Mediation

The precise definition of transformational politics is a never ending issue in the governmental realm.  Consequently, Edward W. Schwerin stresses the idea in a connotation with deliberative state that such is a social and scholarly movement wherein such adherents are sharing an interest towards building a political community basically coherent to norms and other significant details in the concept of empowerment.

Conceivably, these factors that build up the connotation are also based on standards such as cooperation, grassroots democracy, equality, environmental awareness and other demonstrative dynamics which possess the ability to the implications and the answers to how these dynamics are able to gain what tends to be the root on how “politics” and the people shall actually change or live with political decisions.

Obviously, Shwerin’s definition and characterization of empowerment is derived from the philosophical works of Plato as well as with the idea that empowerment is in point of fact dependent on how the individual believes how one can be empowered or be disempowered for that instance.

To quote his line with regard to the definition of “empowerment”—the process of gaining mastery over one’s self and one’s environment in order to fulfill human needs (p.81)—perhaps his ideological definition may be correct in the factual basis, but if collaborated with the contemporary scenario, empowerment is not only conquered through an individual’s conception on such idea, but it must also be given by the environment upon which that person who wants to achieve such will be vested in the most holistic sense possible.

Further, it would also be taken to assumption that Schwerin’s basis for stressing his views on “empowerment” are too vague and broad that upon arguing on the aforementioned perspective as a composition of the following: “self-worth, self-effectiveness, piece of knowledge and of abilities, awareness on the political aspect, and participation on socially and politically inclined events—it may be taken to assumption that he is nevertheless referring on the ideological perspective alone on transformational politics and not barely lingering on the schemes of contemporary deliberation and analysis on empowerment.

However, his views on mediation experiences (p.93)—as empowering factors on individuals who participate on the ‘activities’—may be acceptable in further delight.  Specifically, his prediction that mediation trainees shall have personal empowerment is a great ordeal on understanding empowerment and the objective of empowering those who are powerless, per se.

On the aspect of “grouping” and on the mediation strategy towards building a highly empowered group, his research has led him good value worth the critical analysis.  As far as political threshold is concerned, it is indeed realistic to say that mediators possess the higher chance to achieve “empowerment” rather than those who do not get exposed on the organizational activity—those who are experienced shall have the highest empowerment scores—more experience, greater the chance.  In the classroom basis, a “group of leaders” will have the highest score of getting “empowered” than only those who are considered as “group of mediators”—intensive training is effective at teaching recruits (Schwerin, 1995).  Precisely true enough to prove his worth on his research.

Levels of personal empowerment may be brought upon by training and the acquisition of knowledge, so to speak.  But the “real” empowerment comes from experience—dispute resolution, bringing up conflicts to a formal legal system—all these are piously given ample importance in trying to distinguish the definition of “empowerment.”  Hence on personal opinion, empowerment may come from “own” beliefs but making other people believe that one is capable of such “high regard” is the best empowering method to be taken into account.

Reference

Schwerin, E. W. (1995). Mediation, Citizen Empowerment, and Transformational Politics. Westport, Connecticut: Praeger Publishers.

This article considers the consequences of the Private Finance Initiative ( PFI ) and public interface in the United Kingdom ‘s public services. Along with briefly reexamining anterior research based upon the subjects proposed by Broadbent and Laughlin ( 1999 ) , this article suggests a control system need to make incentive to private houses in recent old ages.

Introduction

In these twenty-four hours and age, the issue of control and legalizing in authorities procedure is debated widely. The Private Financial Initiative strategy which has been given the power over the fiscal resource whether has been good strategy to cut down cost and portion the hazard with authorities.

In the society, people who are working closely with implementing controls tend to hold their ain opportunism. By looking at the society as whole system that carried with it certain demands from assorted parts, different function has different involvement that must be fulfilled ( Emile Durkheim ) . Organizational maps are to advance integrating, stableness, consensus and balance.

Key Issue

• Who is accountable? To whom?
• Is the PFI is the good strategy?
• Is that PFI independency? Government control power?
• Control lead to command?

Private Finance Enterprise ( PFI )

In 1992, UK authorities seeks private sector to assist out the populace sector development with big graduated table and economic sciences cognition. There are two elements of which private sector have involved: finance and operation. In this essay we focus on the private finance enterprise ( PFI ) which is a method of funding major capital investings that less affecting the public fund ( cf. Broadbent & A ; Laughlin, 1999 ; Broad Broad et al. , 2000 ) and that motivate the private sector to be more cost effectual in the design, building and subsequent operation of many public sector undertakings ( McKendrick and McCabe 1997 ) .

The Aim And Intent of PFI

The PFI system was created with the intent to put in capital without enforcing revenue enhancements, raising debts or deviating cost from other precedences. It acts as an mediator between authorities and private sectors to offer better value for money than public resource by commanding the undertaking over its life-time. By sharing answerabilities with private sectors, authorities can cut down the hazard and increase benefit to public ( Broadbent et al. , 2000, p 23 ) .

Accomplishment of PFI

In term of power, PFI has Institutional power which relies on an external legal or regulative base from which power derives. They can hold the power to force providers and contractors to cut down the monetary value and better public presentation. They besides can make economic systems of graduated table by commanding Numberss of private contracts.

PFI has proven to be effectual in the yesteryear for illustration, during 1992 and 2003, 563 PFI undertakings with a capital value of ?35.5 billion achieve fiscal near with most of them being decided after 1997 ( Her Majesty ‘s Treasury ( HMT ) 2003 ) . From 1995 to 2002, the one-year PFI plan has increased from nine undertakings numbering ?667 million to 65 undertakings valued at ?7.6 billion ( HMT 2003 ) . Estimate by 2010 it is around 200 undertakings with a entire value of ?26 billion will be closed ( HMT 2006 ) . Without the aid of private sectors, authorities would hold paid tantamount sum of fund to supply public service ( Gaffney et al.A BMJ.1999 ; 319: 116-119 ) .

Accountability and control of PFI

PFI was given the power of fiscal resources from authorities ; hence, they are accountable to authorities as an agent. In other words, they have duty to the work provided ( Gray, 1983 ) . Consequently, chief transportations finance every bit good as the right to specify and account what is appropriate to agents.

The PFI trades have been drying up. The figure of trades completed in 2009 was about the worst of 10 old ages period ( FT 2010 ) . The first ground is private sector houses require higher net incomes for anticipating high hazard. Therefore, PFI can non finish the trades with the limited budget that authorities set. During the fiscal crisis, the cost of adoption has been increasing. In fact, private sector involvement rates of borrowing are much higher than the authorities adoption because there is hazard of default. PFI ‘s undertaking has lower net income due to involvement refunds is higher than if it had been borrowed by the authorities. That means they increase the hazard oppose to authorities.

Controling the beginning of finance, the agents are accountable for their determination as the one duty to execute a certain map. Accountability may be dictated or implied by jurisprudence, ordinance, or understanding or outlook. The agents have to bear the effects for failure public presentation as they are accountable for ( Hoskin, K. 1996 ) .

Even though, Hoskin ( Hoskin, K. 1996 ) said agents have to take duty for their action, in March 2009, the planetary fiscal crisis created the trouble in support, theA TreasuryA established an Infrastructure Finance Unit in order to guarantee the continuance of PFI undertakings ( Timmins, N, 2009 ) . Furthermore, Government has bail out ?30m for a 2nd PFI undertaking make up the sum of a ?700m wasted in May 2009 ( Webb, Tim, 2009 ) .

In fact, the trades from PFI are unreplaceable even though they need to be bail out. However, the PFI debt can non be refinanced without being punished ( Worcester News 2009 ) . There will be punishments to PFI for outdate and out budget. Consequently, PFI will take responsible for those losingss in forepart of authorities for punishments while authorities has to confront the duties to public society.

Control

Principles have been given the power to PFI to command the finance resource as the agents and ‘Control is the procedure by which directors assure that resources are obtained and used efficaciously and expeditiously in the achievement of the organisation ‘s aims ‘ ( Anthony, 1988 ) . The issue is whether agents prove themselves good strategy or non. PFI claim to supply control system that can do good usage of resource such as:

• Legislation punishment act as a motivation for houses to complete undertakings on clip and within budget
• Private contractors are accountable for care disbursals there is motive for high quality building.
• Private sectors are better directors with better cognition of market and economic systems of graduated table.
• PFI can transportations put on the line from the authorities to houses. Firms receive net income as the wages for hazard pickings. PFI has chosen the high hazard undertaking

However, the bureau theory defined ; there is the possibility that the agent ignore the wants of rule. The ground is PFI has their ain involvement and private information that authorities has no control. The authorities has no control over the twenty-four hours by twenty-four hours basic activities of the PFI, so that they can conceal the information from authorities. By secret contract with private houses they can profit themselves as mediators ( ICAEW-2009 ) .

Furthermore, from interpretative position point, agent has their ain civilization to derive benefit as for private enterprise. Culture is something we portion and impact our thought and behaviour. It ‘s besides affected the work organisation, change the manner of construing strategy and reiterate the same everyday brand people wont and behaviour ( Smircich, 1983 ) . Unlike public sector organisations, net income motivation is the motive of private sector. They need to last, develop and be profitable ; hence, they need to carry through their demand foremost when they complete the undertaking given by authorities.

Furthermore, PFI become obsolescence because people get used to the environment and status. Therefore, they are non cognizant of the un-certainty hazards. Believing their expertness and disregard the hazard lead to an impulse for the authorities bailout.

It can be seen that power of authorities might non alter the civilization of organisation. “ The mission to enforce a new ‘culture ‘ on public sector organisations via structural solutions based on market theory frequently fails to analyse the old civilization or the implicit in value constructions and administrative political relations ” ( Gray & A ; Jenkins, 1995 ) .

Control systems must be sensitive to organisational civilization. Those running counter to civilization are improbable to be successful ( Hofstede, 1981 ) . Therefore, the authorities has allowed the PFI to run as they have been.

On the other manus, one of the cardinal statements is that authorities can command the bureau through societies and organisations force per unit area. For illustration, authorities can present statute law over term and status of contracts or status of economic system such as involvement rate, duty and so on. ( Broadbent 2003 )

As an agent PFI work under the authorities wants but non as they suppose to, hence, their system become obsolescence and incapable to accommodate. A undertaking bringing theoretical account which focuses less on advanced result and produces installations might non be able to cover with future alterations in demand ( James Barlow, Martina Koberle Gaiser 2008 ) . The money from populace has been wasted. Taking NHS as an illustration they have wasted ?350m a twelvemonth on outside direction advisers at their ain disbursals, while taxpayer wage one million millions to companies who gain benefit in the NHS from PFI.A ( Guardian Feb 2010 ) .

In my sentiment, PFI is good strategy for public involvement as they have been supplying aid and support major capital investings, without trusting on immediate assistance from public beginnings. However as bureau theory defined, their work is non efficient as they proclaim because of obsolescence, their ain involvement and other forces ( Baiman1982 ) .

Government Control

Government has been given power by society through voting so they are accountable to public involvement. In the power theory ( extremist paradigm ) , authorities have gain tremendous power to command over the society. They have the ability to act upon behavior, change the path of events, victory over opposition, and acquire people to make things that they would non make ( Pfeffer, 1992 ) . As a rule of PFI, they have the power to command PFI, their public presentation and procedure. For illustration, in 2009, the authorities changes the accounting criterion ( FT, 2010 ) to accommodate with international accounting. Government politically, forms the manner to roll up more item of how PFI is treating, and should treat in pattern. The authorities besides steer the society utilizing ordinances and societal systems. ( Broadbent & A ; Laughlin, 1997 )

Although, as indicated above, PFI might conceal some information from rule, authorities has other manner to command their item provided with National Audit Office ( NAO ) . By supplying the auditing over PFI undertaking, they can cut down the disregards of bureau with private information. Consequently, authorities can command PFI public consequences as they please and force PFI to follow authorities wants. However, the authorities has control over PFI while the bailout has been increasing quickly. The ground is because their system has less effectual. Mark Mattison discussed that PFI has been provided its best value docket in term of clip, cost of capital and related consequences ( Mark Mattison 2009 ) .

The possible ground is NAO is besides an agent so that the authorities might non be able to acquire clasp of PFI public study. An bureau theory “ suggests that principals have lack grounds to swear their agents. The proprietor will happen to decide these concerns by seting nontrivial monitoring costs to aline the involvements of agents with principals and to cut down the range for information dissymmetries and timeserving behaviour ” ( ICAEW-2009 ) . The authorities can swear in NAO and PFI study or they need to hold another company to look over.

Additionally, authorities has less cognition of expertness than private houses. They tend to concentrate more on the work and politic instead than economic. Therefore, the program has failed to coerce PFI to take the utmost hazard with low return. Furthermore, private house demand to be motivated in order to execute better. By motivate agents, rule can have better consequences. Taking one mill, Hitachi used direct labour hours as overhead allotment base to make inducement for mechanization ; they cut down their cost and increase their end product ( Hiromoto, 1991 ). From public point of position, the control over authorities was low because public merely can vote one time over 4 old ages for the party to take control. They gain control over the states so that populace has no control over twenty-four hours by twenty-four hours basic of authorities.

The Job of Managerial And Political Answerability

Government with the power of political as a consequence of their power base in planetary capital markets which was achieved through their function in the allotment of excess value ( Armstrong, 1987 ) . They provide public with context of control over PFI. Stewart ( 1984 ) suggests that managerial and political answerability as different degrees. A cardinal statement is that authoritiess merely accountable in a political, instead than managerial term. Consequently, authorities makes an increasing in ways of control over society. Because of their alone power in society, which their being is depending on how they exercise control over society, anything they do has a controlling result. In combination with a deficiency of twenty-four hours by twenty-four hours control by the election, which has power to vote these organic structures but without a power to order practical action, leaves authoritiess in a unambiguously powerful place. ( Jane Broadbent and Richard Laughlin 2003 )

Furthermore, authorities civilization is politic. They can non merely alter their behavior to managerial merely to command the system of PFI ( Hofstede, 1980 -1983 ) . The civilization of public sector was showed as “ the mission to enforce a new ‘culture ‘ on public sector organisations via structural solutions based on market theory frequently fails to analyze the old civilization or the implicit in value constructions and administrative political relations ” ( Gray & A ; Jenkins, 1995 ) .

Decision

In my sentiment, with the power to command PFI through many signifiers in the society, authorities makes them less incentive and mutuality on authorities and associate. Government is under low control of society, so they do non take the duty as a managerial but political.

Discussion of The Control System

In the terminal, the staying inquiry is ‘ Do command take to command’ . Equally far as I am concern, the reply can be no. First, bureau job is a affair of struggles between ego involvements, therefore, bureau theory seeks to equilibrate the differences to find the optimum contract for an agent ‘s service ( Eppen, 1987 ) . However, the inquiry is can people swear the control of control ( Baiman 1982 ) . Because as NAO is an audit they still an agent of authorities, they might supply inaccurate study to authorities. Furthermore, the public point of position is NAO is besides under the control of authorities so that the study they provide can non be trusted.

