DOCSLIB.ORG

Admissions, Attendance and Registration School Policy Including EYFS

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Admissions, Attendance and Registration School Policy Including EYFS ©This document may be copied for internal use only Admissions, Attendance and Registration School Policy Including EYFS This policy reflects GEMS current guidelines and practice. GEMS is not liable for any error in print or otherwise. This version Replaces previous version September 2015 December 2011 Updated to take account of SIMS implementation and revisions to Regulations GEMS Admissions, Attendance and Registration Policy - updated August 2013 ©This document may be copied for internal use only Contents Rationale ...................................................................................................... 3 Aims ............................................................................................................. 3 Responsibilities ............................................................................................. 3 Criteria for Admission ................................................................................... 3 Process for Admission ................................................................................... 4 Admission of International Students including those from Outside the EU ..... 5 Recording Admissions................................................................................... 6 Pupil Transfer ............................................................................................... 7 Appeals ........................................................................................................ 7 Attendance Targets ....................................................................................... 7 Recording Attendance ................................................................................... 7 Monitoring Attendance and Lateness ............................................................ 9 Holidays During Term Time .......................................................................... 9 Study Leave ................................................................................................... 9 Annex 1: Regulatory Requirements for Admission and Attendance Registers ................................................................................................................... 10 Annex 2: Terms and Conditions .................................................................. 13 Annex 3: Recording pupil visits/assessments ............................................. 25 Annex 4: Family Questionnaire .................................................................. 40 Annex 5: Enrichment On-Entry Recommendation for Pupil Admission ......... 46 Annex 6: Registration Codes (extract from Advice on School Attendance, DfE 2012) .......................................................................................................... 47 Annex 7: Application for Absence During Term Time .................................. 53 Annex 8: Information Required in order to Process Confirmation of Acceptance for Studies (CAS) for International Students outside of the EU. .. 54 Annex 9: Sponsorship of International Students Outside the EU Managed by an Agent Prior to School Entry ..................................................................... 55 Annex 10: The Common European Framework of Reference for Languages (CEFR) ......................................................................................................... 57 GEMS Admissions, Attendance and Registration Policy - updated September 2015 (JL) 2 ©This document may be copied for internal use only Admissions, Attendance and Registration Policy Rationale: The GEMS policies of customer service, hospitality and marketing underpin the admission of pupils. Once a pupil is accepted, the school will be actively involved in encouraging his/her full attendance at school as this is a key determinant of achievement. The maintenance of admission and attendance registers in accordance with the Pupil Registration Regulations (2006 and subsequent amendments) must be met. Linked policies and cross-references: Compliments and Complaints Policy; Marketing Policy; Assessment, Recording and Reporting Policy; Scholarships and Bursaries Policy; Child Welfare and Safeguarding Policy; Education (Pupil Registration) (England) Regulations 2006 and amendments; Advice on Pupil Attendance – DFE 2012; ISI Regulatory Requirements (sections 103 – 117); Home Office UK Visa and Immigration (UKVI) website. Point of reference: Education and Operations Committees; Aims To have a clear and transparent policy for admission that meets statutory and regulatory requirements including the requirements of the Home Office UK Visas and Immigration (UKVI) for pupils applying for admission outside of the EU. To ensure that regulatory requirements for maintaining admission and attendance registers are met. To implement consistently the procedures for monitoring and responding to unacceptable or exceptional levels of attendance and punctuality. Responsibilities: The Prep School Registrar and Head of Admissions are responsible for managing enquiries and the administration of admissions up to the point of school entry. The headteacher is responsible for interviewing parents and prospective pupils and ensuring that the school can meet the child’s needs. This may include an entrance assessment depending upon the age of the child. Criteria for Admission The school’s ability to meet the needs of the pupil. (The national figure of 20% of pupils per year group with specific learning difficulties is used for guidance). An available space in the appropriate age group. Pupils should not be admitted into a year group outside of their age group unless there are exceptional circumstances. Pupils from outside the EU