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Emergency Procedures in Schools NUT HEALTH & SAFETY BRIEFING This briefing sets out advice on the procedures to be adopted for dealing with various types of emergencies in schools and on sources of more detailed advice from the NUT and others. Planning for emergencies The NUT has produced a wide range of guidance documents addressing teachers' concerns about routine health and safety issues in schools. Occasionally, however, emergency situations can arise; and in such eventualities, teachers need to know what practical steps to take. This guidance seeks to enable teachers to assess the adequacy of their school's emergency procedures and to reassure them that professional help from outside sources is always at hand. Contingency planning for emergencies and disasters is essentially an extension of the risk assessment principle. Consequently, a basic understanding of risk assessment and its applications in other areas of health and safety policy is likely to be very helpful to those dealing with the management of risk in the context of emergency and disaster planning. Comprehensive NUT guidance on risk assessment is available to download at http://www.teachers.org.uk/resources/word/risk.doc. Details of other NUT health and safety guidance documents relevant to this topic are given at the end of this briefing. Employers' duties regarding emergency procedures Regulation 8 of the Management of Health and Safety at Work Regulations 1999 requires employers to provide employees with information on procedures to be followed in the event of danger or threat of danger. Should the DCSF or HSE issue new or updated codes of practice on particular topics, headteachers and others in control of educational premises must then incorporate these codes into their health and safety policies and procedures. School emergency plans should cover all foreseeable major incidents which could put at risk the occupants or users of the school. This plan will indicate the actions to be taken in the event of a major incident so that everything possible is done to save life and prevent injury. The plan should become part of the school's regular risk assessment. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Teachers should in turn be informed of their school's procedures to be followed in the event of emergency situations arising involving, for instance, bomb threats, fire breakout, gas leaks, electrical faults, flooding, medical emergencies, extremes of temperature owing to boilers breaking down or inadequate ventilation, problems with building works/contractors, intruders on school premises/violence in schools. Emergency procedures for the full range of possible incidents should be made known to new and temporary members of staff as soon as possible after their appointment. All occupants of a school, with the possible exception of very young children, must recognise alarm signals within their school and should be familiar with the available escape routes and assembly points after evacuation. Appendix 3 contains further guidance on employers' health and safety responsibilities. Preparing a plan Emergency plans - sometimes called disaster management plans - are best produced as a result of proper consultation with the school community as a whole. NUT safety representatives, in particular, can play a key role in the development of such policies. The following pages set out what should be included in an emergency plan; detailed notes on different types of emergencies; and links to sources of further support where appropriate. Many of the constituent parts of an emergency plan might already exist within other school policies and procedures; such as those dealing with safety on educational visits, school minibus safety, fire safety, school security etc. This information can provide the basis to which further policies and procedures can be added in order to arrive at a comprehensive planning document. Check to see what disaster management plans have been produced by the local authority. Those drawing up an emergency planning policy for community and voluntary controlled schools must ensure that it complies with the local authority provisions. Local authority documentation can also be of great assistance to governing bodies of foundation and voluntary aided schools, in cases where local authorities consent to making such material available. The traditional five-step risk assessment approach, as outlined below, works as a good model for developing school emergency plans. 1 Identify the hazards posed by different possible situations. 2 Decide who might be harmed and how. 3 Evaluate the risk and determine the precautions. 4 Record and communicate findings. 5 Review and revise as necessary. Should uncertainty arise concerning any of the above stages, expert advice should be sought. In cases of concern, NUT members should in the first instance contact their NUT regional office in England or NUT Cymru in Wales. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc It is important that any measures prescribed in the plan are fully 'thought through'. For example, in the event of an evacuation, what is the procedure for carrying out a proper inspection of the affected area prior to re-occupation? What happens to staff and pupils if the building is not considered safe to re-enter following an evacuation? Emergency pland must contain the answers to these and similar questions, so that there is no room for doubt or ambiguity. Local variables should be fully integrated into the policy. Such issues likely to affect emergency plans might include: 1 the age range of the pupils; 2 the number of pupils on roll; 3 the number of pupils with special educational needs (SEN); 4 the age and condition of the school buildings; 5 the location of the school - urban, suburban or rural; and 6 any specific hazards in the vicinity of the schools, such as busy roads, railway lines, expanses of water or industrial sites. Other points to consider In any emergency situation, many issues must be successfully coordinated if matters are to proceed in a calm, well-organised fashion. Roles should be set out in advance, so that if the unthinkable happens, everyone knows exactly what they are expected to do. Consideration should be given to making the necessary staffing arrangements to ensure that, for example: 1 there is efficient co-ordination of any external emergency assistance summoned to the incident; 2 management of staff and pupils is calm and confident, with distress and disruption kept to a minimum; 3 an appropriate number of trained fire marshals are available to assist in evacuating school buildings in case of fire or other emergencies; 4 first aid provisions are at least in line with the Health and Safety (First Aid) Regulations 1981; 5 competent staffing is available to turn off gas, electricity or water should the need arise; 6 telephones and other communications are effectively managed; and 7 alternative staffing arrangements are available in the event of the absence, or incapacitation, of others. With regard to staffing matters, it should be noted that teachers who are not members of the leadership group cannot be compelled to take on responsibility for health and safety matters. No such requirement is contained within their contracts. For the same reason, teachers cannot be compelled to become first aiders or administer medicines to pupils. In cases of accident and emergency, however, teachers must always be prepared to help as they and other school staff in charge of pupils have a general legal duty of care to act as any reasonably prudent parent would. In such emergencies, however, teachers should do no more than is obviously necessary and appropriate to relieve C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc extreme distress or prevent further and otherwise irreparable harm. Qualified medical treatment should be secured in emergencies at the earliest opportunity. These points are discussed further in the NUT health and safety briefing Managing Health and Safety in Schools, available at http://www.teachers.org.uk/resources/word/managing.doc. Note on the Civil Contingencies Act 2004 Local authorities have certain responsibilities and powers in relation to major civil emergencies, accidents and hazards under the Civil Contingencies Act 2004. This legislation came into being following the fuel crisis and the severe flooding in the autumn and winter of 2000, and the outbreak of Foot and Mouth Disease in 2001. The Government initiated a review of emergency planning arrangements which concluded that existing legislation no longer provided an adequate framework for contemporary civil protection needs, and that new legislation was needed. The Civil Contingencies Act 2004 clarifies the roles and responsibilities of emergency services and local authorities, and formalises a structure for their co-operation. It also updates the provisions of the Emergency Powers Act 1920 which were widely felt to be inappropriate for modern purposes. Further information about the provisions of the Civil Contingencies Act can be found at www.ukresilience.info/preparedness/ccact.aspx Evacuation - special needs and disabilities The Disability Discrimination Act 1995 requires employers to make 'reasonable adjustments' to their premises to ensure that disabled people are not at a disadvantage. This includes ensuring that disabled people can leave the premises safely in the event of a fire or other emergency. There are a number of ways of affording proper protection to disabled people in the event of an emergency. Which approaches are most appropriate in individual circumstances will depend on a number of factors, including: the design, layout and age of the buildings; the number of escape routes and exits; and the number and individual needs of people using the premises. Appropriate modifications to audible alarms and escape route signs may be necessary to enable those with visual or hearing impairments to evacuate school buildings successfully. In order to facilitate the evacuation of those with mobility impairments, a range of options can be considered. Successful evacuation from upper floors is likely to be C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc the most pressing concern, unless the school consists of a single storey. To resolve this problem, one or more of the following approaches might be appropriate: the installation of special evacuation lifts; the provision of evacuation 'chairs' which can be carried down stairs by two people, one either side of the disabled person; and/or the creation of a specifically protected 'refuge' in cases where use of stairways is problematic. A refuge is an area that is separated from fire by fire-resistant construction and which has access via a safe route to a storey exit. It provides a temporarily safe space for disabled people to wait pending the assistance of the emergency services. A school's emergency risk assessment should inform the choice of approaches which might be most appropriate in any given setting. In the case of specific fire risk assessments it is prudent to obtain the advice of the local fire authority before making any final decision. > PEEPs Emergency evacuation plans for those with disabilities are called Personal Emergency Evacuation Plans (PEEP). Where staff and regular visitors to a building require a PEEP, it should be provided by the senior manager with responsibility for premises management. The PEEP must be tailored to the individual needs of the person concerned, and should give detailed information on their movements during an escape. As noted above, it is also possible that some building adaptation will be required in order to facilitate their escape and to reduce the need for personal assistance. A 'standard' plan may be used for visitors or infrequent users of the school building. It is not appropriate for employees, and should not be accepted as a substitute for a full-scale PEEP. The 'standard' plan, nevertheless, should take account of: • the disabled person's movements within the building; • the operational procedures within the building; • the types of escape that can be made available; • the building systems, e.g. the fire alarm; and • the existing egress plan. The Department of Communities and Local Government (DCLG) advises that good negotiation skills, sensitivity and level of discernment are required on the part of anyone carrying out a PEEP. It points out that disabled people may feel pressured to do more physically than they would generally be able to achieve; or may be afraid that back-up systems and support will not be made available to them. The DCLG stresses that training for those drawing up PEEPs is essential. Full guidance on emergency evacuation for disabled people is available from the DCLG at http://www.evactools.com/PEEP/322721.pdf. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Notes on different types of emergencies The following pages contain guidance on planning and management for a number of different emergency situations. These include: evacuation - special needs and disabilities; fire evacuation procedures; bomb threats and the discovery of suspect devices; gas leaks; flooding; high winds; electrical equipment failures; extremes of temperature; construction work; medical emergencies; intruders on school site; violence at work; and reporting accidents and injuries. Fire evacuation procedures The current legal requirements governing fire safety procedures in schools are set out in the Regulatory Reform (Fire Safety) Order 2005. This legislation places a duty on all employers and other 'responsible persons' to undertake fire risk assessments. As part of this, employers must provide employees with information on 1 procedures to be followed in the event of danger from fire; 2 details of fire fighting measures; and 3 details of any fire marshals nominated to implement those measures. The NUT advises that regular fire drills are carried, records are kept, and fire safety information given to all employees (in particular new employees). Full NUT guidance is set in the NUT's health and safety briefing, "Fire Safety in Schools", which sets out NUT advice on the legal requirements and on proper precautions and clear procedures to be followed in the event of fire. NUT guidance on evacuation and reoccupancy of premises is contained in Appendices 1 and 2. 'Fire Safety in Schools' can be found at http://www.teachers.org.uk/resources/word/FIRE-SAFETY06.doc. A short note on the duties of fire marshals is set out at Appendix 4. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Security issues - bomb threats and the discovery of suspicious devices Although schools are statistically much more likely to be targeted by malicious hoaxers than by serious threats, the threat posed by the possible planting of explosive or incendiary devices on school premises cannot be dismissed. Contingency plans need to be in place, with which all staff are familiar, to deal with such a threat. Issues which schools need to consider include: 1 How telephone threats should be dealt with; 2 What to do if a suspicious device is found on school premises; 3 Whether and how the school will be evacuated; 4 What to do with the pupils following an evacuation; and 5 Arrangements for searching the premises. > Telephoned Bomb Threats The overwhelming majority of telephoned bomb threat calls are made by malicious pranksters, whose aim is to cause disruption. Making such calls is a crime and details should always be reported to the police, even if the caller is easily recognisable for example as a current or former pupil. People receiving telephoned bomb threats in schools should: 1 Keep calm; 2 Try to obtain as much information as possible, but being cautious not to provoke the caller; 3 Dial 1471 (if that facility is available); and 4 Report it to the police and headteacher immediately. > Discovery of suspicious packages or devices on school premises In some cases a suspect device might be found on school premises without any form of warning having been given. In such situations the surrounding area should be cleared and the police called immediately. The level of risk posed by such devices can vary widely, so any assessment of a suspect item should in all cases be left to the security professionals. In the meantime, the precautionary principle should prevail. > Suspicious packages or devices - managing the risk In any building subject to public access, it is important to remain cautious with regard to suspicious packages or unfamiliar objects. This is especially true at times of heightened national security. Observance of routine housekeeping measures, such as control of visitor access to school buildings, is one of the best defences against this form of attack. Security measures should form part of a school's routine safety checks, alongside regular checks on fire extinguishers, sprinklers, smoke alarms and fire blankets. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc All staff should be try to maintain a general awareness of 'what should and should not' be around them, as such knowledge will assist greatly should it be necessary to determine the potential risk posed by an unfamiliar object. > Whether, and how, the school should be evacuated A preliminary assessment of the telephoned threat will need to be made by the headteacher or other senior member of staff in change, in consultation with the member of staff who took the call. If there is the slightest doubt about the nature of the call, an evacuation should be considered. Similarly, if suspicions are raised by an unidentifiable package or other article on the school site, an evacuation might be unavoidable. The discovery of one such item is no guarantee that there will not be others around the school, so a precautionary evacuation of all school buildings might well be necessary. For advice on identifying possible suspect devices, see the information set out in the Home Office document, Protecting Against Terrorism, which has replaced Bombs - Protecting People and Property and can be found by going to http://www.ukresilience.info/emergencies.aspx, clicking on 'Terrorism' and then scrolling down to the section headed 'Security Service - MI5'. Protecting Against Terrorism advises that the biggest dilemma facing anyone who has responsibility for an evacuation decision is how to judge where might constitute a place of safety. The purpose of evacuation is to move people from an area where they might be at risk to a place of lesser risk. If, for example, an evacuation might take staff and pupils past a suspicious device outside the building, evacuation may be the riskiest course to take, unless another route could be chosen. The Home Office document states that the decision to evacuate will normally be taken by the organisation itself but that the police will advise. In exceptional cases the police may insist on evacuation, or may insist that people do not leave the building. In order to react sensibly an evacuation plan must be in place. Appendix 1 to this briefing sets out guidance on Evacuation Plans, while Appendix 2 gives guidance on Reoccupancy of Premises. > Searching the Premises Protecting Against Terrorism advises that police will not normally search premises following receipt of a bomb threat. This is because "they are not familiar with the premises and layout and will not be aware of what should be there and what is out of place. They cannot therefore search as quickly and as thoroughly as staff who work there all the time." Although this advice does have a sound rational basis, equally it is no part of any teacher's contractual obligation as a teacher to conduct searches. The teacher's responsibility is that of any citizen to assist in the protection of the community. The NUT believes that local authorities and other employers should make provision for suitability trained security staff to search schools in the event of bomb threats. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc > Mobile telephones Mobile telephones should not be used where the presence of an explosive device is suspected. Gas leaks As with other emergency situations, emergency procedures should be in place in each school to deal with the possible incidence of a gas leak. An evacuation procedure similar to those for fire drills or for bomb threats will be required. As part of that procedure, the head teacher should ring the 24 hour gas emergency service on 0800 111 999, and follow the official advice given. If possible, the mains gas supply for the school should be turned off. Electrical switches and mobile telephones should not be operated. No one should smoke or strike matches. Wherever possible, doors and windows should be opened. The emergency telephone number for the gas emergency service should be on prominent display at all times in the school office, and should be checked periodically to make sure it is up to date. Structural collapse - practical advice If you are in a building collapse or explosion: If possible, get out as quickly and calmly as possible. If you can't get out of the building, get under a sturdy table or desk. If you are trapped by debris: Cover your nose and mouth with a cloth or clothing. Move around as little as possible to avoid kicking up dust, which is harmful to inhale. If possible, use a torch so that you can see your surroundings. Tap on a pipe or wall so that rescuers can hear where you are. Use a whistle if one is available. Shout only as a last resort, as shouting can cause you to inhale dangerous amounts of dust. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Flooding Action in response to floods and flood alerts Where a flood warning has been issued in respect of an area, good preparation is vital to the minimsation of risk should floods occur. 1 Listen out for local news reports, updates and warnings on radio and televisions. 2 Follow advice from the Environment Agency, Local Authority and Emergency Services. This is important even for those in places apparently unaffected by flooding, as there may be advice regarding travel to work in the wider geographical area. 3 Call the Environment Agency's Floodline on 0845 988 1188 for more information. 4 Monitor the Environment Agency's "Flooding Updates" at www.environment- agency.gov.uk 5 Scrutinise the employer's "Major Incident Plan" and ensure it is both adequate and that safety representatives have been properly consulted. 6 Working with the employer, liaise with Emergency Services if there is any likelihood that the premises might be evacuated in the event of a flood. 7 Disseminate information and guidance to members, such as that set out on the Cabinet Office 'Preparing for Emergencies' website at http://www.preparingforemergencies.gov.uk/emergency/index.shtm. 8 Electrical items should be unplugged and removed to a place of safety such as an upper storey or a high shelf. 9 Gas and electricity may need to be switched off. This should be done by a competent person such as a site manager. If there is a suspected gas leak, follow the guidance set out earlier in this briefing. 10 Under no circumstances should the safety of staff or pupils be jeopardised. It is important that anyone affected by a flood or a potential flood is aware of basic safety rules, e.g. Do not attempt to walk, wade or swim through floodwater Do not drive through floodwater Avoid contact with floodwater – it may be contaminated by sewage If you are trapped by flooding, stay by a window and try to attract attention C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Following a Flood 1 Ensure that a risk assessment is carried out prior to re-occupation of the school. 2 The affected areas will need to be dried out and thoroughly cleaned. 3 The following should be checked and verified safe prior to resumption of use: Electrical and gas connections Electrical equipment and plant, if affected Heating systems, if affected Fire safety systems 1 If portable heaters are to be used to heat and dry out the premises ensure that they are positioned in well-ventilated areas away from combustible materials, and positioned so as not to endanger staff or pupils. 2 Any hazardous materials or substances which have been affected by floodwater should be quarantined and specialist advice obtained prior to their disposal. 3 Ensure that school security has not been compromised. 4 Remove damaged items and equipment and store securely away from any building. 5 Check fire exits and escape routes prior to re-occupation. 6 Where there is potentially hazardous structural damage resulting from the flood, the LA should be contacted before re-occupation. 7 In the event of any fire safety concerns, contact the local fire authority. 8 Where health and safety concerns are unresolved, schools and/or the employer should approach the HSE for specialist advice. High winds When extreme gales are forecast, it is prudent to take steps to ensure everyone's safety, and to minimise potential damage to buildings and property. For example, loose articles such as ladders, unsecured outdoor seating and waste bins should be appropriately secured, as should doors and windows. If the storm occurs outside school hours, consideration should be given to the closure of the school pending improved weather conditions. Not only are there risks to staff and students on the school site itself, but also road traffic conditions are likely to be extremely hazardous for those travelling to work. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc If the gale develops during the school day, staff and pupils should remain indoors as much as possible. Those unable to avoid venturing outside should take care to keep away from buildings, trees and fences. Also, contigencies should be put in place for the supervision of pupils beyond the afternoon session where journeys home are considered too hazardous. In cases where structural damage has been sustained by school buildings, an assessment of the damage by a competent person should be sought once the adverse weather conditions have subsided. The school should not be re-opened until the site has been declared safe. Further information is available on the Cabinet Office 'Preparing for Emergencies' website at http://www.preparingforemergencies.gov.uk/emergency/index.shtm. Electrical equipment failures As well as the general legislation in place under the Management of Health and Safety at Work Regulations 1999, specific legislation also exists on electrical safety requirements at work and it applies in schools in the same way as all other workplaces. It is to be hoped that by following health and safety requirements and by proper risk assessments being conducted, schools may be alerted to potential electrical faults before they become dangerous. Taking precautions in respect of electricity is essential and staff and pupils must be properly educated in the principles of electrical safety. Teachers supervising pupils working with electrical equipment should have adequate knowledge and experience of electrical work, an understanding of hazards and the precautions which need to be taken, and an ability to recognise whether it is safe for work to continue. On a practical level, however, the Union's advice is that teachers cannot be required to undertake any electrical maintenance or repair work and, without exception, such work should be allocated to an individual with appropriate training and expertise. It is essential that school first aiders receive training in dealing with an injury involving electricity and receive refresher training at regular intervals. All accidents involving electricity should be recorded in the school's accident log and reported to the local authority on health and safety reporting forms. Full NUT guidance is set in the NUT's health and safety briefing, "Electrical Safety in Schools", which is endorsed by the Association for Science Education. This can be found on the NUT website at www.teachers.org.uk. