You guys know when it comes to dreams matches, well we have made the dreams matches this year Tuesday Backlash pay-per view. See all the Dream Matches that will be happening on the Pay- Per View are listed down below:

- Cruiserweight Champion John Smith vs Intercontinental Champion Alex Stewart in a Handicap Match

-  United States Champion Will Dawson vs Rick Anderson in a non-title match 

- Universal Champion Riley Johnson & WWE Champion Peter Smith  vs Tag Team Champion Jay Nelson & Nate Steve in non- disqualified match

and more will come during the match at Tuesday Backlash pay-per view 

TUESDAY BACKLASH PAY-PER VIEW DATES

Tuesday 14th  May 2019 

What is OLNA?

The Online Literacy and Numeracy test or OLNA is a multi-choice computer based test designed to assess students for a minimum standard required for higher education and the workforce. There are three different components of the OLNA test; Reading, Writing and Numeracy. If students do not meet the minimum standard required after their first test, they are required to sit the test again in the next round. To complete the OLNA requirements, students must achieve the standard in all three tests but not necessarily at the same time. Once a student has met the minimum standard in one area they do not have to complete that test again but they will have to complete the other components, for example; a student may achieve the minimum standard in Reading and Writing but they may have to repeat the Numeracy test until they meet the standard.

Who has to sit the OLNA test?

Students will not have to sit the OLNA test if they have already achieved “band 8” or above in their Year 9 NAPLAN test (National Assessment Program- Literacy and Numeracy). Students experience the OLNA test for the first time in Year 10 and they are given two opportunities each year to achieve the standard (typically in March and September). Students who do not meet the standard in Year 10 will be allowed to make another two attempts at the test or tests required in Year 11 and a final two attempts in Year 12 (for a total of six attempts).

Why has the OLNA test become important?

The OLNA test was established in 2014 and has since been tied to graduation. At present, students who do not meet the minimum standard required for OLNA will not receive a Western Australian Certificate of Education (WACE) which means they will not be eligible to be considered for University Entry in Year 12.

Students who did not meet the minimum standard to achieve OLNA competency during Year 12 can sit the OLNA test at any time after Year 12 has been completed. At present, there is no maximum number of attempts.

The OLNA Support Website and the actual OLNA test

This website is in no way directly affiliated with the SCSA (School Curriculum and Standards Authority) or the OLNA test itself. This OLNA Support website will include Skill builders and Practice quizzes which look like tests but they have no direct impact on the OLNA test itself. Completing the Practice tests or Skill Builders on this website does not mean you, or your student, have met the minimum standards required to achieve the OLNA test. This website is designed to aid students and facilitate their learning so they have every opportunity to complete the OLNA test.

How does the OLNA Support Website help students to achieve the standards in OLNA.

This website includes three distinct sections of support which are designed to deal with each of the three tests available in OLNA. You can choose to gain access to one test or purchase the package to gain access to all three support options. Each option is based on the original OLNA test and will aid students by presenting similar problems, stimulus or questions to increase familiarity and facilitate learning of the skills being tested. All sections of this website have been designed to familiarise students with the expectations of the OLNA test and its formatting to give them every opportunity to achieve the standards required.

The Education Minister has released a new plan to address violence in schools and provide greater clarity for teachers and other school staff on their rights and responsibilities.

Under the 'Let's take a stand together' action plan, new tactics to address violent behaviour by WA school students and better support staff to manage incidents will roll out over the next three years.

The plan follows consultation with stakeholders from across the community about effective ways to bring about change. It includes 10 actions for schools, families and communities to work together to address this complex societal issue.

Better support for public school staff – including clear advice on preventing, managing and responding to aggression and violence – will be provided to help schools.

From next year, every graduate teacher employed in a public school will be trained on how to de-escalate and manage aggressive behaviour, as part of their induction program.

New rules will apply in public schools so that any student who starts or films attacks or fights will be suspended automatically. Principals will automatically move to exclude any student who physically attacks school staff. ‘Exclusion’ means a student is removed from a particular school permanently or for a set period of time. Every exclusion order is approved by the Director General of the Department of Education.

New alternative learning settings to help students manage their behaviour, are being developed.

The plan focuses on the behaviour of students who have intentionally been physically aggressive to others. Students with a disability who either cannot manage their behaviour or do not intend to harm others are not the target of this plan.

See the 'Let's take a stand together' action plan here.

2019 ASSESSMENT TEST DATES 

*Offline assessments only available for Years 3 & 4, closing date Tuesday, 13 August 2019.

UNSW Global recognises International schools that are registered with the Council of International Schools (CIS).

Reminder: For those who are doing ATAR courses at our college, need to re-sit the ICAS for entry requirement to University 

REGISTRATIONS DATES OPEN & CLOSE 

The Registration will open late July and Closes at the end of August 2019

May I have your attention please? International “rap god” Eminem has touched down in Perth for his first ever show in WA.