meet immigration requirements. GEMS Admissions, Attendance and Registration Policy - updated September 2015 (JL) 3 ©This document may be copied for internal use only Process for Admission If there is available space, the parents/guardians/child are invited to visit the school. Arrangements for the child to be assessed in order to judge whether the school can meet his/her needs may be made at the same time. Part-time pupils between the ages of 5-18 may not be admitted unless there are exceptional circumstances (e.g. re-integration after a period of prolonged absence). Parents are required to register their child following an assessment which will confirm if we are able to offer a place. Registration includes the payment of a non-refundable administration fee. If a pupil is transferring from another school, the school must be contacted to obtain the pupil’s records and to ascertain that there are no outstanding fees or issues. A place will not normally be offered if there is an outstanding debt from the previous school. Parents must carefully read the current Terms and Conditions prior to signing the acceptance form and pay a deposit to secure the place. Particular attention must be drawn to the payment of ‘fees in lieu of notice’ if a pupil is withdrawn from the school without giving a term’s notice. Once parents have signed the Terms and Conditions (contract), it becomes binding and a date of entry is agreed and confirmed in writing with the parents/guardians. Parents/guardians also receive written information about the school, term dates and the induction procedure. If the parents are separated a copy must be sent to both parents. Unless there is a court order in place prohibiting either of the parents from receiving school communications, both parents will be be copied into regular updates on progress and devlopment and parent evening invitations. If there is not a space available, the pupil will be placed upon a waiting list. Priority will be given to pupils who have a sibling attending the school. Priority is also given to the children of staff but this is not guaranteed. Consideration may also be given to maintaining a gender balance. Admission of Pupils with Additional Learning Needs The school is non-denominational and welcomes staff and children of all ethnic groups, backgrounds and creeds. At present, our physical facilities for the disabled are limited but we will do all that is reasonable to ensure that the school’s culture, policies and procedures are made accessible to children who have disabilities and to comply with the legal and moral obligation to accommodate the needs of applicants and pupils who have disabilities for which, after reasonable adjustments, we can cater adequately. The School shall do all that is reasonable to detect and deal appropriately with a learning difficulty which is considered to be an ‘additional learning need’. It is important that the school is advised of the nature of any GEMS Admissions, Attendance and Registration Policy - updated September 2015 (JL) 4 ©This document may be copied for internal use only additional learning need before a child comes in for an assessment. Learning support at Sherfield includes meeting the needs of pupils regarded as especially able, as well as for those assessed as having particular learning needs. We believe all children should have access to the full curriculum and generally do not withdraw children from lessons. As per clause 3b of the Terms and Conditions, if a pupil has additional learning needs that require a level of support that is above what is normally provided by the school, such support will incur an extra charge. Any such charge will be agreed with the parent prior to implementation, invoiced with the school fees and reviewed termly. (Pupils with a statement of special educational needs must be admitted and provided for in accordance
Load more

Recommended publications
  • Compulsory Education
    LAWS OF BRUNEI CHAPTER 211 COMPULSORY EDUCATION S 56/07 REVISED EDITION 2011 B.L.R.O. 7/2011 LAWS OF BRUNEI Compulsory Education CAP. 211 1 LAWS OF BRUNEI REVISED EDITION 2011 CHAPTER 211 COMPULSORY EDUCATION ARRANGEMENT OF SECTIONS Section 1. Citation. 2. Interpretation. 3. Compulsory education. 4. Exemption. 5. Establishment and constitution of Board. 6. Period of office. 7. Meetings of Board. 8. Powers and duties of Board. 9. Penalties. 10. No person to be charged for offence except on complaint of Permanent Secretary. 11. Compounding of offences. 12. Protection from personal liability. 13. Operation of Act not to affect Chapter 210. 14. Regulations. ________________________ B.L.R.O. 7/2011 LAWS OF BRUNEI Compulsory Education CAP. 211 3 COMPULSORY EDUCATION ACT An Act to provide for compulsory education and for matters connected therewith or incidental thereto Commencement: 24th November 2007 Citation. 1. This Act may be cited as the Compulsory Education Act. Interpretation. 2. In this Act, unless the context otherwise requires — “Board” means the Compulsory Education Board established by section 5; “child of compulsory school age” means a child above the age of 6 years who has not yet attained the age of 15 years and who satisfies such conditions for receiving primary and lower secondary education as the Permanent Secretary may determine; “Government school” means any institution for the provision of full-time primary or lower secondary education, being — (a) a school established and maintained exclusively by the Government; or (b) such other school as may be prescribed; “Minister” means the Minister of Education; “parent”, in relation to a child to whom section 3(1) applies, has the same meaning as in section 2 of the Education Act (Chapter 210); “Permanent Secretary” means the Permanent Secretary of the Ministry of Education or any other officer appointed under section 4 of the Education Act (Chapter 210).
