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Spiritual, moral, social and cultural education

Our school promotes high standards of spiritual, moral, social and cultural development of students. Clear principles and values ​​are set out in our Vision Statement, which underpins all policies, operating patterns and day-to-day practices.

We strive to develop open and consistent relationships based on mutual respect. The code of practice that our school adheres to improves personal qualities, including honesty, cooperation and understanding of others.

Our school ensures high standards of social and cultural development for students through the curriculum and daily life experiences. Pupils have many opportunities to expand their interests and experiences, as well as their social and cultural awareness. Our goal is for students to speak confidently with each other and respect each other. Both the content of the curriculum and the styles of teaching and learning encourage a more mature and sophisticated response to personal experience and social issues. Connections with the wider community are expanded and promote the social and cultural development of students.

We deliver spiritual, moral, social and cultural [SMSC] guidance through the spirit of the school via:

• Vision Statement
• Golden Rules
• School program
• Policies
• Policy of Conduct
• Extracurricular programs
• Communication with all interested parties
• Collective Worship and Gathering Policy
• Pastoral care
• Treehouse Club Body Care
• Environment
• Forest School
• Playtime and lunchtime

Spiritual development – advancement through other aspects of school life. Extra-curricular activities contribute to spiritual development in many ways:

• Through sports, through students’ awareness of their own bodies and their potential, as well as rewards for achieving more.
• Choir and singing clubs give students the opportunity to enrich themselves musically.
• Our Language of the Month program promotes cultural enrichment.
• Collective worship makes a great contribution to the spiritual development of students. Sometimes music is played at the entrance of students, so a calm, thoughtful atmosphere reigns. Weekly themes and daily interpretations of the theme are supplied. Students are introduced to a variety of content and approaches, including prayer and meditation, hymns and songs, meditation and questions, music and drama.

Moral development – advancement through other aspects of school life. The Golden Rules encourage discussion about the need to be kind and helpful, to be tolerant and understanding, to show respect for the property of others, and to be aware of how people’s actions can affect others. They include behavior on the playground, as well as in the school and community at large. Stories and discussions about moral issues regularly occur during collective worship.

Relationships are especially important in promoting moral development. The staff makes an effort to lead by example, always trying to be polite to children, for example. an apology for the mistake made and an explanation of the reasons if they are unhappy. When students misbehave, it is clear that teachers do not approve of their behavior . There is a consensus that good relationships with staff are passed on to children. There are clear expectations that children will be polite and helpful to each other, and that they will show the same respect for parents and other support staff as they do for teachers. Moral development is also encouraged through extra-curricular activities—for example, musical activities such as the school choir, and participation in the semester performances of each year group during the school year.

Social development – promotion through other areas of school life. Our Positive Behavior Policy and Golden Rules encourage students to take responsibility for their own behavior and to cooperate and help others. The school’s strong emphasis on relationships shows how much the social development of education is valued and that good relationships are the link that brings all members of the school community together. Increasing the responsibility of students as school advisors, playground ambassadors, and helping younger students at lunchtime opens up opportunities for social development. On day trips and community trips, they must take some responsibility for themselves and for their property and learn to behave appropriately. manner in public places.

Cultural development – promotion through other aspects of school life. Our vision statement and golden rules emphasize respect for others, including the culture of others where appropriate. Extra-curricular activities such as arts and crafts and the choir provide opportunities for cultural enrichment. The music and stories used in corporate worship are varied and also contribute to the cultural development of students. Throughout the year, children are visited by a number of groups from the wider community, including theater groups. The drama reflects a wide range of activities from different cultures, and language of the month screenings at the school also promote cultural interest.

Bring out the best in everyone

Moral education – a brief history of moral education, the return of character education, modern approaches to moral education people. Most thinkers, educators, and parents recognize that children are born helpless and need adult care and guidance during adolescence, and often beyond. In particular, children need to learn how to live harmoniously in society. Historically, the mission of schools has been to develop in youth both intellectual and moral virtues.

Caring for moral virtues such as honesty, responsibility, and respect for others is the realm of moral education.

Thus, moral education means helping children acquire those virtues or moral habits that will enable them to individually live a good life and at the same time become productive and useful members of their community. From this point of view, moral education should not only help students as individuals, but also the social cohesion of society. The word morality comes from the Latin root ( mos, moris ) and means the code or customs of the people, the social glue that determines how people should live together.

A Brief History of Moral Education

Every sustainable community has a moral code, and it is the responsibility of adults to instill that code in the hearts and minds of young people. Since the advent of schooling, adults have expected schools to make a positive contribution to the moral education of children. When the first public schools were founded in the New World, moral education was the main concern. New England Puritans believed that the moral code was based on the Bible. Therefore, it was necessary that children be taught to read in order to gain access to its foundational wisdom. As early as 1642, a law was passed in the colony of Massachusetts requiring parents to educate their children. In 1647, the famous Satan’s Old Deception Act tightened the law. Without the ability to read the scriptures, children will fall prey to Satan’s snares.

Colonial period. As the regular school spread throughout the colonies, the moral education of children was taken for granted. Formal education had a distinct moral and religious emphasis. Harvard College was founded to prepare the clergy for work. The men who wrested the United States from the British crown risked their fortunes, their families, and their very lives in their seditious rebellion. Most of them received a classical education in philosophy, theology, and political science, so they realized that the great thinkers of history had neglected democracy. They knew that democracy contained the seeds of its own destruction and could degenerate into a mobocracy, with the many preying on the few and political leaders indulging the citizens’ hunger for bread and circuses. The writings of the founders, especially Thomas Jefferson, James Madison, John and Abigail Adams, and Benjamin Franklin, are full of exhortations that their new country is making education a top priority. While early leaders saw economic reasons for more and longer education , they were convinced that the form of government they were adopting was, at heart, a moral agreement between people.

Nineteenth century. As the young republic took shape, schooling was encouraged for both secular and moral reasons. In 1832, while some of the Founding Fathers were still alive, Abraham Lincoln wrote in his first political statement (March 9, 1832): much more general than at present. Horace Mann, a nineteenth-century advocate of the public schools, strongly advocated moral education. He and his followers were troubled by the widespread drunkenness, crime and poverty of the Jacksonian period in which they lived. waves of immigrants pouring into cities unprepared for urban life and especially unprepared for participation in democratic civic life. Mann and his supporters saw free public schools as the ethical leaven of society. In 1849year, in his twelfth and final report to the Massachusetts Board of Education, he wrote that if children between the ages of four and sixteen could experience “the uplifting influence of good schools, the dark mass of personal vices and social crimes that now harden the inner world and darken civilization of that time, in 99 cases could do it. out of every 100 will be expelled from the world” (p. 96).

In the nineteenth century, teachers were hired and trained with a clear expectation that they would advance the moral mission of the school and emphasize character building. Literature, biography, and history were taught with the express intention of instilling in children high moral standards and good examples to guide their lives. The headings in the student notebook offered morally uplifting thoughts: “Quarrelsome people are always dangerous companions” and “Praise follows tension.” The most successful textbooks during the nineteenth and early twentieth centuries were MacGuffey’s famous readers, who were filled with moral stories, exhortations, and lessons. During this period of our evolution as a nation, moral education was deeply embedded in the very structure of our schools.

However, there was something else in the structure of moral education that made it problematic: religion. In the United States, as a group of colonies and later as a new nation, the prevailing dominant religion was Protestantism. While not as prominent as in the Puritan era, the King James Bible was nonetheless a staple of US public schools. It was believed that here is the root of the moral code. However, as immigrants from Ireland, Germany, and Italy arrived in the country from the mid-nineteenth century onward, the pan-Protestant tone and orthodoxy of the schools came under scrutiny and a backlash arose. divorced from the faith, Catholics developed their own school system. Later in the twentieth century, other religious groups such as Jews, Muslims, and even various Protestant denominations created their own schools. Each group has desired, and continues to desire, that its moral education be based on its respective faith or code.

XX century. During the same period of the late nineteenth and twentieth centuries, the reaction against organized religion and belief in the spiritual dimension of human existence also intensified. Intellectual leaders and writers were deeply influenced by the ideas of the English naturalist Charles Darwin, the German political philosopher Karl Marx, the Austrian neurologist and founder of psychoanalysis Sigmund Freud, the German philosopher and poet Friedrich Nietzsche, as well as an increasingly rigorous interpretation of the separation of church and state doctrine. This trend intensified after the Second World War and even more intensified due to the fact that at the end of 1960s There seemed to be big cracks in the moral consensus of the country. Since, for so many Americans, the strongest roots of moral truth lie in their religious beliefs, educators and others have become wary of using schools for moral education. More and more it was perceived as the destiny of the family and the church. Some educators have become proponents of “value-free” learning, ignoring the fact that it is impossible to create a school devoid of ethical issues, lessons and controversies.

During the last quarter of the twentieth century, as many schools tried to ignore the moral dimension of education, three things happened: academic achievement began to decline, discipline and behavior problems increased, and voices arose accusing the schools of teaching secular humanism. At the same time, teachers were encouraged to address students’ moral problems using two approaches: value clarification and moral education in terms of cognitive development.

First, value clarification, is based on little theory other than the assumption that students need to practice choosing between moral alternatives and that teachers should be facilitators in the clarification process rather than propagators of certain moral ideas or values. This approach, although widely applied, has been heavily criticized, among other things, for promoting moral relativism among students. While few educators are now confidently advocating values ​​clarification, vestiges of teacher neutrality and indecision about actively addressing ethical and moral issues remain.

The second approach, cognitive development and moral education, originated from the work of the Swiss psychologist Jean Piaget and was developed by Lawrence Kohlberg. Unlike value clarification, cognitive moral development is theory-based and does not require classroom application. In his most popular form, Kohlberg postulated six successive stages of moral development that humans could potentially achieve. Each stage represents a peculiar representation of a person about a moral situation or problem. Teachers are encouraged to engage students from an early age and throughout their education in the discussion of moral issues and dilemmas. In the last years of his life, Kohlberg urged educators to transform their schools into “just communities”, an environment in which the moral development of students would be accelerated.

The return of character building

In the early 1980s, amid widespread concern about poor academic achievement and student behavior, educators rediscovered the word symbol . Moral education had a religious connotation, which bothered many. The character, with its emphasis on forming good habits and eliminating bad habits, evoked a popular and traditional response. The word and the hieroglyph has a Greek root derived from the verb “to engrave”. Thus, the character turns to the active process of putting marks or marks (i.e., good habits) on his face. It is widely recognized that the early formation of good habits is in the best interests of both the individual and society.

Also, character building is seen as something that parents start early, but the work is hardly completed when the child goes to school. The concept of character implies the recognition that adults begin the engraving process with consideration for others, self-control and responsibility, then teachers and others contribute to the work, but ultimately the young person takes over the engraving or image-building. his own character. It is clear, however, that given their learning requirements and difficult circumstances, children’s school years are an excellent opportunity for the formation of positive and negative (that is, virtues and vices) character.