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Extremes of temperature > Low temperatures The legal requirements for minimum temperatures in schools are set out in the Education (School Premises) Regulations 1999. These are: 1 18 degrees centigrade in areas of normal level of physical activity associated with teaching (i.e. ordinary classrooms) 2 21 degrees centigrade in areas of lower than normal activity (e.g. sick rooms); and 3 15 degrees centigrade in areas of higher than normal activity (e.g. gymnasia, washrooms). Local authorities retain legal responsibility for the health and safety of their employees and others on the premises such as pupils. Headteachers are responsible for the internal organisation and management of schools. They have the power to act in emergencies, including by deciding to close all or part of schools in the case of heating system failures. Where such decisions are taken, adequate notice of closures must be given to parents. Closing schools is not usually possible on the first day of heating failures since adequate notice cannot usually be given to parents. If a heating problem falls into the category of a sudden temporary fault, then action should be taken to seek to repair the system as quickly as possible. Teachers, support staff and pupils should not be required to work in inappropriately heated areas. Such action might include closing all or part of the school, rearranging timetabling in order to move classes or bringing in temporary heating sources. Under no circumstances should teachers bring in their own temporary heaters, as such action is likely itself to breach health and safety legislation. Full NUT guidance on addressing problems of very low temperatures in schools can be found in the NUT health and safety briefing, "Heating in Schools", available on the NUT website at www.teachers.org.uk. This document sets out NUT advice on the relevant legal requirements and on ensuring proper precautions and clear procedures are followed in the event of extremes of temperature. > High temperatures Regrettably, there are no specific legal maximum working temperatures for schools or indeed other workplaces. NUT policy is that 26 degrees centigrade is the maximum temperature at which teachers should be expected to work, other than for very short periods. Extremely high temperatures can affect the ability of teachers and pupils to concentrate and to work effectively, and can cause physical discomfort and illness. If people get too hot, they risk dizziness, fainting, or even heat cramps. In very hot conditions the body's blood temperature rises. If the blood temperature rises above 39°C, there is a risk of heat stroke or collapse. Delirium or confusion can occur above 41°C. Blood temperatures at this level can prove fatal and even if people recover, they may suffer irreparable organ damage. A spell of very hot weather, therefore, can increase the risk of adverse health consequences for pupils and teachers, especially if the school buildings accumulate heat easily and few if any control measures have been put in place to mitigate the C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc situation. It is possible to envisage circumstances in which the head teacher, in the interests of the safety and welfare of pupils and teachers, may need to consider closing all or part of the school for a period of time. It is preferable, of course, that such measures form part of a planned response to extreme weather conditions, rather than a ''knee-jerk' emergency reaction to a situation in respect of which there has been little or no forethought. Full guidance on coping with excessive temperatures in schools is set out in the NUT health and safety briefing 'High Classroom Temperatures', available on the NUT website at www.teachers.org.uk. Construction work in schools Building works in schools potentially pose a substantial risk to the health and safety of staff and pupils. General health and safety legislation such as the Health and Safety at Work etc Act 1974 imposes legal obligations on employers and on contractors carrying out building work to take care and ensure the health and safety of employees and of others, such as pupils, affected by such work. The Construction (Design and Management) Regulations 2007 impose specific requirements for larger building projects. Even though much construction work in schools does not fall into this category, the NUT believes that the specific requirements of the CDM Regulations for preparing health and safety plans and maintaining proper records represent good practice which should be applied at all times. The NUT believes that, where possible, all building work in schools should be carried out during holidays or half terms or at weekends to minimise disruption. NUT safety representatives have the right to carry out safety inspections in the workplace during building works to ensure, for instance, that there is adequate protection against falling objects or that appropriate safety procedures are being observed in relation to specific processes e.g. paint stripping, excavation, vehicle movements etc. > Cases of Imminent Danger NUT safety representatives do not, at present, have the legal right to "stop the job" when risks to health and safety arise. The local authority or headteacher will have the authority to stop the work when there is imminent danger to staff, pupils or visitors. Employees themselves are allowed by law to stop work and leave their place of employment in case of imminent danger to their health and safety, under section 28 of the 1993 Trade Union and Employment Rights Act, although such action should not be taken except in exceptional circumstances. Full NUT guidance is set in the NUT's health and safety briefing, "Construction Work in Schools". The leaflet sets out the NUT's advice on the legal requirements and on ensuring proper precautions and clear procedures to be followed in the event of accidents in schools involving building works. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Medical emergencies > First Aid Procedures It is vital that all school staff know who their first aiders are and how to contact them and that there are agreed procedures in place for dealing with all kinds of emergencies, including those in isolated areas such as playing fields. To ensure this, first aid notices should be clearly displayed giving information on the names and location of first aiders and the location of first aid equipment. The NUT recommends that as a minimum every school should have at least one qualified first aider and one designated "appointed person" to take charge of first aid matters in their absence. The hazards present in schools mean that it would be inappropriate for any school to be without a qualified first aider. Full NUT guidance is set in the NUT health and safety briefing, 'First Aid in Schools', available at http://www.teachers.org.uk/resources/word/first-aid.doc. > Administration of Medicines There is no legal or contractual duty on school staff to administer medicine or to supervise a pupil while taking it. This is a purely voluntary role and is recognised as such by the DCSF. In cases of accident and emergency, teachers must, of course, always be prepared to help as they and other school staff in charge of pupils have their general legal duty of care to act as any reasonable prudent parent would. In such emergencies, however, teachers should do no more than is obviously necessary and appropriate to relieve extreme distress or prevent further and otherwise irreparable harm. Qualified medical treatment should be secured in emergencies at the earliest opportunity. Full NUT guidance on these areas is set out in the NUT's health and safety briefing, 'Administration of Medicines', available on the NUT website at http://www.teachers.org.uk/resources/word/ADMINISTRATION_OF_MEDICINES- 05.doc. See also the NUT briefing 'School Visits', which contains specific guidance for dealing with medical emergencies on educational visits. http://www.teachers.org.uk/resources/word/SCHOOL-VISITS08.doc. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Violence at work/reporting accidents and injuries in schools > Minor Accident or Injury The law states that all schools must have a system for reporting and recording accidents and injuries sustained by both pupils and by employees. The Union believes that "near miss" incidents that do not lead to injury should also be reported and recorded. > More Serious Accident or Injury In the case of more serious injuries the local NUT association or division should be advised. Teachers should also discuss the matter with their regional office, or, in Wales, the NUT Wales Office. The NUT also believes that schools should forward details of all accidents and incidents recorded on accident forms to their local authorities. > Death or Major Injury Incidents falling in this category must by law be reported to the HSE. The responsibility for making reports to the HSE rests with employers. > Other sorts of incidents to be reported to the HSE The law requires employers to inform the HSE of any "dangerous occurrence" which happens at the workplace even if it does not actually result in an injury. Examples of these "dangerous occurrences" as defined by law include: 1 Collapse of walls, floors or buildings or collapse of scaffolds; 2 Fires or explosions; or 3 Release of substances which may damage health (e.g. asbestos fibres). It is essential that all incidents, whether minor or serious, be reported as soon as possible after the event, preferably within 24 hours. This is both to help prevent further incidents occurring and to act before memories fade. Post Disaster Management and Recovery It is important that there is an awareness of the range of reactions pupils and staff may demonstrate after a traumatic event. Steps which might be taken once the immediate crisis is over could include: practical measures aimed at restoring some sense of security to the school community, such as improvements to safety/security arrangements; a 'debriefing' session for staff - this could be carried out by a trained professional; adherence to 'normal' school routines as far as possible; the provision of appropriate support systems for pupils and staff. This might include counselling services and specialist treatment for those at the heart of the crisis. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Further information > Guidance DCSF: The 'Emergencies' section of the DCSF Teachernet website - at http://www.teachernet.gov.uk/emergencies/ - provides comprehensive guidance on emergencies in schools. It sets out advice on preparing adequate plans for possible emergency scenarios; and, where appropriate, includes links to further information and support available on the websites of other government departments. Guidance on dealing with violent incidents in schools is contained in the joint DCSF/Home Office document, 'School Security: Dealing with Troublemakers', a copy of which should be held in all schools Further copies can be ordered from the DCSF Publications Centre on 0845-6022260. RoSPA: The Safety and Disaster Management in Schools section of the website of the Royal Society for the Prevention of Accidents (RoSPA) can be found at http://www.rospa.com/safetyeducation/atschool/management.htm. Health and Safety Executive Publications: Priced and free publications available from: HSE Books, PO Box 1999, Sudbury, Suffolk, C010 6FS. Tel: 0787 881 165. Personal Safety Resources. The Suzy Lamplugh Trust has material available for school governors, heads, teachers and young people on many aspects of personal safety. For further information contact The Suzy Lamplugh Trust, National Centre for Personal Safety, Hampton House, 20 Albert Embankment, London SE1 7TJ Tel: 020 7091 0014 E-mail: email@example.com Website: www.suzylamplugh.org > Recovery Guidance - Community Engagement The 'UK Resilience' section of the Cabinet Office website sets out how those responding to an emergency might involve the community in the recovery process. See http://www.ukresilience.info/response/recovery_guidance/humanitarian_aspects/co mmunity_engagement.aspx > Glossary A full glossary of acronyms and specialist terms related to emergency planning can be found at http://www.preparingforemergencies.gov.uk/more_info/glossary.shtm. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Useful contacts and addresses Government Departments DCSF (Department for Children, Schools and Families), Sanctuary Buildings, Great Smith Street, Westminster, London SW1P 3BT Tel 08700 012345, Public enquiries: 0870 0002288. www.dcsf.gov.uk Civil Contingencies Secretariat, www.ukresilience.info DfT (Dept for Transport), Eland House, Bressenden Place, London SW1E 5DU Tel: 020 7944 3000. www.dft.gov.uk First Aid Organisations St John Ambulance, 27 St John's Lane, London, EC1M 4BU Tel: 08700 10 49 50. www.sja.org.uk British Red Cross, 9 Grosvenor Crescent, London SW1X 7EJ Tel: 020 7235 5454. www.redcross.org.uk Bullying and Violence Kidscape, 2 Grosvenor Gardens, London SW1W 0DH Tel: 020 7730 3300. www.kidscape.org.uk The Suzy Lamplugh Trust, National Centre for Personal Safety, Hampton House, 20 Albert Embankment, London SE1 7TJ Tel: 020 7091 0014 E-mail: email@example.com Website: www.suzylamplugh.org Counselling and Advisory Bodies Cruse, Bereavement Care, Cruse House, 126 Sheen Road, Richmond, Surrey TW9 1UR Tel: 020 8939 9530 Helpline: 0870 167 1677. www.crusebereavementcare.org.uk National Association of Citizen's Advice Bureaux, Myddleton House, 115-123 Pentonville Road, London N1 9LZ Tel: 020 7833 2181. www.nacab.org.uk Mind, Mental Health Charity , 15-19 Broadway, London E15 4BQ Tel: 020 8519 2122. www.mind.org.uk The Samaritans, The Upper Mill, Kingston road, Ewell, Surrey, KT17 2AF. Tel: 020 8394 8300. www.samaritans.co.uk C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Further advice and help Advice should be sought from the NUT where you believe that your school is not properly and adequately dealing with the health and safety of staff or pupils or where you are unable to obtain advice from the other sources identified in this document. For initial advice, you should contact the Health and Safety Adviser of your NUT division or association. Advice can also be obtained in England from your NUT regional office and in Wales from the NUT Wales Office, NUT Cymru. The NUT's guidance documents referred to in this briefing can be obtained from NUT offices or via the Health and Safety Post section of the NUT's website at www.teachers.org.uk C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Appendix 1: Evacuation plans > Essential Components of an Evacuation Plan All plans should cover: 1 Designated routes and exits; 2 Designated staff to act as marshals and as contact points once the assembly area is reached; 3 An assembly area or areas at least 500m (where practical) from the buildings; 4 Training for staff with particular responsibilities, and practices for all staff. All plans should be discussed in advance with the police, the local authority and the emergency services. > What to do with Pupils Finding a suitable place to house hundreds of children on short notice requires forward planning. Such planning, which would need to involve local authorities and schools working together, would be expected also to cover emergencies other than bomb threats which might require the evacuation of the premises, for example fire or flood. Some local authorities may have drawn up plans to cover such emergencies involving the use of other schools or community halls. Transport would need to be arranged at short notice and arrangements for contacting parents of younger children put in place. There should be contingency plans for catering in case the emergency is prolonged. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Appendix 2: Reoccupation of premises after emergency evacuation The checklist set out below is intended to assist NUT health and safety representatives in schools which have been temporarily closed because of bomb scares, fire or flood. It sets out some of the issues which need to be addressed before staff and pupils can return to school. Employers should in all cases carry out a risk assessment by reference to the issues identified below. As with other risk assessments, the outcomes should be recorded in writing and should be available to NUT health and safety representatives before the areas are reoccupied. Nobody should re-enter school buildings until officially cleared to do so. 1 In the case of arson attacks, has re-occupancy been discussed with the police, since the building will be a crime scene? 2 Are there any parts of the building which need to be made structurally sound? Competent assistance should be sought from a surveyor or structural engineer. School staff cannot make such assessments with any validity, and may place themselves in very real danger should they attempt to do so. Unsafe areas should be completely isolated from occupied areas of the school. 3 Is the site secure enough from intruders to ensure the safety of pupils and staff? 4 Have all mains water, electricity and gas supplies to the school been checked by a competent person? 5 In the case of fire, have air quality tests been carried out? 6 Have the premises been thoroughly cleaned and debris and odours removed? 7 Is there any asbestos present which may have been disturbed? If so, has a competent person checked this? If disturbed, has it been sealed as an interim measure, prior to removal? If not, the affected area of the school would need to be sealed off and air sampling tests may need to be undertaken. More detailed information on air tests and asbestos removal is contained in the NUT briefing 'Asbestos', available from the NUT website at www.teachers.org.uk or from the Health and Safety Unit at Hamilton House. 8 In the case of fire, are the alarms and smoke detectors in working order? Have the fire extinguishers been checked and replaced if necessary? 9 Is the central heating and hot water system working satisfactorily? 10 Is the available furniture and equipment suitable and safe for use by staff and pupils? 11 If certain classrooms will have to remain out of use for some time, has suitable temporary accommodation been found either in the school or in other premises? If in other premises, has transport been arranged? C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc 12 Have all books been professionally cleaned? 13 Are there adequate numbers of toilets/washrooms? 14 Are there adequate escape routes in the event of another fire? 15 Has the evacuation procedure been revised? 16 Is a staffroom available? 17 Are there adequate eating facilities for staff and pupils? C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Appendix 3: Health and Safety Responsibilities 1) The Health and Safety at Work etc Act 1974 places overall responsibility for health and safety with the employer. Who this is varies with the type of school. o For community schools, community special schools, voluntary controlled schools, maintained nursery schools and pupil referral units the employer is the local authority. o For foundation schools, foundation special schools and voluntary aided schools, the employer is usually the governing body. o For independent schools, the employer is usually the governing body or proprietor. 2) Education employers have duties to ensure, so far as is reasonably practicable: o the health, safety and welfare of teachers and other education staff; o the health and safety of pupils in-school and on off-site visits; and o the health and safety of visitors to schools, and volunteers involved in any school activity. > Responsibilities for Risk Assessment The duties on employers outlined above implicitly include a duty to assess risks and take necessary precautions. Employers also, however, have specific legal duties to carry out risk assessments for all aspects of workplace health and safety due to the requirements of the Management of Health and Safety at Work Regulations 1999 and other regulations such as the manual handling, COSHH and fire safety regulations. > Practical implications In community and voluntary controlled schools, local authorities are ultimately responsible for ensuring the execution of suitable and sufficient risk assessments in respect of all activities undertaken at the school. They also have responsibility for overseeing the implementation of appropriate control measures to manage health and safety risks - such as the risks posed by emergencies and disasters - in their schools. As part of this, they will need to make certain that robust emergency plans and procedures are in place, and that they are being followed. In foundation and voluntary aided schools it is the governing body which must satisfy itself that a school is meeting its legal obligations with regard to risk management. It must therefore make certain that full risk assessments have been carried out with regard to emergency planning, and that appropriate emergency procedures have been adopted. Day-to-day decisions on health and safety matters fall to the head teacher in all types of school, albeit with reference to the governing body or local authority with regard to more weighty matters. Responding to an emergency situation, by definition, is not a day-to-day occurrence, however, and is likely to require close liaison between the head teacher and the governing body and/or local authority. An example of a decision which would normally require the sanction of the governors C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc and local authority, where applicable, would be a decision to close the school temporarily in response to a particular emergency situation, e.g. flooding. In the event of an emergency, however, it may not always prove possible to liaise with the local authority. If normal channels of communication have been disrupted, it will be up to the head to take the lead over matters such as school closure - seeking concensus with any members of the governing body who are available. Similarly, heads facing a decision over whether to evacuate a school building will almost certainly need to act swiftly and will not usually have sufficient time to consult governors or the local authority over the preferred course of action. Indeed, indecision or uncertainty in such situations may well worsen an already critical situation. Whilst the head teacher may assume day-to-day responsibility for executing these measures, however, it is ultimately for the governors - and local authority in community and voluntary controlled schools - to ensure that a school's emergency procedures are fit for purpose, and that all related policies are executed in full. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc Appendix 4 - Fire Marshals All school fire safety risk assessments must describe the measures in place to ensure that fire evacuation procedures are properly supervised, and that those carrying out this supervision have had sufficient – and recent – training in order to adequately fulfil this task. Most staff will, of course, already have some level of supervisory duties in fire evacuation procedures. In a secondary school, for example, heads of department might co-ordinate supervision of evacuation in specific areas of the school, whilst senior managers might fill in any gaps and ensure the school's fire evacuation procedures are being correctly followed. Classroom teachers will of course have supervisory responsibility for individual classes. Current legislation requires that there must be a sufficient number of competent persons trained as fire marshals to ensure that the fire procedure is followed correctly and that the evacuation of premises is undertaken quickly and safely. The procedures implemented must protect relevant persons from serious and imminent danger resulting from fire in all circumstances. The duties of fire marshals might include: 1 helping those on the premises to leave; 2 checking the premises to ensure that everyone has left; 3 using firefighting equipment if safe to do so; 4 liaising with the fire and rescue service on arrival; 5 shutting down dangerous equipment or services; and 6 performing a supervisory/managing role throughout; Fire marshals can free up other staff to look after the welfare of their classes, safe in the knowledge that they are part of a well-ordered fire evacuation system co- ordinated by trained personnel. In a school, the natural candidates to become fire wardens would be site supervisors and administrative staff, who would not have classes or individual pupils to look after. Those in the leadership group could be called upon too, both given their seniority and their reduced teaching load. Classroom teachers would be the least suitable candidates to undertake the role, as they will always have a direct responsibility for the class in their care. Normally, managers request volunteers to carry out the role of fire marshal, and anecdotal evidence would suggest that there is usually a sufficient response to meet the need which has been identified in the fire safety risk assessment. Where this is not the case, it might be necessary to ask individual members of staff to take on these duties instead. In such circumstances acceptance of the role is likely to be expected unless there is good reason, such as a medical condition or disability. The employer must comply with the law, and employees must co-operate with the employer as regards the duties and requirements placed on the employer by law (section 7, Health and Safety at Work etc. Act 1974). C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc The process of appointing fire marshals should not, however, be high-handed and autocratic. The Regulatory Reform (Fire Safety) Order 2005 places a specific responsibility on employers to consult employees, or their elected representatives, about nominating people to carry out particular roles in connection with fire safety. Moreover, employers are obliged to consult safety representatives about arrangements for nominating fire wardens to implement the measures for fire fighting. The Safety Representatives and Safety Committees Regulations 1977 include these provisions. More information on fire marshals and fire evacuation procedures can be found in the Department for Communities and Local Government (DCLG) guidance (published 2006) 'Fire Safety Risk Assessment – Educational Premises'. This can be downloaded free of charge from the DCLG website at www.firesafetyguides.communities.gov.uk. C:\Docstoc\Working\pdf\5a33bbd7-ef5e-49b8-9bb0-2c6b0f5fc813.doc
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Hotels in 28760 - Naples NC
Only hotels in 28760 zip code are listed below. Search for cheap and discount hotel rates in Naples, NC for your upcoming leisure or conference / group travel. We list the best 28760 hotels and motels so you can review the Naples hotel list below to find the perfect lodging. Hotels in Henderson county and area code 828 are also listed.
28760 Hotels/Accommodations
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subset: commoncrawl