Second, the ground is stress make people less motivate. As the essay indicated earlier PFI tend to work less expeditiously. They follow the authorities order alternatively of making what they should make. That makes the system become obsolescence. Another alternate paradigm for direction control is that people are dominated by the ideological superstructures with which they interact. The civilization of organisation depends on the outgrowth of shared interpretative strategies, expressed in linguistic communication and other symbolic buildings that develop through societal interaction. Such strategies provide the footing for shared systems of intending that allow twenty-four hours to twenty-four hours activities to go indispensable modus operandis or civilization ( Smircich, 1983 ) . Consequently, the alteration in control can take to a depression. On the other manus, the public organisations such as HMT, NAO and the Office of Government Commerce ( OGC ) have made recommendations to better the operation of the strategy. They bring the control to PFI coerce them to work with the punishments as an inducement to execute in clip and budget. ( J Laffont and D Martimort 2002 )

Contingency theory implies that different systems should be adopted in response to different environmental conditions and claims that there is no 1 best manner to do a determination ( Otley, D. 1980 ) hence, any determination that has been made irrespective of its suitableness at the clip, will still be capable to the environmental and external impacts, hence appropriate contingent programs needs to be established to take into history the hazards that are likely to originate in order to outdo brush the uncertainnesss lies beyond. As each method has its restriction we should be cognizant, Variable factors will impact the concern in different ways. Therefore, there is no best manner to pull off organisation when doing a determination.

Decision

In decision, the control procedure demands to be analyzed better before the authorities introduces new control procedure. It depends on the state of affairs and civilization of houses they control. Looking at different literature, I can reason that Government are to a great extent involved in political undertakings, but are bit by bit involved in direction and supplying private inaugural better influence and do informed determinations on strategic programs, as opposed to merely being tools in the procedure. Therefore, both their involvements align and they can work together towards the same end. This nevertheless does non work if a spread is evident between the two. Accountants will non take much notice of controls if they are non involved in doing informed determinations and covering with direction. In my sentiments, in current economic system the private inaugural demand to acquire motivate instead than control.

Discuss how the Music Business is a system comprised of principle subsystems.

There are several key components to the success of an artist in the music business. These components support one another, and enable each to complete tasks that are designed to further the marketability of an artist or group.

One such component, or subsystem, is the agent. The agent acts as the legal representative of an artist. This person, or company, manages all of the legal issues associated with an artist’s image and career.

Agents, typically, are the face of the artist to the business world. These agents meet with promoters, and venue owners to secure the performance rights, and facilitate touring. They also ask as mediators between the artist and publishing companies to ensure that all legal issues are addressed, and that the transfer of the artist’s created materials are handled in the proper manner.

Another aspect of the agent’s responsibility is to maintain and negotiate contracts for the artist, with their respective parent companies. This is to ensure that the artist receives all the proper representation that is required to ensure that the contracts that the artists are bound by are fair, and ethical.

The next subsystem is the parent company itself. Often referred to simply as the “label”, record companies are the binding source of power within the music business. The label is the enterprise which holds the contracts, oversees promotion, ensures distribution, and holds the records on taxes, royalties, and payments to the artist and all his/her employees.

Record companies range in size, depending on the scope of their enterprise. Small or independent companies typically handle and short list of clients, and are able reach a limited area for the release. The larger companies are multinational conglomerations that hold interests in hundreds of artist. These companies are able to reach markets the world over. They also, typically, oversee a wide range of music business genres.

The next part of the equation is the distributor. It is the job and obligation of the record distributor to procure the reproduction rights of an artist, produce large quantities of the product, and ensure that the product is available for the public demand.

Just as the record company, record distributors range in size and scope. With the small companies reaching a localized market, and the larger, international companies, reaching every market available, the distributors serve the record companies directly. Though they are dealing in the product of an artist, they rarely deal directly with them.

It has only been in recent years that the Music Business has had the ability to find and foster increasing numbers of qualified leaders.

The music business, though in existence for centuries, has only in the past few decades created an environment that fosters a profitable medium. The earliest professional musicians were limited to audiences of royalty, and noble elites – for they alone possessed the wealth enough to pay for such extravagances.

This early form of the music business was also limited by the desire of the leading nobles or royalty in the scope of content and style. The musicians, such as Mozart, in his day, were allowed to create only what was pleasing to the royal court – and profited very little from it.

However, in the 20th century, artists began to see a freedom that had eluded them in the past. With the increasingly large audience base in the United States, artists from multiple genres were able to procure livable wages in town halls and theaters.

Following World War I, there was a large outcry for artistic expression in the arts in the United States – and a boom of employment followed. The era of the Big Band, saw music leaders, such as Duke Ellington, tour the entire country – playing their own music and earning their own wages.

This boom in musical freedom peaked in the 1950’s with the rise of “Rock and Roll” – and such artists as Elvis Presley, Jerry Lee Lewis and Roy Orbison. The late fifties, though socially repressed, saw the first millionaires rise from the music industry – and along with them, the rise of the industry itself.

The era of Sun Records, in Memphis Tennessee, showed the music world that vast amounts of income that could be generated with a properly maintained and well organized corporate entity. The number of record companies increased drastically, and by the early 1960’s there were dozens of large scale companies operating the in United States.

The next big step came in the form of British artists. The arrival of The Beatles, the Rolling Stones, and other English groups into the United States, opened the door for the first multinational company holdings. The rights of these groups to perform and sell their records within the United States meant that American companies had to hold part of their ownership. Soon this would lead to the expansion of American companies to other countries, to acquire the artists directly, and increase the profitability – by eliminating the shared contracts.

Today, we see companies such as Sony, Viacom and Time Warner, as companies that are reaching every part of the globe, and dealing with not only music, but all ranges of entertainment arenas. These world wide conglomerations hold interest in hundreds and thousands of entertainers each, and command vast amounts of yearly income from the music business alone.

Discuss the emphasis placed on the fact that Performing Arts Professionals rely heavily on a full staffed support system to gain and sustain success.

The amount of legal issues that govern an artist today is nearly as expansive as the United States tax code – which is also one of the many things that must be dealt with. The time that is necessary to maintain accurate records, deal with all of the promoters, distributors, lawyers, and agents would be impossible for a single person, or even a small group of people, to undertake.

Nationally marketed artists have dealings with thousands of people that are related to the marketing and distribution of their product. This is why the music industry has created several specific positions that are intended to deal directly with each facet of an artist’s career.

There are tour managers who deal directly with local promoters and venue owners to schedule events and solidify contractual necessities. There are also public relations agents who deal with the entertainment press and ensure that all the necessary information about an artist is available for public knowledge – or in some cases, unavailable.

There are also entertainment lawyers whose job it is to ensure that all of the issues that involve the artist are dealt with accordingly. These issues may include copyrights, ownership of the material, and/or the transfer of these from one party to another.

Another very important part of an artist’s career management team would be the accountant. As we have seen with artists such as Willie Nelson and others, improperly managed income can result in terrible personal and economic costs to the artist. The amount of time that is necessary for this task to be maintained successfully, in the cases of especially large acts, is hundreds of hours per week – of course impossible for the artist to worry about and still maintain a career in music.

Finally, there are the people whose job it is to ensure that every recorded track is perfect, and marketable – the producer. Today’s recording technology is vastly more complex and sensitive than was seen even twenty years ago. The expertise that is necessary to operate and adjust the sound boards for a recording artist takes years of training within itself.

Some of these producers, such as Bob Rock and Jermaine Dupri, have as much recognition as the artists that they support. They are also some of the highest paid professionals within the music business – as they often hold a large percentage of the finished product’s copyright and therefore, profits.

What are the FOUR FACTORS which represent the essential core foundation contributing to the success of those who “win” in the Music Business?

The first factor is marketability. This is the ability of an artist to create a body of work that is acceptable to the largest possible audience. The more people who would listen to an artist’s chosen style, the easier it is to sell and profit from that style.

The term “Pop Music” is the very definition of this. With artists today such as Jessica Simpson and Kelly Clarkson, who produce mainstream music that pushes few boundaries, the ability for the record companies to market these artists is greatly increased.

Next would be the playability of an artist. This is the ability for an artist to be broadcasted on radio stations and television networks. It is important that an artist be able to be broadcasted on national radio stations to ensure that the artist is heard by the largest possible number of people – thereby increasing the possible number of record buyers. There are acceptations to this rule, however. Groups such as Korn and Pantera have each had number one records in the United States – with little or no airplay. This leads to the next factor – touring.

Touring is the best tool that an artist can utilize to see that their work is seen by the public. Tours are usually very profitable ventures, the most often the source of greatest amounts of income for the artist or group. Tours also enable the buying public to see, first hand, the musical ability and entertainment value of an artist.

Some artists, such as the Grateful Dead and Phish, never had large numbers of record sales, however their non-stop touring schedules ensured them a strong fan following and large profitability. Both bands also used a tactic that brought them much success as artists, but not as enterprises, the use of bootlegged recordings. They allowed audience members to record their performances and sell them on their own, without fear of reprisal. This created a strong fan solidarity, but most certainly contributed to their low actual album sales.

Finally, there is the factor of performance, itself. No artist or group could maintain a career without an enjoyable and entertaining performance. The necessity for performance is at the root of an artist’s success. Combining talent, creation and execution in the proper construct will make for a successful artist. As seen with groups such as The Door, who were arguably the most intellectual group of the 1960’s, saw their popularity plummet as the drug and alcohol induced antics of front man, Jim Morrison, became belligerent and sometimes, combative to the audience.

The Business of Music: This encapsulates the sum total of all issues that are involved in the recording, marketing, and obtaining of profit from music. The enterprise of music involves thousands of titles and positions that work to ensure the profit of an artist or group. Though, sometimes seen as the driving force behind musical trends, the business of music is intended to see that all possible musical endeavors are profitable and lucrative.

The New Professionals: This is a description of groups of people who have left their original positions – such as lawyers, doctors, or CEOs etc. – to become involved with the music business. These people are shown an opportunity to capitalize on an artist or venture relating to the industry and have the resources to embrace it.

Though not always long term, these professionals see the allure of the music business in much the same way as the artist. The desire for fame and fortune inspire these professionals to endeavor to make their fortunes in this business. Often taking to the production chair, or the marketing position, these people attempt to create a sustainable income promoting, producing, or investing an artist or group.

Versatility: This is the ability of company to encompass multiple genres within their network. This ability allows for a single company to reach a diverse audience and increase the sales numbers of the company itself. Also, this enables a company to reach an audience with a diverse selection of musical tastes. For example, should a prospective record buyer feel that the standards of a company are high; they may pursue an artist from the same company, but outside of their normal listening area.

This also allows for a single company to manage markets in multiple countries. Sony, for example, is a company bases in Japan, with holdings in many countries, in including the United States. Their diverse distribution enables Sony to sell to countries with different languages, genres, and preferred media.

Job Floating: This is a term used to describe an artist who has yet to sign to a set contract, but has a marketable body of work. Much like “Free Agency” in professional sports, Job Floating is the passing of an artist from one agent or producer to another, in hopes that this artist would either sign to the company, or record their project with a reputable producer.

This allows a record company to obtain distribution rights to an artist’s work without that artist signing a committing contract with that company. This option increases the ability for a company to reach the independent markets, as well as the mainstream.

Education: Education in the music business is the acquisition of knowledge that better prepares the individual for all of the possible eventualities that arise within the industry. Just as with any other business venture, preparedness is essential to success.

An individual receives this education from any one of dozens of colleges or technical schools that offer such courses. These schools, such as Art Instruction Schools, International, offer in-depth courses that revolve around the information needed to succeed.

“Commercial” side of Music Industry: This is the area of the music business that is solely interested in the profit of a musical venture. These projects are often called “jingles” and used in advertisements and television commercials.

The artists that are employed in these ventures often differ from the mainstream artists, in that they do not attempt to create an artistic expression, but rather a short, and very memorable tune that can be easily identified with a certain product.

These ventures are also not intended for wide consumption. They are intended for short lived, commercial endeavors that seek to increase the sales of a product or service, outside of the music industry.

Bibliography

Ream, Rundi. “The Songwriter’s Guild of America”. SGA.COM. 2004.   Online access: 29        March 2008. URL:   http://www.songwritersguild.com/index.html

“International Alliance for Women in Music”. IAWM.COM. 2006.         Online Access: 29      March 2008. URL: http://www.iawm.org/

Whitsett, Tim. “The Dictionary of Music Business Terms”.            Mixbooks. New York. 1998.

I. Paragraph One: Introduction Topic/issue: external intervention by the international committee and world powers like the United States into the national affairs of warring nations is essential for domestic conflict resolution. Opposing view: Warring nations should be responsible for their own domestic conflicts and find ways to resolve them. Others nations should limit their intervention to just the mediation of peace talks. Writer’s view:

External military and diplomatic intervention has been the key to solving major civil conflicts and preventing possible genocides in countries such as sierra Leone and Libya while people in countries such as Rwanda and currently in Syria endure the worst because of the blind eye or unwillingness to react to atrocities against humanity by the international community. Problem: Key terms: Intervention atrocities genocide mediation II. Paragraph Two: Summary of the Opposing View’s Position

Main point A: Each nation must be self-responsible for their domestic conflict and find ways to resolve it. Main point B: The cost incurred in the form of lost military lives and equipment on the intervening nations is mostly too much. The cost of funding these wars can easily get out of hands as conflicts tend to last longer than mostly anticipated. Main point C: III. Paragraph Three: Statement of Validity (Why their view must be valid, IV.

Paragraph Four: Summary of the Writer’s Position Main point A: Innocent civilians in Nations such as Liberia and Sierra Leone endured decades of war. Only after massive intervention by the international committee were these conflicts resolved. The same can be said for Libya and currently in DR. Congo. Main point B: However, the same cannot be said for countries such Rwanda or Bosnia where modern genocide occurred under the watch of the international committee. Main point C:

Despite all the daily reports and evidence coming from Syria, the international community is still undecided on which course of action to take to alleviate the pain and suffering of the innocent civilians. V. Paragraph Five: Statement of Validity Context or specific circumstance(s) in which this view may be considered valid: even though it is best to allow domestic conflicts to be self-resolved it is also in the interest of humanity that the international committee and nations such as the United States periodically intervene in conflicts that gets out of hand.

VI. Paragraph Six: Statement of Benefit(s) Even though it is right that domestic conflicts are best solved nationally, it is in the interest of the innocent and oppressed that the international committee intervenes to enforce these solutions. VII. Paragraph Seven: Conclusion Summary: The international committee should intervene in escalating domestic conflicts to help in resolving. Common ground: Compromise: Proposed solution: Positive, hopeful statement: (Relate to how SL. Spent yrs negotiating till intervention. )

Do children apologize to each other? Apology events in young Israeli peer discourse ZOHAR KAMPF and SHOSHANA BLUM-KULKA Abstract Children’s apologies are greatly under-researched. Though there is wealth of information available on the pragmatics of apologies generally, we know much less about whether and how children apologize. Our study explores modes of remedial work by Israeli children in peer discourse. The data were collected through ethnographic observation of Israeli preschool and preadolescents, and consist of 57 (taped and transcribed) apology events identified in natural peer interactions.

The analysis of children’s apology events revealed a rich range of apology strategies used by 4 6 year old children, indicating the acquisition of remedial competencies for face management at a relatively early age and showed that with age, a richer range of potential violations is identified, and more elaborate forms of repair are being used, indicating a growing sensitivity to the other’s face needs. Furthermore, we found that adult intervention in children’s conflictual situations serves to model remedial strategies, but is not necessarily effective for conflict resolution.

