Critics said that VA Secretary Robert McDonald had trivialized the long-standing problem of lengthy wait times for appointments. Army infantry platoons will soon have the 84mm Carl Gustaf recoilless rifle as a permanently assigned weapon.
Call it the Navy SEAL brass strikes back, after virtually unprecedented public scrutiny of the elite force's top ranks. The Americans said the number of Arab volunteers has surged this spring, following a series of battlefield gains against ISIS. Two different visions of the hell that is war are seared into the minds of WWII survivors on opposite sides of the Pacific. Blunt called for VA Secretary Robert McDonald to resign after McDonald compared wait times to waiting in line at a Disneyland.
ISIS will be defeated only with a ground war involving Western troops, former British Prime Minister Tony Blair said.
Prime Minister Shinzo Abe will take up a case involving the murder of an Okinawan woman in his talks with President Obama. A request from the Office of the Secretary of Defense kept the press out of a congressional hearing aboard the USS Eisenhower. For two years, Millsap has been fighting to gain asylum for the brother in arms he simply calls The Captain. This is a significant change since patrols count for approximately 50 percent of graded portion of Ranger School. This change to Ranger School is just one of several training upgrades the Maneuver Center of Excellence at Benning has launched in an attempt to prepare young soldiers and leaders for battlefield threats they may face in the future. One of the newest training concepts Benning officials have stressed is what’s known as Advanced Situational Awareness Training.
That means that soldiers armed with this training will be able to recognize and understand the human behaviors occurring in their environment, said Col.
Soldiers will learn skills such as how to best use their optics to observe an area of interest from a distance and make threat assessments, Rauhut said. The Ranger Training Brigade stresses some of these key lessons in the enhanced patrol portion of Ranger School.
In the past, these patrols featured patrol-base planning, executing a react to contact against a predictable opposing force during movement to a raid objective, Lear said.
The react to contact may involve civilians where intelligence changes the planned raid objective, Lear said. Safer's controversial August 1965 report from Cam Ne helped ignite home front protests against the Vietnam War. Paul Treaster's ashes had been lost after getting left behind during his son's bad divorce but were found on the side of the road.
The first 29 Palms Military Film Festival gave veterans a chance to come together last week in California's Mojave Desert. The majority of our teachersare British, although you will find colleagues from Australia, New Zealand, Thailand, Canada, the United States and a number of other countries. Bangkok Patana Schoolhas an extensive range of facilities set in a beautifully landscaped environment in South-East Bangkok. Bangkok Patana Schoolwas established in 1957 to provide a British style of education for the children of expatriate families in Thailand. The beauty and graceof traditional Thai culture is evident in the colourful festivals which are celebrated during the school year.
The School is committedto providing opportunities for professional development with a programme which draws on the expertise and experience of both in-house and external specialists. Bangkok Patana School is one of the leading British international schools in South East Asia, and with worldwide reputation for excellence. I look forward to hearing from you and meeting you as we undertake recruitment for staff to join us in the next academic year. Bangkok Patana School was established in 1957 to provide a British education for the children of expatriate families in Thailand.
Governance of the school is vested in a self-perpetuating, non-profit Foundation Board, which includes representatives of the Thai government, the Thai and international business and professional community and members of the parent body. Because the school is a Thai charitable organisation and receives its licence directly from the government, the Chairman of the Foundation Board, Dr. Bangkok Patana School is an independent school in the tradition of British, American and Australian private education, and our primary source of income is from tuition fees. We are a non-selective school, with an enrolment policy that welcomes children with learning differences that permit mainstreaming. The majority of our teachers are British, although you will find colleagues from Australia, New Zealand, Thailand, Canada, the United States and a number of other countries. Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community. Our wonderful campus has been designed to ensure that teachers in adjacent areas can work and plan as teams.