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Shooting Stars Community
com·mu·ni·ty /kəˈmyo͞onitē/ - noun, often attributive: a group of people with a common characteristic or interest working together within a larger society.
Welcome to the Shooting Stars Community website! The Shooting Stars Community serves Girl Scout troops in both the Galveston and Harris County parts of Friendswood, the southbelt area of Houston to the south of BW-8 and the west of IH-45 and on the east side of Pearland and is a member of the San Jacinto Council.
The Shooting Stars Community Leadership Team (CLT) provides overall leadership for our community and coordinates the work of the Community Service Team (CST). Members of the CST are typically appointed by the CLT and will bring together a core group of volunteers, with additional auxiliary roles as needed to support our community. Our community is comprised of volunteers, tasked with recruiting, developing and supporting girls and volunteers in the delivery of the Girl Scout Leadership Experience.
Interested in becoming a volunteer? Complete our Volunteer Interest Indicator or contact the Community Leadership Team at firstname.lastname@example.com. Interested in becoming a Girl Scout? Find a Troop!
dis·cov·er /dih-skuhv-er/ - verb: to notice or learn, especially by making an effort.
con·nect /kuh-nekt/ - verb: to join, link, or fasten together; unite or bind.
Take Action
take ac·tion /teyk ak-shuh'n/ - idiom: to start doing something.