Importantly, peer talk apology events index the centrality of friendship in young children’s social world: breaches from expected behavior in play are taken as face threatening to the core of friendship, namely the children’s shared face as friends, and hence can function to end (even if temporarily) the friendship. Consequently, in such cases, the restoration of friendship becomes a necessary precondition for the felicitous realization of an apology. Keywords: apology, remedial work, remedial competencies, pragmatic development, peer talk, social norms 1. Introduction

The apology as a speech act has recently received a great deal of attention in a variety of disciplines philosophy, sociology, psychology, law, Journal of Politeness Research 3 (2007), 11 37 DOI 10. 1515/PR. 2007. 002 1612-5681/07/003 0011 Walter de Gruyter 12 Zohar Kampf and Shoshana Blum-Kulka political science, international relations, communication and discourse studies and through diverse methodologies. Nevertheless, there are still surprising lacunae in this field, such as the lack of knowledge on the pragmatic development of children’s apologies in natural discourse.

The pragmatic study of apologies to date has been mainly adult-usage oriented, whether conducted within the framework of gender differences (Holmes 1989, 1993; Tannen 1994), cross-cultural (for example, Olshtain 1989, Suszczynska 1999; Rieter 2000) or interlanguage pragmatics ? (Trosberg 1987; Garcia 1989; Bergman and Kasper 1993). Children’s apologies have been most frequently studied from the standpoint of social psychology, using mainly experimental methodologies.

In this approach the experiments conducted focused primarily on judgments of the perception and effectiveness of apologies (Meier 2004). As Meier stresses in her brief but exhaustive review, the study of children’s apologies has been “developmental in nature, precipitated by an interest in the overall socialization process. Focuses have thus been on apology production as it relates to cognitive maturation and concomitant changes in perceptions of responsibility, intentionality and self. ” (Meier 2004: 5).

However, as far as we are aware, no study to date has examined the speech act realization of apologies in natural child discourse (in both peer and adult-child interactions). Thus, research is needed to address questions such as strategy choice in relation to contextual and social factors; the types of violations triggering apologetic behavior in children’s social worlds; and face-management as related to face-threat and remedial work in the sequence of interaction. The dearth of research concerning children is puzzling, particularly in view of the importance of apologies from a developmental perspective.

Mastering the ability to apologize indicates the maturation of the child as an independent agent (Hickson 1986), who is accountable for his/her deeds. This development also implies the emergence of the awareness of negative face wants (Brown and Levinson 1987). The realization of apologies further indicates the emergence of positive face wants, since by its realization the child manifests his/her ability for appropriate behavior in the social world, complying with basic norms.

In fact, the familiarity with the apology script, in its narrow sense as remedial work for a misdeed (Goffman 1971), demonstrates familiarity with two different norms: the norm violated which threatened the face of the offended party, and the norm by which it is appropriate to apologize in such circumstances (Tavuchis 1991). Thus, by using the appropriate form in the appropriate settings, abiding by the basic felicity conditions, the child is manifesting his/her acquired competence to restore equilibrium to social relations, utilizing an efficient tool for conflict resolution, and Apology events in young Israeli peer discourse 3 thereby fulfilling the main social function of the speech act of apology (Edmondson 1981; Leech 1983). Beyond acquiring the basic features of the apologetic script, children also need to learn a multiplicity of forms and functions for the speech act in order to achieve full pragmatic competence. Apology forms can be used as a means to save the face of the other or that of the self as well as to threaten them (see Lakoff 2001 for a review on the forms and functions of the speech act), and, as such, they index children’s competencies of face management in interactions with peers andor adults.

In this paper we closely examine apologies observed during natural peer interaction of Israeli children with the following issues in mind: What is the scope of strategies used by children for apologizing? Is there a developmental line in apologetic behavior over the years? What types of offenses trigger an apology? What can they tell us about the norms of the social world of Israeli children? And lastly, what are the roles of adult mediators both in socializing children in the practice of apology and to the practice of conflict management and resolution? . Method The apologies analyzed here were detected in child discourse during ethnographic observations of peer interactions in Israeli preschool children in the preschool and at home, and Israeli young adolescents at home and at a diner1. These observations are part of a larger longitudinal project aimed at tracking the development of genres of extended discourse2. Within the overall framework of the project, we followed two cohorts of 20 Israeli children each young preschoolers and fourth graders for duration of three years (2001 2003).

The children were observed and taped in three types of speech events: natural peer interactions; family mealtimes; and semi-structured adult child interviews. The data for this paper come from the transcripts of natural peer interaction of both preschoolers and fourth graders in free play during the first and the third year of the project, when the mean age of the younger group was 5 and 7 respectively, and that of the older group 9 and 11. We analyzed 1362 minutes (22 hours and 42 minutes) of transcribed interaction, using two different methods.

First, by using a key word search, we located all the explicit apologies that contained IFID’s (Illocutionary Force Indicating Device) in our data. We considered all expressions containing variants of the conventional forms of apologies in Hebrew: hitnatclut (apology), slixa (literally forgiveness, or pardon, can function as ‘excuse me’), and ca’ar (sorry or regret). For each occurrence, we analyzed the full interactional sequence of the apology event from the initial violation through the realization of the apology and later reac- 14 Zohar Kampf and Shoshana Blum-Kulka tions to it in order to characterize the pragmatic strategies and social ontexts in which they were uttered. After ensuring through these procedures that we did not miss any conventional form of apology in our data, we reviewed the transcripts to locate conversational sequences that were likely to invite remedial work and analyzed the instances of the indirect apologies identified. The children’s apology events were analyzed with several goals in mind. First, in terms of their form, namely the main strategies used by the speaker: type of IFID, admittingavoiding responsibility, types of accounts, the presence of a promise of forbearance, offers for repair, minimizations and maximizations (see Blum-Kulka et al. 989 for details). Second, in terms of their function, namely by noting the interactional goal of the apology (whether it functions apologetically or nonapologetically as in a challenging or sarcastic keying) and, more broadly, by noting the way it functions and develops in the specific context and co-text in which it appears. Close consideration of the local co-text and context also takes into account the violations that trigger apologies and the “keying” (Blum-Kulka et al. 004) of the apologies, namely whether the apology was sincere, casual, challenging or sarcastic (see Deutschmann 2003 for details), and whether realized within a pretend-play frame. Thirdly, we further explored the strategies and functions of apologies in Israeli children’s peer talk from a developmental perspective, looking for differences in the use of strategies with age. We also considered the role of mediators, mostly institutional figures, in the socialization of apologetic behavior. And lastly, we analyzed the preschool children’s sholem (lit. eace) ritual; a cultural alternative for apology manifested by signaling performatively the restoration of a “peace” state. Our most surprising finding was the richness of the range of apology strategies used by young children (4 6 years old); a finding that indicates the acquisition of remedial competencies for face management at a relatively early age. 3. Children’s remedial work How frequently do people apologize? Since most research on apologies has been carried out with the use of written questionnaires, role-play or anecdotal data collection during ethnographic observations (Butler 2001), the actual ate of apologies in natural talk remains a puzzle (Holmes 1990). Our observations of 22 hours and 42 minutes of children’s interactions yielded an apology event on average every 23. 9 minutes, (0. 042 apologies per minute, 57 apology events in 1362 minutes of talk: see Table 1). Apologies were the least frequent at the first observation of the younger cohort. When the children were age 4 to 6 years, the rate Apology events in young Israeli peer discourse 15 Table 1. Mean of apology events per minute for each age group. Preschool year 1 (4 6) Number of apology events Length of transcription (minutes) ean of apology events per minute Preschool year 3 (6 8) preadolescents year 1 (9 10) preadolesN cents year 3 (11 12) 12 11 15 19 57 377. 5 235. 5 321 428 1362 0. 032 0. 046 0. 047 0. 44 0. 042 of apology events is one every 31. 5 minutes (12 events in 377 minutes. ). Two years later the rate goes up to one apology every 21. 4 minutes (235/ 11). This is also the rate for apologies in the talk of the older cohort: every 21. 4 minutes the first year (321/15), when the children were age 9 to 10, and every 22. 5 minutes two years later, when the children were age 11 to 12 (428/19).

The 57 apology events contained 82 occurrences of IFIDs (different Hebrew specific illocutionary force device expressions used for apologizing): an apology expression for every 16. 6 minutes of talk, 0. 06 per minute. The ratio of IFIDs per words is surprisingly similar to the rate found for British English spoken by people of varied ages and backgrounds. As calculated by Deutschmann (2003), the rate of IFIDs in British English was 59. 7 per 100,000 words, (3070 tokens in 5,139,083 running words), while in our small corpus of 157,666 running words (and 82 IFIDS) the rate found was 52 per 100,000 words3. . 1. Apology events: Types of violations and remedial work We defined an “apology event” as a conversational sequence including at least one remedial utterance indicating a violation. Further remedial actions with regard to the specified violation were considered as part of the same event. The event might further include complaints, a demand for an apology and negotiations over the acceptance of the apology and its meaning. 3. 1. 1. Violations By “violation” we mean an act or event that breaches a norm or a behavioral code; a breach the offender is expected to be accountable for to the offended party.

In politeness theory terms, a violation is a face-threatening act the offender is expected to repair, supporting the offended party’s 16 Zohar Kampf and Shoshana Blum-Kulka Table 2. Types of violations over age (N Preschool year 1 (4 6) A. Accidents B. Mistakes and misunderstandings C. Breach of expectation D. Lack of consideration E. Talk offences F. Social gaffs G. Requests H. Hearing offense I. Offense involving breach of consensus J. Unidentified N i 57)i. Preschool year 3 (6 8) 3 preadoles- preadoles- Adult N cents year 1 cents year 3 all groups (9 10) (11 12) 3 3 1 4 4 3 1 3 1 5 3 3 1 1 1 2 1 1 2 1 2 1 8 1 13 1 8 3 4 2 3 1 11 9 15 7 8 19 1 3 57 One violation was coded for each apology event. The distinction between child and adult violation is in the question “who is the violator? ”. face without a threat to his/her own (Chen 2001). Violations are at the core of the apology event. Exploring the types of violations children consider accountable allows us a glimpse of a child’s notion of what acts or words are considered face-threatening and how these notions change with time. In other words, it allows us to assess the children’s system of politeness from their own point of view.

The distribution of types of violation identified (following Deutschmann’s 2003 classification) is presented in Table 2. Despite the small numbers, some tentative patterns emerge: the most salient type of violation is lack of consideration (13), followed by mistakes and misunderstandings (8), breach of expectations (8), talk offenses (8) and accidents (7). Except for accidents (which mainly have to do with unintentionally physically hurting another child), these categories all relate to children’s social worlds, and testify to children’s norms and expectations from their peers.

Interestingly, the categories are not evenly distributed: while children in the younger cohort realized apologies with regard to only four types of violations, the children in the older cohort realized apologies with regard to seven types at the age of 9 to 10, and nine types at the age of 11 to 12. Hence as children develop, they seem Apology events in young Israeli peer discourse 17 to identify a richer range of potential violations, refining their sensitivity to the positive and negative face needs of the other, while concurrently developing more elaborate forms of repair4.

Lack of consideration is the most salient type of violation attended to. Example 1 illustrates how the style of directives in play may become an issue of face-threat and trigger an indirect demand for an apology. The two girls, Liat and Nofar are enacting the roles of salesgirls in a dress shop scenario of pretend play. Liat, who takes on the leading role, issues a series of detailed direct instructions to Nofar in a machine gun style, which apparently Nofar finds irritating. Example 1: Annoying instructions5 Participants: Liat, f, (9;5); Nofar, f, (9). Date: 2. . 2000 Place: Liat’s room. Situation: The girls play free-play, “clothing store”. The first indication for considering the instructions as a threat to Nofar’s face is her refusal to cooperate (turn 131). The second indication is more explicit: following yet another instruction in 134, she repeats her refusal in an angry voice, adding a tag for emphasis (turn 135). This time her companion begins her turn overlapping Nofar immediately after the first two words “I can’t” beginning yet another directive but cutting herself 18 Zohar Kampf and Shoshana Blum-Kulka ff to insert a repair “ok sorry”, thereby indicating that she must have sensed the angry tone in Nofar’s mid-turn. Yet she continues with still another attempt to pull Nofar back into her “instruction taking” role by the use of “but” (“but look, let’s say you finished. ”) The attempt fails, and Nofar continues to protest (turn 137). It is noteworthy that while all of Liat’s turns are uttered within the pretend play frame, it is not clear whether Nofar’s turns (except for 133) are uttered within that frame, testifying to the salesgirl’s state of mind, or are uttered outside the frame, indicating real annoyance.

Other types of salient violations, with 8 occurrences each, were mistakes and misunderstandings, talk offenses and breach of expectations. The first type, mistakes and misunderstandings, happened mainly during play, and only in the preadolescent’s talk. The explicit apology uttered referred to violations such as mistakes in operating a toy cashier or not putting an item in its place during a “clothing store” play (see example 1). Talk offenses, attended to through self repairs, occurred in our data first at the age of 6.

Conversely, breach of expectations was attended to mainly in the young cohort6. Another salient type of violation was accidents (7), which were mainly violent acts against a member of the peer group, and occurred chiefly between boys. 3. 1. 2. Remedial strategies Do remedial strategies correspond to types of violation? We found no indication in our peer talk data that, as argued by Darby and Schlenker (1982), the nature and severity of the violation affects the form of the apology. The distribution of IFIDs (Illocutionary Force Indicators) and apology strategies is presented in Tables 3 and 4.

Of the three forms, only mitnacel (apologize) is a uni-functional IFID used for apologies only; both micta’er (sorry) and slixa (forgive, excuse, pardon) are pragmatically multi-functional and can be used with other speech acts, with varying force of the apology function (e. g. , sorry, you have to clean the room now). The results confirm previous findings with regard to young children’s basic understanding of the notions of culpability and responsibility (Weiner and Handel, 1985) and their capability for providing violation targeted accounts (Much and Shweder, 1978).

The lexeme slixa (literally ‘pardon’ derived from the verb ‘to forgive’, lisloa’x, often used for ‘excuse me’) is the most frequent item in all ages, followed by micta’er (I’m sorry) and finally by ‘apologize’, which is more formal and appeared only once in our corpus and was realized by an adult. From among the various strategies identified in adult discourse (Olshtain, 1989; Deutschmann, 2003), three did not show up in the children’s Apology events in young Israeli peer discourse 19 Table 3. Distribution of Common Hebrew apology IFID types across age groups (N 82).

Preschool year 1 (4 6) A. Apologize or apology (mitnacel ) B. Sorry (micta’er) C. Forgive, Excuse, Pardon (slixa) N Preschool year 3 (6 8) preadoles- preadoles- Adult N cents year 1 cents year 3 all groups (9 10) (11 12) 1 1 5 2 3 4 4 16 20 7 14 15 9 65 17 (18 with 19 adult realizations) 14 82 25 (32 with 7 (13 with adults readult realizations) alizations) Table 4. Distribution of Israeli children’s apology strategies across age groups (N Preschool year 1 (4 6) Responsibility Excuses Justification Promise for forbearance Repair Minimization Maximization 4 N 9 Preschool year 3 (6 8) 28). preadolespreadolesN cents year 1 cents year 3 (9 10) (11 12) 2 1 1 8 9 2 8 1 1 4 2 1 9 14 3 28 discourse: promise for forbearance; repair; and minimization. Taking on responsibility by naming the offense (I’m sorry for what I did ) occurred in both age cohorts, as did excuses. Contrary to the claim made in the literature (Graybill 1990; Schadler and Ayers Nachamkin 1983), preschool children did externalize causes for wrong doing via the use of excuses (by mistake/not because of me/I didn’t mean to/I don’t hear so well ).

