead, you should be thinking "What can I do to help him reach his potential?"
Build confidence. Principals build confidence when they share their success stories. That is especially important today, when a school can be labelled "low performing" or "unacceptable" even if just one small segment of the school population does not do as well as expected on state-mandated testing, in attendance, or in some other way. Despite what the media might have us believe, sharing success stories does not negate the areas where we need to improve. In fact, remembering our successes helps faculty and students have more confidence that they can meet the new challenges that face them.
Structure for collaboration. The old adage "Two heads are better than one" expresses perfectly the benefits that result when faculty and students work together in a collaborative effort. It's one thing for principals to encourage this type of work with frequent reminders, but it's even more important to structure times during the school day that allow for group planning and idea sharing. One high school holds "Lunch and Learn" meetings every two weeks where teachers and administrators share ideas and continue professional development activities. That same school has a student-mentoring program in which older students mentor younger students in academic subjects. Another principal puts information that he used to share at staff meetings in a written memo in order to free up monthly faculty meetings for idea sharing.
Let staff and students see you work. You know how hard you work, and I know how hard you work, but your work is often behind closed doors. Sometimes it is a great encourager for students and teachers to see you doing physical work. I know one principal who mid-year each year puts on jeans and cleans out the book room; he intentionally starts the task while students and teachers are still at school. Some principals keep nails, a screwdriver, and a hammer in their desks -- great for last-minute fast fixes for distraught teachers.
Do something special for staff and students. Principals act as encouragers when they do something special for staff and students. They know the value of recognizing good work by students and teachers, and they do it often. They even do special things for no reason at all -- except to be an encourager. I have a principal friend who arranged to bring in special coffees once a month for the faculty. A few years later she saw a now-retired teacher who said it was that one act that encouraged her to stay in teaching at least two more years! On a blistering hot day in May some principals arrange to have popsicles for the students and teachers. Those are small acts, but they are great encouragers.
Provide resources. I hear educators complain all the time about the No Child Left Behind Act. Yet no one has ever complained to me that they disagree with the premise of NCLB -- that every child should have an opportunity to achieve at school. Instead their complaints centre around the lack of resources needed to effectively implement this Act. When principals find creative ways to provide time, materials, or cash resources, they are acting as encouragers.
Be persistent -- don't give up easily. The staff, as well as students and parents, draw strength from the principal. If you give up, so might they. Remember, when a strategy or program doesn't work, it is only failure if you fail to learn from the experience. If you implement a strategy or a program that is not effective and learn from that a way to be more effective, then it has been valuable. How can anything that is valuable be considered a failure?
PERSISTENCE PAYS
As principals, it's much easier to be persistent and to keep on trying when we realize that achieving a goal is incremental and that every learning step brings us closer to that goal. We encourage others, and even ourselves, when we understand that successful schools are all about that kind of learning. Persistent principals do not give up easily, because we know that all learning has the potential to improve achievement for everyone on campus. It's our job to encourage toward that commitment.
Principals are encouragers. We re-kindle the spirit of everyone on our campuses. The very act of encouraging emphasizes our belief in others. It says: "I believe we can achieve."
"Every principal knows it, but some forget it: Is it good for the kids? That simple question should be the litmus test. It should guide all the decisions you make."
"Don't forget that there's a wealth of talent around you. Staff members who are adept at scheduling could use their expertise to help devise a master schedule; staff members who are well known in the community might request volunteers or donations for school events; those who are good organizers could be tapped to organize an after-school parent activity, a Family Maths Night or IT evening. Find out what people's talents are and put them to work for the good of the children and the school. Even disgruntled employees have talents, and approaching them for their help just might turn them around. Everyone loves to feel important and needed."
"Remember the school ran OK before you got there, and it will run OK after you leave. Many individuals guide the ship. Find them and solicit their thoughts. Those individuals include the school custodian, the secretary, the bus driver, even the kid who's always in trouble."