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As we reported in May, the Kia Sedona minivan will skip the 2013 model year while its replacement is readied for market. A Kia spokesman tells Edmunds Inside Line that the company still considers the minivan segment important and that the current Sedona should continue to be available through 2012.
2011 Kia Sedona


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Burke making progress
by Ashley Houghton
U18 keeper speaks after impressing against WBA.
Sunderland under-18s goalkeeper Peter Burke says he is delighted with the progress made with his shot-stopping since arriving at the Academy of Light in the summer of 2012.
The Republic of Ireland youth international was speaking to safc.com after his Sunderland side drew 1-1 with West Bromwich Albion at the AoL on Saturday.
"As a side we weren't up to standard today, normally we're much more fluent but it was a scrappy game and we're happy enough to get the point," he explained.
"When I first came in it was a problem [shot stopping] but I've improved a lot recently and I'm just happy to make the saves and work for the team.
"I keep working as hard as I can and it's paying off at the minute."
After an inspired performance from the Donegal-born stopper, including three fine saves in the second half, he says his confidence is high as he sets off with the Republic of Ireland to Austria this week for the Elite Round of the U17 UEFA European Championships.
And, though, Burke loves donning the Sunderland jersey, he says there is no greater feeling than representing Ireland.
"I can't wait, I've played for my country a couple of times and there's nothing like the feeling of standing singing your national anthem – I love it, it's the best feeling ever.
"I'll just carry on the same and do the best I can as there is not much different other than players and tactics."
Burke feels injuries may hamper his side's chances of success in the competition but feels with the right application his side can still make the knockout stages.
"Our captain's injured and we're missing a couple of key players," he added.
"We're hoping for the best and we're hoping to qualify and get through, our chances are tough so we'll take it as it comes."