    [Show full text]
  • EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
    EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province.
    [Show full text]
  • Education: Free and Compulsory
    Education Free & Compulsory Murray N. Rothbard Ludwig von Mises Institute Auburn, Alabama This work was originally published in the April and July–August 1971 issues of The Individualist, and then revised and published by the Center for Independent Education in 1979. This edition restores the original text. Thanks to MisesInstitute summer fellow Candice Jackson for editorial assistance, and to Institute Member Richard Perry for the index. Copyright © 1999 by The Ludwig von Mises Institute. All rights reserved. Written permission must be secured from the publisher to use or reproduce any part of this book, except for brief quotations in critical reviews or articles. The US government’s World War II school propaganda poster, reproduced on the cover, is an apt illustration of the State’s ideal for education. Published by the Ludwig von Mises Institute, 518 West Magnolia Avenue, Auburn, Alabama 36832-4528. ISBN: 0945466-22-6 TABLEOFCONTENTS The Individual’s Education . 1 Compulsory Education in Europe . 19 Compulsory Education in the United States . 37 iii Preface he central concern of social theory and policy in the new mil- lennium should be to redefine fundamentally the role of the Tstate in its relations to individuals, families, communities. This must also include a rethinking of the means, methods, and institutions most suitable for the education of the child. What urgently requires correction is today’s dramatic imbal- ance between families and the state. It is an imbalance that over- whelmingly favors the controlling power of the political sphere relative to that of parents and children to seek out educational set- tings that are best suited to the full educational development of the individual.
    [Show full text]
  • The Supreme Court, Compulsory Education, and the First Amendment's Religion Clauses
    University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1973 The Supreme Court, Compulsory Education, and the First Amendment's Religion Clauses Philip B. Kurland Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Philip B. Kurland, "The Supreme Court, Compulsory Education, and the First Amendment's Religion Clauses," 75 West Virginia Law Review 213 (1973). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. West Virginia Law Review Volume 75 April 1973 Number 3 THE SUPREME COURT, COMPULSORY EDUCATION, AND THE FIRST AMENDMENT'S RELIGION CLAUSES* PmLip B. KUpLAND** I. INTRODUCTION As a preliminary to my usual jeremiad about the work of the Supreme Court, I would like to set out what I consider to be some essential background against which the Court's decisions on schools and the religion clauses of the first amendment should be seen. I want to suggest that you consider, along with my proferred analysis of the decisions, the American idealization of the educational pro- cesses to which we have become committed and some of the counter- vailing forces that have been rampant in our history. It has long been an American dream that education affords the means for upward mobility in an open society. The Supreme Court - here as elsewhere a mirror of the American commonweal, a mirror that sometimes distorts the facts- has framed much of the country's constitutional law on the unstated premise that formal education is the means by which American society remains fluid yet cohesive, pluralistic yet unitary, aspiring to be a democracy while being governed by a meritocracy.