The 15-time Grammy Award-winning rapper will tomorrow bring his Rapture 2019 stadium tour to Optus Stadium, becoming only the third superstar to perform at the 60,000-seat venue after Ed Sheeran and Taylor Swift.

The Detroit rapper touched down in his private jet at 5.25pm today before disembarking under the cover of an Alliance Airlines hangar.

Wednesday’s sold-out show marks the first time Eminem has ever performed in front of a Perth audience. It comes after he broke ticket-sale records over east, drawing more than 80,708 fans to the MCG on Sunday.

Featuring all his biggest songs including The Real Slim Shady, Love The Way You Lie, The Monster and Lose Yourself, the Rapture show is sure to dish up a treat for fans’ taste-buds as well.

“There’s vomit on his sweater already... Mom’s spaghetti.” The famous lyric will without a doubt be one of the most chanted lines by tomorrow’s crowd, with the real Slim Shady’s “Mom’s Spaghetti” on sale to die-hard fans for $16.

The pasta dish consists of spicy meatballs stuffed with mozzarella cheese and basil and served with marinara sauce.

Perth punters are sure to get their monies worth, with the celebrated artist expected to deliver a 32-song set-list of bangers.

Born Marshall Mathers III, Eminem last visited Australia for his 2014 Rapture tour, which sold-out at stadiums around the country. Before that he toured Down Under in 2011 and 2001, snubbing Perth all three times.

Tomorrow he will be supported by Hilltop Hoods, Royce da 5’9” and Boogie before hitting the stage about 9.15pm.

Known to be camera shy, the undisputed king of hip-hop has banned the media from attending his show.

Mobile phones and other devices are permitted within Optus Stadium, provided they are used only for personal and private use. They cannot be used to record or transmit the event for commercial purposes.

After Perth Eminem will jet off to Wellington for one night, concluding the Australia/New Zealand shows.

CHAPTER 1

What Tool To Use

Wordpress, Squarespace, Weebly, Shopify— it can be overwhelming to decide which tool is right for you. But by the end of this chapter you'll understand the strengths and weaknesses of the most popular tools for building websites.

Website building tools typically fall into three categories:

1. Website Builders — These are visual, drag and drop editors. They're easy to use and the right choice for conventional websites. Similar in complexity to Powerpoint. Examples: Squarespace, Wix.
2. Front End Design Tools — These are meant for designing websites from scratch. They have steeper learning curves and are similar in complexity to Photoshop. Examples: Webflow, Webydo.
3. Content Management Systems (CMS) — Flexible and powerful, these require some understanding of web hosts and possibly database configuration. Examples: Wordpress, Drupal.

To differentiate these tools, I find it helpful to graph them based on flexibility and ease of use:

I recommend most people use a website builder— especially if they're building a conventional website. For example, even though I’m a web developer, I built my band’s website on Squarespace because everything I needed (audio player, photo galleries) was available on Squarespace— there's no point in reinventing the wheel.

I do in-depth reviews of website builders and think Squarespace and Weebly are the two best general-purpose website builders. Wix and Strikingly are good runner-ups. For more, check out my complete list of website builders.

If you're building an ecommerce website, Shopify is the best ecommercewebsite builder. In fact, I did a survey of ecommerce website owners and Shopify had a 97% customer satisfaction rating— the highest among ecommerce website builders.

If you're building a photography website, Format is the best photography website builder. Format focusses exclusively on photography websites and is widely loved by the photography community.

So why might someone not use a website builder? Well there are two downsides to website builders:

1. Inflexible — Website builders are designed to build a conventional website— which means if you want to do something unusual or out of the ordinary, a website builder won't work for you.
2. You can't move your website to a new host — One of the upsides of a website builder is that hosting is included— so you never have to think about it. The downside is that your website needs to stay hosted by the website builders— you can't move it elsewhere. This isn't just website builders being greedy— there are technical reasons for this.

If either of these downsides bother you, I'd suggest taking a look at Wordpress— by far the most popular CMS.

Note: When I'm talking about Wordpress, I am talking about Wordpress.org— not Wordpress.com. Wordpress.com is a separate service that is much more like a website builder.

Wordpress is flexible— you can use it to build just about anything. I’ve even seen Wordpress powering an entire university website.

Wordpress is also movable— if you don't like your web host you can always move to a new host— though this requires some technical expertise.

If you'd like to read more, I’ve written more on the differences between Wordpress and website builders .

If you're feeling stressed out about all of this, I have a suggestion: stop researching and just try a tool for 15 minutes. Any tool will do. Simply trying something will clarify what you’re looking for. Still stuck? Send me an email and I'll see if I can help.