Listening is especially important advice for first-time principals or principals who are new to a school. "It is important for any new administrator to gather input from those who have been on staff at the school for some time. Ask [the staff] about what is working in the school and what is not. Meet with people individually, talk with them, get some insight. … [And] don't try to change everything overnight."
Don't lose sight of you own family over your school family. "Make sure that time with your family is listed as an important priority appointment on your calendar; at least once a week is best!"
At a recent meeting of principals the speaker shared a list that began You might be a school principal if…
…you want to slap the next person who says, "Must be nice to have your summers free."
You might be a school principal if you can tell it's a full moon without even looking outside.
You might be a school principal if you believe the staff room should be equipped with a Valium salt lick.
When our speaker finished reading the list of "if" statements, many of which brought smiles of agreement or recognition from the principals gathered in the room, one of the attendees spoke up: "You might be a principal if you begin to cry before you even open the newspaper."
THE NEED FOR ENCOURAGEMENT
If there was ever an entity that needed encouragement, today's public schools are it. Every day the newspaper is full of discouraging news about how our schools are failing students. Headlines highlight our shortcomings. Editorials decry our faults. While all good principal know there is always room for improvement, we also know that many wonderful successes happen on our campuses each day. Because of all the negative publicity schools have been getting, we have taken on another large new responsibility. Today's principals must be cheerleaders -- encouraging teachers, students, and the larger school community.
Albert Schweitzer said that encouragement rekindles the spirit. As principals, we strengthen the foundation of respect for our schools, and encourage the good work that occurs every day in the lives of our students, when our actions rekindle the spirit of teachers and students. We do that in many ways. Here are just 10 of the ways in which good principals everywhere encourage the people on their campuses:
YOU MIGHT BE A SCHOOL PRINCIPAL IF…
YOU DO THESE TEN THINGS
Get to know your staff and your students. Getting to know your staff and students is the first step in being able to encourage them. How else will you notice if something is different? Is a normally cheerful, outgoing student, quiet and withdrawn? Is a teacher who always comes to school early, suddenly arriving late?
Take advantage of those "duty" times when you are in the grounds, and in the staffroom, to talk with students and teachers, and to find out about their lives.
Keep a notebook of concerns. When you hear of concerns that a student or staff member has, write them down in a notebook and keep that notebook close at hand. Read through the notebook every couple days to be reminded of the stressors that people in your school experience. Then write a note, send an e-mail, leave a voice mail, or inquire face to face about their well being. Many times just knowing that you care can be a great encourager in difficult times.
Just say "No" to deficit thinking. When principals emphasize teacher talents, rather than deficits, teachers, in turn, emphasize student talents, rather than deficits. When you go in a classroom on a walk-through, train yourself to look first for what is working. Then look for what needs to improve. Ask teachers to do the same when they evaluate students. Always have them identify a student's strengths first, then identify areas where improvement is needed.
Emphasize potential, not peril. Students should never be labelled "at risk." That terminology alone suggests a perilous outcome and often pre-determines that kids will fail. If you must use a label, you should consider them "at-potential." Being at-potential suggests that something good is about to happen and gives us all -- principals, teachers, and students -- something wonderful to work toward. The same goes for the teachers on your staff. You will never save a teacher who is not doing well by thinking "how can I get rid of him?" Instead, you should be thinking "What can I do to help him reach his potential?"
Build confidence. Principals build confidence when they share their success stories. That is especially important today, when a school can be labelled "low performing" or "unacceptable" even if just one small segment of the school population does not do as well as expected on state-mandated testing, in attendance, or in some other way. Despite what the media might have us believe, sharing success stories does not negate the areas where we need to improve. In fact, remembering our successes helps faculty and students have more confidence that they can meet the new challenges that face them.
Structure for collaboration. The old adage "Two heads are better than one" expresses perfectly the benefits that result when faculty and students work together in a collaborative effort. It's one thing for principals to encourage this type of work with frequent reminders, but it's even more important to structure times during the school day that allow for group planning and idea sharing. One high school holds "Lunch and Learn" meetings every two weeks where teachers and administrators share ideas and continue professional development activities. That same school has a student-mentoring program in which older students mentor younger students in academic subjects. Another principal puts information that he used to share at staff meetings in a written memo in order to free up monthly faculty meetings for idea sharing.
