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Rialto Youth Project

The Rialto Youth Project is for young people in Dolphin aged from 10 - 21 years. The Youth Project runs programmes based on the Arts, social programme activity based, group-work, home-work/education, and project work and one to one. Activities can range from personal development to cooking to outdoor activities.

The following groups welcome new members:

• Break Dance - Tues 6-7pm in the F2 for 6-9 yrs old - Contact Michelle Dunne in the Fatima Homework Club or the Youth Project
• Hip Hop - Thursday 6-7pm in the Community Centre for 8-11 yrs old - Contact Tina O'Sullivan in the Dolphin Homework Club or the Youth Project.
• The Thursday Club is on in the Community Centre from 7.30 - 8.45. It is open to 8-12 yr olds. All are welcome to join with parental consent and registration. Contact Linda in the Youth Project or call to Community Centre on Thursday evening for registration.

If you would like to become engaged with Rialto Youth Project please contact any of our Youth Workers/Volunteers or drop into St Andrews for a chat, 468 South Circular Road Rialto, Dublin 8. Tel. 01-453 1638

Website: www.rialtoyouthproject.net

Dolphin House Community Development Association

Dolphin House Community & Health Centre, Portakabins, Dolphin House, Rialto, Dublin 8 Tel: +353 1 4544682 | Fax: +353 1 4544686

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Dolphin Homework Club

• Poster Workshop
• Immersive Workshop
• Boys in the Making Programme
• Public Poster Project
• Philosophy with Men
• Audio Piece

Date of Birth: 9 July 2021

Place of birth: dolphin house, dublin, makers: dolphin house homework club group age 10-11, credit: cj was born from a programme led by dolphin house homework club staff team debbie collins, tina o’ sullivan and jamie lynam with artist/writer fiona whelan. drawing by fiona whelan.

CJ comic – work in progress.

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Hello Fifth

A Teaching Blog

Homework and Homework Club 101

January 8, 2022 by Jill Shafer

Hello, friend!  Let’s talk about homework club and what it looks like in our classroom.

I have used THIS with students in grades three through five but, like with anything, tweak it to meet the needs of your kids .

Disclaimer to start: I’m not here to argue for or against homework.  We have a district responsibility and understanding that homework is a component of the day and not to exceed a certain length of time.  For us, it’s ten minutes per grade level so by fifth grade, no student should be spending more than 50 minutes on homework each evening.

I will, obviously, modify homework for students, as well as provide time in class for homework completion.

Homework is never anything new; it is always review and for us, it’s very predictable, which I’ll share below.

For our room, here’s what is assigned:

-Reading Plus (a program used district-wide): Our fifth graders are responsible for completing three SRs and three RA assignments each week.  They can work at their own pace but we HIGHLY encourage doing at least one each evening.  This is OFTEN done in class but takes anywhere from five (the vocabulary assignments) to twenty minutes.

-Language: There is either a brief spelling activity (first semester) or Wordly Wise activity (second semester). This should take about ten minutes.

-Math: Students are assigned 6-10 review problems, which come straight from their workbooks.  This is usually content that was taught in class about a week ago.  We are constantly spiraling to review.  Once a week, students are asked to do only Jiji, another district-wide math program.  They do this in lieu of a workbook page that night.  Regardless, it takes about twenty minutes.

Okay!  So with that said, homework is always on our May Do board, meaning that if all their other assignments are completed, they can go ahead and work on their homework.  They may not know the math workbook page that night but they can always do Reading Plus, Jiji, or Wordly Wise.

We fill out our planners every afternoon, right before we clean up to go home (our district provides students in grades three through five with the same planners and I model it every single day under the document camera).

I am well aware that students go home to varying levels of parental support and I do not ever want a child to leave feeling like the homework is unattainable.  I am always available to help, whether that’s checking in after-school or being available before school.

Additionally, math in our room is never graded for correctness.  Student get their point if it was completed and effort was shown.  After our math warm up, we go over answers and students will ask for certain problems to be worked out together.

I have homework checkers (two students) that go around during math and star the page if work is shown and the problems are completed.

For Reading Plus, spelling/Wordly Wise, and Jiji (ST Math), I do not check for completion until Friday morning. This gives students an opportunity to practice daily habits (math workbook) with time management throughout the week (reading and vocabulary).

Now, on Friday, if all assignments have been completed, this is where the homework club kicks in.

During soft starts (you can read more about that HERE ), I call students up.  ALL students get called up one by one.  We either go over missing assignments OR they get a punch for their card.

These cards are kept in pencil boxes and treated very seriously.

The resource contains so many different options but I like to use these, pictured.  In order to get a punch (I have some fun ones in HERE ), all assignments must be done.