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Category: Canibeat.com, Photography, Supercars
Sep 1
The Invasion: John Kim's Lamborghini Gallardo
From the start there has always been a fair share of nay-sayers when it came to the stance scene. Even with all of the negativity against "Stance" it has managed to change our car scene. It use to be that Honda guys would never be caught dead with a Volkswagen guy and vice-versa but because of this silly trend you see groups with all makes, models and styles. Stance has even managed to stretch outside of just JDM and Euro cars with people getting their hands on Domestics and even trucks in search of the perfect stance no matter where the manufacturer calls home. Stance now has its eyes on yet another demographic that people never thought it would reach – Exotics.
We've started to see a few scattered exotics come out and of course a multitude of photoshops. None have been to the extreme of where the other import guys are currently at but we have to remember that this is just the start. John Kim, the owner of this Lamborghini Gallardo Spyder, use to actually be the owner of a pretty sick S14 but as he got older and more successful was able to step in the world but his taste for being low never changed. John's Lamborghini is proof that no matter what car scene you are in, it isn't safe from the spread of Stance, so be warned… its coming if it isn't already there…


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August 4, 2015
Currently: 89° — Complete forecast |
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Beverly Poppe
Architect Eric Strain designed this award-winning house on a hillside in Summerlin to be adaptable to the desert. There are no windows at the rear because they would face west -- and the punishing afternoon heat. Instead, the back of the home is garage, which acts a buffer between the living space and the sun.
© Las Vegas Sun, 2015, All Rights Reserved


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Don't miss your chance to see Kacey Musgraves in Grand Rapids! Check out the schedule below for the concert date of your choice, then buy your Kacey Musgraves Grand Rapids tickets before they sell out!
Looking for Kacey Musgraves tickets in other cities? View all Kacey Musgraves tickets »
Sorry! We couldn't find any events for Kacey Musgraves in Grand Rapids.
If you were searching to see if Kacey Musgraves is coming to Grand Rapids, then you're in luck! For their latest tour, Kacey Musgraves will indeed hold a concert in Grand Rapids. Have an awesome concert experience when you go to see Kacey Musgraves in Grand Rapids. Get your Kacey Musgraves tickets Grand Rapids and join fellow fans for a concert to remember!
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Pawlett has been issued with a notice of complaint after he was accused of diving to win a penalty in Sunday's match against Dundee at Dens Park.
From the resulting spot-kick Niall McGinn scored to seal a 1-1 draw for the Dons - a result that relegated Dundee from the top flight.
The 22-year-old faces a two-match ban if he accepts the charge or loses a potential challenge to the decision.
Aberdeen have until Thursday to respond to the decision by the SFA.


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East Lee welcomes former Rocket as head football coach
Jeffrey Cooke, an East Lee Middle School alum who went on to play football at East Carolina University and professionally, is the new head football coach at East Lee according to an announcement from Lee County Schools on Thursday.
Cooke starred at Lee County Senior and earned a full scholarship to East Carolina, where he was a defensive tackle for the Pirates from 1989-94, earning All-South Independent honors as a senior.
Upon graduating from ECU, Cooke played a preseason with the New York Jets before going on to play for the Baltimore Stallions in the Canadian Football League.
In 1996, Cooke became an assistant strength and conditioning coach at East Carolina. During his coaching career, Cooke's worked at Chowan College and Illinois State University.
Cooke was the defensive coordinator at SanLee Middle School last season.


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21 Best Halloween Candies Of All Time
Gut Check isn't so old that we don't remember the hierarchy of Halloween candy: i.e., good stuff and crap. While neighbors who neglect to buy the best sweets suffer at the hands of t.p.-ing teenagers, Gut Check's house remains unscathed.
RFT photo
Stay on the good side of neighborhood ne'er do wells by doling out any combination of these twenty-one Halloween candies, which are pretty much the only reason kids look forward to trick-or-treating. Yeah, we're pretty certain no kid ever anticipated Halloween night because they couldn't wait for a sack full of candy corn, peanut butter kisses or raisins. But that's just our opinion.More »


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Vol. 18 No. 1 CONTENTS
Vol. 18 No. 1 CONTENTS
"He Was Willing"
David Worley
The New Man
Joe D. Schubert
Current Catholic Scholarship
Terry L. Smith
History of Broadcasting in Churches of Christ from 1922-1953
Lowell Perry
Wildcat Video Minute
Combine a few hundred Wildcats, plenty of pens and post-it notes - What do you get? This month's Wildcat Video Minute takes a look at how the Student Alumni Association helped celebrate "I love ACU" day.
Explore Majors
Find majors or programs that interest you.
Visit Campus
Satisfy your curiosity about what it means to live and learn at ACU!
Apply to ACU
Learn more about our application and admissions process.