The impetus and energy behind the return of character education to American schools did not come from the educational community. This was driven, first, by parents’ desire for organized schools that emphasize standards of conduct and good habits, and second, by state and national policymakers who responded to these parental concerns. During his presidency, William Clinton has held five character education conferences. President George W. Bush expanded the programs of the previous administration and made character education a major focus of his education reform program. One of the politically appealing aspects of character education, as opposed to moral education with its religious overtones, is that character education is more about making a good citizen. A widely accepted definition (e.g., character education helps a child to know goodness, desire goodness, and do good) touches on this issue. exclusively with the formation of a good citizen.

Modern Approaches to Moral Education

The vast majority of public education efforts to address moral issues are currently under the banner of character education. Also, because these conscious efforts to address character building problems are relatively recent, they are often referred to as “” character building programs. The term program , however, refers to individual initiatives that replace an activity or that are added to the school curriculum (for example, a new reading program or math program). And while there are character education programs available, both commercial and otherwise, most advocates are urging public schools to take an embedded approach to character education.

Infusion approach. Overall, the infusion approach to character education aims to return student character building to the center of schooling. Rather than simply adding character building to other school responsibilities such as numeracy, literacy, vocational education, health education and other goals, the emphasis on good character permeates the entire school experience. In essence, character education integrates intellectual development as the primary goals of the school. In addition, character building is seen not as a competition with or as an addition to the goals of acquiring knowledge and skills, but as an important factor contributing to the achievement of these goals. In order to create a healthy learning environment, students need to develop such virtues as responsibility and respect to others. They should get rid of the habit of laziness and carelessness and acquire the habits of self-control and diligence. The infusion approach is based on the notion that good habits that build character in turn contribute directly to academic learning goals.

The foundation of the infusion approach is to rebuild, revise, or create a school mission statement that reflects the priority given to developing good character. Such a statement legitimizes adult and student attention to this educational goal. He tells administrators that teachers and staff should be hired with good character as a criterion; he tells teachers that students should emphasize not only character, but also their own characters; he tells coaches that athletics should be seen through the lens of sportsmanship, not win and lose; and he tells the students that their efforts and difficulties, their successes and disappointments, are all part of a larger process, the formation of their characters.

Critical to the infusion approach is the use of the curriculum as a source of character building. This is especially true of language arts, social studies, and history curricula. The focus of these subjects is on the study of people, real and fictional. Our great narratives contain moral lessons. They convey to young people vivid images of people our culture admires and wants to emulate. These items also show them how lives can be wasted, or worse, how people can betray themselves and their communities. Upon learning of the heroism of the former slave Sojourner Truth, who became an evangelist and reformer, and the betrayal of Benedict Arnold, an American army officer, who betrayed his country to the British is more than collecting historical information. Encounter with these lives fires the student’s moral imagination and deepens his understanding of what constitutes the life of character. Other subjects, such as math and science, can teach students the need for intellectual honesty. The curricula of our schools contain not only basic knowledge about our culture, but also about our moral heritage.

In addition to the official or open curriculum, schools and classrooms also have a hidden or hidden curriculum. School rituals, traditions, rules and procedures influence students’ perceptions of what is right and wrong, as well as desirable and undesirable behavior. It’s the same with the student culture at school. What happens in the cafeteria, bathrooms, locker rooms and on the bus sends a powerful message to students. This ethos or moral climate of the school is difficult to observe and clearly categorize. However, teachers who are committed to the infusion approach pay serious attention to it.

An important element of the infusion approach is the language used by the school community to deal with issues of character and morality. Infusion teachers and administrators use the language of the virtues and talk about good and bad behavior and right and wrong. Words such as responsibility, respect, honesty and perseverance are part of the working vocabulary of adults and students alike.

Other approaches. One of the most popular approaches to character building is service training. This approach, sometimes referred to as community service, is a conscious effort to give students the opportunity, guidance, and practice to become moral agents. Based on the concept of character building by the Greek philosopher Aristotle (for example, a person becomes virtuous by doing virtuous deeds; brave by doing bold deeds), many schools and school districts have comprehensive service training programs. , feeding gerbils in class or straightening desks and chairs. They later move on to teaching younger students and eventually move on to more challenging activities in the last years of high school. Typically, these high school ministry training activities are held off campus in a home for the blind, a hospital, or a day care center. In addition to accommodation, the school provides instruction, guidance and problem-solving support to students when they encounter problems and difficulties.

In recent years, schools across the country have adopted a “dignity (or value) of the month” approach, in which the entire school community emphasizes the quality of cooperation or kindness. Consideration of the virtues of this particular month is reflected in the curriculum, special meetings, hallway and classroom displays, and home newsletters. Related to this are school-wide programs such as No Humiliation Projects, which focus on the damaging and damaging effects of sarcasm and offensive language, and teach students to replace humiliation with civil forms of communication.

There are several skills development and classroom learning strategies that are often associated with character building. Among the most common are training in mediation and conflict resolution skills, where students receive direct instruction on how to deal with disagreements and potential conflicts between fellow students. Many proponents of cooperative learning argue that instructing students using this learning process has the added benefit of teaching students the habits of helping others and fostering friendships between students they might otherwise not interact with.

Problems and Controversies

The moral education of children is a matter of deep concern for everyone, from parents to civic and religious leaders. Therefore, it is no coincidence that this topic has caused concern and controversy throughout the history of American schools. Moral questions touch upon the most fundamental human beliefs. Since, by international standards, Americans are both highly religiously observant and religiously diverse, it is not surprising that debates about moral education and personality education often have a religious source. Particularly after a period when moral education was not on the agenda of most public schools, his return causes concern among some citizens. Many anti-religionists see this renewed interest in moral education as a religious outlook that sends them back to school “through the back door.” On the other hand, many religious people are suspicious of his return because they perceive it as an attempt to undermine their family’s religious education through state-sponsored secular humanism. However, in the early twenty-first century, renewed attention to this area has been relatively free of controversy.

Creating a positive climate contributes to the use of the term , the symbol , and not morality. While morality has a religious connotation for many, the word hieroglyph speaks of good habits and civic virtues that hold the community together and allow us to live together in harmony.

The second question concerns the level of the schools and the age of the students. The revival of character education in our schools has manifested itself to a much greater extent in the elementary schools. Here, schools can focus on moral foundations on which there is a broad public consensus. The same, but to a lesser extent, for secondary and junior high schools. And while there are many positive examples of high schools that have implemented broad and effective character education programs, high school teachers are hesitant to use character building. This is partly due to departmental structure and curriculum time requirements; partly it is the age and education of their students; This is partly because few high school teachers feel they have clear authority to deal with matters of morality and character.

The third question concerns teacher education. Where once educators studied the philosophy and history of education—courses that introduced them to the American school’s traditional involvement in moral and moral education—few states now require these courses. teachers and their replacement with a large number of new teachers. These young teachers tend to be products of elementary and secondary schools where teachers pay little or no attention to moral and personality education. In addition, study 1999, conducted by the Character Education Partnership in half of the nation’s teacher training schools, found that while over 90 percent of these program leaders believed that character education should be a priority in teacher training, only 13 percent were satisfied. through the efforts of their institution.

Evaluation of moral and character education

There are several character education programs with encouraging evaluation results. The Character Development Project (CDP) has over 18 years of experience in several K-6 schools, and in those schools where teachers received on-site training and support, more than 52 percent of student outcome variables showed significant differences. The Boy Scouts of America developed a training program for life in the early 1990s for elementary schools. This commercially available stand-alone curriculum teaches core moral values ​​such as honesty and responsibility. In a large-scale controlled experiment involving fifty-nine schools, students exposed to the Learning for Life materials showed significant progress in understanding the core values ​​of the curriculum, but teachers also rated them as having greater self-discipline and ability. stay on task.

However, assessment and assessment of character and moral education is best described as a work in progress. This area is constrained by the lack of an accepted set of robust tools, the lack of broad agreement on individual or school-wide outcomes, and the short-term nature of most existing research. These limitations are further complicated by a lack of theoretical agreement on character. Human character is one of those all-encompassing entities that is the subject of students from philosophy to theology, from psychology to sociology. Moreover, even within these disciplines, there are competing and conflicting theories and understandings of the nature of human character. But while the tasks of evaluation are daunting, they are overshadowed by the sheer scale of the adult community’s desire to make sure our children have a moral compass and good habits that underlie healthy character.

BIBLIOGRAPHY

B ERKOWITZ , M ARVIN W. and O SER , F RITZ 1985. Moral education: theory and application. Hillsdale, NJ: Lawrence Erlbaum.

C HAZAN , B ARRY .1985. Modern approaches to moral education: analysis of alternative theories. New York: Teachers College Press.

C OLES , R OBERT . 1989. Call of stories. Boston: Houghton Mifflin.

D AMON , W ILLIAM . 1995. Great Expectations: Overcoming the culture of indulgence in our homes and schools. New York: Free Press.

E BERLY , D ON E. , ed.1995. American character: restoration of civic virtue. Lanham, MD: Madison.

H IMMELFARB , G ERTRUDE . 1995. The Demoralization of Society: From Victorian Virtues to Modern Values. New York: Knopf.

K ILPATRICK , W ILLIAM K. 1992. Why Johnny Can’t Tell Right from Wrong: Moral Literacy and the Case for Character Building. New York: Simonand Schuster.

K REFT , P ETER .1986. Back to virtue. San Francisco: Ignatius.

L EWIS , C LIVE S. 1947. The Abolition of Man. New York: McMillian.

L ICKONA , T HOMAS . 1991. Character Education: How Our Schools Can Teach Respect and Responsibility. New York: Bantam.

M ACINTYRE , A LASDAIR . 1981. After virtue. Notre Dame, IN: Notre Dame University Press.

M ANN , H ORACE . 1849. Twelfth Annual Report of the Board of Education, together with Twelfth Annual Report of the Secretary of the Board of Education. Boston: Dutton and Wentworth.

N UCCI , L ARRY P., ed. 1989. Moral development and character education: a dialogue. Berkeley, CA: McCutchan.

P OWER , F. C LARK ; H IGGINS , A N.N. ; and K OHLBERG , L AWRENCE .1989. Lawrence Kohlberg’s approach to moral education. New York: Columbia University Press.

P RITCHARD , I VOR . 1998. A good education: the virtues of learning. Norwalk, CT: Judd.

R YAN , K EVIN and B OHLIN , K AREN . 1999. Character Building in Schools: Practical Ways to Implement Moral Education. San Francisco: Jossey-Bass.

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Spiritual, Moral, Social and Cultural Activities in School (SMSC)

Our R.E. The school’s curriculum is as follows: –

For the full version of the SMSC policy, click the following link to download

Spiritual, moral, social and cultural policy 2015 (SMSC)

1. Spiritual development

as a school, we strive to provide training opportunities that will allow students: 9000

• Supporting a sense of own dignity in the process of studying.
• Develop their capacity for critical and independent thinking.
• Maintain an emotional life and express your feelings
• Experience moments of silence and reflection.
• Discuss their beliefs, feelings, values, and reactions to personal experiences.
• Form and maintain beneficial and satisfying relationships
• Meditate, contemplate and celebrate the wonders and mysteries of life.