Missing one or two?  It’s okay.  We talk a lot about the reasons why it might have happened, what we can do next time, or how we can reach out for help if needed.

Not all kids get their cards punched every week and that’s okay.

We celebrate homework club every six weeks.  This gives kids a chance to “catch up” if they missed something one week.

Coming to homework club means they have their card with all their punches and they’re ready to celebrate!

Homework club can look a hundred different ways and I try to switch it up so that it stays exciting and motivating.

Here are some ideas we’ve done in the past:

-Eat lunch with the teacher

-Muffins/breakfast before school

-Trade your homework club card for a homework pass

-Lunchtime movie or craft (they LOVE the crafts and I’m always looking for inexpensive ideas on Pinterest)

-Board game tournament after school or at lunch

-Special games at recess (I’ll get out THESE things and they’ll play together)

-Popsicles after school

-Trade your homework club card for a small surprise (they love fidgets, puzzle erasers, play dough cans, slime, fun pencils; I have a ton in HERE )

You really can modify it to work for YOU and your class but it’s another little layer of motivation.  It also gives me an opportunity to talk to kids about time management skills.  My kids leave elementary school and head off to middle school, which is a new ballgame with changing classes and having multiple teachers.

So, I try to keep homework doable and relevant, accessible and meaningful.  Homework club is just a little bonus!

Any questions?  Ask below!

January 23, 2022 at 4:11 pm

Hi Jill! Thanks for the blog on homework. I’ve been wanting to spruce up my program, and I even looked for homework ideas on here last summer. I do similar stuff with math review, spelling, and book talk prep. I do have a question… what kind of planner do you use? I think I’ll start using planners next year, but I wonder if there are really simple, cheap ones out there. Also, have you had kids lose their planners? Right now, we use homework folders, and I have three kids who are always misplacing their folders and needing a new one. Those repeat offenders are working on responsibility and organization 🙂 and they’ll get it eventually. Thanks again for all of the great ideas. I may even implement a homework club soon! Andie

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THE 10 BEST Moscow Clubs & Bars

Clubs & bars in moscow.

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• Things to do ranked using Tripadvisor data including reviews, ratings, number of page views, and user location.

1. Kot Shrodingera

2. Central Station

3. Timeless Chistye Prudy

4. Coyote Ugly Bar

5. 12 Volts Night Bar

6. Leningrad Club & Karaoke

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27. Oblako 54

28. Mason St. One

29. Club B2

30. Bla Bla Bar

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The Appaloosa Horse Club

The Appalossa Horse Club (ApHC) is an international breed registry located in town called Moscow, in Idaho, USA. The club is dedicated to the preservation and promotion of the Appaloosa breed. Among all the Appaloosa horse registries, the ApHC is by far the largest one.

Today, Appaloosa organizations affiliated with ApHC exist in many countries.

Registration

According to ApHC rules, the Appaloosa is “ a breed defined by ApHC bloodline requirements and preferred characteristics, including coat pattern ”.

To register a horse as Appaloosa with the ApHC, the horse must have two registered Appaloosa parents, or one registered Appaloosa parent + one parent that is registered in one of the other approved breed registries. These approved breed registries are limited to Thoroughbreds, Quarter Horses and Arabian Horses.

Exception: If a gelding or spayed mare with unknown pedigree is Appaloosa colored, the owner of the horse can apply to have it registered with the ApHC under the Hardship Registration clause.

Additional rules

• A horse that meets the bloodline requirements without displaying the recognized color pattern can still register with the ApHC. It will be registered as a non-characteristic Appaloosa. Non-characteristic Appaloosas can only be shown at ApHC events if a DNA test has proven that it has the required parentage, and the owner pays an extra fee to enter the horse into the ApHC Performance Permit Program (PPP).
• The ApHC size requirement for a mature Appaloosa is at least 14 hands unshod. Sufficiently young horses can be registered even if they are smaller than this (even though it is impossible to know if they will fulfill the requirement as they mature).
• A horse with excessive white markings not associated with the Appaloosa pattern (e.g. the markings associated with a pinto horse) can only be registered if DNA testing proves that both parents are ApHC registered.

ApHC horse shows

Every year, the ApHC holds three nationally recognized horse shows:

• The National Appaloosa Show
• The World Championship Appaloosa Show
• The Youth World Championship Appaloosa Show

Appaloosa racing

Horses that perform well in Appaloosa races can earn various awards from the ApHC, such as regional ApHC awards and year-end awards. There is also the Racing Register of Merit.

The ApHC records world records and track records for Appaloosa racehorses.