Just remember— there are good websites built with bad tools and bad websites built with good tools. The rest of this guide will explain how to build a good website.

CHAPTER 2

Principles: The Secret To Great Websites

Before we go deep into content and design, I want to share four principles that underly everything I'm going to talk about. Follow these principles and you'll be in good hands:

1. CHOOSE A GOAL FOR YOUR WEBSITE

Goals clarify. Establish a goal and keep referring back to it. Habitually ask yourself, "is this page, image or text helping accomplish the goal?"

2. DON’T MAKE VISITORS THINK

Websites are meant to be used. They should be clear and intuitive. Don't make visitors think in order to use your website.

3. BE HUMAN

Human works on the internet. People will respond to your website if you make it clear there is a real, live human behind it.

4. LESS IS MORE

People don’t read websites, they scan websites. Distill everything down to the essentials. Less is more.

CHAPTER 3

What To Write

"Good writing does not mean fancy writing; it means clean, clear, considerate writing." - David Foster Wallace

Imagine you're having a coffee with a good friend and they ask you to explain your business or organization. How would you talk? What words would you use?

That’s how you should write. In a word— write conversationally.

Write for an audience. Don’t write about yourself. This is a common mistake in writing. What does your audience want? What do they care about? What problem are you solving for them? Write about that.

ABOVE This homepage quickly gets to the point of their audiences problem.

Here's an example of how to write for an audience:

Remember your website is here to accomplish a goal for you. Good writing guides readers towards that goal. Aim to write persuasively but with integrity.

Most Websites Need:
- Hours of Operation
- Holiday Hours
- Directions
- Address 
- Phone Number
- Email

What content do you need on your website? Look at your competitors— but don’t treat them as the final word. Instead always let your audience guide you: What are their worries? What do they need? That’s the content you should put on your website.

Titles are a the critical part of writing for the web. Your title’s job is to capture attention. Put effort into titles— try brainstorming 15-20 titles before choosing one.

Use formatting to break up walls of text. People don’t read websites, they scan websites. So:

• Use headings and subheadings
• Use lists
• Emphasize important points in paragraphs

"Web users are mission-minded. Cramped for attention. What you have to remember is that people don’t go to the web to window shop. They go there to drive 60 miles per hour — and look at billboards."

- Demian Farnworth, Copyblogger

Aim to write short, scannable paragraphs. A good way to do this is to keep one idea per paragraph.

Write quickly.    It seems counter-intuitive, but when you write quickly, you write with emotion and flow. Slow writing is mechanical and lacks humanity. But remember...

... Good writing is rewriting. No one writes a perfect draft on the first try. It’s always easier to improve a rough draft.

Visitors glaze over when they see jargon or technical language. Write plainly and humanly:

Want to read more? This is a good, quick primer on grammar and this is a collection of helpful tips for writing with style.

CHAPTER 4

Photography

Whenever possible, show visitors— don’t tell them. Remember: visitors don’t read websites, they scan websites.

Photos communicate in two common ways:

1. Literal — A person, place or thing.
2. Metaphor — Using a light bulb to signify a good idea.

Use literal photos as much as possible. Metaphor photos are often stale and corny. In fact, this study found that purely decorative photos are often ignored— literal representation works most reliably.

Always give photos room to breathe. White space can go a long way:

Try not to shoehorn photos into the side of a paragraph. This usually feels cramped and doesn't showcase the image:

Try to use the correct dimensions of a photo. Cropping a photo to fit a design usually means the design isn't right or the photo needs to change:

Always upload high resolution photos. This will ensure that you’re photos look great even on high resolution devices.

I'd suggest Stock Up, Pexels, Unsplash and Burst if you need good, free stock photos.

Further Reading — This guide teaches how to shoot a headshot with a headphone and the ecommerce chapter has tips for shooting product photography.

IMPORTANT DATES TO REMEMBER

Next offering will be open once again on 31st May 2019

"Dear my brothers & Sisters 

As you may already know that my time has come and god has call me to pursue my life outside of school and I want to take this time to reflect to my prior time at Network Secondary College, Network Secondary College are such an great school and our students believes in our christ jesus. I believe when I was there during my prior time there I have such a great time to work & collaborate together with our students, Even Though now god has call me to pursue my life outside of school. I have the chances to review our college stats and feedbacks from our parents & our students. I had such an great to social with our students and I've arranged lots of external agencies guest speaker to come to our school and talk to our Year 11 and Year 12 students every monday's seminar 

Finally, with some sadness I now retire from my current role as College Executive Chairman and I now handover to new leadership Riley Johnson I know that he will continue my era from his perspective. I'm extremely pleased from seeing everyone's performance in their studies. Our Young People always stays in our hearts and never forget about them they are so talented & filled with lots talents. On my last day Our students wish me for my future endeavours and wish I had for them during my prior time at Network Secondary College, I will be added to Hall of Fame Class of 2019. I invited everyone for tomorrow Hall of Fame Class of 2019 ceremony where I will be attend for my last time ever. The events will be held at our main school hall that's where I will be announced as Hall of Famer 

Thanks to all of the staff & students wish you all the best for the future"

We wish Adam Anderson all of the best for his future endeavours & See you all tomorrow for the Valedictory Ceremony Class of 2019!