2. Moral Development

As a school, we are committed to providing learning opportunities that enable students to:

• Recognize the unique value of each person.
• Listen to the opinions of others and respond appropriately.
• Gain the confidence to deal with setbacks and learn from your mistakes.
• Show initiative and act responsibly, caring for others.
• Distinguish between right and wrong.
• Be environmentally friendly.
• Make informed and independent judgments.

3. Social Development

As a school, we are committed to promoting opportunities that enable students to:

• Develop an understanding of your individual and group identity.
• Learn about service at school and in the community at large.

4. Cultural Development

As a school, we strive to promote opportunities that will enable students to:

• Recognize the value and richness of cultural diversity in the UK and how it has affected people and society.
• Develop an understanding of one’s social and cultural environment.
• Develop an understanding of the British local, national, European, Commonwealth and global dimension.
• Opportunities to give students a broader understanding of world history
• Relationship with Curriculum Areas
• Develop awareness of other cultures through the study of history (including the Shang Dynasty)

Spiritual, moral, social and cultural values ​​

Spiritual

Examine beliefs and experiences; respect faith, feelings and values; to enjoy the knowledge of oneself, others and the world around; use imagination and creativity; reflect. (Official definition of “ spiritual development “)

The spiritual development of students is evidenced by them:

• the ability to reflect on their own beliefs, religious or otherwise, which reflect their outlook on life, as well as their interest in and respect for the beliefs, feelings and values ​​of different people.
• feeling of pleasure and passion for knowing oneself, others and the world around
• using imagination and creativity in teaching
• willingness to reflect on their experiences.

Morality

Recognize good and evil; respect the law; understand the consequences; explore moral and ethical issues; express reasoned opinions. (The official definition is “ moral development “)

The moral development of students is evidenced by them:

• the ability to recognize the difference between good and evil and easily apply this understanding in one’s life, to recognize legal boundaries and at the same time respect the civil and criminal law of England
• understanding the consequences of one’s behavior and actions
• an interest in exploring and presenting reasoned views on moral and ethical issues, as well as the ability to understand and appreciate the views of others on these issues.

Social networks

Use a range of social skills; participate in the life of the local community; appreciate different points of view; participate, volunteer and collaborate; to resolve a conflict; adhere to the “British values” of democracy, the rule of law, freedom, respect and tolerance. (Official definition “ social development “)

The social development of students is evidenced by them:

• using a range of social skills in different contexts, such as working with and interacting with other students, including those from different religious, ethnic, and socioeconomic backgrounds
• Willingness to participate in diverse communities and social settings, including through volunteering, working well with others, and being able to effectively resolve conflicts
• acceptance and observance of the fundamental British values ​​of democracy, the rule of law, individual freedom, mutual respect and tolerance towards people of different faiths and beliefs; they develop and demonstrate the skills and attitudes that will enable them to participate fully and make a positive contribution to today’s UK.

Cultural

Appreciate cultural influences; evaluate the role of the British parliamentary system; participate in cultural opportunities; understand, accept, respect and celebrate diversity. (Official definition “ cultural development “)

The cultural development of students is evidenced by them:

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
• understanding and appreciating the diversity of cultures at school and beyond as an important element in their preparation for life in contemporary Britain
• knowledge of the UK’s democratic parliamentary system and its central role in shaping our history and values ​​and in the future development of the UK
• Willingness to participate in and respond positively to creative, musical, sporting and cultural opportunities
• interest in learning about, understanding and respecting different faiths and cultural diversity, and the extent to which they understand, accept, respect and welcome diversity, as evidenced by their tolerance and attitude towards different religious, ethnic and socio-economic groups in local, national and global communities.

Spiritual, moral, social and cultural development » Christ Church Primary School CE Barnet

In Christ Church we are HEARTSMART . Find out what this means for us by clicking on the document below.

Spiritual development

Children participate in religious education, where they explore their religious and spiritual identity, as well as the identity of their classmates.

We celebrate important events such as birthdays and festivals and make children feel special and appreciated. Families are encouraged to share important moments with us.

We create opportunities for children to develop their knowledge of the world and its ability to inspire awe and wonder.

We schedule time for the children to be quiet and thoughtful. We give them space for their own thoughts, ideas and concerns.

Moral Development

We encourage children to respond appropriately to the needs and feelings of others and to be considerate and kind to others. We create opportunities for children to learn from people who are great role models of positive behavior.

We teach children to communicate in a way that enables them to build positive relationships and enjoy participating in school and social life.

Through the curriculum, we give children the opportunity to learn and develop moral concepts and values, such as individual rights and obligations, truth, justice, equality of opportunity, right and wrong. We also offer examples of moral virtue in literature, the humanities, the sciences, the arts, meetings, and worship.

Social development

We offer a range of activities that develop children’s social skills and understanding, such as how to care for people, creatures, property and the environment. We teach children to work collaboratively as members of a group or team, taking turns and sharing with each other in different social contexts.

We create opportunities for children to develop positive relationships with peers and adults, including those with different needs. We teach children to help and support others and experience being helped.

We teach a range of social skills in a variety of contexts, including working and interacting with students from different religious, ethnic and socioeconomic backgrounds, needs and abilities.

Cultural Development

We celebrate each other’s cultural identities and teach children to value their own cultural heritage and develop a positive personal identity, as well as respect the values ​​and beliefs of others.

We encourage children to participate in and respond positively to a range of artistic, musical, sports, math, technology, science and cultural opportunities.

We empower children to experience and respond positively to the languages, food, music, artifacts and cultural practices of different and diverse communities.

We encourage children to take an interest in learning about cultural diversity and to have a positive attitude towards different religions, ethnic and socio-economic groups in local, national and global communities.

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Pastoral care in education 31 (2): 99–111.

The importance of morality in education

“The main thing is not knowledge, but character,” said Joseph Le Conte. The significance of educators’ influence in shaping the impressionable young minds of students is more than the most detailed lesson plans or curriculum map prescriptions. The learning moments that the educator injects into the moral fabric of the students are the lessons that become the excitement that affects others. for life.

However, in a society that values ​​standardized test scores over character building, the rapid elimination of social interactions that reinforce integrity over a few hours spent with AI is creating a culture that idolizes filtered social media posts rather than giving undocumented hand to those in need. The strength of our actions and investment in the moral and ethical education of students will pay dividends, because you create more than just knowledge; you arm students with a power of goodness and kindness that far surpasses any other result.

Why is it important to teach morality?

Turn on the evening news, and the reason for introducing character education stretches and engulfs us like a bad dream. A daily dose of violence, apathy, resentment and reported dissension has reduced our sensitivity to moral degradation. Teaching morality matters because treating your neighbor as yourself is getting rarer and rarer. We need a little less TikTok and a little more Mister Rogers. Schools have a platform to instill what has been missing from our curriculum for so long, but how do we do it?

How to connect morality to scholarship

Like many best practices introduced by educators, morality does not need to be taught in isolation, but can be combined with content to make the learning process more effective in many ways.

Be a role model

Teachers are heroes in the eyes of students. What sets you apart even more is that you preach in practice. Just as a good teacher models thinking strategies, it is equally important to demonstrate to students how to display moral character.

Several times I have seen a teacher apologize for misbehavior towards a child. Saying “I’m sorry” can be difficult, especially if he’s never been seen at home. The freedom that comes with knowing we made a mistake, admitting it and asking for forgiveness, is an invaluable gift that we can share with our students.

Teachers are role models every day when they show compassion, share opinions, choose kind words when it would be easier to shout, and protect marginalized populations. Never underestimate the difference you can make by putting your signature on a student’s mindset.

Connect to your content

Self-directed learning is often in the details. The choice of examples or opportunities for your students to relate the content to the fundamentals is of great importance to the students.

At my school, Washington County Elementary, we ask teachers to engage students in an exciting project. The students studied animals in a separate classroom of kindergarten and first grade, and as a result they chose the animal clinic. Students brought food and supplies for pets and donated them. In turn, they learned about the life cycles of animals visiting the clinic. They wrote cards to veterinarians thanking them for their service. They added up supplies and their cost to use math skills. The teacher chose books to read and interactive texts to read aloud about the life cycles of animals.

The students had a wealth of experience, and their enthusiasm for the work they were doing showed up in their pride. All the students were involved and wanted to explain everything to me about the project they were working on and I always beamed when they used such complex vocabulary to paint a vivid picture for me, one that I never understand on a worksheet!

Reward positive behavior

Maintaining positive behavior as opposed to positive reinforcement of negative behavior keeps your class growing. Instead of focusing on what you’re not good at, praise the positive. When students make a mistake, don’t ignore it; instead let them grow through it. This makes your classroom a safe place and students will have an innate desire to please.

Construction chips

One of the golden opportunities teachers often miss is when a student makes a mistake and we don’t spend time thinking about how the mistake was an open door to learning. As a result, we have a generation of students who afraid to be something less than perfect. In hallways, in learning centers, at teacher meetings, and at parent-teacher conferences, I constantly hear that children are not motivated, but in turn, I want to say that today we did not teach students and did not expect them to persevere. It is important to teach students how to solve complex problems. When a student falls short of expectations, whether in behavioral or academic skills, take the time to allow students to correct mistakes.

How does character building affect students?

Teachers are needed more than ever in today’s society to make a deep impression on the students they teach. Education is no longer what it was in previous decades; however, we are focusing on the wrong things.

When we pay more attention to the score than to the heart, we lose generation after generation. If this requires a village, then we must step forward and become a moral warrior. Investing in character development improves attendance. When students know they are valued not only by their teachers but also by their peers, they want to be in school. Respect for others, honesty, compassion for others, and teamwork are all character traits that don’t magically appear when we’re taught how to take an exam. Be more focused on heart work than homework, and your career will be worth more than your paycheck.

* Updated November 2020

Therapist – about the treatment of SARS, influenza and tonsillitis | Events | HEALTH

Unstable Petersburg weather. Today it is cold and windy with snow, and the next day it will be drizzling and thaw. This is a feature of St. Petersburg. Lack of sun and high humidity, which can be detrimental to health. In such a climate, you can’t guess how to dress in the morning so that you can be protected from dampness, hypothermia or overheating before returning home. Unlike Siberia, St. Petersburg has high humidity, early cold compared to the Kuban, Rostov-on-Don, when in November it is -11 in St. Petersburg, and + 27 in Rostov-on-Don. However, the disease itself proceeds the same way everywhere , but in St. Petersburg, due to the climate, there is a predisposition to the occurrence of complications.

Treatment of influenza, SARS

It is in these conditions that the incidence of influenza and SARS is growing. A viral infection is transmitted from a sick person to a healthy person by airborne droplets when talking, coughing, sneezing. Influenza and SARS should never be carried on your feet. Whatever urgent work awaits you, do not risk your health. For your convenience, in the Primorsky district of St. Petersburg, an appointment is conducted by a qualified general practitioner.