    [Show full text]
  • Initiatives from Preschool to Third Grade a POLICYMAKER's GUIDE
    FEB 2018 Initiatives From Preschool to Third Grade A POLICYMAKER'S GUIDE BRUCE ATCHISON LOUISA DIFFEY SPECIAL REPORT www.ecs.org | @EdCommission 2 he period between preschool and third grade is a tipping point in a Tchild’s journey toward lifelong learning — from “learning to read” Of the 2.5 million to “reading to learn.”1 If children do not have proficient reading skills by third grade, their ability to progress through school and meet grade-level students who dropped expectations diminishes significantly. While all areas of children’s learning and development are critical for school success, the predictive power of out of high school last a child’s third-grade reading proficiency on high school graduation and year, about 1.6 million dropout rates is startling.2 Consider: were firmly set on that J Children who are not reading proficiently by third grade are four times less likely to graduate from high school on time. trajectory when they were 8 years old. J If they live in poverty, they are 13 times less likely to graduate on time. J In 2016, they comprised more than half of all students (63 percent) who did not graduate on time. Pair that with the knowledge that about 30 percent of all fourth-graders and 50 percent of African-American and Hispanic fourth-graders nationwide are In 2016-17, 30 states reading below grade-level. Over half are likely to drop out or will not graduate on time. increased funding for If policymakers are to make a significant impact on the readiness of our pre-K, demonstrating nation’s future workforce, interventions and strategies to address gaps in overall support for learning must begin much earlier than third grade.
    [Show full text]
  • Home School Best Practices
    HOME SCHOOL INFORMATION PACKET AND BEST PRACTICE DOCUMENT Prepared by Christian Home Educators of Kentucky Kentucky Home Education Association and Kentucky Directors of Pupil Personnel August 21, 1997 Revised November 14, 2000 revised 11/14/2000 TABLE OF CONTENTS Page No. I. Background Information 1-8 A. Task Force 1 B. Rights of Parents/Guardians to Home School Their Children 2 C. Home School Requirements 2-3 D. Role of the Director of Pupil Personnel 3-4 E. Commentary on the Law and Its Application from the Home School 4-8 Perspective II. Best Practice Approach to Home School Verification 9-10 III. Appendix 11-16 A. Home School Resources 11-15 B. Special Topics 15-16 C. Sample Documents 17-23 revised 11/14/2000 I. Background Information A. Task Force On March 14, 1997 twelve home school representatives from Christian Home Educators of Kentucky (CHEK) and the Kentucky Home Education Association (KHEA) and twelve officers and board of directors of the Kentucky Directors of Pupil Personnel Association met to share their views on the status of home schools in Kentucky. From that meeting a task force was formed to address the issues that were raised at that meeting. The task force was comprised of: Joe Adams - Christian Home Educators of Kentucky Cheri Fouts - Kentucky Home Education Association Louie Hammons - Director of Pupil Personnel (Garrard County) Sherwood Kirk - Director of Pupil Personnel (Ohio County) David Lanier - Kentucky Home Education Association Marilann Melton - Director of Pupil Personnel (Warren County) Roger VonStrophe - Director of Pupil Personnel (Newport) Don Woolett - Christian Home Educators of Kentucky David Thurmond, Director of the Division of Planning, who is the nonpublic school liaison for the Kentucky Department of Education, served as a consultant to the task force.