Let staff and students see you work. You know how hard you work, and I know how hard you work, but your work is often behind closed doors. Sometimes it is a great encourager for students and teachers to see you doing physical work. I know one principal who mid-year each year puts on jeans and cleans out the book room; he intentionally starts the task while students and teachers are still at school. Some principals keep nails, a screwdriver, and a hammer in their desks -- great for last-minute fast fixes for distraught teachers.
Do something special for staff and students. Principals act as encouragers when they do something special for staff and students. They know the value of recognizing good work by students and teachers, and they do it often. They even do special things for no reason at all -- except to be an encourager. I have a principal friend who arranged to bring in special coffees once a month for the faculty. A few years later she saw a now-retired teacher who said it was that one act that encouraged her to stay in teaching at least two more years! On a blistering hot day in May some principals arrange to have popsicles for the students and teachers. Those are small acts, but they are great encouragers.
Provide resources. I hear educators complain all the time about the No Child Left Behind Act. Yet no one has ever complained to me that they disagree with the premise of NCLB -- that every child should have an opportunity to achieve at school. Instead their complaints centre around the lack of resources needed to effectively implement this Act. When principals find creative ways to provide time, materials, or cash resources, they are acting as encouragers.
Be persistent -- don't give up easily. The staff, as well as students and parents, draw strength from the principal. If you give up, so might they. Remember, when a strategy or program doesn't work, it is only failure if you fail to learn from the experience. If you implement a strategy or a program that is not effective and learn from that a way to be more effective, then it has been valuable. How can anything that is valuable be considered a failure?
PERSISTENCE PAYS
As principals, it's much easier to be persistent and to keep on trying when we realize that achieving a goal is incremental and that every learning step brings us closer to that goal. We encourage others, and even ourselves, when we understand that successful schools are all about that kind of learning. Persistent principals do not give up easily, because we know that all learning has the potential to improve achievement for everyone on campus. It's our job to encourage toward that commitment.
Principals are encouragers. We re-kindle the spirit of everyone on our campuses. The very act of encouraging emphasizes our belief in others. It says: "I believe we can achieve."
"Every principal knows it, but some forget it: Is it good for the kids? That simple question should be the litmus test. It should guide all the decisions you make."
"Don't forget that there's a wealth of talent around you. Staff members who are adept at scheduling could use their expertise to help devise a master schedule; staff members who are well known in the community might request volunteers or donations for school events; those who are good organizers could be tapped to organize an after-school parent activity, a Family Maths Night or IT evening. Find out what people's talents are and put them to work for the good of the children and the school. Even disgruntled employees have talents, and approaching them for their help just might turn them around. Everyone loves to feel important and needed."
"Remember the school ran OK before you got there, and it will run OK after you leave. Many individuals guide the ship. Find them and solicit their thoughts. Those individuals include the school custodian, the secretary, the bus driver, even the kid who's always in trouble."
Listening is especially important advice for first-time principals or principals who are new to a school. "It is important for any new administrator to gather input from those who have been on staff at the school for some time. Ask [the staff] about what is working in the school and what is not. Meet with people individually, talk with them, get some insight. … [And] don't try to change everything overnight."
Don't lose sight of you own family over your school family. "Make sure that time with your family is listed as an important priority appointment on your calendar; at least once a week is best!"
Monday, April 07, 2008
Jonah
A little girl was talking to her teacher about whales. The teacher said it was physically impossible for a whale to swallow a human because even though a whale is a very large mammal, its throat is very small. The little girl stated that Jonah was swallowed by a whale. The teacher reiterated that a whale could not swallow a human, it was impossible. The little girl said, "When I get to heaven I will ask Jonah".
The teacher asked, "What if Jonah went to hell?"