Kind regards

Peter Smith

Principal

This paper provides information about online safety for service providers and other professionals who work with families and children. It will help professionals to provide support to families and to discuss ways to keep children and young people safe online. Relevant resources are included to share with parents and carers.

For specific information on cyberbullying, see Parental Involvement in Preventing and Responding to Cyberbullying.

Internet use

Information technology is now used in virtually every home in Australia. Ninety-seven per cent of households with children aged under 15 years have access to the internet, with an average number of seven devices per household. Ninety-nine per cent of young people aged 15–17 years are online, making this age group the highest users. They spend an average of 18 hours per week online (Australian Bureau of Statistics [ABS], 2016).

Social networking, entertainment and educational activities are the most popular activities online for children and young people, and there can be many positive outcomes of this use. Young people are increasingly exposed to an open and collaborative online culture, which allows them to access information, maintain friendships and relationships with family, and create and share content (Collin, Rahilly, Richardson, & Third, 2011).

However, children and young people are at a dynamic stage of development in which risk-taking behaviours and emerging decision-making can lead to negative outcomes (Viner, 2005). As a result, parents need to remain actively involved and vigilant regarding the nature of their children’s online activities, and to continue to communicate and negotiate with children and young people about their use of technology.

Parental involvement in the safe use of technology should start from a child's first use, and parents continue to be a critical influence in children and young people being responsible digital citizens and engaging in online activities safely.

What is online safety and why is it important?

Online safety is often used interchangeably with terms such as internet safety, cybersafety, internet security, online security and cyber security, although these terms can relate to different aspects of online engagement. For example, the risk of using computers, mobile phones and other electronic devices to access the internet and social media is that breaches of privacy may lead to fraud, identity theft and unauthorised access to personal information. Other risks for children and young people include image-based abuse, cyberbullying, stalking and exposure to unreliable information or illicit materials.

Criminal offenders are highly skilled at exploiting new modes of communication to gain access to children and young people, and children and young people can easily access adults-only material if there are no protective mechanisms in place (Queensland Police, 2014).

These situations can place a child or young person's emotional and physical wellbeing at risk. This is particularly the case where little or no attention has been paid to monitoring use, communicating with children or young people about use or securing the device being used. In these cases, and for the purpose of this paper, online safety is a child protection issue.

While online safety is important for protecting children and young people from dangerous and inappropriate websites and materials, this does not mean that parents should discourage their children from using digital technology. The challenge is to help children and young people enjoy the benefits of going online while having the skills and knowledge to identify and avoid the risks.

Office of the eSafety Commissioner

The Office of the eSafety Commissioner (the Office) is an independent statutory office that was created by the Enhancing Online Safety for Children’s Safety Act 2015. The Office was established in 2015 to coordinate and lead the online safety efforts across government, industry and the not-for-profit community.

The Office operates a world-first reporting scheme to deal with serious cyberbullying that affects Australian children. There is also a reporting function for Australians who come across illegal content online and the Office is taking the lead on tackling image-based abuse through an online portal and reporting tool.

The significance of being 13 years old

As part of their privacy policies, social networking sites such as Facebook, Twitter, Instagram and YouTube specify that users must be at least 13 years old. Parents may be unaware of this requirement.

The minimum age stipulations are based on the requirements of the US Congress as set out in the Children's Online Privacy Protection Act.¹ The act specifies that website operators must gain verifiable parental consent prior to collecting any personal information from a child younger than 13 years old (O'Keeffe et al., 2011). Many social networking sites avoid this requirement by setting a minimum age of use at 13 years old but there is no onus on website operators to verify the age of users.

Practical tips for parents to help children and young people use the internet

The following tips will help parents provide support and guidance for children and young people as they engage in online activities.

Monitoring and supervision

Monitoring a young person's online activities includes checking that websites are appropriate for a child's use and keeping an eye on the screen.

If parents are willing to provide children and young people with access to mobile phones and computers, then a responsibility to understand, model appropriate behaviour and communicate the basics of good digital citizenship should come with the access.