On the other hand, maximization (by intensifiers like very much, really) occurred only in the speech of the older cohort, and might indicate a growing recognition with age of the importance of sincerity in the realization of apologies. This finding is in line with Darby and Schlen- 20 Zohar Kampf and Shoshana Blum-Kulka ker’s (1982) argument that older children (9 12 years) perceive elaborated apologies as expressing deeper regret, and are also more able than younger children (5 6 years) to realize such apologies. 3. 2. The keying repertoire of children’s apologies

One aspect of children’s growing sophistication in mastering the forms and functions of apologies is expressed through variations in “key”, the interpretative frame of the utterance marked often through tone of voice in terms of its “color” or mood, such as ironic, sincere, playful or subversive (Blum-Kulka et al. 2004). A somewhat similar notion is proposed by Deutschmann (2003) in marking apologies on a scale for sincerity, such as casual, sincere, challenging or sarcastic. Adding the category of “pretend” we adopted Deutschmann’s terms to classify all the apologies used by type of keying.

As can be seen in Table 5 the major cutting line between the two cohorts is in the absence of the sarcastic and the scarcity of challenging keying from the younger children’s discourse. All other keyings are realized by all age groups. Casual keying (such as in sorry after stepping on somebody’s foot) appears in the younger children’s talk during joint activities, like drawing (Silver? Silver? Sorry, I don’t have silver color ) and is used by the preadolescents on various occasions, including for having made an error of speech.

Marking apologies as sincere (lexically by repetition as in I’m really really sorry or by tone of voice) is common practice for all children. These two keyings are linked to apologies proper, namely with utterances that carry the illocutionary force of the ‘apology’ speech act. On the other hand, the use of the challenging and sarcastic keying (both less common) can be associated with a range of speech acts, sometimes mitigating the challenging key of the upcoming act, and sometimes underscoring it.

Thus such forms can be used to pre-empt an FTA (as in directives excuse me, could you …), indicating the speaker’s Table 5. Distribution of apologies by keying over age (N Type of Keying Casual Sincere Challenging Sarcastic Pretend Preschool and Grade 1 Preadolescent 8 13 2 1 8 (2 challenging; 6 (all sincere) 6 sincere) Adults 3 8 19 29 57). 3 4 N 11 25 2 (4) 1 14 (2 challenging; 12 sincere) 57 Apology events in young Israeli peer discourse 21 reluctance to impinge on the hearer’s negative face and thereby redressing that impingement (Brown and Levinson 1987).

Deutschmann (2003) argues that in adult discourse, when such use of apology forms occurs in response to violations having to do with deviations from the consensus and in an aggressive tone, usually during heated debates, it is hard to see how they can be considered a mitigating device. Similarly, in situations of behavior control, the apology forms used by adults in interaction with the preschoolers serve a different purpose (Teacher: Excuse me?! You take your bag and you go in, no going wild. Please, don’t put chairs here).

Such apology forms act in fact as directives to control behavior, and are in concert with and actually underscore the challenging key of the main control act. We found no instances of such use among the preschoolers, but it does appear in the talk of the preadolescents. On one occasion, when Ronen (9. 9) and Sa’ar (10) are playing with nylon bubbles, Ronen reacts to Sa’ar snatching the nylon with an indignant, excuse me sir, sir sir. Here again the apology form is used in the service of another function, namely to express an indignant objection.

On the whole, the sarcastic keying is quite common in the talk of preadolescents, and is used with a variety of speech acts (Blum-Kulka et al. 2004), yet appeared only once with apologies. Example 2: ‘Sorry for Sa’ar’s momentary insanity’ Participants: Sa’ar, m, (10); Ronen, m, (9;9) Orly (9;9). Date: 22. 2. 00. Place: Sa’ar’s room. Situation: The children are talking to the microphone. In pretend play children learn to abide by rules and regulations, and their behavior in the play frame includes attending to minor and major 22 Zohar Kampf and Shoshana Blum-Kulka violations.

Minor violations might be an error in naming one of the characters in play, or mistakes in the ways in which toys are operated. Major violations have to do with acting out of character in play, as in a case of a fight between two Pokemon characters, in which one of the children is offended by what seems to him as undue force having been used towards him by the other. The category of ‘pretend’ keying encompasses instances which are doubly keyed: first, for being uttered within the play frame; and second, for their specific function within play as sincere, sarcastic or challenging.

Interestingly, apology forms associated with a challenging key appeared only in the third observation period for the preschoolers, when the children were 6 to 8, and only within the play frame. The following example illustrates such a case of slixa (sorry) uttered within the pretend play frame, in which Idit is enacting a dissatisfied pupil complaining to her ‘teacher’. The use of slixa here can be seen to function both to express indignation in response to the content of the previous turn (with no trace of its apology meaning), as well as to apologize for and thus mitigate in advance the upcoming FTA (you are a bad teacher ).

Although she is ostensibly using the voice of a child, the style and adversarial tone of her delivery seems to echo adult parlance, perhaps that of a dissatisfied parent or teacher. Thus the play activity, by bringing in multiple roles and voices, allows for the development of pragmatic competencies by widening the repertoire of apology forms and functions. Example 3: ‘Excuse me teacher. Don’t speak with me about them’ Participants: Idit, f, (6;8); Shirley, f, (5;10). Date: 14. 3. 02 Place: Idit’s living room. Situation: The children are playing with dolls. Apology events in young Israeli peer discourse 3 4. Resolution: Adult mediation vs. child negotiation Adult intervention in children’s conflicts may provide potentially important socializing input to the development of the pragmatics of apologizing. One adult strategy observed in the preschool is to attend to both parties in a conflict in the same breath, admonishing the offender on the one hand and stressing the need to accept his or her apology on the other (You have to accept his apology). Adult interventions in the children’s conflict may also function to model behavior, and to achieve conciliation through mediation (Tavuchis 1991: 64 68).

We do not know of course the extent to which the use of apologies by the children is the direct outcome of adult modeling, but echoes of adult usage in peer talk, as when quoting the speech of one’s mother to a disruptive child visitor at home (she said to him Nadav, sorry, you are exaggerating! ), show that children can be highly attentive to adult speech. Children’s acknowledgement of the role of adult as mediator and conciliator finds its expression in the preschool in situations of conflict through quite frequent threats ‘to tell’ (ani agid otxa (lit. I’ll tell on you)).

Yet children’s conflict management does not necessarily benefit from adult intervention. In the following examples we shall consider cases when a) children locally solve a conflict by themselves (example 4); b) cases when adult intervention is partly successful in modeling apology behavior, yet does not solve the conflict (example 5a and 5b); and c) cases when adult intervention is non-felicitous the adult imposes collective punishment without going to the root of the matter, while the children find sophisticated ways to negotiate a conciliation (example 6).

In the episode below, the children have been enacting Pokemon characters in pretend play, and Dani, playing the good Pokemon, declares having killed the bad Pokemon played by Oren, apparently enacting the “killing” with undue force and hurting Oren physically. Oren shows he is hurt by emphatically opting out of play (32: I’ m simply not playing with you, really, I won’t play with you at all, Dani ). Dani reacts first by countering Oren, but seems to cut himself off to apologize briefly (34: sorry)7.

Oren obliquely refuses to accept the apology by declaring his intention to hurt the offending party, using third person singular to mark re-entry to the pretend frame (35: I’ll hit him). The elaborate apology proffered by Dani next, containing both an IFID and the taking on of responsibility, (36: I’m sorry for what I did. Sorry) seems to satisfy Oren, who concedes that the hitting was done ‘gently’.

The repair sequence lasts 4 turns, and includes repair, threat, elaboration of the repair, and acceptance of the repair through re-framing of the violation as non-grave. The full success of the repair sequence is evident 24 Zohar Kampf and Shoshana Blum-Kulka Example 4: ‘It was done gently’ Participants: Oren, m, (6;1); Dani, m, (5;11); Alon, m (5). Date: 6. 4. 00. Place: “Einit” preschool, Jerusalem. Situation: The children are playing Pokemon. n the next two turns (39 and 40), in which the two children resume cooperation in enacting in play different Pokemon characters, and Oren proceeds to tell Dani, (with Dani’s willing cooperation as active audience), a complicated tale which serves to explain why he even shouldn’t have been considered the enemy and been hit in the former stage of the pretend play (see Blum-Kulka 2005, for a fuller transcript and analysis of this interaction).

This episode, which follows immediately the previous one, lasts over 76 turns, and illustrates how adult mediation might enhance the learning of strategies of conflict management, but does not necessarily lead to conflict resolution. The event builds up to a crisis when more children join Dani and Alon in the Pokemon based pretend play, with the children enacting various Pokemon characters (wearing imaginary space suits) having a fight. At some point Erez kicks a sand ball which hits Dani’s face; Dani is physically hit, spits and sneezes, and calls out Erez’s name.

Erez apologizes briefly (slixa (lit. ‘forgive’)) but his apology is emphatically rejected by Dani (No, I’m not forgiving you, turns 321 324). Next, Dani uses the opportunity of the student-teacher addressing him on another matter (Daniele, did you have a drink) to try and register a complaint (YES BUT EREZ, shouting in anger) and is cut off by Erez apologizing again (also shouting, turn 327). The student-teacher, apparently inferring from this Apology events in young Israeli peer discourse 25

Example 5a: “You have to accept his apology”: The role of the mediator Participants: Erez, m, (5;11); Dani, m, (5;11); Alon, m (5); Student (Assistant). Date: 6. 4. 00. Place: “Einit preschool, Jerusalem. Situation: The children are playing Pokemon. 26 Zohar Kampf and Shoshana Blum-Kulka Example 5a: (continued) brief exchange that there must have been a fight and that Dani is the offended party, attempts to appease Dani by convincing him to accept Erez’s apology (328: What happened? , uttered as a rhetorical question, He is apologizing).

But Dani won’t have any of it and continues to recount the details of the incident in a shouting voice that indicates his emotional stress (329 335), ignoring Erez’s attempt for finding an excuse (but I didn’t see). At turn 334, the student takes on the role of the mediator in earnest. She allocates turns, (using explicit meta-pragmatic comments) as in a political debate, allowing each of the parties to present his side. First ensuring Dani’s speaking space (Let him speak and then you tell me) and then allocating speaking rights to Erez (Let’s hear what Erez has to say).

Dani uses his speaking rights to complete the description of the violation (the act of kicking the sand in his face) and its consequences (I have sand in my mouth ) (335 336). Erez uses his space to provide a confused account of the happenings that led to the incident (including reference to previous unclear violation, when someone threw something on him)8 and goes on to minimize his responsibility for the incident through a series of excuses that embed the offense in the pretend play frame: accusing the other party (they shot at me first ), describing the unintended consequence of an action (I wanted to shoot and it flew the sand ).

This sequence includes ‘positive excuses’ (Weiner et al. 1987) indicating that the skills needed for engaging in image restoration (Benoit 1995) and self facesaving (Chen 2001) are already activated by children in the preschool. In turn 338, the student tries to clarify if there has been any bad intention behind the offense. We can see her efforts as an attempt to socialize the children to the conventional norm for assigning blame; full responsibility applies only if the deed was fully intentional.

After clarifying with Erez (in courtroom highly coercive interrogative ‘yes/no questions’ style) that the acts were not intentional, she announces her verdict as mediator, carefully attending to both parties, asking Erez to be more careful next time, and urging Dani to accept the apology (turn 342)9. Apology events in young Israeli peer discourse 27 Example 5b: ‘I don’t forgive you and I’m not your friend’ Participants: Erez, m, (5;11); Dani, m, (5;11); Alon, m (5); Date: 6. . 00. Place: “Einit preschool, Jerusalem. ((22 turns omitted) Does Dani accept the mediation? Though there is no verbal indication that he does, the resumption of normal communication between the two children (Erez declares that he is going, Dani asks him to bring him his Pokadur) seems to suggest that the incident has been resolved. But actually, as the next extract shows, this is not the case at all. In the part omitted, Dani and Alon continue playing without Erez.

When Erez returns, Daniel does not mince words to tell him not only that his apology has been in vain, but also that he has drawn the necessary conclusions: ‘Erez, Erez, Erez, I, I don’t forgive you and I’m not your friend anymore’ (368). We can see that despite all her efforts, the adult’s attempts at mediation and conciliation had no visible impact on the offended party, and the conflict remains unresolved. It is interesting to note the supportive part played in the conflict by Alon, Dani’s younger friend.

First, Alon is the one who stays to play with Dani, after Erez leaves; second, he aligns himself with Dani by offering a moral to the incident that supports Dani (369: The one who is bad goes to hell, the one who is good goes to Heaven); third, he continues in his efforts to appease Dani and make him feel better for several minutes after the play is over by making new suggestions for a joint activity (would you like to continue with me the picture my dad drew for me of Pikachu? ). All to no avail, until he finally manages to make him join in laughter around a funny speech error10.

In the next episode, the children are playing in a wooden structure in the yard called “the boys’ structure”. The structure contains an old cupboard, some tools and several big pillows. Preceding the episode quoted here they prepare an “insects cake” from sand (and ants) for one of the children’s imaginary birthday, present it to the birthday child who 28 Zohar Kampf and Shoshana Blum-Kulka pretends to taste it, and then pour its content into the sand box at the other end of the yard and run back to the “boys’ structure”.

The confrontational event begins when Ariel asks Yoav to hand him the stick Yoav is holding, claiming it as his, and when Yoav refuses, tries to grab it by force. During the fight that develops, Yoav receives a blow from Ariel. At first one of the children justifies the act (38: Golan: Because you didn’t give me the stick’) but as they realize the seriousness of the blow and Naor threatens to tell the staff (43: ‘I’m going to tell on you Ariel ’) both Ariel and Golan begin to apologize profusely with Ariel repeating ‘sorry’ (slixa) no less than 14 times.

This intensity, as suggested by Darby and Schlenker (1982), is possibly motivated by the threat to involve an institutional figure in the conflict. The male Teacher-Aid who appears on the scene makes no attempt to mediate for reconciliation. Instead, he threatens to impose collective punishment, I’ll take (it) apart, because, there is too much violence there (turns 60, 62), and indeed proceeds to take the stick from Ariel and dismantle the structure. When a few minutes later Ariel approaches Yoav with a new idea for play and Yoav concedes (77 78: Ariel: Let’s have a picnic; Yoav: Let’s have a party).

At first the previous incident seems to have been completely forgotten, but Ariel’s reference to the unpleasant incident in turns 81 and 83 I didn’t mean to do it to you and I didn’t mean at all to do it to you (meaning, to hurt you) sheds a new light on the whole exchange, turning it into a carefully planned remedial action, performed in stages. The first stage consists of an attempt to re-establish mutual trust as friends by proposing a joint play, using solidarity politeness markers (‘let’s’) that suggest common ground.