A sick person who continues to lead a normal life contributes to the spread of the disease. Try to be conscious and minimize communication with other people, thinking about their safety. The sooner you seek help from a general practitioner in St. Petersburg, the shorter the time of your illness will be.

It is important to know that influenza and ARVI are dangerous due to their complications, such as pneumonia, bronchitis, otitis media, myocarditis, etc. Try to get more rest, sleep in a ventilated room, breathe fresh air, drink plenty of fluids and eat well. For me, as a general practitioner in the Primorsky district of St. Petersburg, the question often arises, how does SARS differ from influenza and why do doctors in clinics often diagnose SARS? The fact is that in order to establish an accurate diagnosis, in addition to external signs, laboratory tests are necessary, and if a specific virus is detected, an accurate diagnosis can already be made. As a rule, such studies are not carried out in polyclinics, but are guided by the general epidemiological situation that is already flowing from hospitals where a full range of laboratory tests are performed, so the general practitioner in the clinic establishes the type of group of diseases by common signs, and then, as a rule, interprets according to information received from epidemiological authorities and clear signs of a particular disease.

Therapist Primorsky district St. Petersburg Chernushevich Natalya Ivanovna

What is ARVI? ARVI is an acute respiratory viral infection, a group of clinically and morphologically similar acute inflammatory diseases of the respiratory organs, the causative agents of which are pneumotropic viruses. ARVI is the most common group of diseases in the world, which includes respiratory syncytial infection, rhinovirus and adenovirus infections, and other catarrhal inflammations of the upper respiratory tract. In the process of development, a viral disease can be complicated by a bacterial infection.

What are the most common viruses that cause SARS?

– Influenza (French grippe, from German grippen – “grab”, “sharply squeeze”) is an acute infectious disease of the respiratory tract caused by the influenza virus. Periodically spreads in the form of epidemics and pandemics. Currently, more than 2000 variants of the influenza virus have been identified, differing in their antigenic spectrum.

Doctor-therapist St. Petersburg, treatment of influenza

– Human respiratory syncytial virus (HRSV) is a type of virus that causes respiratory infections. It is the main cause of lower respiratory tract infections in newborns and children.

– Rhinoviruses (lat. Rhinovirus, from other Greek ῥίς / ῥινός – nose) – a group of small RNA-containing species of viruses of the genus enteroviruses, the virions of which do not have an outer shell, and the genome is represented by a single-stranded linear unfragmented RNA molecule associated with protein VPg; includes pathogens of acute respiratory diseases (ARI). The nucleocapsid is organized according to the type of cubic symmetry. After its removal, the extracted RNA remains infective.

– Adenoviruses (lat. Adenoviridae) – a family of DNA-containing vertebrate viruses lacking a lipoprotein shell. Adenoviruses have a diameter of 70-90 nm, contain a single double-stranded DNA molecule with a molecular weight of 20–29 106 Da.

Therapist St. Petersburg, treatment of ARVI

As a rule, the course of diseases of the ARVI group, including the influenza virus, is fleeting and takes from 1 to 2 weeks (with timely proper treatment). The incubation period takes about 3-5 days. Methods of treatment are improved every year. If the patient wants to determine the exact cause of the disease, it is possible to do a laboratory analysis of his sputum and establish the virus that has infected his body, the analysis is usually performed from 1 to 5 days, but this study is not cheap.

With the timely initiation of treatment, it is often not essential to establish the cause, since the methods of treating certain ARVI diseases are similar. The main thing for the patient is his isolation, peace, warmth, proper nutrition, plenty of drink and medication.

The main enemy in case of an illness of the ARVI group is the person himself, when he tries to endure the disease “on his feet”. The reason is a general drop in immunity. Therefore, ARVI is not as scary as its complication. Take care of yourself, follow the doctor’s recommendations and do not neglect timely treatment.

Doctor-therapist St. Petersburg, treatment of angina

In recent years, influenza vaccination has been actively carried out throughout Russia. In St. Petersburg, for example, you can get a flu shot near almost any metro station. This is a well-thought-out potent method of protecting the country’s population from this type of ARVI disease. We can say that in this way it is possible to partially solve the problem of morbidity. As you know, preschool and school institutions are often the focus of the disease. Thanks to vaccinations, there are already examples when entire kindergartens have not been quarantined due to the flu for a year. However, there are also negative examples when people die due to individual intolerance to the vaccine, poor-quality vaccine and improper administration of the vaccine, which is very rare, but still takes place. Therefore, whether or not to vaccinate is up to you.

Intestinal or stomach flu. One of the most common illnesses is the stomach flu. It has nothing to do with SARS. Norwalk virus or Norfolk virus (English Norwalk virus) is a type of RNA-containing viruses from the Calicivirus family (Caliciviridae), the only one in the genus Norovirus] (Norovirus). In about 90% of cases, this virus is the cause of epidemics of non-bacterial gastrointestinal diseases worldwide. Norwalk viruses can affect people of all ages. Viruses are transmitted through direct contact with a sick person, through contaminated food or water. Norovirus infection is often referred to as the intestinal or stomach flu.

In a person who has been ill, immunity is usually not fully developed and is temporary. There is a congenital predisposition to infection, people with the first blood group get sick more often, while the third and fourth blood types are less susceptible to the pathogen.

Cotton-gauze bandages – effect for an hour. Gauze bandages, contrary to popular belief, are needed not by the healthy, but by the sick, so that they do not spread the infection, which is spread by the aerosol method when sneezing, coughing and breathing.

Of course, a gauze bandage can partially protect a healthy person, but there are some nuances.

First, the influenza virus will pass through the gauze, as it is much smaller than the air pockets between the fibers of the gauze;

secondly, the cotton-gauze bandage should be changed approximately every 40-50 minutes (see instructions on the manufacturer’s packaging) – this is important, since moisture accumulates in the bandage, and breathing provides a comfortable temperature for the growth of pathogenic flora, and already your defense becomes your enemy;

thirdly, you need to make sure that it does not get wet (some people wear it in snow and rain).

Therefore, gauze bandages will be effective when they are worn by everyone around: both sick and healthy, constantly changing, which is almost impossible. We can say that there are no guarantees to protect yourself from the flu, but if you limit your stay in crowded places during an epidemic, maintain hygiene and humidify the air in the room, you can significantly reduce the chances of getting sick.

Once again, we draw your attention to the fact that proper nutrition and a favorable emotional background are protection against influenza. And if you still feel bad, you should immediately consult a doctor and follow all his recommendations, and then the disease will be transient.

For all your questions, you can contact our therapists who will provide qualified assistance, give recommendations, prescribe treatment and, if necessary, take the necessary tests for laboratory testing.

Medical Center. Vasilyeva next to you. We are located in close proximity to the Komendantsky Prospekt metro station, we are waiting for you at the reception six days a week. You can make an appointment with a therapist by phone: (812) 342-90-35, or fill out the form on the website: https://3429035. ru. Our email address: [email protected].

If you need the help of a good general practitioner in the Primorsky district of St. Petersburg, we will be glad to see you in our medical center.

How to find us – Komendantsky, 12 (Yandex map).

The medical center is located on Komendantskaya Square at the intersection of Ilyushin, Gakkelevskaya, Utochkin, Komendantsky pr., Ispytateley avenue next to Aviakonstruktorov avenue, Marshal Novikov st and Sizov avenue. Convenient parking 10 meters from the medical center at the exit from Komendantskaya Square on the street. Ilyushin.

You can find out more about the consultation of a general practitioner in the Primorsky district of St. Petersburg by calling 342-90-35.

Join our VKontakte group: https://vk.com/mthvasiliev and get information about new PROMOTIONS!

2.2.1.9. Trichuriasis

Prevention . Mandatory microscopic examination of pork, meat of wild animals, meat products in the process of its production and sale. For a sample during the study, as a rule, the legs of the diaphragm are taken. If at least one larva of Trichinella is found, the meat is destroyed. Burying carcasses of carnivorous animals by hunters after skinning, preventing pigs from eating the carcasses of rodents and other animals, feeding meat of wild mammals to pets is unacceptable.

Thorough heat treatment of wild animal meat for consumption. Conducting an emergency epidemiological investigation for each case of the disease, medical observation is established for persons who have consumed infected meat for 6 weeks. Sanitary and educational work.

Preventive treatment of people who have eaten meat products contaminated with trichinella: albendazole 10 mg/kg/day in 2 doses for 5–7 days or mebendazole 0.3 g/day in 3 doses for 7 days, children – 5 mg/kg according to the same scheme.

Definition . Trichocephalosis is an anthroponotic geohelminthiasis caused by parasitism in the human body of nematodes of the genus Trichocephalus, with a fecal-oral transmission mechanism, characterized by a chronic course with a predominant lesion of the gastrointestinal tract.

Etiology . A disease caused by parasitism in the human body Trichocephalus trichiuris (human whipworm). Belongs to the class Nematoda, family Trichocephalidae, genus Trichocephalus. Vlasoglav is a medium-sized nematode. The length of the female is approximately 30–55 mm, the male is 30–45 mm. The life span of the parasite is about 5 years.

Epidemiology . The disease is widespread everywhere, refers to ubiquitous helminthiases. In the world, the number of infected people is about 800 million people.

Trichuriasis is widespread in temperate, tropical and subtropical climate zones and coincides with the area of ​​distribution of ascariasis, although the intensity of invasion is somewhat different. This is due to the fact that whipworm larvae mature at a higher temperature and humidity, so the highest prevalence of trichuriasis occurs to the south. Trichuriasis – oral geohelminthiasis. The source of invasion is a person whose caecum and other parts of the large intestine are parasitized by sexually mature individuals of the whipworm. The mechanism of transmission is fecal-oral, the routes of transmission are food, water, household. Transmission factors can be fruits, vegetables and other foodstuffs, water, utensils, household items contaminated with invasive whipworm eggs. Workers of sewage treatment plants, sewer networks, field growers get sick more often. Due to the duration of parasitization of the whipworm in the human body, seasonality of the disease is not observed.

Pathogenesis . Mature individuals of whipworm parasitize mainly in the cecum, but with massive invasion they can be found in all parts of the large intestine. The female releases from 1000 to 3500 eggs per day, which are excreted with feces into the external environment. Orally with water, insufficiently washed vegetables and

fruit invasive eggs enter the human gastrointestinal tract. In the intestine, the larva emerges from the egg, penetrates the mucous membrane of the small intestine with its head end and parasitizes here from 3 to 10 days. Then it again enters the intestinal lumen, slides down to the caecum, where it penetrates the mucous membrane with its hair-like end. After 30–40 days, the whipworm larva reaches sexual maturity and starts laying eggs. The duration of stay of sexually mature individuals in the human body reaches 5 years. The greatest importance in the pathogenesis of trichuriasis belongs to the traumatization of the mucous membrane, first of the small, then the large intestine. Penetrating with its filamentous end into the mucous membrane, the whipworm reaches the submucosa, and sometimes the muscle layer. In these places, edema, hemorrhage, erosion and necrosis are formed.