    [Show full text]
  • Compulsory Education Law No. 118 of 1976 Federal
    Compulsory Education Law No. 118 of 1976 Federal Culture, Education and Higher Education Law Document No. – Identifier: 118 Law Type: Law Date of Issue: Sep 22, 1976 Date of Publication: Oct 11, 1976 Status: Valid Summary: Education is an inherent human right, considered an applicable duty by Shari،a, enshrined in human rights and ensured by the provisional constitution of the Republic of Iraq in Article 27th. It is an instrumental tool for the rise and development of the nations, and the Arab nation has been in dire need of this tool to entrench national awareness among its people, to revive its rich heritage and renew and promote its culture, establish the foundations of academic and technical knowledge, and keep up with progress to attain comprehensive development and contribute to building humanity’s civilization. Article 1 First – Primary education is free and compulsory for all children who complete six years of age at the start of the school year, or on the 31st of December of a given year. Second – The State shall provide all resources necessary for this. Third – The child’s guardian shall abide by enrolling the child in primary school upon completing the age provided for in the paragraph above and his commitment to continued school attendance, until the child completes the elementary phase or fifteen years of age. For the purposes of this Law, the child’s guardian shall mean the child’s actual care-giver. Article 2 First – The Ministry of Education is responsible for the primary education policy and for drafting plans to ensure it is compulsory, develop its technical aspects, and supervise education progress at the field level, all over the country in view of the set educational policy and in a complementary with the national development plans.
    [Show full text]
  • FURTHER EDUCATION in SINGAPORE in 2000 The
    FURTHER EDUCATION IN SINGAPORE In 2000 the Compulsory Education Act codified compulsory education for children of primary school age, and made it a criminal offence for parents to fail to enroll their children in school and ensure their regular attendance. Compulsory Education (CE) was implemented in Singapore in 2003 for children born between 2 January 1996 and 1 January 1997 who are residing in Singapore. The Ministry of Education (Singapore) (http://www.moe.gov.sg/) formulates and implements the policies related to education in Singapore and has developed a world- leading education system comprising the following levels: Pre-School; Primary; Secondary; Pre-University; and Post-Secondary. In the recent Global Competitiveness Report Singapore was ranked first in the world for the quality of its educational system (http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2010-11.pdf). 1. Pre-University Education Upon completion of secondary school education, students will participate in the annual Singaporean GCE 'O' Level, the results of which determine which pre- universities or post-secondary institutions they may apply for. Pre-university centres include junior colleges for a two-year course leading up to GCE 'A' Level, or the Millennia Institute for a three-year course leading up to GCE 'A' Level. Both junior colleges and the Millennia Institute accept students on merit, with a greater emphasis on academics than professional technical education. Students who wish to pursue a professional-centred diploma education go on instead to post-secondary institutions such as the polytechnics and the Institute of Technical Education (ITE). 1.1 Pre-University centres The pre-university centres of Singapore are designed for upper-stream students (roughly about 20%-25% of those going into further education) who wish to pursue a university degree after two to three years of pre-university education, rather than stopping after polytechnic post-secondary education.
    [Show full text]
  • The Extent and Nature of Preschool Education in Compulsory Education
    DOCUMENT RESUME ED 047 779 PS 004 126 AUTHOR Blackstone, Tessa TITLE Pre-School Education in Europe. INSTITUTION Council of Europe, Strasbourg (France). Council for Cultural Cooperation. PUB DAIE Apr 70 NOTE 43p. EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS Class Size, *Comparative Education, Curriculum, *Educational Practice, *Educational Programs, *Foreign Countries, Government Role, Instructional Staff, Nursery Schools, Parent Participation, *Preschool Education IDENTIFIERS England, France, Netherlands, Norway, Sweden, Wales ABSTRACT The extent and nature of preschool education in Europe is discussed, with reference to England and Wales, Trance, the Netherlands, Norway and Sweden. Reports on preschool education in these countries give examples of both an early and a late start to compulsory education, very extensive and very limited preschool provision, and the effects of private and state support. Educational provision is made for very small numbers of children under three years of age, if at all. In most of the countries primary education is separate from preschool education and contacts between the two systems are usually limited. Countries are compared on such matters as preschool staffing, curriculum, class size, and parent involvement. Lack of resources and conflicting values are considered the main reasons for the slow growth of nursery,(or preschool) education in Europe. Suggestions are made about the policies that governments should adopt in this sphere, and about the important roles that parents and teachers should take as partners in the educational process. NH) U.t SEPARITAIT OF 1111, EDHEA UCATION s OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FRO, THE PERSON OR ORGANIZATION ORIGINATING IT.