Advice on monitoring often focuses on keeping the device in a shared family area, yet in the age of wireless connections and internet-enabled smartphones this is increasingly difficult. Similarly, young people may control their own online details, such as passwords and web browser histories. Parents can address these difficulties in the following ways:

• Develop a plan about internet use in partnership with family members. This can include:
• 
  
  • details of appropriate online topics;
  • privacy setting checks;
  • physical locations for internet use and parental monitoring (looking over the shoulder or line of sight supervision);
  • limits on screen time;
  • limits on when wireless internet connections and/or mobile devices will be available; and
  • what may be identified as inappropriate posts on online profiles.
• An internet-use agreement may be useful to develop with older children. Many schools have internet-use agreements that can be replicated and Queensland Police have produced an example .
• Take an active role in discussing the benefits of online activities with children and young people, and what strategies they may use to respond to cyberbullying, other negative online behaviours or if they unintentionally access adult content. Discussions can include how these rules apply wherever they are online, including at home in their bedroom and when they are outside the home, for example at a friend's place.

Protection

Parents can be encouraged to:

• Find out whether their child's school has an internet policy and how online safety is maintained. Inquiries should focus on the strategies used to educate children and young people about online safety and cyberbullying, whether parents are involved in cyberbullying initiatives and developing cyberbullying policies.
• Point out to children and young people that some websites on the internet are for adults only and are not intended for children or young people to see. Discuss what strategies a young person might adopt if they access this content.
• Use a family-friendly internet service provider (ISP) that provides proven online safety protocols. Filtering tools should not be solely relied on as a solution. Open discussion and communication with young people about monitoring and supervision is needed.
• Empower children and young people to use the internet safely by mutually exploring safe sites and explaining why they are safe. It's also important to educate children and young people on why it's not safe to give out any personal details online.

Engagement and communication

Parents can be encouraged to:

• Discuss with their children how they may recognise the difference between online information that is helpful or unhelpful, true or false, useful or not useful. For example, government or education websites may contain more accurate information than opinions that are posted on an unfamiliar person's blog.
• Increase their own knowledge and become more adept at engaging in online activities and exploring social networking sites that are being used by their children. Learning alongside children and young people can be an effective way to achieve this—parents can be encouraged to let their children be the experts and help them to understand the tools they are using online.
• Focus on the positive aspects of the internet—spend time looking together at sites that are fun, interesting or educational. Find sites together that are age and stage appropriate for their children.
• Encourage their child to question things on the internet. When looking at a new site, their child could ask questions such as, "Who is in charge of this site?", "Have I found information or is it just opinion?" or "Is this site trying to influence me or sell me something?"

We all have different ways of dealing with life’s stresses. Unfortunately, some of those preferred coping mechanisms can be counter-productive to long-term mental health.

• Alcohol abuse kills almost twice as many men as women. [1]

• Many blokes use alcohol as a coping mechanism, even though it can make many common mental health conditions worse.

• Men in their early 60s are more likely than any other group to die as a direct result of alcohol.

The Australian Bureau of Statistics’ most recent Causes of Death data made headlines last year after it reported that the suicide rate had increased.

Amongst its findings were alarming statistics which pointed to significant underlying issues specific to men. Not only were men three times more likely to die from suicide — the rate of deaths in which alcohol was a factor was at its highest since 1998.

Recorded deaths (per 100,000) in which alcohol was a factor were at their highest since 1998. Source: Australian Bureau of Statistics.

These disturbing facts suggest that men are not seeking help when they need it and are instead turning to unhealthy coping mechanisms like alcohol, or worse still, choosing to take their own life. In part, this tells us that there is a need to adapt our mental health system to better support men. However, it also indicates that we need more information about how unhealthy coping mechanisms like alcohol can impact the physical and mental processes that lie behind common issues like anxiety, stress and depression.

Male and female differences in help seeking

There’s no significant difference in the rate of mental health issues experienced by men and women, yet men are less likely to seek help for their mental health. In fact, men represent only 40% of the access to Medicare-subsidised mental health services. [2]

There are an enormous number of complex and often related cultural, economic, social and other reasons why men are less likely to seek help for their mental wellbeing. When they do, it’s often only after a stress or worry has been a problem long enough to become a serious mental health concern.

Regardless of why men are less likely to get help for their mental wellbeing, the consequence tends to be that many blokes resort to unhealthy coping mechanism like alcohol abuse.

Alcohol and mental health

Alcohol consumption in Australia is seen as a normal part of everyday culture. It is consumed during celebrations, at social events and is often integral to entertainment. However, excessive alcohol consumption is responsible for a growing number of deaths, both directly due to the physical effects of alcohol (e.g. drink driving, health effects like fatty liver, alcohol-related violence, etc.) and indirectly due to the mental effects of alcohol (e.g. making underlying stresses or worries seem worse).

Alcohol can be problematic for mental health for a number of reasons.