It is only after the offer is fully embraced by the other child, and a shared commitment to renewed friendship is firmly established, that reference is made to the previous incident. The renewal of friendship, which is expressed verbally through each child echoing the other’s ‘let’s’ utterance, underscoring their new togetherness, seems to work here to build the trust needed for allowing for the apology to come forward in a context that enhances its chances for being accepted as sincere.

In this mutually supportive context, Ariel’s repeated denial of intent (see turns 81 and 83) stands a better chance of being accepted than in the confrontational context preceding it, and we can indeed witness its success through the two children’s full collaboration in the new play frame11. The renewal of friendship between Ariel and Yoav stands in sharp contrast to the outcome of the previous incident, in which Dani refuses point blank to renew his friendship with Erez.

What we can see here is that the children’s norms for face threat and remedial action are driven by local, child world specific concerns: friendship is the central motivating force for interpersonal relations, and there are (mostly) unspoken norms governing appropriate behavior between Apology events in young Israeli peer discourse 29 Example 6: ‘Let’s do a picnic party’ Yoav, m, (4;8); TEACHER-AID, Teacher Assistant (m); Golan, m, (5;6); Ariel, m, (4;11); Amichay, m, (4;10); Amit, m, (4;11); Naor; Date: 05-06-00, Place: “Einit” kindergarden, Jerusalem.

Situation: The children are playing in the recycled junkyard consisting of small structures; they are in the “boys’ play structure”. 30 Zohar Kampf and Shoshana Blum-Kulka Example 6: (continued) ((continued: the boys are playing peacefully and keep on planning their picnic. )) friends. Breaches of this behavior (like causing physical damage to your friend) are taken as face threatening not only to the offended party, but also to their shared face as friends.

Since it is friendship that is jeopardized, such confrontational episodes can have either of two outcomes: (temporary) end of friendship or successful remedial action that leads to its full resumption. Apology events in young Israeli peer discourse 31 5. Other means of reconciliation In this section we discuss the sholem (literally ‘peace’) ritual as one salient indirect way of negotiating reconciliation in the children’s world12.

The sholem ritual is an important cultural practice of appeasement in Israeli children’s peer world. The word sholem denotes being in a friendly state, and its antonym brogez, (in anger) denotes being in antagonistic state. The terms can be used both to denote being ‘in peace’ (sholem) or the opposite (brogez, ‘in anger’) as well as performatively, to bring such states into being (Katriel 1985). Through the sholem event children declare and mark performatively the end of conflict; sholem events put an end to a period of brogez.

They provide speakers with indirect means for appeasement, circumventing the need to apologize explicitly and thereby minimizing the threat to the self’s negative face. Similar to apologies, sholem rituals presuppose that a violation has taken place, has led to a state of brogez (a severance of relationship), a situation which is being remedied through the performance of the ritual which allows for the resumption of relations and reestablishment of the normal social matrix. The initiation for a sholem ritual can be rejected, which is face-threatening for the initiator.

Our next example illustrates one way to minimize the threat to negative self face. By engaging in a pre-sholem-ritual move, querying the state of the relationship (are you brogez/sholem with …? ) rather than attempting to change it, the speaker can find out if the necessary preparatory condition for the ritual holds without actually risking its performance. In the following extract, the three boys are talking about their forthcoming lunch, and Ben expresses concern that one of the boys (Eitan) will not share his bagels with his friends.

Apparently bagels are a coveted item, but to have them shared necessitates that both receiver (s) and donor are in a friendly relationship. But Eitan (the potential donor) is considered a ‘non-friend’ throughout the exchange, in which the other boys keep telling him that they are in a state of brogez with him. Ben’s question to Eli (turn 92) refers to Eitan (the potential donor) in the third person, suggesting that he is an unratified participant; one with whom the others are in a state of ‘not friends right now’ (brogez).

This is a state Eli’s proposes to remedy through the sholem ritual of peace making. But instead of following up this suggestion, Ben, speaking on behalf of the group, minimizes the threat to Eitan’s positive face caused by his exclusion by claiming that it was not in earnest (94: we teased you, teased you, okay? ), and then goes on to query rather than state the collective wish to make peace. In the next example the pre-sholem-ritual query is used as a sophisticated indirect strategy for gaining play entry (Blum-Kulka, in press). 2 Zohar Kampf and Shoshana Blum-Kulka Example 7: ‘Make now sholem’ Participants: Ben, m, (4;9); Eli, m, (4;6); Eitan, m (4;11); Date: 2. 2. 2000. Place: “Dganit” kindergarden, Ashdod. Situation: The children are talking about their forthcoming lunch. This extract is a small part of a long episode in which Dalit and Adi, best friends, engage in pretend play based on Pokemon characters, while a third girl, Shirley, makes repeated failed attempts to join in.

This extract represents a failed attempt at appeasement. Shirley’s preritual-query in turn 22 (are you (plural) sholem with me? ) queries the status of her friendship with the two other girls in an attempt to establish the necessary precondition for play entry. As noted by Corsaro (1985), children in this age group use ‘claims of friendship in an attempt to gain access, and the denial of friendship as a basis for exclusion’ (p. 168). Example 8: The ‘sholem-brogez’ incident

Participants: Dalit, f, (5;0); Adi, f, (4;7); Shirly, f, (4;0). Date: 4. 5. 2000. Place: “Dganit” kindergarden, Ashdod. Situation: The children are playing freely outside. Apology events in young Israeli peer discourse 33 Shirley’s indirect request to join in systematically rejected by Dalit (see turns 25 for an indirect denial of friendship and 28 for reference to arbitrary rules as a way for denial), while her friend, Adi, acts as the gobetween, speaking up for Shirley while also placating Dalit.

The failure to reach reconciliation is encapsulated in Shirley’s move in turn 26: she declares a new state of personal dispute, singling Dalit brogez itax (singular ‘you’), thereby countering Dalit’s move of exclusion by reclaiming the initiative for herself. In principle, this should rule out any further attempts by her to join the game, but in practice she does continue with her efforts to negotiate entry, efforts met every time with direct yet grounded refusals on the part of Dalit13. Several points about children’s concept of apologies that we saw earlier are illustrated here: first, the centrality of friendship as a necessary recondition for all social relationships (be it for sharing food or joint play); second, the vulnerability of ‘friendship’ as a shared face construct; and third, physical damage as well as acts of exclusion constitute grave face-threats that sever friendships and hence need to be remedied in ways that ensure the re-institution of the relationship in full. 6. Summary The analysis of apology events in peer interaction as presented here suggests that the children’s system of politeness for apologies contains a rich repertoire of verbal formulae and apology functions, and is largely driven by the deep interests of childhood peer culture.

The verbal formulae manifest in the children’s talk echo adult usage: both the young and the older cohort used the formulaic slixa (literally, ‘forgive’, used as ‘excuse me’) and ani micta’er (‘I’m sorry’), for a number of functions and in different keyings. Thus ‘I’m sorry’ is being used formulaically (I’m sorry, I don’t have … ) and sarcastically (I’m sorry for his momentary insanity … by 10 year old boy), and ‘forgive’ is used both in a challenging key (excuse me teacher, don’t speak … ) and in earnest (I’m sorry for what I did, excuse me).

We also saw that the pragmatic repertoire for apologies includes the ability to detect a complaint realized indirectly, to use various excuses to minimize responsibility and to deny intent Comparing the two cohorts, we saw that with age, the range of forms and functions increases, as does the repertoire of acts considered as violations requiring an apology14. Thus, while apologies made by younger children are often conventional in nature and focus mostly on ‘breach of expectation’ type of violation, (as in Silver? Silver? Sorry, I don’t have silver color’, in response to a request for a silver color from a 6 year old girl).

Preadolescents vary their use of forms and keyings to address di- 34 Zohar Kampf and Shoshana Blum-Kulka verse types of offenses (as in the case of Iris, 10, personifying the microphone by ‘eh forgive me, don’t be offended, don’t be offended ’). Concurrently, the need to apologize often arises in situations of play, in cases when a momentary violent act by one of the children threatens what Corsaro (1985) calls “the fragile interactive space” shared by a group of playmates. Corsaro argues that the concept of friendship in the preschool years is mainly built on the concept of collaboration in play.

Your friends are the children you play with, and since peer interactive spaces are difficult to enter yet easily disrupted, ‘children develop relation with several playmates as a way to maximize the probability of successful entry’ (Corsaro 1985: 186). Our observations suggest a broader concept of friendship in the preschool years. Friendship as such seems to be conceived as the major precondition for gaining access to play: being ‘in peace’ (sholem) indexes being friends, and declaring a state of ‘in anger’ (brogez) indexes a grave threat to face because it means the denial of friendship.

Hence disruptive acts during play are interpreted as threatening the very foundation which makes play possible, namely presupposed friendship. The negotiation over the remedial action that follows, successful or not, has to do with re-instating the relationship. Interestingly, when adults intervene, the focus shifts to the clarification of intent (TA: you have to accept his apology because he did not do it on purpose) whereas among the children, intent gets mentioned only after mutual trust and solidarity have been re-established through the acceptance of a new play frame (Yonatan: I didn’t mean to).

The study of children’s apologies, as undertaken here, is exploratory in nature and does not claim to represent the full pragmatic system for children’s notions of face threat and remedial action at different ages. Yet because it is based entirely on natural discourse, it allows us a glimpse into the way that children’s politeness systems are being shaped in their daily interactions, and how they are driven by local immediate concerns of childhood culture, like friendship, while concurrently constantly adopting the forms and conventions of the adult world. Notes 1.

There are only few apology studies that have relied on transcribed natural discourse. The two recent studies that did rely on natural spoken data (Deutschmann, 2003 from a politeness theory perspective; Robinson, 2004 from a CA perspective), focused on adult usage only. 2. See Blum-Kulka et al. (2004) and Blum-Kulka (2005) for more information on the project. 3. Obviously, more research is needed for reaching any cross-cultural or age related conclusions from such comparisons. 4. The findings also indicate some gender differences in the types of offenses which precede apologies.

Whereas most of the boys’ apologies were realized after a vio- Apology events in young Israeli peer discourse 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 35 lent conflict (which fall mainly to the accident category), girls apologized mainly after lack of consideration or talk offenses. See Sheldon (1993) and Sheldon and Johnson (1994) for the broader picture of gender differences in conflict talk. Transcription Conventions: word emphasis Wo::rd stretch WORD loud volume ?word? low volume AB pitch changes slow rhythm >words< fast rhythm #words# unique tone (0) pause [words] overlap word overlatch word- cut-off word) transcription doubt ((comment)) comments (…. ) unclear talk. Turn numbers reflect the original numbering in the full recorded session the excerpt is taken from. The English translation follows the Hebrew text closely; cases where Israeli norms or strategies are culture specific are commented on in the body of the paper. Deutschmann (2003) includes in this category offenses such declining offers or requests, forgetting agreements etc. For example, when Dafna (6;2) asks for the silver color during a joint drawing activity, Daniela (5;9) apologizes “Silver? Silver? Sorry, I don’t have silver color”).

It is not perfectly clear from the tape who is uttering the first “sorry” in this sequence. The second IFID realization in turn 36 is made by Danni, who is also the offender in this apology event. Because of technical problems the sequence was only partly transcribed, a matter which makes it difficult to characterize the violations in detail; thus we do not know what the TA is referring to when she talks about “falling”. This is the only occurrence of the word “apology” in the corpus. Nine turns later (382) the children started to play with an iron which warmed up in the sun, and later sat on it.

Prompted by the heated metal, they started a verbal play with a distortion of the utterance “my butt is boiling”, which made them both laugh and finally succeeded in cheering up Dani. Ariel’s moves seem to resemble the “confidence building measures” diplomats talk about in the context of international conflict resolution. We have also noted other indirect ways of appeasement, such as humor, narratives and explanations, but will not elaborate on these for lack of space. There were 32 “brogez” utterances and 17 “sholem” utterances in the young cohort’s data, and not a single occurrence in the older cohort’s talk.

We can see that the “sholem” ritual is replaced with age by the conventional apology formula of the adult world. A caveat is in order here. More data is needed to confirm our developmental observations, since some of them might be due to the different circumstances in which peer talk took place in the two cohorts: during free play in groups for the younger children, and during a meal in a fast food restaurant in pairs of two for the older cohorts. 36 Zohar Kampf and Shoshana Blum-Kulka References Benoit, W. L. (1995). Accounts, Excuses and Apologies: A Theory of Image Restoration Strategies.

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GORHAM HIGH SCHOOL 2012-2013 41 Morrill Avenue Gorham, ME 04038 Phone: 207-222-1100 FAX: 207-839-7742 Website: www. goghs. org Guidance: 207-222-1102 Athletics: 207-222-1099 Attendance: 207-222-1100 School Nurse: 207-222-1105 GSNP (Food Services): 207-222-1375 Adult Education: 207-222-1095 Superintendent’s Office: 207-222-1000 Gorham High School Mission and Expectations MISSION The mission of Gorham High School is to provide a variety of educational opportunities in a safe, positive environment.

Our aim is that each graduate thinks critically and creatively, communicates effectively, reads and listens for understanding, solves problems, acts as a responsible citizen and aspires to and realizes individual goals. ACADEMIC EXPECTATIONS 1. Students will use the skills and strategies of the reading process to comprehend, interpret, evaluate, and appreciate what they have read. Students will write correctly, using conventions of standard written and spoken English. Students will work effectively in connection with research. Students will understand and apply the concepts of data analysis.

Students will understand and apply concepts of probability. Students will understand and apply algebraic concepts. Students will be able to make accurate observations and measurements using tools (instruments) and units. Students will be able to develop generalizations based on observations (use inductive reasoning), and be able to make predictions based on scientific principles (use deductive reasoning). Students will know and understand the process of scientific inquiry, and be able to use the process to solve problems. 13. Students will understand the rights and responsibilities of civic life. 4. Students will understand the constitutional principles and the democratic foundations of the political institutions of the United States. 15. Students will understand the political relationships between the United States and other nations. 16. Students will develop historical knowledge of major events, people, and enduring themes in the United States, and throughout the world. 17. Students will apply the design process to develop a project and redesign for improvement. 18. Students will utilize technological tools, materials and processes to solve problems. 9. Students will acquire the knowledge and the skills to design and implement a personal fitness program that leads to a healthy life style. 20. Students will participate in a variety of lifelong fitness activities that may become useful later in life. 21. Students will explore creative expression through participation in visual or performing art experiences. 22. Students will understand health promotion and disease prevention concepts. 23. Students will understand how to reduce their health risks through the practice of healthy behaviors. 24.

Students will learn how to set personal goals and make decisions that lead to better health. CIVIC EXPECTATIONS Students will demonstrate civic responsibility. SOCIAL EXPECTATIONS Gorham High School expects that its community members will adhere to the core values in the Code of Conduct: Respect Honesty Courage Compassion Responsibility* * See Gorham School District Code of Conduct 2. 3. 4. 5. 6. 7. 8. 9. 10. Students will be able to use symbols, graphs, and diagrams to make arguments, draw conclusions, by verifying, evaluating, and using results. 11.

Students will know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments. 12. Students will understand and analyze the relationships between people and their physical environment. CODE OF CONDUCT (CODE JICDA) POLICY STATEMENT The Gorham School Committee is committed to maintaining a supportive and orderly school environment in which students may receive and staff may deliver a quality education without disruption or interference and in which students may develop as ethical, responsible and involved citizens.