    [Show full text]
  • School Attendance Is NOT a Choice, It Is the LAW. up to $100
    School Attendance is NOT a requirements to enroll. that attendance is immediately demanded. If, after that warning, the choice, it is the LAW. A child who is required to attend parent fails to require the child to school shall attend each school day for attend school as required by law, and the entire period the program of the child has an absence, the campus instruction is provided. Once a child will begin applying truancy prevention is enrolled as a student in measures (TPM) to the student in prekindergarten or kindergarten, accordance with Section 25.0915 of the child must attend school. the Texas Education Code. If the student continues to demonstrate Up to $100 fine for Temporary Absence: A child truancy and or the parent fails to required to attend school may be require the student maintain their the first offense excused for a temporary absence attendance, the Attendance Officer ______________________________ resulting from any cause acceptable to may file a referral to court against the the teacher, principal, superintendent parent in county, justice or municipal The law in the State of or school in which the child is enrolled. court of any precinct in the county in Texas requires that a child Education Code §25.087 which the parent resides or in which goes to school. the school is located. Texas Education Code §25.093—Parent Contributing To Non Attendance: Students of compulsory education age are Nonattendance. In accordance with the Texas Family Code §65.002 and the Texas required to be in school. The absence of a child from school on ten or more A child’s failure to Education Code §25.086, the attend school as Compulsory Attendance law states: days or parts of days within a six month period, without consent of mandated by law may constitute the offense The state of Texas requires that parents, pursuant to Family Code 52.03 (b)(2) is “conduct indicating a of Failure to Attend children who are at least six years old School, which is through their nineteenth birthday need for supervision” under the Juvenile Justice System.
    [Show full text]
  • Sixth Form Education a Guide for Students and Parents 2020–2021
    ST GEORGE’S SCHOOL HARPENDEN A non-denominational Christian day and boarding school SIXTH FORM EDUCATION A GUIDE FOR STUDENTS AND PARENTS 2020–2021 Contents INTRODUCTION............................................................................................................................................................3 ABOUT THE SIXTH FORM...........................................................................................................................................4 TAKING RESPONSIBILITY ..................................................................................................................................................4 LEADERSHIP AND COMMUNITY .......................................................................................................................................4 MAINTAINING TRADITIONS .............................................................................................................................................5 ACADEMIC CHALLENGE..................................................................................................................................................5 TUTORS............................................................................................................................................................................5 CHAPLAINCY ...................................................................................................................................................................6 STUDENT SERVICES ..........................................................................................................................................................6
    [Show full text]
  • EDUCATION: FREE and COMPULSORY by Murray N
    EDUCATION: FREE AND COMPULSORY by Murray N. Rothbard I. The Individual's Education II. Compulsory Education in the Europe III. Compulsory Education in the United States I. The Individual's Education Every human infant comes into the world devoid of the faculties characteristic of fully-developed human beings. This does not mean simply the ability to see clearly, to move around, to feed oneself, etc.; above all, it means he is devoid of reasoning power-the power that distinguishes man from animals. But the crucial distinction between the baby and other animals is that these powers, in particular the ability to reason, are potentially within him. The process of growing up is the process of the development of the child's faculties. From a state of helplessness and incompetence such as few newly-born animals are burdened with, the infant grows up to the glory of the full stature of an adult. Because they are immediately apparent to the senses, it is easy to overestimate the purely physical nature of these changes; the baby's growth in height and weight, learning how to walk and talk, etc., may be viewed in terms of the isolated physical or muscular activities involved. The overwhelmingly important feature of the growing-up process is mental, the development of mental powers, or perception and reason. The child using the new mental powers learns and acquires knowledge-knowledge not only about the world around him, but also about himself. Thus, his learning to walk and talk and his direction of these powers depends upon his mental capacity to acquire this knowledge, and to use it.
    [Show full text]