Clinic. Clinical manifestations of trichuriasis appear when the parasites reach sexual maturity (30-40 days after the invasion). Patients complain of salivation, decreased appetite, nausea, sometimes vomiting, and abdominal pain. Often there is a headache, dizziness, restless sleep, irritability, decreased performance. With intensive invasion, a severe dysentery-like syndrome develops. Patients develop chronic diarrhea with bloody loose stools, tenesmus.

Cases of rectal prolapse (due to persistent diarrhea), epileptiform seizures, Meniere’s syndrome are described in case of intensive invasion in children. With a low intensity, whipworm invasion is asymptomatic. In the blood – hypoor normochromic anemia, less often slight eosinophilia.

Complications: typhlitis, appendicitis, peritonitis, rectal prolapse, hypoor normochromic anemia.

Diagnosis . The diagnosis of trichocephalosis can be made after the detection of whipworm eggs in the feces. The enrichment methods of Fülleborn, Kalantaryan, Krasilnikov are used. Has not lost its value and sigmoidoscopy. During sigmoidoscopy (RRS), the mucous membrane of the large intestine is edematous, hyperemic, and whipworms that have penetrated into it are visible.

Treatment . So far, the treatment of trichuriasis is limited to a small number of effective anthelmintic agents (Table 2.13). The effectiveness of treatment with difezil is 40-60%, with naftamon – 30-40%. In this regard, the drug of choice is mebendazole, in which the effectiveness reaches 60-70%. Control koproovoskopichesky research is carried out in 3-4 weeks. after the end of the course of therapy. If there is no effect, re-treatment should be carried out no earlier than after 2-3 months.

Prevention . Identification and treatment of patients. Strict observance of the rules of personal hygiene, boiling drinking water, thorough washing of fruits, berries, vegetables, garden greens. Prevention of environmental pollution by feces: sanitary improvement of settlements, equipment on their territory of water supply and sewerage systems; for non-sewered closets, impenetrable cesspools are installed, cesspools are regularly cleaned, and feces are disinfected. Fertilize the soil with only composted faeces. Sanitary work.

Definition . Enterobiasis is an anthroponotic helminthiasis from the group of nematodes caused by the small nematode Enterobius vermicularis, with a fecal-oral mechanism of pathogen transmission, characterized by perianal itching and intestinal dysfunction.

Etiology . The causative agent is the nematode Enterobius vermicularis (pinworm), belonging to the class Nematoda, family Oxyuridae, genus Enterobius. The pinworm is a grayish-white small nematode. The length of an adult female is 9–12 mm, the male is 3–5 mm. Sexually mature individuals live in the lower sections of the small and upper sections of the human large intestine, with younger parasites localized in the higher sections. After copulation, the males die, and the females produce eggs that are not excreted, but accumulate in the uterus. Young females stick by head vesicles to the intestinal mucosa; as the eggs mature in them and accumulate in the uterus, the females are not able to fix themselves, they sink under the influence of intestinal peristalsis into the rectum. The pinworm actively exits through the anus and lays eggs on the perianal folds, after which it dies. One female lays from 7 to 17 thousand eggs. The larvae in the eggs at this stage are in the tadpole stage. Under favorable conditions (temperature 35–37 °C, humidity not less than 70%), the larva in the egg becomes invasive after 4–5 hours and remains viable for 3 weeks. When ingested in the gastrointestinal tract in the lower small intestine, the larvae emerge from the eggs and reach sexual maturity within 12–14 days. The full life cycle of the parasite in the human intestine does not exceed 1 month.

Epidemiology . Enterobiasis is the most common helminthiasis. Found in all countries of the world. In the world, this helminthiasis affects 350 million people, most of whom are children.

Human reservoir and source. The transmission mechanism of the pathogen is fecal-oral, the routes of transmission are food (through food contaminated with helminth eggs, when they are brought into the mouth and nose along with dust) and household (through hands contaminated with eggs). Enterobiasis is characterized by autoinvasion; when combing the perianal region, invasive eggs enter the subungual spaces, then into the oral cavity. Children of preschool and younger age are most often ill.

Pathogenesis , clinic . The basis of the pathogenesis of enterobiasis is mechanical damage to the intestinal mucosa. Pinworms, attaching to the intestinal mucosa, as well as moving along the intestinal wall, irritate various receptors, which leads to a reflex violation of the motor and secretory functions of the intestine and damage to the mucous membrane. This contributes to the growth of

Infectious Disease Manual

gastritis, gastroenteritis, enteritis, enterocolitis, development of secondary inflammatory processes: appendicitis, typhlitis, proctitis, proctosigmoiditis. Constant itching in the perianal region leads to the appearance of non-healing cracks and ulcers of the rectum and contributes to the development of asthenoneurotic syndrome. Female pinworms that penetrate the female genital organs bring bacteria from the intestines.

The toxic-allergic effects of pinworms have not been fully studied. Metabolic products of helminths cause sensitization of the body with the development of allergies. There are indications of the formation of granulomas on the peritoneum and mucous membrane of the uterus, consisting of epithelioid, giant cells and eosinophils containing eggs, larvae and adult pinworms.

Diagnosis . Pinworms lay their eggs mainly in the perianal region and very rarely in the intestines. Therefore, they are usually not found in the feces. The main method for diagnosing enterobiasis is scraping (flushing) from the perianal folds of the patient. It is carried out in the morning with a cotton swab dipped in 50% glycerol solution or 1% sodium bicarbonate solution, placed on a glass slide and viewed under a microscope in order to detect eggs. The Graham method (adhesive tape method) is widely used. A piece of adhesive tape is attached to the perianal area, removed, placed with the sticky side on a glass slide and microscoped. Pinworm eggs can also be found in scrapings from the subungual spaces. With a massive invasion in the feces, female pinworms can be found.

Treatment . Successful deworming in enterobiasis is possible only in combination with drug treatment with anti-enterobiosis sanitary and hygienic measures (Table 2.14). In a comparative study of the effectiveness of treatment with three drugs, the following results were obtained: Vankin – in 96.5% of cases, Combanthrin – in 97.5%, Vermox (mebendazole) – in 98.5%. The most active and well tolerated drug is mebendazole.

Prevention . Identification and treatment of patients, suspension from work for the duration of treatment of patients belonging to the decreed contingents and equated to them. Children for the period of treatment and control examination are not allowed in preschool educational institutions. Strict observance of the rules of personal hygiene. Prevention of pollution by eggs of helminths of premises of children’s institutions, swimming pools, public catering organizations. Strict control over the cleanliness of hands, housing, office space. Periodic examination of the attendants of children’s institutions for enterobiasis. Proficiency training

Bill de Blasio – Bill de Blasio

“de Blasio” redirects here. For others with the given name, see de Blasio (surname).

De Blasio (/ˈdɪblɑrˈoʊ/; born Warren Wilhelm Jr. ; May 8, 1961; later Warren de Blasio-Wilhelm ) is an American politician serving as the 109th mayor of New York City since 2014. A member of the Democratic Party, he served as the New York Public Advocate from 2010 to 2013.

De Blasio was born in Manhattan and grew up primarily in Cambridge, Massachusetts. He graduated from New York University and Columbia University before having a brief stint as campaign manager for Charles Rangel and Hillary Clinton. De Blasio began his career as an elected official on the New York City Council, representing District 39st in Brooklyn from 2002 to 2009 After serving one term as a public defender, he was elected Mayor of New York in 2013 and re-elected in 2017.

De Blasio’s political initiatives included new de-escalation training for police officers, reduction in prosecutions for possession of cannabis, the installation of police cameras, and the end of the post-9/11 surveillance program for Muslim residents. In his first term as mayor, he implemented a free, universal early childhood education program in the city. De Blasio drew attention to what he calls the stark economic disparities in New York City, which he characterized during his first campaign as “a tale of two cities”. He supported socially liberal and progressive policies regarding the city’s economy, urban planning, public education, relations with the police, and privatization.

De Blasio ran in the Democratic primary for the 2020 presidential election. After registering a low number of votes and failing to get past the third round of primary debates, he suspended his campaign on September 20, 2019 and endorsed Bernie Sanders five months later.

CONTENTS

• 1 Early life, family and education
• 2 Early career
• 3 New York City Council (2002–2009)
  • 3. 1 Elections
  • 3.2 Ownership
• 4 New York Public Advocate (2010–2013)
  • 4.1 2009 election
  • 4.2 Ownership
    • 4.2.1 Affordable housing
    • 4.2.2 Campaign financing
    • 4.2.3 Education
• 5th Mayor of New York (2014–present)
  • 5.1 2013 elections
  • 5.2 2017 election
  • 5.3 Ownership
    • 5.3.1 September 11 attacks
    • 5.3.2 Affordable housing
    • 5.3.3 Budget
    • 5.3.4 Response to COVID-19
    • 5.3.5 Charter schools
    • 5.3.6 Environmental issues
    • 5.3.7 Riots and protests by George Floyd
    • 5.3.8 Israel
    • 5.3.9 Legalization of marijuana
    • 5.3.10 Mohel Disclosure Rule
    • 5.3.11 NYPD Relations
    • 5.3.12 Technology and innovation
    • 5.3.13 Transport
    • 5.3.14 Universal kindergarten
• 6 presidential campaign 2020
  • 6. 1 Acknowledgments
• 7 Electoral history
• 8 Personal life
  • 8.1 Religion
  • 8.2 Equity
• 9 See also
• 10 notes
• 11 quotes
• 12 Further reading
• 13 External links

Early life, family and education

Bill de Blasio’s maternal grandfather came from the Italian city of Sant’Agata de Goti.

De Blasio was born Warren Wilhelm Jr. on May 8, 1961. While he did not grow up in New York City, his parents traveled from their home in Norwalk, Connecticut, to Manhattan’s Doctors Hospital for his birth. He is the third son of Maria Angela (née de Blasio; 1917–2007) and Warren Wilhelm (1917–1979). He changed his name to Warren de Blasio-Wilhelm in 1983 and to Bill de Blasio in 2001 to honor his maternal family and reflect his estrangement from his father. De Blasio has two older brothers, Stephen and Donald. His mother was of Italian descent and his father was of German, English, French and Scotch-Irish ancestry. His paternal grandparents were Donald Wilhelm of Ohio and Nina (née Warren) of Iowa. His maternal grandfather, Giovanni, was from Sant’Agata de Goti, Benevento and his grandmother, Anna (née Briganti), was from Grassano, Matera. His paternal uncle, Donald George Wilhelm Jr., worked for the Iranian Central Intelligence Agency and wrote the memoirs of Mohammad Reza Pahlavi, the last Shah of Iran.

His mother, Maria de Blasio, attended Smith College, served in the Office of War Information during World War II and wrote the book The Other Italy: Italian Resistance in World War II (1988). His father, a Yale graduate, worked as an editor for Time magazine , and served in World War II. In 1942 he enlisted in the US Army and was sent to the Pacific War. During the 82-day Battle of Okinawa, a grenade exploded under his left leg and his leg was later amputated below the knee. Having received a Purple Heart, he married Maria at 1945 and became a budget analyst for the federal government. In the 1950s, at the height of the Red Scare, both Maria and Warren were accused of having a “sympathetic interest in Communism”. Shortly thereafter, the family moved to Connecticut, where Warren became Texaco’s chief international economist, commuting to Manhattan by train. Maria also moved to work in public relations at the Italian consulate.