The little girl replied, "Then you ask him!"
The teacher asked, "What if Jonah went to hell?"
The little girl replied, "Then you ask him!"
Sunday, April 06, 2008
Saturday, April 05, 2008
Book recommendations
Looking for some great books to read or for presents – these might assist your searching:
Shantaram by Gregory David Roberts
Semi-autobiographical account of Roberts who escaped a maximum security prison in Australia and spent ten years on the run in India and Afghanistan
Mao's Last Dancer by Li Cunxin
Follow the true-life journey of a young peasant boy plucked from his family in China to train as a dancer, rising to world-wide acclaim
Marching Powder by Rusty Young
The most amazing insight into life in a Bolivian Prison where entrepreneurship equals survival
The Kite Runner by Khaled Hosseini
Share in the poignant and soul-shattering story of two young boys growing up together in Afghanistan
A Thousand Splendid Suns by Khaled Hosseini
Again, set in Afghanistan, enter the lives of two women pre, during and post Taliban rule; it will change your view of your own life forever more
Stolen Time by Sunny Jacobs
Condemned to death, along with her partner, for a murder they did not commit, Sonny spent five years in solitary on death row and twelve years in prison before being released The White Masai by Corinne Hofmann
German born and raised Corinne fell in love on sight with a Masai warrior on a visit to Kenya and returned to live with him, enduring endless challenges to be with the man she loved
A Long Way Gone by Ishmael Beah
The memoirs of a boy soldier recruited into the government army in Sierra Leone and forced to commit unspeakable acts of violence
Kilroy was Here by Kris Olsson
She was locked up and abused at 13, a mother a 17 and jailed for drug trafficking at 28, Kris ultimately became a relentless campaigner for women's rights in prison and was awarded the Order of Australia.
Truth Imagined by Eric Hoffer
Blinded as a child, regaining his sight at 15, Eric Hoffer began to consume books and is truly a modern day philosopher. Join him on his migratory travels throughout the USA during which he questions every basic assumption about human nature
Memoirs of a Geisha by Arthur Golden
A fascinating look at the world of the geisha behind the costume and the mask. Explore the mystery and the meaning of this dying phenomenon
Making Money Made Simple by Noel Whittaker
A down-to-earth, practical, readable, common sense look at how to maximise the money we earn. If only I had read it thirty years ago! Still, it is never too late to start applying his simple principles
The World is Flat by Thomas L Friedman
Globalisation in the 21st century through technology is connecting people, resources and knowledge at a lightning-fast pace. Discover the implications for you and your business
Good to Great by Jim Collins
21 researchers, five years and 1435 Fortune 500 companies = compelling evidence on what it takes to take a company from good to great and keep it there. That is achieving 6.9 times cumulative stock returns over fifteen years.
Unlock Your Hormones by Dr Graeme Williams
A convincing and compelling read into the role hormones play in our lives and how to overcome the symptoms of menopause and andropause, PMS, excess weight, moods, anxiety, diabetes, osteoporosis, breast & prostate problems, stress etc
These on the other hand are not to be recommended;
· A Clifftop Saga, by Eileen Dover
· Stories from the North Pole, by I. C. Blast
· Garden Care, by Anita Lawn
· A Garlic Lover's Story, by Y. I. Malone
· A Stupid Person's Guide, by M. T. Head
· How to Joust, by Sally Forth
· How to Suck Blood from Humans, by Amos Quito
· Being Miserable, by Mona Lott
· The First Years of School, by L. M. Entree
· Embarrassing Hair Disorders, by Dan Druff
· Hurricanes and Their Causes, by Gail Force-Wynn
· Cannibalism, by Henrietta Man
· Insomnia, by Eliza Wake
· Barber Shop Management, by Aaron Floor
Shantaram by Gregory David Roberts
Semi-autobiographical account of Roberts who escaped a maximum security prison in Australia and spent ten years on the run in India and Afghanistan