The School Committee believes that each member of the school community should take responsibility for his/her own behavior. To that end, the School Committee recognizes the need to model and teach ethical and responsible behavior, to define unacceptable student conduct and its consequences, and ensure that discipline is administered appropriately. Having considered the input of staff, parents, students, and the community, the School Committee adopts this Code of Conduct (“Code”). Community Core Values With rights come responsibilities.

Members of the school community are expected to demonstrate ethical and responsible behavior consistent with its core values. Such conduct is fundamental to a supportive, safe, and orderly school environment and a civil society. The Gorham School Committee has established five core values. RESPECT A person who is respectful of oneself, others and the environment Does Not… Verbally abuse self or others. Physically abuse self or others. Cause damage to property. Does… Demonstrate polite and appropriate interactions with others. Value themselves and others. Care for surroundings.

HONESTY A person who is honest in all endeavors Does Not… Plagiarize the work of others. Engage in deceptive, blaming or sneaky behavior. Take the property of others. Does… Seek to tell the truth. Accept ownership and responsibility for actions and work. Maintain trust in all relationships. COURAGE A person who is courageous in the face of ethical challenges Does Not… Submit to peer pressure. Avoid challenges. Sacrifice aspirations when confronted by setbacks. COMPASSION A person who is compassionate Does Not… Ignore another’s pain, suffering or needs. Hurt others’ feelings. Take dvantage of others. Does… Show empathy by being sensitive to the perspectives, needs and feelings of others. Care about others and help them. Reach out to those in need. Does… Stand up for what is right, even when it’s unpopular Take appropriate risks. Seek advice when making difficult decisions. RESPONSIBILITY A person who is responsible as an individual and as a member of a community Does Not… Project blame on others. Exploit others. Ignore assumed duties or neglect obligations. Does… Demonstrate accountability for personal behavior. Take initiative to do the things that are expected.

Follow through with commitments. 3 Daily Schedule 2012 – 2013 Gorham High School Monday, Tuesday, Friday 7:50 – 8:38 8:42 – 9:27 9:31 – 10:16 10:22 – 11:07 11:07 – 12:22 11:07 – 11:32 (11:37 – 12:22 11:32 – 11:57 11:57 – 12:22 (11:12 – 11:57 12:26 – 1:11 1:15 – 2:00 Period 1 Period 2 Period 3 Period 4 Period 5 Lunch A Class) Lunch B Lunch C Class) Period 6 Period 7 Wednesday 7:50 – 9:18 Period 1 9:22 – 10:50 Period 3 10:50 – 12:05 Period 5 10:50 – 11:15 Lunch A (11:19 – 12:05 Class) 11:15 – 11:40 Lunch B 11:40 – 12:05 Lunch C (10:54 – 11:40 Class) 12:08 – 12:28 Advisory 12:32 – 2:00 Period 6

Thursday 7:50 – 9:18 Period 2 9:22 – 9:42 Advisory 9:45 – 11:13 Period 4 11:13 – 12:28 Period 5 11:13 – 11:38 Lunch A (11:42 – 12:28 Class) 11:38 – 12:03 Lunch B 12:03 – 12:28 Lunch C (11:17 – 12:03 Class) 12:32 – 2:00 Period 7 4 GRADES / GRADUATION REQUIREMENTS GRADE REPORTING Students will receive grades each quarter. QUARTER 1….. Aug 29 – Nov 2 QUARTER 2….. Nov 5 – Jan 25 QUARTER 3….. Jan 28 – April 5 QUARTER 4….. Apr 8 – June 18 GRADE EQUIVALENTS 99 – 100 = A+ 95 – 98 = A 82 – 84 = C+ 78 – 81 = C Below 70 = F Incomplete = I

The marking terms at Gorham High School for the 2012-2013 Academic Year are: Grades Available: Week of November 19 Grades Available: Week of February 11 Grades Available: Week of April 22 Grades Available: Week of July 1 93 – 94 = A75 – 77 = CWithdrew = W 91 – 92 = B+ 74 = D+ Pass = P 87 – 90 = B 71 – 73 = D Fail = F 85 – 86 = B70 = D GRADUATION REQUIREMENTS Students graduating from Gorham High School must have earned a minimum of twenty-two (22) credits and successfully completed the following graduation requirements: English 4. 0 credits Physical Education 1. credit Math 3. 0 credits Technology 1. 0 credit Social Studies 3. 0 credits Health Education 0. 5 credit Science 3. 0 credits Other 5. 5 credits Fine Arts 1. 0 credit See Program of Studies for more details Academic Honors Distinction Protocol: Students earn Academic Honors Distinction based upon their GPA for all courses completed through 7 semesters of high school. They are honored during Academic Awards Night in May and during Senior Recognition Night in June. The following are the categories: Summa Cum Laude 98 and above Magna Cum Laude 95 – 97. 9 Cum Laude 93 – 94. 99 Please note: There is no rounding up of GPA’s. Community Service: Community service is not required to earn a diploma, but each student must have accumulated twenty (20) community service hours in order to participate in Graduation ceremonies. STUDENT SERVICES ADVISORY The purpose of Advisory is to connect every student to an adult in the school. Students will maintain the same advisor for their high school career. GUIDANCE DEPARTMENT Professionally certified staff are available to help students and parents with personal and educational issues.

If there are questions regarding scheduling, vocational opportunities, standardized testing, career planning, student records, personal issues, or post-secondary options (college, technical school, military, work), students and parents should make an appointment by calling 2221102. 5 HEALTH SERVICES The school nurse is available for routine testing and for emergencies. In case of accidents at school, the school nurse will be called in. In extreme emergencies, the student may be taken directly to the hospital by appropriate personnel.

Parents will be contacted in all cases. Students who are taking prescribed medication or have special medical needs that arise during the school year should notify the school nurse as soon as possible at 222-1105. LIBRARY The school library provides educational resources for students and staff. It is open from 7:30 AM to 3:00 PM Monday Thursday. The library is open on Friday from 7:30 AM to 2:20 PM. Library cards are issued each semester. Students must have them to go to the library during a study period. The cards may be used once a day.

Students will not receive library cards if they have materials which are more than two weeks overdue, or if there is an unpaid fine. Students are expected to work quietly in the library. A student’s library card may be revoked for disciplinary reasons. Books are arranged according to the Dewey Decimal System. Reference books and current periodicals do not circulate except upon the request of a teacher. Books may be checked out for two weeks, with renewals allowed as needed. The fine for overdue materials is 5? per day. Reserved books (set aside by a teacher for use in course work) are to be used in the library when school is in session.

Unless otherwise specified, reserved books may be borrowed overnight if checked out at the end of the school day and returned before school starts the next day. The fine for overdue reserved materials is $1. 00 per day. If a student loses library materials, the student must pay the current list price of the book. No food or drink is allowed in the library, except water. SOCIAL WORKER AND SUBSTANCE ABUSE COUNSELOR These staff members provide individual and group opportunities to meet/discuss social and emotional issues, and mediation (see below). MEDIATION When both parties involved in an adversarial ituation agree to meet with one another, mediation may be used in order to resolve a conflict. Mediation is a structured conversation facilitated by a trained school social worker or guidance counselor. The purpose of mediation is to help individuals find common understanding around a disputed issue in order to resolve their differences. Mediation is typically used when it is believed that the conflict will be resolved when both parties gain a better understanding of one another’s grievance. On occasion, mediation will be used in lieu of or as a part of the disciplinary process.

School administration may strongly encourage mediation as a method to help advance the safety and security of GHS students. RESPONSE TO INTERVENTION (RTI) The RTI team is led by the Instructional Strategist and provides an intervention structure for students to enhance academic progress. STUDENT REVIEW TEAM The Student Review Team (SRT) is a group of school professionals whose function is to identify, brainstorm, and intervene with “at risk” students. The purpose of the SRT is to redirect students exhibiting “at risk” behaviors before they experience school and social failure.

The SRT collaborates with the RTI team. STUDENTS IN CRISIS If a student experiences an emotional or personal crisis that results in hospitalization, there are a variety of services that can assist your child in transitioning back to school. A reentry meeting is required before a student is allowed to reenter school due to a hospitalization. SPECIAL SERVICES/REFERRAL TO INDIVIDUAL EDUCATION PLAN (IEP) MEETING Gorham shall ensure that a special education referral process is in place for referring to the Individual Education Plan (IEP) Team.

A student who is being considered for referral to special education will already have been through the Response To Intervention process. This referral process shall allow referrals to be made by school staff, parents, and other interested parties with knowledge of the student’s needs. The superintendent or his designee shall establish a procedure whereby referrals from persons or groups unaffiliated with the school unit may be directed to a designated school official and channeled to an IEP meeting.

The IEP team will convene within 15 school days beginning on the date on which the referral is signed by the Director of Special Services. 6 CHILD FIND The Gorham School Department has the responsibility to locate, evaluate and identify all exceptional children between the ages of three and 20. Parents, relatives, physicians and other persons who are aware of a child who may require services are asked to contact Katie Hawes, Special Services Director, at 222-1002. The Gorham School Department provides a broad range of special education and support services.

These services extend from supported placement in the regular classroom through monitoring, consultation, resource services, composite services, self-contained services, to supportive services in speech/language, occupational and physical therapy, psychological evaluation and counseling, and adapted physical education. If you know of anyone between the ages of three and 20 who resides in Gorham and in need of Special Education and supportive assistance or referral services, contact Special Services Director, Katie Hawes at 222-1002.

SUMMER SCHOOL Students who wish to attend summer school at Gorham High School or another area high school, need to have achieved a grade of 60 and have attended the GHS class at least 80% of the past semester/year. Students who have failed a course must remain in that course throughout the year as long as they do not become a disruption. Should a student need to be removed from a course for the remainder of the school year, he/she will be assigned to a study hall and expected to attend. STUDENT GOVERNMENT

Student Council: The representative group for the students at Gorham High School is the Student Council. The Council represents the student body in its contact with the administration, faculty, and the public. Its membership includes representatives from each of the four classes. Students interested in working on Student Council activities should contact a Student Council member. Class Officers: Each class elects a slate of officers each year to oversee class activities. Officers work with the class advisors to promote class spirit and school spirit.

School Council: This organization is a student/faculty group that exists to hear and act on proposals for school change. Ten student members are elected by their peers to serve. STUDENT ACTIVITIES Gorham High School is committed to a diversified activities program. There are many opportunities for students to become involved in the school community. Groups that are active include: ATHLETICS The Athletic Department at Gorham High School offers many opportunities for students to participate in intramural and interscholastic sports.

INTRAMURALS: Basketball, Volleyball INTERSCHOLASTIC SPORTS: Boys: Cheering; Cross Country; Golf; Soccer; Basketball; Football; Indoor Track; Ice Hockey; Baseball; Outdoor Track; Tennis; Lacrosse; Swimming. Girls: Cheering: Cross Country; Field Hockey; Golf; Soccer; Volleyball; Basketball; Indoor Track; Ice Hockey; Softball; Outdoor Track; Tennis; Lacrosse; Swimming. ELIGIBILITY Students must have passed four full-time subjects (or the equivalent of) the preceding quarter to be eligible to take part in interscholastic competition.

Courses taken in blocks are equivalent to 2 courses for the purpose of determining eligibility. PHYSICAL EXAMINATIONS Students who wish to participate in athletics must have a physical every two years. The school does not offer sports physicals. 7 SCHOOL INSURANCE Insurance is available to all students and may be purchased through the school. This is strictly accident insurance and is sponsored by a company approved by the school. All participants in athletic programs are required to carry either personal or school accident insurance.

CLUBS SCHOLA, Math Team, Drama Club (includes Fall Play, One-Act Play, Thespian Troupe), Musical, French Club, Spanish Club, Prom, INTERACT, Slam Poetry, Writing Club, Chess Club, Graphic Arts & Photography Club, Tech and Engineering Club, The Studio Club, Dream Factory Club, Gorham GIRLS (Growing Independent Respectful Leaders with Solidarity), Literary Magazine, Key Club, Robotics Club, Rainbow Alliance, Fishing Club, Green Team, Human Rights Team, Video Production Club, Knitting and Craft Club, Fellowship of Christian Athletes, Debate Team, Student Newspaper (“The Voice”), Improv Club, Acoustic Guitar Club, Mind Craft, Garden Club.

PERFORMING ORGANIZATIONS Concert Band, Jazz Band, Instrumental Chamber Ensembles, Chorus, Chamber Singers, Fall Drama, Spring Musical, Winter One-Act Play Competition. NATIONAL HONOR SOCIETY Students applying for membership in the National Honor Society must: ! Be a junior or senior with a cumulative GPA of 90. 0 or above. ! Have been involved in three or more school-related extra-curricular activities over the course of their high school career. The application process consists of the following: ! The student will fill out the administrative section of the application, which documents GPA, extra-curricular activities, and community service. The student will have two faculty members, whose classes s/he has taken, complete recommendations. ! The student will write an essay illustrating his/her interest in NHS.!! 8 ATTENDANCE ATTENDANCE PROTOCOL Introduction At Gorham High School, we value class attendance. It is a vital piece of a student’s academic success. When students miss class, they lose integral amounts of classroom participation and instruction, which cannot be replaced. All students are expected to be in school and in their regularly assigned classes and study halls every day.

Students who miss more classes than this policy stipulates will not receive credit for the course. Responsibility for attendance rests with students and their parents. Any adult having a person of compulsory-school age under their guidance shall compel the person to attend school. Maine Law Title 20-A Section 5001-A requires that: Every child between the 7th and 17th anniversary of his/her birth shall attend a public day school during the time it is in regular session. Attendance Policy • • Both excused and unexcused absences are entered into the numerical count of accrued absences.

Students, who are absent from a course for more than 15 days in full-year courses, may pass the course but will not receive credit for graduation for that course. • Students who are absent from a course for more than 8 days in a semester course may pass the course, but will not receive credit towards graduation for that course. • The attendance failure will be administered at the end of the semester for a semester course and at the end of the year for a year course. A student who is failing the course will receive the failing grade.

A student who is passing a course will receive no credit for the course. Example: English 9 – a student earns a grade of eighty but receives no credit because of sixteen absences. The student may take English 10 next year but will need to make up the lost English 9 credit. • It is possible to request that particular absences be waived under extreme circumstances. Such absences considered “waiveable” include but are not limited to: court appointments, legal confinement, religious observances, State testing, death in immediate family, school related field trips or activities and suspensions from school.

Absences, which are considered non “waiveable ” include but are not limited to: Illness (unless emergency and/or medical determination not to attend school), college visitations, and family trips. • A student must pick up a waiver form in the Assistant Principals’ office if he/she wishes to have any absences waived. Only completed waiver forms along with the appropriate documentation will be considered. Absences Students who are absent for at least four periods during a seven period day or two periods during a block day are considered absent for the day.

If students are absent unexcused for at least this amount of time, they are considered truant for the day. Students who are truant will receive a Friday detention. Excused Absences Maine State Law states that the following absences are excused: 1. Professional appointments that cannot be scheduled outside the school day such as court, medical and dental appointments. These must be verified by appropriate documentation from these offices. 2. Illnesses verified by a parent. In all cases of illness, the school reserves the right to require verification by a physician or school nurse. 3.