Among the features of the Patana campus is a large 602-seat Theatre, a separate Black Box theatre, a range of studio and rehearsal rooms, a suite of music and practice rooms, and two Libraries with a combined collection of over 50,000 volumes. The Secondary School has well-equipped science facilities and a superb technology suite with design and technology workshops. Technology is tremendously important at Patana both in terms of infrastructure of Learning and Teaching. Our Mission, Learning and Teaching Policy and Essential Agreements for Learning and Teaching drive a curriculum which is devised to serve our UK and international student body. The Primary SchoolA?a‚¬a„?s positive behaviour policy and calm working environment contribute to happy, orderly and focused children, who are eager to learn.
We view good relationships with parents as being essential to the learning process and encourage an active partnership based on excellent two-way communications. Being an international school for many of our students, English is not their first language. Planning ensures that differentiation takes place within the classroom and caters for the needs of all students. We seek understanding, strong professionals who have a real awareness of how children learn through first-hand experiences and who reflect this in their classroom practice.
In our Foundation Stage 1 (UK Nursery) and Foundation Satge 2 (Reception) classes, the curriculum is based on the UK EYFS (revised 2012) Each class is supported by teaching assistants.
In Key Stage 1, there are eight classes per Year group (Year 1 and Year 2) and these are supported by teaching assistants. All students are formally assessed at the end of Key Stage 1 using the National Test materials from the English National Curriculum.
The English National Curriculum forms the basis of the teaching programme and from Year 3 onwards, our Modern Languages programme offers students the opportunity to study French, Spanish, German, Mandarin, Japanese or Thai.


At the end of KS2, all students sit the English National Curriculum Tests in Mathematics and Reading. One Assistant Principal oversees the academic curriculum and is supported by an assessment team throughout the Key Stages. We place equal emphasis on the pastoral system and devote two periods every week to tutorial sessions.
We are very fortunate that both our Primary and Secondary Schools occupy one site, allowing for valuable links between both schools. Other leadership positions which are cross-campus in scope include the Assistant Principal for Professional Learning (CPD), the Assistant Principal for Technology Integration, the Assistant Principal for Extra Curricular Activities and Sports, and the Head of Libraries. Patana we offer a learning environment to which teachers respond with great motivation and energy.
In the South East Asian region there are also a number of organisations that provide up-to-date training, and teachers regularly attend courses and workshops and return to school to share information with colleagues. Colleagues are encouraged to study for higher degrees as we have established links with the University of Bath and are now a study centre for their Masters programme. The Continuing Professional Development opportunities provided by and supported by the school help our teachers to grow professionally while they are in Bangkok. A recent development has been the introduction of an allowance for Personal Continuing Professional Development which is available after teachers have worked at Patana for two years. We encourage our teachers to develop a professional portfolio detailing their achievements during their time at Bangkok Patana. Students at Patana use Information and Communication Technology (ICT) as a tool to enrich and extend their learning across the whole curriculum.
All teachers have the facilities to integrate the use of ICT in all areas of the curriculum.
Patana has an extensive web-based administrative system which was developed and is maintained in-house. Like many schools that serve expatriate communities, Bangkok Patana School is a focal point for the British and international community.
Things often happen more slowly here (travelling within the city being a prime example) and if you are the kind of person who is easily irritated when things do not go just according to plan, you may want to reconsider your application. The precise point at which a teacher’s salary is calculated will be in line with the Bangkok Patana School pay scale.
A detailed salary offer will be discussed at interview and will later be confirmed with the formal offer of a contract.
The experience of working here will certainly enhance your career and expand your horizons, as you will read in the teachers’ comments that follow.
We therefore seek to recruit professionals of the highest calibre, individuals who will also grow with us as we expand our own horizons. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising.
Officials have focused the concept on a five-day training course that seeks to train soldiers in human-behavioral analysis when observing a situation on the battlefield. Benning officials are pushing a combined-arms mindset in both the Infantry Basic Officers Leadership Course and Armor Basic Leaders Course.
As a result, soldiers have become less proficient in traditional, combined arms combat operations.