Mao's Last Dancer by Li Cunxin
Follow the true-life journey of a young peasant boy plucked from his family in China to train as a dancer, rising to world-wide acclaim
Marching Powder by Rusty Young
The most amazing insight into life in a Bolivian Prison where entrepreneurship equals survival
The Kite Runner by Khaled Hosseini
Share in the poignant and soul-shattering story of two young boys growing up together in Afghanistan
A Thousand Splendid Suns by Khaled Hosseini
Again, set in Afghanistan, enter the lives of two women pre, during and post Taliban rule; it will change your view of your own life forever more
Stolen Time by Sunny Jacobs
Condemned to death, along with her partner, for a murder they did not commit, Sonny spent five years in solitary on death row and twelve years in prison before being released The White Masai by Corinne Hofmann
German born and raised Corinne fell in love on sight with a Masai warrior on a visit to Kenya and returned to live with him, enduring endless challenges to be with the man she loved
A Long Way Gone by Ishmael Beah
The memoirs of a boy soldier recruited into the government army in Sierra Leone and forced to commit unspeakable acts of violence
Kilroy was Here by Kris Olsson
She was locked up and abused at 13, a mother a 17 and jailed for drug trafficking at 28, Kris ultimately became a relentless campaigner for women's rights in prison and was awarded the Order of Australia.
Truth Imagined by Eric Hoffer
Blinded as a child, regaining his sight at 15, Eric Hoffer began to consume books and is truly a modern day philosopher. Join him on his migratory travels throughout the USA during which he questions every basic assumption about human nature
Memoirs of a Geisha by Arthur Golden
A fascinating look at the world of the geisha behind the costume and the mask. Explore the mystery and the meaning of this dying phenomenon
Making Money Made Simple by Noel Whittaker
A down-to-earth, practical, readable, common sense look at how to maximise the money we earn. If only I had read it thirty years ago! Still, it is never too late to start applying his simple principles
The World is Flat by Thomas L Friedman
Globalisation in the 21st century through technology is connecting people, resources and knowledge at a lightning-fast pace. Discover the implications for you and your business
Good to Great by Jim Collins
21 researchers, five years and 1435 Fortune 500 companies = compelling evidence on what it takes to take a company from good to great and keep it there. That is achieving 6.9 times cumulative stock returns over fifteen years.
Unlock Your Hormones by Dr Graeme Williams
A convincing and compelling read into the role hormones play in our lives and how to overcome the symptoms of menopause and andropause, PMS, excess weight, moods, anxiety, diabetes, osteoporosis, breast & prostate problems, stress etc
These on the other hand are not to be recommended;
· A Clifftop Saga, by Eileen Dover
· Stories from the North Pole, by I. C. Blast
· Garden Care, by Anita Lawn
· A Garlic Lover's Story, by Y. I. Malone
· A Stupid Person's Guide, by M. T. Head
· How to Joust, by Sally Forth
· How to Suck Blood from Humans, by Amos Quito
· Being Miserable, by Mona Lott
· The First Years of School, by L. M. Entree
· Embarrassing Hair Disorders, by Dan Druff
· Hurricanes and Their Causes, by Gail Force-Wynn
· Cannibalism, by Henrietta Man
· Insomnia, by Eliza Wake
· Barber Shop Management, by Aaron Floor
Friday, April 04, 2008
Thursday, April 03, 2008
Corporate Colours
XB GT
With the XB range of cars, and considering only GT’s there seems to have been a rainbow explosion of special order colours. Immediately below, we will concentrate on the ‘corporate ones.
Y045, Corporate Blue;
Y113, Rothmans Blue;
Y117, Brambles Red;
Y120 Daimler Blue;
Y154, Betta Primrose;
Y229, C.U.B. Brown;
Y244, Pepsi Yellow;
Y264, Fanta Orange;
Y301, S.T.C. Yellow;
Y308, Budget Green;
Y314, Rothmans Filter Blue;
Y340, Hughes Blue; and
Y356, Kwikasair Violet.