School related field trips or activities. 4. Religious observances. 5. Death, serious illness, or other emergency situations in the immediate family as deemed appropriate by the administration. 6. College or educational visitations approved at least three days in advance. Absences must be reported to the Main Office the morning of the absence by a parent phone call: 222-1077. Makeup Assignments/Work Students can make up any work missed from an excused absence. This includes family trips when planned in advance and prior notification has occurred. A trip notification form may be obtained in the office.

Teachers may offer substitute assignments for missed work. Makeup work must be completed by deadlines set by each teacher to receive full credit. Teachers will allow adequate time determined by the length of the absence and nature of the work. Students may not make up any work from unexcused absences. Zeros will be assigned. Appeals Process A student has the right to due process and may appeal his or her situation to an administrator. All appeals must be made in writing and submitted to the Main Office along with the appropriate documentation for the absences. 9 GENERAL SCHOOL POLICIES AND PROCEDURES

ABSENCES/TARDIES/DISMISSALS If you are absent from school: 1. Have a parent call school as soon as possible the day of the absence by calling 222-1077. 2. If excused, it is the student’s responsibility to obtain make-up work and complete all missed assignments within the time period arranged by the teacher. Work not made up in time will be averaged as zeros by the teacher. In the case of a long illness of three days or more, parents may contact the Guidance Office for assistance in obtaining assignments. 3. If unexcused, no make-up work will be allowed and zeros will be averaged into the students’ grades.

Teachers will notify parent/guardian for excessive, unexcused absences. Disciplinary action may result. 4. Students will not be allowed to attend any school activities on the day they are absent, excused or unexcused (except for verified appointments). Students should not be in the vicinity of the school or any other school/area in the system sponsoring a school activity of any sort. Planned absences for personal or educational purposes must be approved in the Main Office by Administration three days in advance. Procedure to follow: A. Parent must call the Main Office to inform the school that the student will be absent.

B. The parent completes and signs a Trip Form telling when the student will be absent and where the student will be. C. The student takes the Trip Form around to teachers to be signed. D. The signed Trip Form is given to Main Office personnel. E. Administration approves or disapproves the absence. F. *NOTE: Babysitting, hunting, employment, transportation problems, shopping, running errands, among others, are not excusable absences. The school determines whether a tardy or absence is considered excused. If you are tardy to school (the school day begins at 7:50 AM): 1. Have a parent call. 2.

Students tardy to the beginning of school must report to the Main Office for an admittance slip from the KeepnTrack system. 3. All tardies to school are considered unexcused. Parents/guardians need to call the school to provide information as to why the student is tardy. If a parent has not called in before the student arrives or if the reason does not comply with state law the tardy will remain unexcused and subject to consequences. Classroom teachers will assign consequences for tardies to class and/or missed classes because of unexcused lateness to school. If a tardy is unexcused, no make-up work will be allowed. NOTE: Oversleeping, car problems, or missing the bus are not excused tardies. If you are tardy to class: 1. If excused, report to class with a written verifiable excuse from a staff member. 2. If unexcused, teacher discipline will result. Chronic offenders will be referred to the office. DO NOT GO TO THE OFFICE FOR A TARDY SLIP. Dismissals from school: 1. Parents must call first thing in the morning to give time and reason for dismissal. 2. Students report to the office first thing to pick up dismissal note. 3. Students must sign back in upon return if returning at some point during the day. . If not returning the same day, bring the dismissal slip back to school to show to the teachers whose classes you missed *NOTE: Study halls, picture-taking appointments, hair appointments, job interviews, employment, going to lunch, or other similar errands are not excusable dismissals. The school reserves the right to confirm all appointments. If you are being dismissed due to illness: If a student is ill during the school day, he or she should report to the nurse’s office. Absences that result by the nurse’s recommendation for dismissal due to illness are considered waivable.

A parent or legal guardian must be contacted before a student can be dismissed. PERFECT ATTENDANCE: Students are recognized for Perfect Attendance at the end of the year. Perfect attendance is when a student has not missed any part of a school day. (Any absences, tardies and/or dismissals eliminate students from perfect attendance status. ) EMERGENCY SHEETS All students must have an emergency sheet on file in the Main Office. This information is used in the event of an emergency when parents, relatives, or neighbors may need to be reached quickly. DISMISSAL FROM SCHOOL FOR ILLNESS OR OTHER EMERGENCIES 0 REQUIRES THE USE OF THE EMERGENCY SHEET INFORMATION ONLY. WE CANNOT RELEASE STUDENTS TO PEOPLE UNLESS THEY ARE LISTED ON THE EMERGENCY SHEET. Students and parents should advise the Main Office if any changes in this information occur. ALCOHOL AND OTHER DRUGS (See policy on pg. 21) ASSEMBLIES Assemblies will be scheduled throughout the school year. As assemblies and or pep rallies occur during the school day, students are expected to remain in school during scheduled assemblies or pep rallies. An alternative room is available should students not desire to attend the assembly or pep rally.

Dismissing a student merely as a result of a scheduled assembly is not permitted. Students are expected to follow these rules: 1. Students must remain in assemblies until the program ends. 2. Students should be on time, respectful, appreciative, and attentive to all participants and speakers. 3. Students should applaud at appropriate times. Shouting and whistling are inappropriate. 4. No hats, hoods, book bags, cell phones, laptops, gum chewing, food, or drink are allowed in MPAC. ATTENDANCE (See Attendance Protocol on pg. 9) BEFORE-SCHOOL PROCEDURES Students who drive to school MAY NOT remain in cars once they arrive at school.

Once students arrive to school, they need to enter the school in a timely fashion. Students will not be permitted to loiter around outside the building anywhere including Robie Woods, Morrill Avenue, the gully, fields or neighboring lawns. Once students arrive onto school property, a parent/guardian must inform the office PRIOR to the student leaving school grounds. This includes when students are dropped off via the school bus. BUSES Gorham High School students riding school department buses to and from school are expected to behave in an orderly fashion.

Bus drivers will report any inappropriate behavior to the transportation director who may call the high school administration for assistance. Parents will be notified through a bus slip that is issued by the bus driver and given to the student. Riding school department buses is a privilege, which may be revoked. We offer late buses Monday through Thursday for students who stay after school for school activities. Students need a late bus pass to ride on the late buses. Bus passes can be obtained through the Main Office when students present a note from the activity advisor.

CLOSED CAMPUS Because of issues of liability, GHS is a closed campus. Students are not allowed to leave the school building during the day unless the Main Office receives prior permission from the parent/guardian to do so. This includes the parking lot, dismissals for illness, and appointments. Students must check with the office before leaving. Failure to do so will result in unexcused status. Students who leave school without permission through the office will receive a Friday detention. Students are not allowed to exit the building or go to the parking lot without permission through the office.

DANCES During the school year there are four school-sponsored dances: Homecoming, Senior Class dance, Winter Festival (7pm to 10pm), and Prom (7pm to 11pm). Dances are open to GHS students and approved guests. GHS students are allowed to bring one guest to a dance. Students bringing guests are responsible for their behavior. Guests must be signed up in advance at the Main Office and have completed the appropriate permission form. Dances are an extension of the school day. Students and guests are subject to all school rules and guidelines. Appropriate dancing is expected.

Any student absent from school (unexcused) on the day of a dance is not allowed to attend the dance. Once a student leaves the dance, he/she will not be readmitted to the dance. Doors to the dance will close one hour after the start of the dance. Students arriving after this time will not be admitted to the dance. Students must be in at least the 9th grade in order to attend a GHS dance. Students must be in at least their third year of high school to attend the Prom unless they are an invited guest and have GHS administrative approval. Students over 20 years of age will not be admitted to GHS dances or the GHS Prom.

DISCIPLINARY ACTION ” DETENTION There are three types of detentions that students may be assigned at Gorham High School. Classroom Detentions are generally assigned by a teacher, substitute teacher, or other staff member as a result of problems arising in the classroom. Teachers observing inappropriate behavior in the hallways or on school grounds may also assign detentions. Classroom detentions will be served with the staff member for the amount of time, and at the time, set by the teacher. If students refuse to serve assigned classroom detentions, they will be assigned an office detention.

Office Detentions are assigned by a teacher or an administrator. Office detentions may be assigned whenever students are sent from class for inappropriate or repetitive behavior, for breaking school rules, for skipping study halls or classes, or for failing to serve classroom detentions. Students scheduled for a detention may not participate in any school-related activity during that time. Friday Detentions are assigned by a teacher or an administrator. Friday detentions may be assigned whenever students are sent from class for inappropriate or repetitive behavior, for breaking school rules, or for failing to serve Office detentions.

Friday detentions are held from 2:15 to 5:30 PM at GHS. Failure to serve a Friday detention will result in an immediate 2-day In-School suspension. Students who are scheduled for a 11 Friday detention may not participate in any school-related activity during that time. Employment and/or athletic obligations are not valid excuses to be exempt from a Friday detention. Students are expected to bring academic work with them and to use the time productively. Detention Rules Detention begins promptly at 2:15 PM. Office detention ends at 3:00 PM; Friday detention ends at 5:30 PM.

Late students will be assigned an additional detention. Students must bring reading or writing materials with them, and must write/read the entire time. Students may not eat, sleep, talk, or listen to music listening devices while in detention. Students removed from detention will not receive credit for any time served. Students will be given 24-hour notice (if needed) for serving an Office detention. Athletic events or work are not permissible reasons to be excused from Office detention. Skipping Office detention will result in assignment to Friday detention.

Changes in detention date must be requested by a parent/guardian 24 hours in advance through the Main Office by phone or in person. ” SUSPENSION Suspension may be In-School or out-of-school, pending infraction and administrative decision. Suspension from school may be from one day to 10 days. For major infractions, the school administrator may make referrals to the School Committee for suspension from school beyond the 10 days allowable. In these cases the student is responsible for obtaining make-up work while on suspension or upon return through the Guidance Office.

In all cases the parent or guardian will be notified. In order for the student to return to school, one or both parents may be required to meet with an administrator to discuss the school’s concerns regarding the behavior. Generally, suspension is used to remove students who are disrupting the safety and order of the school, interfering with the educational process, using abusive language, or are chronic offenders. Chronic offenders subject themselves to progressive discipline. If a storm day occurs during any suspension, the suspension will be carried to the next day or series of days.

At administrative discretion, students who have been assigned a 10-day suspension may replace up to three days of suspension with community service time (6 hours of community service = 1 day of suspension). This option is not available for students who are involved in an assault, threatening with a weapon, or who furnish/traffic drugs or alcohol. Due Process Minimal due process procedures will be followed when an administrator suspends a student for any period of time up to a maximum of ten (10) days. These procedures include: 1.

NOTICE: Informing the student verbally or in writing of the charge against him/her 2. EVIDENCE: Informing the student of the basis of the charge 3. HEARING: The student is given the opportunity to tell his/her side of the story. The administrator then makes the decision. Students on suspension may not be on school grounds or attend any school-sponsored activity. DRESS CODE Appropriate attire sets a tone for the entire educational setting. Dress may not be distracting to the learning situation. Articles of clothing with vulgar language, pictures, or language implying a vulgar meaning are not allowed.

Articles of clothing which promote drug or alcohol use are not allowed. Articles of clothing which promote violence, racism or are provocative are not allowed. Articles of clothing that are revealing, suggestive or offensive are not allowed. Specific examples of clothing that are not allowed include, but are not limited to, the following: “Hooters” clothing, “Coed Naked” clothing, spaghetti strap tops, halter tops, see-through clothing, off the shoulder tops, tops that reveal undergarments, and/or clothing exposing the midriff or stomach areas.

Acceptable clothing for school includes: • Clothing that completely covers an individual’s skin in the stomach, back and midriff areas. • Shirts that have a high neckline with at least a one-inch strap and cover all undergarment straps. • Clothes that fully cover undergarments regardless of whether a student is standing or sitting. • The length of shorts and skirts that at least reach the student’s fingertips when their hands are placed by their sides while standing. • Leggings/Spandex of any length must be covered by a garment that reaches the student’s fingertips.

Students may be asked to change clothing by any faculty member or administrator. Students who are improperly dressed will be required to change or cover the inappropriate clothing or will be sent home to change such clothing. A student who is unwilling or unable to change clothing will be placed in In-School Suspension. ELECTRONIC DEVICES • Cell Phones Cell phones will be turned off and stored away from 7:50 am to 2:00 pm, except during lunch. Students may use phones in the designated lunch areas during their lunch only. Cell phones will be confiscated when students violate the cell phone procedures.

The first time the phone is confiscated, it will be returned to the student at the end of the day. For second and all subsequent offenses, a Friday detention will be assigned. Whenever a student fails to relinquish their phone, a Friday detention will be assigned. 12 • Music Listening Devices at School — iPods, MP3 Players, Games, other electronic devices Students are not to have music listening devices with speakers in school. Students may listen to music listening devices during lunch, before school, and after school only. These items may be played during class time at the discretion of the teacher.

Any infraction may result in confiscation of item(s). EMAIL Students are expected to check their FirstClass email daily and respond to messages from staff members. FIRE DRILLS/LOCK DOWNS Fire drills and lock downs, which are required by law, are important safety precautions. It is essential that when the first signal is given, everyone leaves the building immediately for fire drills or reports to the nearest classroom for lock downs. Students should assume that all alarms that ring in the building signal an actual emergency and should respond appropriately. Students should make a point to know the correct exit from each classroom.

Directions for fire drill procedures are posted in each room. FOOD/DRINK Food and/or drink are allowed in the hallways. Food and drink may be permitted in classrooms only with individual teacher permission. Students are expected to use the trash receptacles in the halls to dispose of any unwanted food or drink. Cafeteria vending machines are to be used only during lunch periods and after school. Students may receive disciplinary action for failure to dispose of trash properly. FUNDRAISING/SOLICITATION/ADVERTISING Any type of fund raising/solicitation/advertising connected to the school requires administrative approval.

Forms are available in the Main Office. A staff member must supervise all such activities. Individual fundraising is not allowed. The promotion of for-profit business sales is also not allowed. HATS Students may wear hats and hoods in the building, but must remove them in classes, study halls and the library unless allowed by the teacher. Hats and hoods may not be worn in MPAC or for yearbook and school ID pictures. LAPTOP COMPUTERS All students will be issued a school laptop to support the academic program. Students are responsible for proper use and maintenance of the laptop.

An outline of disciplinary consequences for computer misuse can be found on page 20 of this handbook. Students are financially responsible for any damage to or loss of their computer. The Gorham School Department offers elective insurance that will help defray costs associated with computer damage or loss after deductibles are met. LASER POINTERS Laser pointers are not allowed in school or on school grounds. A laser pointer means any hand-held device that emits a visible light beam amplified by the stimulated emission of radiation.

Laser pointers will be confiscated and returned to parents. Police may be contacted. LOCKERS Each student is assigned his/her own locker for the year. Students are to use only the locker assigned by the school. Students are responsible for anything found in their assigned locker. It is recommended that lockers be kept locked with a padlock, which is provided by the student. Students should keep lockers locked at all times and should not give out locker combinations. Students are discouraged from keeping valuables in lockers. The school does not cover student losses from school lockers.

For the general welfare of the school community, the school administrators may conduct random searches of student lockers periodically throughout the school year. School lockers and desks are school property and are, therefore, subject to periodic administrative search. Public school officials are not required to obtain a search warrant prior to conducting a search of a student’s locker. Students should refrain from using markers or placing stickers on lockers, for they are difficult to clean and remove at the conclusion of school. Vandalism to lockers may result in suspension/reparation/clean-up/police referral.