• One of the short term effects of alcohol is that it gives people temporary relief. The long term effects of alcohol are very different — alcohol over time can actually strengthen and maintain the problem.
• Another one of the side effects of alcohol is that it can prevent people from understanding how to best deal with their challenges and find solutions in positive ways.
• Regular alcohol abuse (perhaps you’ve been told or wondered, “do I have a drinking problem?”) brings a host of additional potential issues such as unpredictable changes in mood, effects on temper or impulsiveness, damage to intimate and social relationships, effects on health, financial or even legal consequences.

“…alcohol can be the difference between feeling angry about a situation and feeling angry and responding with violence…”

Alcohol is a depressant. This means it actively affects how you perceive and feel about the world around you. For example, alcohol can be the difference between feeling angry about a situation and feeling angry and responding with violence.

Anger is just one example of a negative emotion that can be heightened due to alcohol abuse. Its active chemicals can make you experience the very feelings you’re trying to suppress: anxiety, lack of motivation, depression or just general moodiness.

There are many complex bio-chemical reasons for this. For example, alcohol can lower the serotonin and norepinephrine levels in your brain, chemicals essential for regulating mood. This means a depressed person could feel more depressed when drinking too much.

Another reason why alcohol can make underlying concerns worse is in the way it affects sleep. You might wake up in the middle of the night and not be able to get back to sleep. Alcohol may also result in less rapid eye moment (REM) sleep, considered the most important type of sleep.

The problem with drinking before bed lies in the fact that sleep is crucial to good mental health. Getting interrupted or poor quality sleep can therefore make existing worries or concerns appear worse the next day.

Understanding coping mechanisms

Understanding why so many men use grog to deal with their stresses means understanding the underlying reasons why people drink or engage in other harmful behaviour.

It is human nature to try and avoid the unpleasant feelings that result from stress-inducing situations. This is why we seek ways to remove ourselves from those feelings. These are known as coping behaviours or coping mechanisms.

Coping behaviours are strategies that people use to overcome life’s problems or to protect themselves from psychological damage.

Hundreds of different coping strategies have been identified, but some are more effective and healthier than others.

There are good mechanisms, which psychologists call ‘adaptive’ or constructive strategies and behaviours. These are coping mechanisms that help resolve the problem in a healthy way and which reduce stress.

There are also bad mechanisms. Psychologists call these ‘maladaptive’ (often also referred to as destructive or unhealthy) strategies. Rather than resolving the problem and helping deal with it long-term, these provide short-term relief and don’t address the underlying issues.

The drive to avoid dealing directly with an unpleasant issue is almost always at the heart of an unhealthy coping mechanism. Alcohol is a classic example, as it can provide immediate relief but not address the problem at heart.

This is why alcohol abuse is considered an unhealthy coping mechanism. It may provide short-term relief. However, it does not resolve the underlying issue and can in fact result in greater harm. You don’t have to be an alcoholic or suffer from alcoholism for it to be harmful to your mental wellbeing.

7 healthy coping mechanisms

Healthy coping mechanisms are ones that can help with those feelings of stress and worry, which can lead to long-term improvements, and which most importantly, don’t cause long-lasting physical and mental harm. Here are seven ways of dealing with difficulties in life which are recognised as being healthy coping mechanisms.

1) Talk it out with a professional

MensLine Australia exists to help blokes deal with their stresses and worries. The people you speak to over the phone are professionals who can help you identify sensible ways to tackle your concerns.

2) Reach out to a mate or family member

Talking about what’s on your mind to a mate or family member is one of the best things you can do. It’s been consistently shown to help and make it easier to deal with hard situations. You may be pleasantly surprised by the support you receive.

3) Exercise and stay active

The mental health benefits of exercise are widely documented. Not only does regular exercise (including moderate exercise) help your body, it can greatly help with stress, anxiety and depression.

4) Try mindfulness

Yes, mindfulness. You’d be surprised at how many world-class athletes and sportsmen use mindfulness and meditation. It’s not hard to do and can have a fantastically calming effect on your outlook, mood and concentration.

5) Eat better

Over-indulging in junk food and eating excessive portions are well-known unhealthy coping mechanisms. Thankfully, it’s never too late to start eating healthy. You don’t have to go on a crash diet either – it can start with something as simple as eating less junk food or sugar.

6) Give yourself more downtime

The antidote to stress is relaxation. In fact, mental relaxation has been linked to better health. So give yourself downtime to potter in the shed, fish, read, play the Xbox, read the paper or do whatever healthy relaxing activity you enjoy.

7) Make or maintain social connections

We are all at heart social creatures. Being around people whose company we enjoy or whose interests we share is fundamentally good for your mental health. So consider joining a club or society, volunteering, or catching up with friends or family.

Former foreign minister Julie Bishop has announced she will retire from federal politics, in a surprise statement after Question Time.

Ms Bishop has been on the backbench since the leadership spill last year.

She has held the Perth electorate of Curtin since 1998 and was Australia's first female foreign minister.