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Southmead Hosptial launches crutches amnesty
Posted: August 20, 2014|
FORMER patients are being encouraged to return crutches they no longer need as part of an amnesty at Southmead Hospital.
The emergency department hands out 25 pairs of crutches to patients on an average day – but only a few of those are returned.
The North Bristol NHS Trust emergency department, which transferred from Frenchay Hospital in May, is urging people to seek out any crutches they may have at home and return them.
Emergency department matron Juliette Hughes said: "People may have forgotten about their crutches and they could be in the garage or the back of a wardrobe, or it may be that they haven't returned them because they are broken.
"Even if they are broken we encourage people to bring them back anyway, because we can overhaul them so they are as good as new and that costs less than buying new ones.
"Please do check at home to see if you have got any crutches you might have forgotten about."
Anyone with crutches at home should return them to staff at the reception of the emergency department in the Brunel building.


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The Cydonia Codex: Reflections from MarsPaperback
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- Publisher: North Atlantic Books,U.S.
- Format: Paperback | 300 pages
- Dimensions: 173mm x 231mm x 23mm | 658g
- Publication date: 1 July 2005
- Publication City/Country: Berkeley, CA
- Edition statement: Reprint
- Illustrations note: b&w illustrations
- Sales rank: 571,597
Product description
In what can only be described as one of the most important archaeological and sociological discoveries in human history, "The Cydonia Codex" offers overwhelming evidence of aesthetic and symbolic design on the surface of the planet Mars. The authors' research encompasses over ten years of study and analysis of NASA photographs of the "Face on Mars" and its surrounding complex. Beginning with the famous 1976 photograph of a mile-long formation found on the surface of Mars that strongly resembles a human face, Haas and Saunders offer side-by-side comparisons of the art and sculpture of pre-Columbian Mesoamerica with a set of corresponding geoglyphic structures found in the Cydonia region of Mars. The implication is staggering--Earth's history and humankind's origins could be very different than commonly believed. Includes black and white photos throughout, as well as illustrations.
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Author information
George J. Haas is founder and premier investigator of The Cydonia Institute, established in 1991. He is a member of the Archaeological Institute of America and the Pre-Columbian Society of the University of Pennsylvania. Mr. Haas is also an artist, art instructor, writer, and curator. He is a member and former director of the Sculptors' Association of New Jersey. He has also authored monographs for various art exhibitions, and had a one-man show at the OK Harris Gallery of Art in New York City. He became interested in the "Face on Mars" after reading a book on the subject by Randolfo Rafael Pozos in 1991. He lives in New Jersey with his wife, Dr. Amelia Joy Cole; he has three daughters. William R. Saunders graduated from the University of Alberta in Edmonton in 1977 with a Bachelor of Science degree in Geomorphology. He began work in the petroleum industry in Calgary, Alberta in 1978 and currently works as a petroleum geoscience consultant in Calgary. He was reintroduced to the "Face on Mars" in 1991 by Richard Hoagland's book, "The Monuments of Mars." He began looking at the Mars Global Surveyor images on NASA's web site with their first release in April of 1998. He met George Haas on a web-site discussion group shortly thereafter. Foreword writer Richard C. Hoagland has been a NASA consultant and Science Advisor to Walter Cronkite and CBS News. In 1993 he won the Angstrom Medal for Excellence in Science. He is the author of "The Monuments of Mars: A City on the Edge of Forever" (Frog, Ltd., 2001).
Review quote
" I applaud the authors' cross-cultural approach to investigating possible Martian archaeological sites. By suggesting that a priror technological civilization might have been driven by aesthetic agenda, "The Cydonia Codex" offers a new arena for speculation--which is precisely what's needed to further the investigative process." -Mac Tonnies, author of "After the Martian Apocalypse: Extraterrestrial Artifacts and the Case for Mars Exploration" " This book gives unique insight into the many questions surrounding man's origins and in my mind establishes stunning evidence for a direct connection between us and a forgotten culture found on the planet Mars." -Jim Miller, founder of the Mars research group Anomaly Hunters " The authors have obviously done a great deal of research not only into the Martian structures but also into ancient Mesoamerican and other cultures and have shown how the images from Mars are repeated in the religious and cultural artifacts from those ancient civilizations. The information is well laid out and overall an excellent informative work." -Shane Bowden, geologist in Alberta, Canada


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I'm trying something new (to me). I've cast on enough stitches to make a scarf, but lengthwise, with scrap yarn. I'm knitting half of the width and casting off. Then I'm knitting up the cast on stitches and going in the other direction. It's a shell-like lace pattern so the pull of the different angles is creating an interesting effect. See pictures of my progress so far here.
I love how the combination of colors and fibers are combining. It reminds me of marbled paper or different paints on a palette just starting to get mixed together...I'm looking forward to seeing the finished scarf.
Always great to see people putting new twist on old standards. I've done a number of scarves and stoles with a lengthwise caston - and it can make even simple stitch patterns look new and different.