Please report any problems with your locker to the Main Office. Lockers are the property of Gorham High School. The school reserves the right to inspect a locker in order to maintain the integrity of the school environment or to protect other students. LUNCH Students are to remain in the cafeteria and designated areas during their assigned lunch period. Only one assigned lunch is to be taken by each student each day. Students are not allowed to leave the school building or school grounds during lunch. Students are not allowed to be dismissed to go out to get lunch.

District policy guidelines state that during the school lunch period, food may not be ordered from outside vendors. MID-YEAR AND FINAL EXAMS Mid-year and final exams are given during the last few days of each semester. Mid-year and final exams count as 10% of the total grade. MOTOR VEHICLES Buses are provided free for all students who live more than one and a half miles from school. Students are encouraged to take advantage of this service. Absence and tardiness resulting from choosing to use private transportation is not excusable. Vehicles driven by students must be 13 egistered for road use. Lack of registration will result in notification to the police. Students are expected to adhere to all traffic laws and speed limits while on school grounds and adjoining roadways. PARKING Student parking is a privilege at GHS. There is limited parking available. Seniors who wish to drive to school and park in the parking lot must obtain a parking sticker from the office. Almost all parking spaces are assigned to faculty and seniors. The remaining spaces are available on a first-come, first-served basis. Students who park illegally will receive an Office detention.

Subsequent infractions may result in the vehicle being towed at owner’s expense. Cars that are parked on the light pole islands and other non-parking spaces are considered to be parked illegally, and drivers are subject to disciplinary action described above. Parking privileges may be revoked at administrators’ discretion. PLAGIARISM/CHEATING Students are expected to be the sole author of their work. Any material taken from another’s work, whether quoted or paraphrased, must be properly noted as another’s work and the source cited. Taking credit, or failing to give credit, for the work of another, in whole or in part, is plagiarism.

Using another person’s working notes, unless specifically authorized by the teacher, is also plagiarism. Students who provide their work to another student for use will also be considered guilty of plagiarism. Students found guilty of plagiarism will not receive credit for the work. Students may also receive additional penalties as outlined by departmental policies or individual teachers’ policies. A meeting may also be called involving the student, parent, teacher and school administrator to determine what additional steps should be taken. Other forms of cheating will be handled in a similar manner.

PROGRESS/FAILURE REPORTS Grade information will be regularly posted on the Infinite Campus parent portal. Mid-term progress reports and report cards will be posted on Infinite Campus. Parents requesting that a report be sent home should contact the Guidance Office. Parents will be contacted by telephone or email if their student is in danger of failing. PUBLIC DISPLAY OF AFFECTION Our expectation is that students will conduct themselves appropriately while in school. Public displays of affection that include hugging, kissing, touching, etc. are unacceptable.

Faculty/Staff members may intervene as necessary, and the expectation is that the behavior will discontinue once a warning has been issued. SCHEDULE CHANGES Students are strongly discouraged from making schedule changes during the school year. If it becomes necessary for a student to consider a change in educational programming, the following procedure will be used: 1. Discuss it with the teacher and the counselor. 2. Have your parent contact the guidance counselor by phone or in writing, stating that they approve of the possibility of a schedule change. 3. Make out an add-drop form with your counselor. . The student must remain in the present course until the change is finalized. The change is finalized when the counselor has signed and dated the lower right hand corner of the add-drop form. 5. The student will notify teachers, including study hall teachers, of the finalized change by presenting them with a copy of the completed adddrop form. 6. Students will not be dropped from any class until all of the above steps are completed. Any student who fails to attend a class or study hall before the process is finalized will be considered skipping that class.

SEARCH & SEIZURE PROCEDURE Since lockers are school property, school officials have the authority to search one or all lockers when this appears necessary to maintain the integrity of the school environment or to protect other students. Search of students and student belongings will follow due process and may be undertaken when deemed necessary by Administration. School officials should, however, make such searches only where reasonable grounds for the search exist. Parents will be notified of the search as soon as possible, not necessarily prior to the search.

School Board Policy JIHD, adopted in January, 2006, allows for canine searches of student lockers and any vehicle on school grounds. SENIOR PRIVILEGE Seniors may apply for senior privileges if they have an 85 grade point average and passed all classes during the previous quarter, have regular attendance, and have no prior disciplinary action during the previous quarter. Students must apply and be approved by an administrator before they can begin taking senior privileges. Additional expectations are listed on the Senior Privilege contract.

SHADOWING Shadowing is not permitted at Gorham High School unless the visitor has definite plans to attend GHS. Under such circumstances, the visit is arranged in advance through the Guidance Office. SMOKING/TOBACCO USE Smoking and possession of tobacco products are prohibited on school grounds and will result in suspension from school. STUDY HALLS Study halls are places where students can work quietly on their own. Students are not allowed to play cards during study halls. Students are to 14 arrive at study halls prepared to do school work. Skipping study halls will result in an Office detention.

Study halls are considered part of the academic day; therefore, attendance is mandatory. Passes to see other faculty/staff should be obtained in advance and brought to the study hall teacher. A sign-out list will be kept by each study hall teacher. TELEPHONES/TELEPHONE MESSAGES All school telephones (including those in the classrooms) are business phones and not intended for student use. A telephone is provided in the Main Office for student use only during his/her lunch period, or during a study hall. Emergency parent phone messages will be given to students.

TEXTBOOKS Textbooks in good condition are loaned to students for their use during the school year. These textbooks are to be covered, kept clean, and handled carefully. Students are responsible for these books. If a textbook is lost, a replacement book will be issued (if possible) only after the original book is paid for. If the lost book is found, the student will be reimbursed. Before final exams can be taken, each textbook must be returned in good condition or paid for. Ultimately, outstanding textbook debts must be settled before a student can participate in Graduation exercises or receive his/her diploma.

VANDALISM By state law, students/parents are liable for damage to school property by pupils. It is the expectation that students will take pride in and respect the school building and grounds. Students will reimburse the school for any school property vandalized. Police referral may take place. Restitution may take the form of work services provided to the school or community. VISITORS Only those adult visitors who have legitimate business at GHS will be allowed in the building. Visitors must check in and out of the building in the Main Office.

All visitors will be provided with an official GHS Visitors Badge and are expected to wear it while on GHS school grounds. Students are not allowed to have friends or younger siblings visit or accompany them during the school day. VOCATIONAL STUDENT EXPECTATIONS Vocational students are allowed to attend Westbrook Regional Vocational Center (WRVC) and Portland Arts and Technology High School (PATHS) as long as they are students in good standing at Gorham High School. If, for any reason, a vocational student is suspended or expelled from Gorham, that individual will lose the privilege of attending vocational school as well.

Bus transportation is provided between GHS and PATHS and WRVC. Students who ride the vocational bus must enter GHS, PATHS or WRVC and immediately report to their assigned area after arriving on school grounds. Seniors and juniors may drive or ride with another student to PATHS or WRVC based on eligibility requirements established by PATHS or WRVC. In addition, students must also follow the following GHS guidelines: Students and a guardian must complete a permission form and return it to the Assistant Principals’ office before driving or riding with another student.

In addition, a guardian must call the Main Office to verify the permission slip. Drivers will be required to show proof of a valid driver’s license and insurance. Permission to drive or ride to vocational school may be revoked if a student forms a pattern of attendance issues and/or violates school rules. Students who drive to WRVC or PATHS must arrive at vocational school or return to GHS by the time the Gorham bus is there; otherwise, they will be considered late. Morning and afternoon vocational students must report to assigned classrooms immediately upon their return to GHS.

WEAPONS (See policy on pg. 29) Students are prohibited from having weapons in school. These include but are not limited to: knives, pipes, firearms, chains, clubs. Any student in possession of any object recognized and/or used as a weapon will be considered a serious threat. YEARBOOK PICTURES Any fourth-year student who submits a picture to the by the deadline will be included in the senior section. 15 DISCIPLINE CODE (SUMMARY OF STUDENT RESPONSIBILITIES) DISCIPLINE CODE The discipline code exists to provide a safe and orderly environment for learning.

The following is a summary of the student’s responsibilities regarding discipline and attendance, and consequences for not adhering to these policies as outlined in the Student/Parent Handbook. Students are responsible for knowing and following the code. DISCIPLINE PROTOCOL Your teachers handle most discipline. The handbook “rules” are minimum standards. Make sure you know your classroom teachers’ expectations in regards to discipline. The most common discipline problems handled by the office and their consequences are shown on the table on page 14. Parents are contacted for all suspensions.

In all other cases, the administration will make its best effort to contact parents on a priority basis. OFF-CAMPUS MISBEHAVIOR Students may be disciplined for off-campus misconduct if the behavior results in a negative, direct impact on the school, programs, other students or staff. Appropriate consequences will apply. SUMMARY OF CONSEQUENCES FOR INFRACTIONS (Includes, but is not limited to, the following): Office Detentions: Students will serve an Office detention (2:15-3PM) for the following infractions: Disrespect, Excessive tardies to class and/or school, Inappropriate attire, Inappropriate behavior,

Insubordination, Leaving school building, Office referral, Unexcused absence from study hall and/or class. Friday Detentions: Students will serve a Friday detention for the following infractions: Failure to serve Office detention, Forged note, Illegal parking, Impersonation of parent/guardian, Leaving school grounds, Teacher discretion after engaging in progressive discipline consequences, Truancy, Cell phone violations. Friday detentions will be served from 2:15 PM to 5:30 PM.

Suspension: Students will be suspended for the following infractions: Failure to serve Friday detention, False alarm, Fighting, Harassment, Inappropriate language directed at someone, Possession of cigarettes/tobacco products, Smoking, Theft, Use/Possession/Distribution of drugs, Drug paraphernalia or alcohol, Use/Possession of knives or weapons, Vandalism. INFRACTION False alarm DESCRIPTION MINIMUM 1ST CONSEQUENCE 10-day suspension; contact police and possible expulsion Friday detention Forged note Includes passes and notes from home Giving false identity over phone or being involved in any way See pg. 1 for description Impersonation Friday detention; parent contact Warning; change clothing; possible In-School Suspension Office detention; clean-up; possible loss of cafeteria privileges Inappropriate attire Inappropriate behavior at lunch Includes trash problems, throwing things, cutting in the lunch line 16 INFRACTION Inappropriate/disrespectful language or actions directed at another person Insubordination DESCRIPTION Includes racial, sexual slurs, profanity, harassing language Failure to follow teacher direction; failure to identify yourself when asked Includes going to the parking lot

MINIMUM 1ST CONSEQUENCE 1-3 days suspension; mediation Office detention or teacher recommendation; parent contact and possible In-School Suspension Office detention Leaving the building without prior permission from parents and school Leaving school grounds without prior permission from school Includes Morrill Ave. , Robie Park and Woods, and the gully Students are expected to be the sole author of their work (see pg 12) Friday detention; parent contact. Cannot be excused after infraction Plagiarism/Cheating

Loss of credit for the work; additional consequences per teacher recommendation Warning; Office detention if not followed No credit for time served; Friday detention Office detention or Friday detention Friday detention; parent contact 2 days In-School suspension; repeat offenders risk losing school privileges such as dances, prom, parking, senior privileges, etc. Public Display of Affection Removal from Office detention Skipping Classroom detention Skipping Office detention Skipping Friday detention Hugging, kissing, touching, etc. Smoking and/or possession of tobacco products on school grounds Theft

Includes use or possession of any tobacco products, including chewing tobacco Defined as possessing another person’s property without their permission Includes items from the cafeteria 1-3 days suspension; confiscation – no return; police contact 3-5 days suspension; reparation; report to police Loss of cafeteria privileges; 3-5 days suspension; reparation; report to police Friday detention Truancy Absences must be excused by parent or legal guardian Unexcused absence from class Unexcused absence from study hall Unexcused tardiness to class Excuses consistent with State law Office detention; zeros assigned Office detention

In accordance with classroom consequences 17 INFRACTION Use and/or possession of alcohol, drugs or drug paraphernalia DESCRIPTION Includes non-prescription drugs or look-a-likes, and drug paraphernalia MINIMUM 1ST CONSEQUENCE 10-day suspension; community service hours may replace up to 3 days of suspension, based on Administrative discretion; referral to support program; referral to police; referral to School Committee 10-day suspension; referral to support program; referral to police; referral to School Committee for possible expulsion 5-10 days suspension; referral to police

Furnishing drugs or alcohol Giving/selling to another student Use or possession of weapons Vandalism Includes graffiti 1-3 days suspension; clean-up; reparation; referral to police 18 Harassment and Violence Protocol Gorham High School takes the safety of our students and staff seriously. Incidents of harassment and violence are handled according to the protocol below. First Offense Second Offense Bullying/Cyberbullying/Harassment (this includes teasing, inappropriate language, or profanity directed at someone) Fighting/Assault 1-3 days suspension; mediation 5 days suspension -10 days suspension, with re-entrance to school contingent upon a conflict resolution meeting with school personnel 3-5 days suspension 10 days suspension; possible expulsion; meeting required 10 days suspension; meeting required Encouraging fighting: Anyone who chooses to encourage a fight verbally or with gestures will receive disciplinary action similar to those engaged in the fight. Students are expected to leave the situation and contact the nearest adult. Inappropriate language directed at a teacher Threatening language or physical contact with a teacher -5 days suspension 10 days suspension and referral to School Committee for possible expulsion 5 days suspension 10+ days suspension and referral to School Committee for possible expulsion 5 days suspension; meeting required Uninvited physical contact/ Physical intimidation 1-3 days suspension, with re-entrance to school contingent upon a conflict resolution meeting with school personnel 3 days suspension, with re-entrance to school contingent upon a conflict resolution meeting with school personnel Verbal threatening of physical harm 0 days suspension; meeting required • • • • For all of the above, police will be notified as necessary. Second and third offenses of this policy may lead to expulsion hearings in front of the School Committee. If circumstances permit, the identity of the student who shares information regarding the above, will be kept confidential. Other offenses: The list above does not cover all situations. Thus, student behavior that violates general norms of conduct will result in disciplinary action based upon the seriousness of that behavior, as deemed by the administration. 9 Laptop Misuse Consequences 2012-13 Infraction Inappropriate use of Laptop; websites social networks, cyberbullying, etc. 1st Offense Tech Team disables computer. Student has to contact Admin to sign proper use contract, and then Tech Team will restore. Tech Team disables computer. Student has to contact Admin to sign proper use contract, and then Tech Team will restore. Illegal apps and files will be deleted. Tech Team disables computer. Student has to contact Admin to sign proper use contract, and then Tech Team will restore. Illegal games will be deleted.

Administrative Discipline Consequences * / Restitution 2nd Offense Tech Team disables the airport for one week, student has to see Admin before restoring (student plugs in to use Internet supervised). Tech Team disables the airport for one week, student has to see Admin before restoring (student plugs in to use Internet supervised). Illegal apps and files will be deleted. Student loses computer for one week. (computer stored in MAC) 3rd Offense Tech Team disables the Internet for one week, student has to see Admin before restoring (student has no access to the Internet).

Tech Team disables the Internet for one week, student has to see Admin before restoring (student has no access to the Internet). Illegal apps and files will be deleted. Student loses computer for two weeks. (computer stored in MAC) 4th Of