In 1966 the family moved to Cambridge, Massachusetts when Warren was offered a job at the Arthur D. Little School and de Blasio went to kindergarten. Bill and his brother Donald were raised by Maria and her extended family. Of his early childhood, de Blasio said, “My mother and father separated very early when I was born, and I was brought up in my mother’s family—that’s the point—in the de Blasio family.”

When de Blasio was 18, his father committed suicide while suffering from terminal lung cancer. In 1979, de Blasio graduated from the Cambridge Rindge and Latin School, where he worked in student government and was known to his peers as “Senator Provolone”. He received a Bachelor of Arts from New York University in Urban Studies, a program in Urban Studies, and a Master of Arts in International Affairs from Columbia University’s School of International and Public Affairs. He is a Harry S. Truman Scholar 1981 years old.

Early Career

In 1984, de Blasio worked in the New York City Department of Juvenile Justice City Scholars program. In 1987, shortly after completing his graduate studies at Columbia, de Blasio was hired as a political organizer by the Don Quixote Center in Maryland. In 1988, he traveled with the Quixote Center to Nicaragua for 10 days to help distribute food and medicine during the Nicaraguan Revolution. De Blasio was an ardent supporter of the ruling socialist government, the Sandinista National Liberation Front, which was opposed at the time by the Reagan administration. After returning from Nicaragua, de Blasio moved to New York City, where he worked for a non-profit organization dedicated to improving health care in Central America. He continued to support the Sandinistas in his spare time and joined a group called the Greater New York Nicaraguan Solidarity Network, which held meetings and fundraisers for the Sandinista political party. De Blasio’s introduction to urban politics came at 1989, when he worked as a volunteer coordinator for David Dinkins’ mayoral campaign. After the campaign, de Blasio was an assistant at the mayor’s office. In 1990, he described himself as a supporter of democratic socialism when asked about his goals for society.

US Representative Charles Rangel appointed de Blasio to lead his campaign following his successful 1994 re-election bid. In 1997, he was appointed Regional Director of the United States Department of Housing and Urban Development (HUD) for New York and New Jersey during the administration of President Bill Clinton. As HUD’s top Tri-State Representative, de Blasio led a small administrative team and was involved in outreach to substandard housing residents. At 19In ’99, he was elected to the school board of the 15th school district in Brooklyn. In 2000, he served as campaign manager for Hillary Clinton’s successful bid for the United States Senate.

New York City Council (2002–2009)

Election

The New York City Council Chamber, where de Blasio served from 2002 to 2009.

In 2001, de Blasio ran for the New York City Council’s 39th district, which includes the Brooklyn neighborhoods of Borough Park, Carroll Gardens, Cobble Hill, Gowanus, Kensington, Park Slope, and Windsor Terrace. He won a crowded primary with 32% of the vote. In the general election, he defeated Republican Robert A. Bell 71% to 17%. He was re-elected with 72% of the vote in 2002 and 83% of the vote in 2005.

Ownership

In the City Council, de Blasio passed legislation to prevent landlord discrimination against tenants with federal housing assistance vouchers and helped pass the HIV/AIDS Housing Services Act improving housing services for low-income New Yorkers living with HIV/AIDS. As head of the City Council’s General Welfare Committee, de Blasio helped pass the Gender Discrimination Protection Act to protect New York City’s transgender people and passed the Family Partnership Recognition Act so that same-sex couples in legal partnerships can enjoy the same legal rights. benefits for heterosexual couples in New York. During his tenure, the General Welfare Committee also passed the Immigrant Benefit Transfer Act, which helped non-English speakers get free language services while accessing government programs. He served on the Education, Environment, Finance and Technology committees and chaired the General Welfare Committee.

New York Public Advocate (2010–2013)

2009 Election

Main article: 2009 New York Public Counsel Election

Democratic Party, among which was former public attorney Mark J. Green. New York Times endorsed de Blasio, praising his efforts to improve public schools and “[help] many less fortunate New Yorkers with food stamps, housing, and children’s health” as a board member. The newspaper declared de Blasio the best candidate for the position “because he has shown that he can work well with Mayor Bloomberg when it makes sense, and yet vehemently and eloquently oppose him when warranted.” His candidacy was supported by then-Public Advocate Betsy Gotbaum, former Mayor Ed Koch, former Governor Mario Cuomo, and Reverend Al Sharpton.

On September 15, 2009, de Blasio finished first in the Democratic primary with 33% of the vote. He won the runoff primary on September 29, defeating Green 62% to 38%. In the November 3 general election, de Blasio defeated Republican Alex Zablotsky 78% to 18%. De Blasio was named New York’s third Public Counsel on January 1, 2010. In his inaugural address, he criticized the Bloomberg administration, especially its policies on homelessness and education.

Ownership

Affordable housing

In June 2010, de Blasio opposed the New York City Housing Authority’s decision to reduce the number of Section 8 vouchers given to low-income New Yorkers. The cut was announced after NYCHA found it could not pay for the approximately 2,600 vouchers that had already been issued. Two months later, he launched the “New York City Worst Homeowners List” online list to track homeowners who failed to fix precarious living conditions. The list received extensive media coverage and highlighted hundreds of homeowners across the city. “We want these homeowners to feel like they’re being watched,” de Blasio told New York Daily News . “We need to shed light on these people to get them to act.”

Campaign finance

See also: Campaign finance in the United States.

De Blasio criticized Citizens United , the January 2010 U.S. Supreme Court decision that overturned parts of the McCain-Feingold Bipartisan Campaign Reform Act of 2002. He argued that “corporations should not be allowed to buy elections” and launched a national campaign led by elected officials to reverse the effects of the decision.

Education

As a public figure, de Blasio has been a vocal critic of Bloomberg’s education policies. He encouraged Kathy Black, Bloomberg’s nominee for New York’s school chancellor, to take part in public forums and criticized her for sending her own children to private schools. In March 2010, he opposed the MTA’s proposal to eliminate free MetroCards for students, arguing that the measure would substantially reduce school attendance. Three months later, he disagreed with the mayor’s proposed budget, which saw more than $34 million cut in childcare services. In June 2011, de Blasio laid out a plan to improve the school co-location process, which would house multiple schools in the same building. His research has shown that community contributions are often ignored by the city’s Department of Education, resulting in top-down decisions without due regard for negative impacts. He outlined eight solutions to improve the process and incorporate community input into the decision-making process. That same month, he also criticized the Bloomberg administration’s proposal to lay off more than 4,600 teachers to balance the city’s budget; de Blasio organized parents and communities against the proposed cuts and arranged a last-minute phone call. Bloomberg restored funding, agreeing to find savings elsewhere in the budget.

Mayor of New York (2014–present)

2013 Election

Main article: 2013 New York City Mayoral Election

Bill de Blasio with his wife Cirlane (left) and two children at a 2013 New York City rally.

On January 27, 2013, de Blasio announced his candidacy for mayor of New York in the fall elections. The Democratic primary race included nine candidates, among them Council Speaker Christine Quinn, former U.S. Representative Anthony Weiner, and former New York City Comptroller and 2009 mayoral nominee.of the year Bill Thompson. After Weiner joined the race in April, early polls showed de Blasio in fourth or fifth place among the candidates. Despite a poor starting position, de Blasio won the endorsement of major Democratic clubs, such as the Barack Obama Democratic Club of Upper Manhattan and New York City’s largest labor union, SEIU Local 1199. He was supported by celebrities such as Alec Baldwin and Sarah Jessica Parker, as well as prominent politicians such as former Vermont Governor Howard Dean and U.S. Congressman Yvette Clark. By August, singer Harry Belafonte and actress Susan Sarandon had supported de Blasio.

De Blasio received media attention during the campaign when he and a dozen others, including City Councilman Steven Levin, were arrested while protesting the closure of Long Island College Hospital. De Blasio and Levin were released a few hours later with a subpoena for disorderly conduct. Fellow Democrats Weiner and City Comptroller John Liu also participated in the protest but were not arrested.

During his campaign, de Blasio laid out a plan to raise taxes on residents earning more than $500,000 a year to pay for universal preschool programs and expand after-school programs in high schools. He also pledged to invest $150 million annually in the City University of New York to lower tuition fees and improve degree programs. In September 2013, de Blasio voiced his opposition to charter schools, arguing that their funding drained resources for pursuits such as the arts, physical education, and after-school programs. He outlined a plan to end the policy of providing free space to 183 city charter schools and to impose a moratorium on co-location of charter schools in public school buildings.

In August 2013, de Blasio’s campaign aired a television ad featuring de Blasio’s 15-year-old son, Dante, talking about his father’s plans to “really break with the Bloomberg years.” Time called it “The Ad that Won the New York City Mayor’s Race”, noting that after it was held, “de Blasio had a solid lead, and he never gave up.” Quinn was attacked by a number of groups including NYCLASS with their “Anyone but Quinn” campaign, which allowed de Blasio to rise in the polls. By mid-August, he had become the new leader among the Democrats. He scored 43% in a Quinnipiac poll released the week before the primary. Preliminary results from the September 11 primary showed that de Blasio won 40.1% of the vote, slightly more than the 40% needed to avoid a runoff.

On September 16, runner-up Bill Thompson relented, citing the improbability of winning in the second round, even if unaccounted for absentee and military ballots dropped de Blasio below the 40% threshold. Thompson’s removal made de Blasio the Democratic nominee against Republican Joe Lhota in the general election. Exit polls indicated that the main reason for de Blasio’s victory was his unequivocal opposition to “stop and hurry” most of all. After the primary, de Blasio was announced as the candidate of the Working Families Party. In the general election, he defeated Lhota by a landslide with 72.2% of the vote. Voter turnout in the elections set a new record low of just 24% of registered voters, which is The New York Times attributed the expectation of a steady landslide in the Democratic-dominated city. The activities of the de Blasio 2013 campaign finance committee were reportedly the subject of a federal corruption investigation led by U. S. Attorney Preet Bharara. Other state bodies were also involved in the investigations, some of which were reportedly overlapping, including whether campaign donors received benefits from the mayor’s office. The investigation ended in March 2017 without charges being filed.

2017 Election

Main article: 2017 New York Mayoral Election

Possession

De Blasio was sworn in on January 1, 2014 by former President Bill Clinton. In his inaugural address, he reiterated his campaign promise to eliminate “economic and social inequalities” in the city. New York Times noted that “the rise of an established, tax-rich liberal to the nation’s most prominent municipal government raised hopes that hot causes like universal preschools and benefits for low-wage workers … be allowed to be proven able-bodied in New York.”