The Liberal luminary had said she would contest the 2019 election, but told the House of Representatives she had recently reconsidered her future in the Parliament and wanted to pursue a life outside of politics.

"It has been an immense honour to be the longest-serving Member for Curtin and also to be the deputy leader of the Liberal Party, the first female to hold the role, [and] for 11 years, over half my entire political career," she told the Parliament.

"I am also proud of the fact that I am the first woman to contest a leadership ballot of the Liberal Party in its 75-year history."

Ms Bishop's departure is a significant loss for the Coalition as it heads towards an election this year, considering her popularity with the public and her strong fundraising skills for the party.

Ms Bishop served as a minister in John Howard's government before becoming deputy leader following the 2007 election.

She served in that role in opposition under Brendan Nelson, Malcolm Turnbull and Tony Abbott.

After the party won the 2013 election, she became foreign minister and remained in the job until Mr Turnbull lost the Liberal leadership last year.

Ms Bishop ran in the ballot to replace Mr Turnbull against Scott Morrison and Peter Dutton but was eliminated in the first round of voting.

Mr Morrison, who won the leadership ballot and became the Prime Minister, paid tribute to Ms Bishop and her "tremendous service to her country".

"Her passion that she has always brought to her role, the dignity and grace that she has always demonstrated in every single role she has held," he told Parliament.

"She is an incredibly classy individual.

"Her successor will have big shoes to fill, and we know that Julie has the best shoes in Parliament."

Ms Bishop had already left the chamber by the time Mr Morrison responded to her sudden announcement.

Opposition Leader Bill Shorten described her as a "trailblazer", even if they had not shared much in common when it came to politics.

The Labor leader highlighted her work in the wake of Malaysia Airlines flight MH17 being shot down over Ukraine, providing comfort to families left grieving.

"I also saw her steely determination in international forums to help pursue justice, and she was very strong," Mr Shorten said.

"On that regard, if any of us were ever to be privileged to be in the position that she was in, dealing with the Russians and other people, I hope that any of us would show the same strength that she showed.

"She did and that is to her everlasting credit. She did Australia proud that day and in those weeks."

Ms Bishop had little to say as she left Parliament House for the week after making her announcement.

"You know, I think I'll really miss this," she said as she ran the gauntlet of cameras waiting for her to appear.

Pictures: 

Julie Bishop: Career file

© ABC News: Matt Roberts Retiring Liberal MP Julie Bishop left the chamber quickly after announcing her departure.

Yay! we have reached our points this year again where our students & teachers can reflect their learning life on Student & Teacher Testimonials. They can inform us if they want to post on behalf of their commitment and reflections, Learning life are very important to reflect on it and we can help them what's need to be done during our students learning journey from Year 7 through Year 12

Now they have informed us that they will be opened again for the year on Saturday 23 March 2019 and they are informed and offers our students & teachers who want to post their reflections on our website but they have informed us. We have change our Student & Staff Testimonial system little bit since December 2018 

Good luck to our Students & Teachers

Kind regards

Olivia Cassidy

Associate Principal, HR and Curriculum Performance

WorkSafe SmartMove is designed for students in years ten to twelve, and young workers new to the workforce, to prepare them for what can happen in the workplace. It gives young workers a chance to learn about the potential dangers of the workplace, and makes them aware of their rights and responsibilities.

At WorkSafe, we want YOU to know about work health and safety (WHS). Lack of experience and skills, combined with a desire to work hard and impress people, can make you vulnerable and much more likely to be hurt. The reason we've designed WorkSafe SmartMove is to help stop young people being injured and killed every year at work.

WorkSafe SmartMove will give you the knowledge you need to stay safe in the workplace.

You can work through the activities in WorkSafe SmartMove either on or offline, in class or at home, in preparation for your initial work experiences.

WorkSafe SmartMove:

• Prepares young people for the responsibility of working safely
• Informs young people of the general hazards in the workplace
• Empowers young people to stand up for their safety in the workplace
• Provides young people with a certificate that recognises the knowledge and understanding they have gained by completing WorkSafe SmartMove
• Is linked to the syllabuses and support materials for each level of the Career & Enterprise courses which are available on the School Curriculum and Standard Authority
• Is mapped to the competencies of the nationally recognised WHS unit BSBWHS201
• Click here to view the competency mapping of SmartMove to BSBWHS201

WorkSafe SmartMove encourages students to become self-motivated and confident in their approach to learning. It is particularly relevant for the increasing number of students undertaking courses where learning in the workplace is part of the curriculum.

Underpinning Principles of WorkSafe SmartMove

(Reference document ASCC, 2006: Getting students to work… safely)

1) Whole-school approach

SmartMove’s whole-school approach to WHS education is two-fold. Firstly, it provides teachers/trainers with the opportunity to conduct teaching through practical simulation within virtual or actual workplaces that exist within the school environment.