The Appaloosa Competitive All-breed Activities Program (ACAAP)

The Appaloosa Competitive All-breed Activities Program (ACAAP) was created to make it possible for the ApHC to recognize achievements in all-breed competitions where Appaloosas partake.

The National Color Breeding Racing Council

Since 1994, the National Color Breeding Racing Council has promoted Appaloosa racing and Paint racing as a joint venture.

The Appaloosa Breeders’ Trust

The use of Furosemide and Acetazolamide

Since 2007, the ApHC allows Appaloosas to show even if they are being treated with the drugs furosemide and acetazolamide.

Furosemide (trade name: Lasix) is used to prevent bleeding in horses that are inclined to bleed from the nose when carrying out strenuous work, e.g. during a race.

Acetazolamide is used to prevent seizures in horses who suffer from a genetic condition known as Hyperkalemic Periodic Paralysis (HYPP). According to ApHC rules, only a horse tested positive for HYPP is allowed to show while being treated with acetazolamide.

Permitting these two drugs are controversial, since they can be used as drug maskers and make it more difficult to detect the presence of other drugs in the horse. Both the United States Equestrian Federation (USEF) and the International Federation for Equestrian Sports (FEI), which governs international and Olympic equestrian competitions, ban the use of furosemide.

The American Appaloosa Association

In 1983, The American Appaloosa Association was formed as a reaction against a rule change that made it possible for certain plain-colored horses to be included in the ApHC registry. The American Appaloosa Association is based in Missouri.

This article was last updated on: November 20, 2017

Tower Songs  was a long term city-wide arts project in Dublin, Ireland. The project sought to make visible the collective memory and experience of a number of Dublin communities as they made the transition from tower block living, via major urban regeneration initiatives.  Tower Songs  was conceived by artist Ailbhe Murphy as a response to the extent of development in Dublin in the early 2000s where the social and architectural landscape of the city was being significantly transformed. The project worked through voice sound and song to explore the various collective historical and personal narratives of place in these communities.  Tower Songs  collaborated with youth and community development organisations in Dublin to realise a series of community-based performances across the city where the experience of regeneration resonated.

Tower Songs had a dedicated artist team who collaborated with a number of youth and community development organisations and residents of tower block estates in different parts of the city. Working closely with the Rialto Youth Project and Fatima Groups United the project realised performances by residents in Dolphin House and Fatima Mansions in Dublin’s south inner city in 2005 and 2006 respectively.

Tower Songs Fatima

Tower Songs Fatima (2006/7) by Aoibheann O’Sullivan

J. V. Stalin

Speech Delivered at a Plenum of the Central Committee and the Central Control Commission of the R.C.P.(B.) 1

January 17, 1925.

Source : Works , Vol. 7, 1925 Publisher : Foreign Languages Publishing House, Moscow, 1954 Transcription/Markup : Salil Sen for MIA, 2008 Public Domain : Marxists Internet Archive (2008). You may freely copy, distribute, display and perform this work; as well as make derivative and commercial works. Please credit "Marxists Internet Archive" as your source.

Comrades, on the instructions of the Secretariat of the Central Committee I have to give you certain necessary information on matters concerning the discussion and on the resolutions connected with the discussion. Unfortunately, we shall have to discuss Trotsky's action in his absence because, as we have been informed today, he will be unable to attend the plenum owing to illness.

You know, comrades, that the discussion started with Trotsky's action, the publication of his Lessons of October.

The discussion was started by Trotsky. The discussion was forced on the Party.

The Party replied to Trotsky's action by making two main charges. Firstly, that Trotsky is trying to revise Leninism; secondly, that Trotsky is trying to bring about a radical change in the Party leadership.

Trotsky has not said anything in his own defence about these charges made by the Party.

It is hard to say why he has not said anything in his own defence. The usual explanation is that he has fallen ill and has not been able to say anything in his own defence. But that is not the Party's fault, of course. It is not the Party's fault if Trotsky begins to get a high temperature after every attack he makes upon the Party.

Now the Central Committee has received a statement by Trotsky (statement to the Central Committee dated January 15) to the effect that he has refrained from making any pronouncement, that he has not said anything in his own defence, because he did not want to intensify the controversy and to aggravate the issue. Of course, one may or may not think that this explanation is convincing. I, personally, do not think that it is. Firstly, how long has Trotsky been aware that his attacks upon the Party aggravate relations? When, precisely, did he become aware of this truth? This is not the first attack that Trotsky has made upon the Party, and it is not the first time that he is surprised, or regrets, that his attack aggravated relations. Secondly, if he really wants to prevent relations within the Party from deteriorating, why did he publish his Lessons of October, which was directed against the leading core of the Party, and was intended to worsen, to aggravate relations? That is why I think that Trotsky's explanation is quite unconvincing.