With the XB range of cars, and considering only GT’s there seems to have been a rainbow explosion of special order colours. Immediately below, we will concentrate on the ‘corporate ones.
Y045, Corporate Blue;
Y113, Rothmans Blue;
Y117, Brambles Red;
Y120 Daimler Blue;
Y154, Betta Primrose;
Y229, C.U.B. Brown;
Y244, Pepsi Yellow;
Y264, Fanta Orange;
Y301, S.T.C. Yellow;
Y308, Budget Green;
Y314, Rothmans Filter Blue;
Y340, Hughes Blue; and
Y356, Kwikasair Violet.
Wednesday, April 02, 2008
The BIG Test
by Ivan Kershner
When teacher said, "There'll be a test"
My stomach did a flip.
"The test will be tomorrow."
My mind began to slip.
"The test will cover…EVERYTHING!"
My chin began to quiver.
"You'd better memorize your notes…."
What notes? My body shivered.
"A few may pass, but most will fail."
I guessed I'd be with the "most."
"It's the hardest test I've ever made."
I'm dead! I'm lost! I'm toast!
"If you flunk this test, you'll be retained."
That's sure to prove that I'm a fool!
"You'll always be a worthless bum…."
Sentenced to life in middle school!
Just then I felt my Mama's hand
Rest lightly on my head.
I slowly opened up my eyes…
And found I was in bed!
I just hate those dreams of school,
Especially when they scare me.
Maybe if I just studied more
My dreams would be more hap-py?
When teacher said, "There'll be a test"
My stomach did a flip.
"The test will be tomorrow."
My mind began to slip.
"The test will cover…EVERYTHING!"
My chin began to quiver.
"You'd better memorize your notes…."
What notes? My body shivered.
"A few may pass, but most will fail."
I guessed I'd be with the "most."
"It's the hardest test I've ever made."
I'm dead! I'm lost! I'm toast!
"If you flunk this test, you'll be retained."
That's sure to prove that I'm a fool!
"You'll always be a worthless bum…."
Sentenced to life in middle school!
Just then I felt my Mama's hand
Rest lightly on my head.
I slowly opened up my eyes…
And found I was in bed!
I just hate those dreams of school,
Especially when they scare me.
Maybe if I just studied more
My dreams would be more hap-py?
Tuesday, April 01, 2008
Write it down
An elderly couple is beginning to notice that neither of them seem to be able to remember things as well as they used to. So, they go to see their doctor, who explains that there is nothing really wrong with, just typical memory loss associated with old age. He suggests that they each get notebooks and write notes to themselves to help remember things. The couple goes home and that evening while watching T.V. the man gets up and heads for the kitchen.
His wife asks if he can bring her some ice cream when he returns. He says he will, and she says he should write it down.
"I’m just going to the kitchen, I'll remember."
"Well, I want that with nuts, too."
"O.K. he says ice cream with nuts." She asks again if he's going to write it down.
"No, I'm just going to the kitchen."
"And a Cherry on the top?"
He agrees and turns toward the kitchen again and she asks again about writing it down. Now the old man is angry, "Look, old lady I'm not senile, I can remember ice cream with nuts and a cherry on top."
He goes in the kitchen for 10 minutes and when he returns he sets a plate of bacon and eggs in front of his wife. She looks up and says, "Honey, you forgot my toast."
His wife asks if he can bring her some ice cream when he returns. He says he will, and she says he should write it down.
"I’m just going to the kitchen, I'll remember."
"Well, I want that with nuts, too."
"O.K. he says ice cream with nuts." She asks again if he's going to write it down.
"No, I'm just going to the kitchen."
"And a Cherry on the top?"
He agrees and turns toward the kitchen again and she asks again about writing it down. Now the old man is angry, "Look, old lady I'm not senile, I can remember ice cream with nuts and a cherry on top."
He goes in the kitchen for 10 minutes and when he returns he sets a plate of bacon and eggs in front of his wife. She looks up and says, "Honey, you forgot my toast."
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