April 2017 rally against the hypocrisy of New York City

In the first weeks of de Blasio’s tenure, a series of snowstorms hit the mayor of New York City. De Blasio has come under fire from Upper East Siders who have said snow clearance in their area appears to be lagging behind. The next day, de Blasio apologized, saying that “more could have been done to serve the Upper East Side.” On February 13, heavy snowstorms hit the East Coast again. At the behest of De Blasio and school chancellor Carmen Farina, the city’s public schools remained open. The decision was criticized by teacher unions, parents and the media, as up to 9 fell that day.5 inches of snow. By mid-February, the city had added $35 million to the Department of Sanitation budget for snow removal.

In July 2014, de Blasio signed into law the creation of municipal ID cards for all residents, regardless of immigration status, which helped them access city services. Homeless New Yorkers are also eligible for an IDNYC card if they register a service address. The IDNYC card program was launched on January 1, 2015.

De Blasio had mixed approval ratings during his mayoralty.

9/11 attacks

In 2016, de Blasio expressed support for the Sponsors of Terrorism Justice Act, which would allow relatives of 9/11 victims to sue Saudi Arabia for its government’s alleged role in the attacks.

Affordable Housing

A major focus of de Blasio’s tenure as mayor has been building more affordable housing with the goal of building 200,000 housing units. His plan passed through the city council but was controversial. Groups such as New York Communities for Change opposed the plan, arguing that it promotes gentrification. Accordingly, in April 2017, the state government relaunched the 421-a tax credit program after unions and developers struck a wage deal on eligible construction projects.

Atlantic Avenue in Brooklyn’s East New York neighborhood, plagued by decades of poverty and crime, was the first test and focus of de Blasio’s affordable housing strategy, one of the policy initiatives at the heart of his platform to reduce inequality. Since 2012, city planners have been working to get residents on the forums to consult on the matter. The plan is to “offer developers to develop local streets in exchange for more affordable housing units.” They will invest in new trees, parks, sidewalks, schools, shops, and restaurants, leading to better service.

In January 2019, de Blasio and Secretary of Housing and Urban Development Ben Carson reached an agreement to change the operation of the New York City Housing Authority. The agreement established “specific requirements and milestones to address serious health and safety hazards at NYCHA facilities, including lead-based paint, mold, heat, vermin, and others.”

Budget

In 2019, City Journal reported that during de Blasio’s tenure, “New York City’s budget increased by approximately $20 billion and is expected to be about $9 billion.”$3 billion in the coming fiscal year. Spending is rising three times faster than inflation.”

COVID-19 response

See also: New York COVID-19 pandemic

On January 28, de Blasio stated that “the Chinese government underestimated this virus. It actually began to spread, but did not receive sufficient recognition and was not discussed openly. On February 13, in an interview with NBC News, he said, “It’s something we can handle, but you have to follow some basic rules.” On March 2, de Blasio urged New Yorkers in a tweet to “keep living your life + go to town despite the coronavirus.” On March 11, he said he was “telling people not to avoid restaurants, not to avoid the usual things people do… If you’re not sick, you should live your life.”

March 16, The New York Times reported that in the previous week, “de Blasio’s top aides have been furiously trying to change the mayor’s approach to the coronavirus outbreak. There were arguments and shouting between the mayor and some of his advisors. senior health officials have even threatened to resign if he refuses to acknowledge the need to close schools and businesses, according to several people familiar with the internal discussions.”

De Blasio was criticized for singling out the Jewish community after tweets directed at the “Jewish community”; The Anti-Defamation League described de Blasio’s actions as a scapegoat. He also faced criticism for pushing restrictions on religious organizations to 25% while others were running at 50%.

Charter Schools

In 2014, De Blasio’s decision to ban public space from several New York City charter schools caused controversy among supporters of school vouchers. The decision overturned a Bloomberg administration arrangement that allowed for “co-location” where charter schools were housed in public school buildings. De Blasio also withdrew $200 million in capital funding earmarked for charter schools. New York Times stressed that de Blasio approved the co-location of 14 charter schools and denied only three, suggesting that he was unfairly labeled as an opponent of charter schools. Two months after the initial decision, the mayor’s office announced that it had found a site for three schools. The city leased, renovated and maintained three buildings formerly used for Catholic schools from the Archbishop of New York. Three charter schools are operated by Success Academy Charter Schools.

Environmental issues

In April 2019, De Blasio announced his support for the Green New Deal and legislation to ban glass and steel skyscrapers in New York City, citing environmental concerns and contributions to global warming. De Blasio also criticized the development of Hudson Yards in Manhattan.

George Floyd riots and protests

On May 31, 2020, de Blasio issued a statement accusing protesters of interfering with two police cruisers that pushed them into a barricade. On June 7, 2020, he announced, “We will move funding from the NYPD to youth initiatives and social services.” De Blasio accused the “anarchist” protesters of instigating and organizing the riots.

On June 21, 2020, the American Museum of Natural History announced that it is asking the City to remove Theodore Roosevelt Equestrian Statue with an Indian and an African standing next to a horse. De Blasio approved this decision.

Israel

De Blasio at the Celebrate Israel parade in June 2013

On February 14, 2019, speaking at a rally in New York to fight anti-Semitism, De Blasio said: “Maybe some people don’t are aware, but when they support the BDS movement, they insult Israel’s right to exist and this is unacceptable. ” De Blasio denounced MP Ilhan Omar’s remarks about Israel and pro-Israel lobbyists as “absolutely unacceptable” and “illogical.”

Legalization of marijuana

In December 2018, De Blasio announced his support for the legalization of marijuana in New York, calling it “a unique opportunity for future New Yorkers to solve a historic problem.” He worked with the Marijuana Task Force to produce a Licensing and Regulation Report, which was released along with the Letter of Approval.

Mohel Disclosure Rule

In 2015, de Blasio removed the requirement that mohels inform parents about the risks of metzitz b’pe, an oral circumcision ritual that has been linked to 17 cases of infantile herpes, brain damage, and two deaths from 2000. City Health Board in 2012, which required parents to sign a consent form. The demand was called an attack on religious freedom by ultra-Orthodox Jewish leaders, who filed a lawsuit against the city in federal court and forced their followers to disobey. After de Blasio installed allies and donors on the New York Board of Health, the new policy was that mohels could be banned for life if they tested positive for herpes and the DNA strain matched that of the child, but only after the child was infected. It soon emerged that the city was not disclosing new infections. Despite this change, several children contracted the disease after undergoing the ritual.

NYPD relations

New Yorkers demonstrating against police brutality at Pace University in November 2014

During his term as mayor, de Blasio’s relationship with the NYPD was described as “strained” “belligerent” and “cold”.

Opposition to the NYPD’s “stop and frisk” policy was a centerpiece of the De Blasio campaign. The practice was challenged by civil rights groups in federal court, which was ruled unconstitutional in 2013. A federal appeal of the ruling by the Bloomberg administration was dismissed by de Blasio upon taking office. He promised to settle cases with the plaintiffs, who have ongoing legal battles against the police over the delay-and-search arrests. The NYPD union appealed the decision without de Blasio’s support and was dismissed.

De Blasio selected Bill Bratton to be NYPD Commissioner, a position he held under Mayor Rudy Giuliani. Bratton, who introduced stop and search under Giuliani, promised it would be used “legitimately, respectfully” and less frequently. Some de Blasio supporters were disappointed with Bratton’s appointment.

In February 2014, de Blasio came under fire for calling the police shortly after one of his supporters was detained by police. Pastor Bishop Orlando Findlater – founder of New Hope Christian Fellowship Church and friend of de Blasio – was pulled over for failing to signal a left turn. Findlater was detained by police on the basis of outstanding warrants and suspended driving. De Blasio allegedly called the police on Findlater’s behalf. Findlater was released soon after. At a press conference, de Blasio told reporters that although he called the police to investigate Findlater’s arrest, he did not ask the police to release him. A spokesman for the mayor said de Blasio’s call came after police had already decided to release Findlater. Although both the police and the mayor’s office denied that De Blasio asked for benefits, City Comptroller Scott M. Stringer said that De Blasio’s behavior was problematic because “the mayor should have nothing to do with anyone’s arrest.”

On December 3, 2014, following the grand jury’s decision not to indict NYPD officer Daniel Pantaleo in the death of Eric Garner, de Blasio said in a speech that he and his African-American wife, Chirlaine McCray, had had a lot of conversations with their interracial son. about “taking extra care in any encounters with the police who are supposed to protect him.” De Blasio also “offered qualified support to the protesters following the grand jury’s decision not to indict the officer involved in the strangulation death of Eric Garner in New York. ”

After NYPD officers Wenjian Liu and Rafael Ramos were killed in an ambush in December 2014, “police and union leaders publicly rebuked [de Blasio], claiming that his previous remarks had ignited the anti-police.” When de Blasio praised the two dead officers, hundreds of their fellow police officers turned their backs on him.

Following the murder of NYPD officer Miosotis Familia in July 2017, de Blasio came under further criticism for not attending the Familia vigil. Many officers once again turned their backs on him when he served in the Familia.

In November 2019, de Blasio criticized former Mayor Michael Bloomberg’s apology for the stop and frisk policy, tweeting, “This is long overdue, times are transparent and cynical. With all due respect to my predecessor, it took us six years to reverse the action. the damage he has done with this bankruptcy policy. We’ve stopped stop-and-frisk And we’ve reduced the crime rate. Actions speak louder than words.” Police Benevolent Association president Patrick Lynch joined the mayor in criticizing Bloomberg’s apology.

Technology & Innovation

When de Blasio appointed Minerva Tantoko as the city’s chief technology officer in the fall of 2014, he said her goal would be to “develop and implement a coordinated technology and innovation strategy based on how the city in general will approach the role of technology. in our daily lives, in our economy, in our schools, in our civic participation.”

Supported with Governor Cuomo de Blasio to relocate Amazon’s headquarters to Long Island City in an Amazon HQ2 search and worked with Cuomo to develop a $2.9 total New York and State benefit package88 billion dollars. In November 2018, Long Island City was selected as one of two sites to host Headquarters 2, along with Crystal City in Virginia, directly outside of Washington, D.C. Selecting Long Island City as the site for headquarters The Amazon 2 apartment was controversial before and after it happened, and was protested by local residents, community organizations and politicians. Rejected, Amazon Withdraws Its Plans to Open Headquarters 2 in Long Island City February 14, 2019of the year. De Blasio later criticized Amazon’s decision.

Transportation

In 2014, de Blasio released a report on “Better Transit for New York.” Some of the ideas covered in the report were rebuilding Pennsylvania Station/Madison Square Garden, creating more bus rapid transit routes, and a “Vision Zero” initiative to reduce traffic-related deaths in the city.

The Vision Zero initiative, inspired by Sweden’s successful plan, has led to a gradual decrease in pedestrian fatalities from 299 in 2013 to 200 in 2018. However, 2019 saw an increase in cyclist deaths and de Blasio discussed several proposals to combat cyclist deaths, including a $58.4 million plan requiring cyclists to wear helmets and obtain licenses to operate a bicycle.