Secondly, SmartMove has been developed to align with the competencies and scope of Career & Enterprise, Workplace Learning and BSBWHS201 (Contribute to the Health & Safety of Self and Others), allowing teachers/trainers to tailor the educational tasks to suit a variety of students with minimal modification.

2) Developing knowledge and understanding

Students need to develop their knowledge and understanding of a wide range of WHS issues, responsibilities and regulations before entering the workplace. SmartMove is designed in such a way that it introduces students to many topics progressively, from hazards and how to control them, the roles of the employer and employee, to workplace inspections and emergency procedures. SmartMove uses a range of tools to deliver this knowledge, including videos and documentaries, case studies, online activities and teacher-led class work.

3) Developing skills, attitudes, values and behaviours

An effective school-based WHS program not only provides information, it also develops skills, attitudes, values and behaviour. To contribute to the WHS process, students need to develop and practice a range of skills, including communication, self-esteem, confidence and assertiveness. SmartMove addresses this skill development by providing activities that allow students to; discuss WHS issues with school managerial staff, take part in a worksite inspection, make recommendations to improve WHS concerns in a virtual and/or actual workplace, and create their own basic emergency response plan and WHS induction video/kit for a designated school environment.

4) Innovative and interactive teaching and learning strategies

An effective school-based WHS program uses a range of student-centred, interactive and innovative teaching and learning strategies. SmartMove takes into consideration students from a variety of backgrounds and learning abilities, and endeavours to provide knowledge and skill development that is accessible to all students. Online and offline versions of SmartMove are available, and a dynamic text-to-speech function is available to use on each page of the website for students with lower literacy levels.

SmartMove combines individual online self-paced learning with collaborative classroom activities, and provides the opportunity for students to work individually or within small groups. Skill and knowledge gained during the early stages of SmartMove are used and applied later through case studies, investigations and creating WHS procedures.

5) Post-work experience debriefing

A post-work experience debriefing can ensure that students retain both knowledge and skills acquired within the workplace, and recognise their broader application. Most students enrolled in workplace learning have a workplace journal that is completed during and after their work experience. However, many school-based trainees do not have such a journal, and most feedback they provide is verbal as they progress through their traineeship.

SmartMove aims to address any shortcoming through the SmartMove Safety Passport program. The Safety Passport is a document that can be distributed to students upon commencing SmartMove. It will contain specific competencies that are “signed-off” when students successfully demonstrate them during the class work, and also provides host employers with the ability to provide similar feedback to educators when a student applies their knowledge in the work environment. The passport is designed to be a WHS communication bridge between educators, students and employers.

6) Program evaluation and ongoing improvement

An effective school-based WHS program encourages, and is continuously shaped by, regular feedback from all involved. The upgrading of the SmartMove website is built upon the feedback of educators over the years. Educators, students and industry representatives are provided the opportunity to give positive and negative feedback through the website that will be used to guide future development. The site will continue to evaluate content as the material is tested and moderated, and continue to develop based on educator, industry and legislative needs.

In practical terms, (as stated in the publication Student Work Placement Guide) a student needs to undertake an appropriate WHS induction programme before the work placement commences. It should be ensured that students have an understanding of (and SmartMove endeavours to address):

• their role, rights and duties under WHS legislation, including the right to be consulted about WHS matters that directly affect them
• the obligation the employer has to ensure a healthy and safe workplace for the student and fellow workers, including providing Personal Protective Equipment (PPE) where appropriate
• what to do in an emergency situation and evacuation
• what a hazard is, and the potential a hazard has to cause death, injury or disease
• how the risks from workplace hazards are identified, assessed and controlled, and the role that students may play in identifying hazards
• the procedures for students to follow if they become aware of any hazards
• the reporting of WHS matters such as accidents, incidents and injuries
• how to access first aid and how to complete hazard/incident report forms
• the meaning of the colours and symbols of WHS signs and the importance of complying with them
• what is appropriate behaviour for persons in the workplace and what is inappropriate behaviour, such as workplace violence and bullying
• the tools and equipment that they are not permitted to use and the activities they must not engage in
• the right to refuse to undertake work activities if they consider them to be unsafe
• the way to communicate their WHS concerns to their workplace supervisor, school principal/teacher/work placement coordinator or vocational consultant. The student should also be introduced to their relevant health and safety representative.

It would also be beneficial for students entering the work placement to have an understanding of the more common workplace hazards, such as:

• manual tasks
• slips, trips and falls
• machinery
• noise/vibration
• bullying/harassment
• stress/fatigue
• extended/excessive hours
• ventilation/dust
• hazardous substances
• exposure to disease
• contact with electricity

NOTE: We are very sorry for any delays to delivers any sources to our parents & our students