Leaders stress the need to return to combat training that prepares soldiers and units for more-costly, high-intensity fights. Captured enemy leadership on the raid objective then could lead the platoon to conduct a hasty ambush. The school is an exciting place to develop professionally in an international context and offers opportunities for teachers at a variety of stages in their career.
You have to be prepared to go the extra mile: hours are long and commitment is taken for granted. Nevertheless, it is a culturally and socially vibrant place, boasting a wide range of cuisine and it is a wonderful centre from which to explore South East Asia. If you are interested in working with us and would like to be interviewed for a position, please complete our online application form. It was recognised by the Thai government in 1964 and was accorded the name "Patana", which is the Thai word for development. The Steering Committee of the Board meets regularly and oversees the operation and management of the school. Tej Bunnag, whose involvement with Patana goes back many years, acts as the school licence holder. Together they bring to the school a wealth of educational expertise and international experience.
Our intention is that Patana teachers will gain professionally from being with us and that their careers will be enhanced by the experience. Many of our students arrive at Patana from overseas and study here for a limited period of time before moving on.
We have a large, and exceptionally well-appointed Sports Hall, a gymnasium and a smaller hall offering facilities for dance and movement, Conference Centre, three swimming pools (one of which is Olympic-size), football and rugby fields, landscaped gardens, outdoor classroom and a traditional Thai sala, which houses the Head of School's office. Secondary students in Year 7 – 13 are required to bring their own laptop computers to school and in Primary students have access to a wide range of computers including laptops and iPads. We incorporate some IPC units and have adopted the IB Learner Profile attributes across the Primary School. Class teachers will therefore need to support these children with the support of our EAL team.
All teachers contribute to the life of the school and place great importance on creating opportunities outside the classrooms.
EAL support is provided for those children whose English is not sufficiently developed to fully access the curriculum.
The Secondary School is organised into faculty areas, each under the management of a Head of Faculty. The Assistant Principal for Student Welfare and the Senior Teacher for Key Stage 3 lead pastoral developments and work with the Heads of Year. We are looking for enthusiastic teachers who see the importance of all aspects of school life. A great many of our Primary students transfer directly to the Secondary school so it is really important that there is productive continuity in the learning across all of our age stages. Together we work with colleagues across both schools to serve the best interests of the students and their continuing education. Teachers attend workshops organised by the International Baccalaureate Organisation (IBO), the Federation of British International Schools in South and Asia (FOBISIA) and the Council of International Schools (CIS) and East Asian Regional Council of Schools (EARCOS). When they move on to new posts they take with them enhanced skills and a wealth of experience.


Most of the classrooms also have interactive whiteboards and all common areas of the school are wirelessly networked. It includes a database of learning and teaching resources as well as a Learning Management System.
Social and recreational opportunities for young people, which would normally be provided by local communities in the UK, are simply not available in Thailand. Working and living here is fun and rewarding but can be demanding and as stressful as any urban environment; it is really up to each individual to see both of these aspects as an integral part of being in Thailand.
Transport to and from Patana is provided free for expatriate teachers who live in designated accommodation near to the school. Varying levels of incentive allowances are awarded to those who lead teams or participate in curriculum development activities. An interesting fact that will support this is our track record in seeing former teachers secure senior positions in other schools. If you think that you can match our expectations, then please submit an application, and thank you for considering Bangkok Patana School.
During the two-month course, students must master combat-leader skills under grueling, mental and physical conditions. At the same time, most planners are determined to hold on to the lessons the service has learned over the past decade of war. Another scenario could feature intelligence from an unmanned aerial vehicle that leads to an adjusted patrol-base location, Lear said.
However, with the school’s collegial environment, the opportunity provided for professional development, an excellently resourced (and very beautiful) campus and students who are full of enthusiasm, Patana has become a place where many teachers have spent a significant portion of their teaching careers. The school has grown considerably over the past 20 years and now occupies an award-winning, air-conditioned facility on the south-eastern fringe of Bangkok.