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College of Media 2009 Convocation
The College of Media celebrated its graduates with a convocation ceremony and reception held May 17, 2009. With family and friends to encourage them, more than 400 bachelor's, master's, and doctoral students crossed the stage to get their diplomas in Foellinger Auditorium. Dean Ron Yates opened the ceremony by introducing the 2009 Student Speaker Jacalyn Ceglinksi, an advertising graduate. Convocation speaker, Elaine Quijano, a 1995 broadcast-journalism graduate and CNN correspondent, spoke of the challenges of the industry and congratulated the graduates for their accomplishments.
Thanks to UI-7, the College's Convocation ceremonies and the University's commencement ceremonies are available online:
- Watch the College of Media Convocation online. The College's ceremony will also re-air on UI-7; check the Program Guide for upcoming airtimes.
- Watch the U of I Commencement speakers online. The University's ceremony will also re-air on UI-7; check the Program Guide for upcoming airtimes.
- Visit the College's Flickr site to view Convocation photos.
Honors and Awards
Journalism students honored in Hearst Journalism Awards Program, "The Pulitzers of College Journalism"
The Department of Journalism shared a writing medallion for eighth place in this year's Intercollegiate Writing, Photography and Broadcast News Competitions of the annual Hearst Journalism Awards Program. The 2008-2009 prizes of $10,000, $5,000 and $2,500 are awarded to the top three colleges and universities in each division of the Intercollegiate Competitions, with the top ten of each category receiving Hearst medallions. Often called "The Pulitzers of College Journalism," the Hearst program holds year-long competitions in writing, photography, and broadcast news and multimedia for journalism students.
Journalism students finished with top honors from Society of Professional Journalists
U of I journalism students finished in the top three nationally in two categories of the Society of Professional Journalists "Mark of Excellence" Awards. Leslie Picker '10 JOURN/POL SCI is a national finalist in Radio News Reporting, with her piece, "Birth Centers." The Daily Illini On-Air Staff are national finalists for Radio Newscast. Read the entire list of finalists.
Around the College
Advertising and Journalism students continue study abroad trips in Rome and Romania...Follow them online
Students from Advertising and Journalism continue their study abroad trips in Romania and Rome. Students and faculty are posting their adventures and their projects online as part of the experience. Keep up with their progress as they soak up the culture:
- Branding Italian Cuisine: Advertising students in Diana Mincyte's "Global Studies in Culture, Tourism, and Consumer Communication" course
- Revealing Romania: Journalism students in Nancy Benson's "International Reporting" course
Black and Female: WILL radio series features lives of two Champaign-Urbana women
|WILL radio series, "I Remember, I Believe," features work by Keri Carpenter MS candidate JOURN and C-U resident Erma Bridgewater.
Growing up in a segregated society, Erma Bridgewater of Champaign and Ruby Hunt of Urbana were turned away from stores, restaurants and schools. Their stories, told to students in the Youth Media Workshop, form the basis of a new radio series, I Remember, I Believe. Keri Carpenter MS candidate JOURN and WILL-AM's Dave Dickey, produced the series looking at the experiences of African-American women. It airs on WILL-AM 580 at 4:45 pm and 6:45 pm Mondays and Tuesdays, June 8-30. Eight girls from Franklin Middle School participating in the Youth Media Workshop interviewed and made audio recordings of Bridgewater, 96, and Hunt, 72, several years ago as part of the Youth Media Workshop in which Professor of Journalism Leon Dash trained the students in "immersion journalism" interviewing techniques. The women talk about what it was like growing up in a segregated country, raising children in Champaign-Urbana, and watching desegregation take place. "Mrs. Bridgewater remembers everything," Carpenter said. "She's in her 90s, but she can talk about things that happened in her 20s like it was yesterday." Her stories about Champaign County in the early and mid 1900s describe not only discrimination, but bathrooms, electrical power and other parts of her life.
Not one to fall behind on the latest technology, UI-7 has finally given in to the Twitter craze. Follow UI-7 to check out all the latest programming, find out what's new in the College of Media, and submit ideas for what you'd like to see on the College's public access television station.
Faculty and Staff News
Clifford Christians, director of the Institute of Communications Research and professor of communications, was awarded an honorary Doctor of Letters degree (Litt.D. Litterarum Doctoris Honoris Causa) by Marquette University at its commencement ceremonies on May 17. The degree recognizes Christians' "important contributions to the philosophy of technology, media ethics and communication theory, and his commitment to values and ethics."
Kent Ono, professor of communications and Asian American studies, gave an invited talk on a plenary panel called "Making Memory: Japanese American Films about Incarceration" at the Campus-Wide Asian American Heritage Month at the University of Wisconsin, Madison in May.
Jay Rosenstein, associate professor of journalism, was a panelist at April's Broadcast Education Association Annual Conference in Las Vegas for a panel on Ethics In Documentary.
Jan Slater, professor and head of advertising, has been elected to the Accrediting Committee of Accrediting Council on Education in Journalism and Mass Communications. In August, Slater will also begin her term as president-elect of the Association for Education in Journalism and Mass Communications in August. Additionally, Slater has been elected Vice Chair of the 2009-2010 American Advertising Federation's Academic Committee.
Angharad Valdivia, professor of communications, media studies, Latina/o studies, and gender and women's studies, co-organized and presented at "Global Girl Studies: Media and Pedagogical Approaches," a conference sponsored in part by the Institute of Communications Research held May 26 on the Urbana campus. Valdivia co-organized the conference with Ruth Nicole Brown, assistant professor of educational policy studies and gender and women's studies.
Student News
Catherine Coleman PhD candidate COMM will join the faculty at Texas Christian University in Fort Worth, Tex., this fall.
Matt Crain PhD candidate COMM was accepted to participate in the Annenberg-Oxford Summer Institute on Global Media Policy at Oxford University. The institute brings 25 graduate students from 15 countries around the world to Oxford for two weeks of study on the topic "Technology and New Themes in Media Regulation."
Lindsay Ignatowski MS candidate JOURN has created an online interactive site "Illinois Change Gauge," that gives users an idea of the changes that temperature increases could bring to Illinois in the future, based on the best scientific evidence currently available. Working with Associate Professor Eric Meyer, she uses Flash animation, XHTML/CSS, and classic science reporting to examine how different degrees of climate change would affect the state.
Andrew Ó Baoill PhD candidate COMM has been named Assistant Professor of Communications Studies at Cazenovia College in New York state. Ó Baoill, who will shortly complete his term as Station Manager of WRFU-FM in Urbana, will act as advisor to the campus station, WITC, in addition to his teaching duties. Ó Baoill will defend his doctoral dissertation, which focuses on the impact of the internet on community radio, later this summer.
College of Media in the News
Poynter.org (St. Petersburg, Fla., May 8) -- Associations of professional journalists are becoming more open to accepting members who've arrived in the profession by non-standard routes. Brant Houston, former head of Investigative Reporters and Editors and now the Knight Chair in Investigative and Enterprise Reporting at the U. of I., says the associations have been motivated as much by necessity as open-mindedness, in the article "Journalism Associations Forced to Re-examine Role as Membership Declines."
Upcoming Events
June 12, 6-9 p.m.: Summer Alumni Kickoff Party, John Barleycorn, 658 W. Belden Ave., Chicago
Join the Alumni Board to kick off the summer and the year's alumni events with a happy hour for folks in and traveling through Chicago. Cost: $20 per person includes three hours of appetizers (with Italian beef and Italian sausage sandwiches, cheese ravioli, beef flautas, deli tray, chicken strips, caesar salad, vegetable tray, and quesadillas) and an open bar (beer, wine, well, and soft drinks). Parking is available at Children's Memorial Hospital's covered garage across the street. (Get $6 parking by having John Barleycorn validate your parking ticket.) RSVP by email to Mary Susan Britt by June 6 or call (217) 244-0552. RSVP in advance and be eligible for a drawing to win free admission. Brought to you by the UI College of Media Alumni Board.
September 25-26, all day: The Sandage Symposium of the Department of Advertising, iHotel, Champaign, Ill.
The Sandage Symposium is held in honor of Charles H. Sandage, the father of advertising education and the founder of the Department of Advertising at the University of Illinois. First held in 1972, the Symposium was set to honor Sandage's retirement as professor and head of the department. This gathering brought the leaders of advertising thought from the profession and the academy together, formalizing his belief that advertising educators and advertising professionals needed more interaction. Since that time, the Symposium has reflected Sandage's intentions of providing a forum for ongoing dialogue between professors and professionals regarding the current issues facing the advertising industry as well as advertising education. Established initially by a gift from the Sandage Charitable Trust, this conference-type event is sponsored by the Department of Advertising. Nationally recognized scholars, educators and professionals are drawn to the University of Illinois campus in celebration of Charles H. Sandage's influence on the field and the study of advertising. For information, email Cinda Cornstubble in the Department of Advertising.
September 25, all day: Illinois State High School Press Association Fall Conference:
"New Voices in the Media"
The world of media is in a constant state of change today. Journalists and would-be journalists are finding purpose and passion in new ways that reach beyond the legacy of a newspaper or television newsroom. While some media outlets are struggling to stay afloat, what's rising from the ashes are new voices in the media and a wider platform for consumers of information. These new voices include bloggers, citizen journalists and innovative collaborations between the public and news entrepreneurs. The keynote panel for ISHSPA 2009 will consist of those who are at the forefront of these explorations into the new world of journalism. For information, email Lynn Holley, executive director, Illinois State High School Press Association, and academic programs coordinator.
Alumni Notes
|Axelson's most recent New York Times assignment: story about trout fishing in Iowa's Driftless Area which will run later this summer.
Gustave Axelson '97 JOURN is entering his fifth year as managing editor of Minnesota Conservation magazine, the official publication of the Minnesota Department of Natural Resources. Axelson won a gold award for Best Feature Story from the Minnesota Magazine Publisher's Association in 2008 for an essay on old-growth forests, as well as a silver award for Magazine Wildlife Feature from the Association for Conservation Information for a story on timberwolf research. As a freelancer, he penned a feature story for the January 2009 issue of Backpacker magazine about the woodland caribou herd that lives on Ontario's Slate Islands. (He also shot the video featured on the Web site.) He has had two stories published in the New York Times Escapes Travel section; one about winter cabin camping in Michigan's Porcupine Mountains State Park, and another on his return to the spot in the Boundary Waters Canoe Area Wilderness where he was caught in a forest fire. When not writing, Axelson spends time camping and fishing with his wife Amy (a U of I School of Business alum) and two sons Anders (6) and Henrik (2).
Jillian Baez '09 PhD COMM will start post-doctoral study at the National Center for Institutional Diversity at the University of Michigan's Communication Studies Department this summer. She will concentrate on revising her dissertation for a book manuscript.
Ruoyan Bai '07 PhD COMM joined the faculty last fall at the University of Toronto Scarborough as Assistant Professor and Program Director of Media Studies in the Department of Humanities.
Diem-my Bui '07 PhD COMM, visiting assistant professor of communications and Asian American studies at the University of Illinois at Chicago, guest lectured for Professor of Communications and Asian American Studies Kent Ono's class in April.
Laura Frank '90 JOURN, investigative reporter for the Rocky Mountain News in Denver until it closed in February, has been selected as a 2009-2010 Ted Scripps Fellows in Environmental Journalism, hosted by the Center for Environmental Journalism at the School of Journalism and Mass Communication at the University of Colorado at Boulder. Frank earned the fellowship for her work on Colorado's natural gas rush and the U.S. government's empty promise to provide medical aid to nuclear workers. Both projects earned top awards from the Colorado Associated Press Editors and Reporters.
Bill Geist '68 ADV has been honored by the University of Illinois Alumni Association with a 2009 Alumni Achievement Award. The award is in recognition for his contributions to journalism and his humorous observations celebrating the individuality and humanity of American life. A correspondent for the television show "Sunday Morning" since 1987, the two-time Emmy Award winner has lent his unique brand of storytelling to many television shows, publications, and Web sites, including CBS News, "60 Minutes," Rolling Stone, Forbes, Esquire, The New York Times, and the Chicago Tribune. The best-selling author of seven books has said he is most proud of taking third place in the Illinois State Fair Bake-Off in 1979. Geist received an honorary degree from the University of Illinois in 2005. Additionally, Geist and his son, Willie, co-host MSNBC's popular "Morning Joe" and NBC News programs, will be guests at the annual Book & Author Luncheon on June 13 at the Shelter Island Public Library in Shelter Island, New York.
Joya Harris '86 MS ADV has been promoted to vice president and group account manager at Carlson Marketing in Detroit, Mich., where she has been growing business for 17 years. In her new role, Harris will be actively involved in new business development and continue to focus on her Ford client with a variety of marketing programs. In addition to her work with Carlson, Harris has held board positions in several non-profit organizations such as Alternatives for Girls, the Arthritis Foundation, Merrill Palmer Institute, the Junior League of Detroit, and The Susan G. Komen Breast Cancer Foundation.
Shoshana Magnet '08 PhD COMM spent this year doing post-doctoral study at McGill University in Montreal, and will join the faculty at the University of Ottawa as Assistant Professor of Women's Studies in the fall.
Jin-Kyung Park '09 PhD COMM spent the past year doing post-doctoral study at the Asian Studies Center at the University of Southern California, and will start as Assistant Professor of Women's Studies at the University of Toronto in the fall.
Victor Pickard '08 PhD COMM will start as Assistant Professor in the Department of Media, Culture, and Communication in the Steinhardt School at New York University in the fall.
Michelle Pokorny '08 ADV, currently a graduate student at Miami Ad School in Florida, composed this spot for the YouTube Cannes Future Lion ad competition. Competitors were given only 48 hours to produce their spots, and competed for the chance to attend the 2009 Cannes Film Festival.
Katherine Sredl '09 PhD COMM will begin as Assistant Professor of Marketing in the Mendoza College of Business at the University of Notre Dame in the fall.
William Steiger '73 ADV was awarded a master of business administration degree from the University of Central Florida in Orlando on May 9th. He was also inducted into the Beta Gamma Sigma Honor Society in the College of Business. Mr. Steiger is currently serving as the Director of Marketing at the Orlando Lutheran Academy. He retired from Tribune Company in 2005 after serving as the Vice President of Advertising at the Orlando Sentinel since 1988. Mr. Steiger plans to teach at the University of Central Florida in the fall. He and his wife live in Orlando, Florida.
Sam Waltz '71 JOURN/'73 MS JOURN, operates Sam Waltz & Associates LLC Business & Communications Counsel in Greenville, Wilmington, Dela., the home of Vice President Joe Biden who he has known and covered for more than 30 years. Formerly a reporter for The Courier in Urbana-Champaign and formerly the State Capitol Bureau Chief for the News Journal in Wilmington, Dela., Waltz spent 16 years in a senior executive role at the DuPont Company before founding his own consultancy in 1993. A former elected National CEO / President of the Public Relations Society of America in 1999, Waltz is a Vietnam veteran of the U.S. Army CounterIntelligence Corp, and he's been an adjunct faculty since 1989 at the University of Delaware. He also taught journalism at the University of Illinois from 1972 to 1975. In the past five years, Waltz has added to his practice merger and acquisition services and investment banking, helping emerging technology companies and entrepreneurs attract capital.
Please send your Alumni Notes, along with your hometown, to: email@example.com.
In Memory
Susan Eckert '66 ADV, of Sioux City, Iowa, passed away in November 2008.
George McFedries '39 JOURN, originally of Oak Park, Ill., passed away in April 2009. McFedries enjoyed a long career with Putnam Publishing Company, retiring to Rancho Bernardo, Calif., in 1983.
Anita Abrams Rappaport '44 JOURN, of Glenview, Ill., passed away in May 2009.
Stay Connected
"I'm glad I've been able to stay well connected to the College through the Media I. It's fun to see ideas we talked about on the Student Advisory Council come to life!" --Meghan O'Kelly '08 JOURN
Now is a good time to stay connected to the College of Media and the University of Illinois! Learn more about what the College is doing for students and alumni. Keep in touch with classmates, faculty, and mentors.
UPDATE YOUR CONTACT INFORMATION in the University of Illinois Alumni Association Online Directory, and help us to keep you up to date. It takes only a minute, and keeps you connected for a lifetime. Share Media I with your friends and classmates and make sure they stay connected as well!
Can't make it back to campus? Try a virtual visit with the Quad Cam.
Media I is published 10 months a year for the alumni, faculty, staff, and friends of the College of Media at the University of Illinois.
Your comments, news items, and Alumni Notes are welcome. Please email us at: firstname.lastname@example.com
Publisher: Ron Yates, Dean of the College of Media
Editor: Sarah Dolinar, Associate Director for Communications