A few words about Trotsky's statement to the Central Committee of January 15, which I have just mentioned, and which has been distributed to the members of the Central Committee and the Central Control Commission. The first thing that must be observed and taken note of is Trotsky's statement that he is willing to take any post to which the Party appoints him, that he is willing to submit to any kind of control as far as future actions on his part are concerned, and that he thinks it absolutely necessary in the interests of our work that he should be removed from the post of Chairman of the Revolutionary Military Council as speedily as possible.

All this must, of course, be taken note of.

As regards the substance of the matter, two points should be noted: concerning "permanent revolution" and change of the Party leadership. Trotsky says that if at any time after October he happened on particular occasions to revert to the formula "permanent revolution," it was only as something appertaining to the History of the Party Department, appertaining to the past, and not with a view to elucidating present political tasks. This question is important, for it concerns the fundamentals of Leninist ideology. In my opinion, this statement of Trotsky's cannot be taken either as an explanation or as a justification. There is not even a hint in it that he admits his mistakes. It is an evasion of the question. What is the meaning of the statement that the theory of "permanent revolution" is something that appertains to the History of the Party Department? How is this to be understood? The History of the Party Department is not only the repository, but also the interpreter of Party documents. There are documents there that were valid at one time and later lost their validity. There are also documents there that were, and still are, of great importance for the Party's guidance. And there are also documents there of a purely negative character, of a negative significance, to which the Party cannot become reconciled. In which category of documents does Trotsky include his theory of "permanent revolution"? In the good or in the bad category? Trotsky said nothing about that in his statement. He wriggled out of the question. He avoided it. Consequently, the charge of revising Leninism still holds good.

Trotsky says further that on the questions settled by the Thirteenth Congress he has never, either in the Central Committee, or in the Council of Labour and Defence, and certainly not to the country at large, made any proposals which directly or indirectly raised the questions already settled. That is not true. What did Trotsky say before the Thirteenth Congress? That the cadres were no good, and that a radical change in the Party leadership was needed. What does he say now, in his Lessons of October? That the main core of the Party is no good and must be changed. Such is the conclusion to be drawn from The Lessons of October. The Lessons of October was published in substantiation of this conclusion. That was the purpose of The Lessons of October. Consequently, the charge of attempting to bring about a radical change in the Party leadership still holds good.

In view of this, Trotsky's statement as a whole is not an explanation in the true sense of the term, but a collection of diplomatic evasions and a renewal of old controversies already settled by the Party.

That is not the kind of document the Party demanded from Trotsky.

Obviously, Trotsky does not understand, and I doubt whether he will ever understand, that the Party demands from its former and present leaders not diplomatic evasions, but an honest admission of mistakes. Trotsky, evidently, lacks the courage frankly to admit his mistakes. He does not understand that the Party's sense of power and dignity has grown, that the Party feels that it is the master and demands that we should bow our heads to it when circumstances demand. That is what Trotsky does not understand.

How did our Party organisations react to Trotsky's action? You know that a number of local Party organisations have passed resolutions on this subject. They have been published in Pravda. They can be divided into three categories. One category demands Trotsky's expulsion from the Party. Another category demands Trotsky's removal from the Revolutionary Military Council and his expulsion from the Political Bureau. The third category, which also includes the last draft resolution sent to the Central Committee today by the comrades from Moscow, Leningrad, the Urals and the Ukraine, demands Trotsky's removal from the Revolutionary Military Council and his conditional retention in the Political Bureau.

Such are the three main groups of resolutions on Trotsky's action.

The Central Committee and the Central Control Commission have to choose between these resolutions.

That is all I had to tell you about matters concerning the discussion.

1. From January 17 to 20, 1925, a plenum of the Central Committee of the R.C.P.(B.) took place. On January 17, a joint meeting of the plenums of the Central Committee and of the Central Control Commission of the R.C.P.(B.) was held. At this joint meeting, after hearing a statement by J. V. Stalin on the resolutions passed by local organisations on Trotsky's action, the plenums passed a resolution qualifying Trotsky's action as a revision of Bolshevism, as an attempt to substitute Trotskyism for Leninism. On January 19, at the plenum of the Cen- tral Committee of the R.C.P.(B.), J. V. Stalin delivered a speech on M. V. Frunze's report on "Budget Assignments for the People's Commissariat of Military and Naval Affairs of the U.S.S.R." (see this volume, pp. 11-14).

Collected Works Index | Volume 7 Index Works by Decade | J. V. Stalin Archive Marxists Internet Archive