The Head of School, Matt Mills, directs the academic programme of the school and the Business Director, Andrew Gordon, leads the business teams. We do require students to be proficient in English, and give priority to those with English as a first language. In addition, there are two large hard courts which fulfil a variety of functions, from sports competitions to covered performance areas. Both the Primary and Secondary Schools’ sports activities take our students to a range of countries within the region.
A recent focus is the exploration of learning and teaching styles and thinking skills and we are working on the full integration of ICT into the everyday work of the classrooms.
EAL teachers and instructors give in-class support and may withdraw children to work in small groups, closely following the themes in literacy and the other subjects. Parents and children, therefore, have additional expectations of the school to provide a programme of after-school and weekend activities. Recently, seven former staff members have become Deputy Heads, two have become educational inspectors, two were appointed Principals of international schools and another Head of an international high school. They are enthusiastic and flexible, and have been willing to rise to the challenge of adapting both culturally and socially to a new and very different environment. I think, however, it is fair to say that those who arrive in this incredible city with their eyes open, and are prepared to take advantage of what Thailand has to offer, will enjoy their stay, and, like so many before them, come to regard South East Asia as an area in which they can live for much longer than an initial contract. The school constanly develops its facilities which includes specialist classrooms and labs, Indoor Sports Hall, Foundation Stage facility, and a 912,000 m2, Arts Centre.
A Staff Consultative Committee meets informally with the Head of School and Business Director on a regular basis to receive updates and discuss various issues. The school comprises the Primary School (Nursery and Kindergarten to Year 6) and Secondary (comprising Year 7 to Year 13). Our students are articulate, open, and confident and have the charm and courtesy that comes from exposure to an international lifestyle. The Heads of Curriculum ensure continuity and progression throughout the school and within each Year group where they coordinate the planning. The Cross-Campus Principal for School Development seeks to ensure that there is cohesion, consistency and cooperation across the Primary and Secondary schools.
Access to computers is regularly reviewed to ensure students have access to technology whenever it is appropriate. Each afternoon, our sports fields and gyms are filled with students participating in a range of sports and athletic activities, while our drama studios and art rooms provide cultural and aesthetic activities for them. This represents two things: firstly, the quality of Patana teachers and, secondly, the quality of the Patana experience and the benefit of professional development we provide for our staff. While motivated by a desire to broaden personal horizons and to travel, they have decided to apply to Patana as a conscious professional choice to become part of a leading, innovative educational community.
We prefer, where possible to interview face to face, either in London, or here at Patana, for those applicants already in the region.
At November 2011, we had approximately 1,123 students in Primary and 1,055 in the Secondary School. Teachers behave and dress in a professional way which reflects the expectations of expatriate and local communities. They also have personal and social needs that arise directly from these varied experiences and it would be a mistake to assume too great a degree of maturity from their social ease. We also bring in external providers from the UK and other countries to deliver programmes.
One of the contract requirements of Bangkok Patana School is that our teachers participate fully in our ECA Programme, committing themselves to at least one weekly activity over the course of the year or a different activity each term.
Most importantly, they are inspired by the whole idea of learning and teaching, and operate best as part of a collaborative team.
They are also required to participate fully in the school extensive extra-curricular activities programme.
Some may have experienced a considerably interrupted education thus far and have reached the stage where they need a programme of consolidation and constancy, before further development. We seek staff, therefore, who are willing to be guides, mentors and coaches beyond the classroom, and who are open to the opportunities that such involvement will provide. They are comfortable with the idea of working in an independent, fee-paying school, with parents who take a strong interest in their children’s education and who are used to regular access to the professionals responsible for it.
Short-listed British and continental European-based candidates will be interviewed in London and arrangements will be handled by our representatives. A further 14.37% are European with most of the balance drawn from Thailand and South East Asia. Candidates applying from Asia can be interviewed at the school and, for those applying from other countries alternative arrangements will be made..



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