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Show Me Your "Monster" Kits! (let's say... 7 piece and up)
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Senior Member
Join Date: Dec 2006
Posts: 482
Re: Show Me Your "Monster" Kits! (let's say... 7 piece and up)
I have two monster.
Each is a very special kit in its own right.
First up is the one of 25, Five Star Kits.
Mine was played by Thomas Lang and Steve Smith!
I put my Zebrawood stave on the Sonor Five Star...nice matching grain and gold hardware.
I call the whole thing Tribal Weapon, and it has 10 pieces.
I have the Sonor Signatures that was the personal kit of the road drummer for the Monkees!
Its now with the Dunnett Titanium and the Spirit of 2002 and call the whole thing Heavy Metal
It has a red wrap Phonic Plus floor tom I will put Bubinga Veneer inside and out and that will make it look better. The rest are all Signature Heavy shells...which just got larger as you will see below. Its my birthday and I got a present. A 18" floor tom. The two year wait is over!
It is now a 11 piece Signature kit, with a 18x18 ft riding on a gong drum position....LOVE IT.
I gave the 3003 SE 12 piece to my son. I kept the Starman Reso from this kit for my Signature kit.
Zebrawood Stave by SMD drums
Spirit of 2002 6.5X14
A man has to set priorities.
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Golden jubilee
A golden jubilee is a celebration held to mark a 50th anniversary.
In Thailand[edit]
The golden jubilee is a royal ceremony to celebrate the 50th anniversary of the accession of the king. The Thai word is kanchanaphisek (กาญจนาภิเษก). The first Golden Jubilee of Thailand was the celebration of King Bhumibol Adulyadej.
The celebration[edit]
King Rama IX celebrated his golden jubilee on 9 June 1996, having acceded to the throne in 1946 which makes him Thailand's longest-reigning monarch and the longest-living monarch today.
The largest faceted diamond in the world, known as the Golden Jubilee Diamond, was purchased as a gift for the King on the 50th anniversary of his coronation by Thai businessmen.[1] Currently, the diamond is located in the Royal Thai Palace as part of the crown jewels.
In 1996, Banharn Silpa-archa, the Prime Minister, and the Thai people celebrated the King with a large celebration, lasting several days.
The symbol of the golden jubilee[edit]
The symbol of the golden jubilee of King Bhumibol Adulyadej was designed by Wiyada Charoensuk, who won the contest for the design.
There are three parts to the design:
- The King's throne (in center) is a sign of the Jakkree dynasty (the dynasty of King Bhumibhol)
- The white tiered umbrellas of kingship, which represent the constitution of Thailand
- The two Elephants, which represent the Thai people
The Fine Arts Department wanted this design to:
- Celebrate the King
- Help Thai people remember Thailand's tradition
- Show that Thais are proud to be people of their King
- Show that Thais have a long history as a Thai nation
In the Commonwealth realms[edit]
In the United Kingdom and other Commonwealth realms, a golden jubilee celebration is held in the 50th year of a monarch's reign.
For Queen Elizabeth II[edit]
Queen Elizabeth II celebrated her golden jubilee in 2002, having acceded to the throne in 1952.
For Queen Victoria[edit]
In 1887 the United Kingdom and the British Empire celebrated Queen Victoria's golden jubilee. Victoria marked 20 June 1887—the fiftieth anniversary of her accession—with a banquet, to which fifty European kings and princes were invited. Although she could not have been aware of it, there was a plan by Irish Republicans to blow up Westminster Abbey while the Queen attended a service of thanksgiving. This assassination attempt, when it was discovered, became known as the Jubilee Plot. At the time, Victoria was an extremely popular monarch.
In Japan[edit]
In Japan, golden jubilee refers to a 50th anniversary and is called Go-Zai-i gojūnen kinen (御在位50年記念?). Emperor Hirohito (or Emperor Shōwa), celebrated his golden jubilee on 10 November 1976. Showa Memorial Park was established as part of a project to commemorate his golden jubilee.
In China[edit]
- Emperor Wu of Han dynasty (141 BC-87 BC, Jubilee in 91 BC)
- Kangxi Emperor of Qing dynasty (1661–1722, Jubilee in 1711)
- Qianlong Emperor of Qing dynasty (1735–1796, Jubilee in 1785)
In Korea[edit]
- Yeongjo of Joseon (1724-1776, Jubilee in 1774)
In other countries[edit]
- In Austria-Hungary, emperor Franz Josef celebrated his golden jubilee in 1898.
- In Malaysia, Sultan Tuanku Abdul Halim Muadzam Shah celebrated his golden jubilee on 15 July 2008 after 50 years reigning the state of Kedah.[2]
- In Egypt, the Egyptian Television celebrated its golden jubilee on 22 July 2010 after 50 years from airing for the first time.
- In Kenya, the Nation Media Group's Daily Nation and Sunday Nation celebrated their golden jubilee in the year 2010 after 50 years from being published for the first time. (Sunday Nation - March 1960; Daily Nation - October 1960)
- In New Zealand, Kingseat Hospital celebrated 50 years of operation in 1982.,[3] and Maeroa Intermediate in 2004.
- In Detroit, Michigan in the United States, the 1946 Automotive Golden Jubilee was a citywide celebration of the fiftieth anniversary of the American automotive industry.[4]
- Alhaji (Dr.) Ado Bayero The Emir of Kano, Nigeria celebrated his golden jubilee on June 2013
- For the year 2015, the "SG50" initiative is launched in Singapore to celebrate 50 years of independence from Malaysia. The logo is meant to identify with the SG50 celebrations.[5] National Day Parade ceremonies for that year are themed Majulah Singapura - Our Golden Jubilee.
See also[edit]
- ^ De beers: A Diamond is Forever "Golden Jubilee"(Jun. 13th, 2008) Retrieved Oct. 25th, 2013,http://www.debeersgroup.com/en/About-diamonds/a-few-famous-diamonds/Golden-Jubilee/
- ^ Kedah Sultan's Golden Jubilee Celebration Bernama.com, 12 July 2008
- ^ http://books.google.co.nz/books?id=2AqAMQAACAAJ&dq=kingseat+hospital&hl=en&sa=X&ei=assET9qYF-H2mAWRx-maAg&ved=0CDsQ6AEwAQ
- ^ "The 1946 Automotive Golden Jubilee". Detroit Public Library. Retrieved 2012-02-27.
- ^ https://www.singapore50.sg/SG50/About


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We both love to travel and see new places and we try to visit someplace new once a year. We both like to explore - wherever we go we like to make sure to see the culture and history of the area.
We try all different types of traveling from camping to cruises. We are big kids at heart and can't wait to share all the great kid adventures with a child!
Bonnie & Stephen's Profile: " Travels "