While the de Blasio administration planned to increase the rate of adding bike racks in the city, the annual rate instead fell 42 percent from the Bloomberg administration, hitting a new average of 1,633 new racks per year. John Orcutt, spokesman for Bike New York, said: “Everyone is talking about Citi Bikes and scooters, but the humble bike rack needs more attention. ”

Universal Pre-K

As mayor, de Blasio signed the Universal Pre-K initiative. accessibility of publicly funded preschools to all New Yorkers. He sought to fund the program through tax increases for New Yorkers earning $500,000 or more. De Blasio’s initiative resulted in an increase in New York City’s universal Pre-K enrollment through 2015, with over 70% of Pre-K expansions occurring within the city’s poorest quartile zip codes. In 2017, de Blasio proposed expanding the program to “3-K” to include three-year-olds. Preschool for three-year-olds will start in poorer areas with the goal of reaching the entire city if the state or federal government provides funding.

2020 Presidential Campaign

On May 16, 2019, de Blasio announced that he would seek the Democratic nomination for President after posting a YouTube video in which he said, “I’m Bill de Blasio and I’m running for president because it’s time to put the workers first.” He was the first sitting mayor of New York to run for president since John Lindsay, who ran for the Democratic Party in 1972.

During his campaign, de Blasio supported raising the federal minimum wage to $15 an hour. 19June 2019, he said: “We must secure a peaceful settlement in Afghanistan; obviously the Taliban must be involved. Until then, I don’t think it’s wise to withdraw our troops.” De Blasio advocated a tax on robots and proposed that large corporations be held responsible for five years of paying income tax on jobs that were automated.

Despite the fact that during the mayoral election he made great strides, the polls showed that de Blasio is largely unpopular. New York Times described his candidacy as “the long run”, citing low polling numbers in national polls and inconsistent approval ratings in New York. A May 2019 New York City voter poll at Quinnipack University found that 76% did not want de Blasio to run for president. An April 2019 poll showed that he had a 42% approval rating in the city, with 44% of voters disapproving. Just before he put his campaign on hold, his approval rating dropped to 33% and his approval rating stood at 58%.

De Blasio tried to position himself as a progressive, in contrast to the then-leader, former Vice President Joe Biden. He hoped to challenge U.S. Senators Bernie Sanders of Vermont and Elizabeth Warren of Massachusetts, who were seen as leaders of the progressive wing of the Democratic Party.

De Blasio’s campaign was not supported. He failed to qualify for the Democratic primary debates in September and October, which were seen as necessary events to keep his campaign viable. He regularly drew 0% of the vote among Democratic voters in primaries, including in his home state. After de Blasio failed to advance to the third round of primary debate, September 20, 2019year, he announced the suspension of his campaign. On February 14, 2020, de Blasio endorsed Sanders. In October 2021, the New York City Department of Investigation released in a report that “the de Blasio Campaign did not reimburse the city for travel expenses for security personnel during the mayor’s presidential campaign, totaling more than $300,000. ”

Endorsements

Main article: Support in the 2020 Democratic presidential primary § Bill de Blasio

Electoral history

Main article: Electoral history of Bill de Blasio

Personal life

De Blasio and his wife, activist and poet Cheerlan McCray, met while both were in Mayor Dinkins’ administration and married in 1994. The couple honeymooned in Cuba in violation of the United States travel ban. They lived in Park Slope, Brooklyn before moving into the Gracie Mansion, the traditional residence of New York mayors. They have two children: Dante, a Brooklyn Tech graduate who graduated from Yale in 2019year, and Chiara, a student at Santa Clara University in California. Chiara spoke about her drug use and depression in late December 2013 in a four-minute video released by the Mayor’s transition team.

At 6 feet 5 inches (1.96 m), de Blasio is the tallest mayor in New York City history.

De Blasio, an Italian American, occasionally gives interviews, press conferences and speeches in Italian.

Despite being the mayor of New York, de Blasio is an avid fan of the rival New York Yankees, saying he is “deeply committed” to the Boston Red Sox.

Religion

De Blasio described himself as “spiritual but not religious”. His mother rejected her Roman Catholic roots. De Blasio didn’t go to church when he was young either.

Net Worth

According to Forbes , De Blasio and his wife were worth $2.5 million as of August 2019.

See also

• List of mayors of New York
• List of mayors of the 50 largest cities in the United States

Notes

Quotes

further reading

• Neumann, William (October 31, 2017). “De Blasio Gets Biggest Pre-K Win, But Also Has Long-Term Consequences”. New York Times . ISSN 0362-4331.

external links

• City Hall official website
• Appearances on C-SPAN

• Profile on Vote Smart
• Financial Information (Federal Office) at the Federal Election Commission

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Catholic Church and Incarnation School (Glendale, California)

Catholic Incarnation Church and School is a large Catholic church and elementary school located on North Brand Boulevard in Glendale, California. The parish was founded in 1927 and the school in 1937. The current temple was built in 1952.

Contents

• 1 History
  • 1.1 Early History
  • 1.2 Recent History
• 2 See also
• 3 Notes
• 4 External link

5 History

Early History

separated from the existing parish of the Church of the Holy Family. The first services were held in a private house on the site of the current church. As the parish grew, services were moved to the American Legion Hall on the Western Arden. When Father Thomas O’Sullivan became pastor at 1928, he built a temporary church on this site. ^[1] The elementary school was opened in 1937 under the administration of the City of the Sister of Mercy of the Blessed Virgin Mary. ^[1]

Monsignor Carville pastored Incarnation for forty years from 1932 to 1972. This was under the direction of the monsignor. Carvill reports that the current church was built in 1952. ^[1] Cardinal Timothy Manning presided over Msgr. Carville’s funeral in 1975. In 1970, the Church of the Incarnation was the site of the Congress of the Legion of Mary, a Catholic lay organization. ^[2]

Monsignor Lawrence O’Brien served as pastor of Incarnation from 1972 to 1986, after which he remained in the parish as pastor emeritus. Cardinal Roger Mahoney presided over Msgr. O’Brien’s funeral in 1998. ^[3] He was succeeded by Monsignor Eugene Freelot, who served as pastor from 1986 to 1999.

In May 1990, the funeral of Vic Tayback, the actor best known for his role as stern diner owner and short-time cook Mel, in the long-running television series “Alice,” was held at the Church of the Incarnation. ^[4]

Front view of Incarnation

In early January 1991, Los Angeles Times reported that Father Tilak Jayawardene, who was an associate pastor at the Church of the Incarnation from 1987 to December 1990, was charged with six counts of allegations of child molestation. ^[5] Jayawardene’s father disappeared while the police were investigating the allegations. Incarnation’s pastor, Monsignor Freelot, said at the time that Jayewardene left the parish in early December, claiming he had been recalled by his overseas bishop. Freelot told the press, “I didn’t hear anything. He didn’t contact me. I guess he went home to Sri Lanka.” ^[6] Eleven years later, in 2002, Jayewardene’s father was found living in Sri Lanka, and the Glendale police filed an extradition request with the Los Angeles Attorney’s Office. ^[7] Cardinal Mahoney said at the time that he had written to church officials in Sri Lanka asking them to bring Father Jayewarden back to Los Angeles. ^[8]

In 1993, a temporary criminal named Filiberto Maldonado attacked a 73-year-old woman who was praying in the sanctuary of the church and tried to rape her. The man was later sentenced to eleven years in prison. ^{[9] [10] [11] [12]}

In June 1997, two tragic and highly publicized funerals were held at Incarnation. The first was Glendale Police Officer Charles “Chuck” Lazaretto, a man who Los Angeles Times reported “would have been in charge had he not been ambushed by an armed criminal.” Officer Lazaretto was shot and killed in a warehouse in Chatsworth while investigating domestic violence. Lazzaretto’s funeral was attended by police officers from all over California, presided over by the Cardinal. Roger Mahoney. ^[13]

Later that month, the funeral of 17-year-old high school student Julius Riofrir was held in Incarnation. According to Los Angeles Times , the youth died when a baseball bounced off the cage wall and hit him in the head during a pre-game warm-up for his American Legion team. The newspaper reported that 500 people attended the Incarnation ceremony. ^[14]

Recent History

Father Paul James Hruby became pastor in 1999. Hrubi’s father was baptized in the Church of the Incarnation at 1956 and grew up in Glendale. ^[1]

In July 1999, Frank Lubin, captain of the 1936 US Olympic basketball team and member of the Church of the Incarnation, died. The funeral took place on July 13, 1999 at the Incarnation Hotel. ^[1]

The arrival of the incarnation played a role in an attempt to eliminate ethnic tensions in a community with a large population. Armenian-American and Hispanic population. In May 2000, 17-year-old Hispanic youth Raul Aguirre was killed while trying to stop a fight between a Hispanic friend and two Armenian American teenagers. Aguirre, a high school student who planned to join the Marine Corps, was beaten on the head with an iron tire and stabbed several times. Shortly after Aguirre’s death, a group of Hispanics opened fire on a crowd of young Armenian Americans gathered in front of a donut shop in Glendale, and there was fear of a street war between Armenian and Hispanic youths. Nearly 1,000 people filled the Church of the Incarnation for Aguirre’s funeral. With tensions still high, at least 15 police officers patrolled the church and grounds during the ceremony. Father Hruby sought to heal ethnic divisions in his sermon, stating: “I have to believe that if Raoul could stand here today, he would say that violence is not the answer. ” We are not only Hispanics and Armenians, whites and Asians, blacks and the Middle East. We are the instruments of the world and we are called to be countercultural and to love and be loved by all.” ^[15] A Marine guard escorted the coffin from the sanctuary to Forest Lawn Cemetery for burial. The Los Angeles Times reported the ceremony as follows: “On Friday, people of all stripes came to say goodbye to Aguirre… There were old people, crying babies, families and city officials sweating in costumes.” The church was packed to capacity, although the church crowd was mostly Hispanic, there were a few Armenian Americans who came to pay their respects.” ^[16]

In 2002, Incarnation celebrated its 75th anniversary with a weekend of events, including mass coexistence with the Cardinal. Roger Mahoney. ^[1]

On July 30, 2006, Incarnation Parish purchased property from the nearby North Glendale Methodist Church. The Methodist congregation dwindled over the years and merged with the Glendale United Central Methodist Church. An offer was made to sell the property to Incarnation in order to keep the Christian ministry on it. ^[17] This acquisition included a chapel, a gym, a professional kitchen, a preschool room, and a large academic building, as well as outdoor seating, meeting rooms, and ministry offices. The campus improvement required over three years and $300,000 in security and structural repairs. The incarnation now has much more room for growing ministries. The new name “Incarnation Community Center” was renamed in September 2009 and a certified kindergarten opened at the same time in the parish. ^[1]

In March 2011, longtime Glendale resident and 50-year-old parishioner Hon. Howard J. Thelin passed away at the age of 90. Services were held in an incarnation led by Father Paul Chruby for a guest of about 200 people. Thelin was a former Glendale County MP from the mid-50s to mid-60s and a retired Justice of the Supreme Court. Hruby’s father, who left Incarnation in 2010, graciously eulogized a longtime parishioner and made a lasting impression on all who attended the service.