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JAP

Jap designed by Fife (plan 350) and built by Gridiron & Works in Ireland Carrigaloe

Length 11.15 m.

width 2.21 m.

Draught 1.40 m.




Sail Numbers C 4

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ALTAÏR

Altair schooner designed and built by Fife in 1931

LongueurHT 31 m.

width 6.20 m.

Draught 4.20 m.





A boat remained authentic

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TRIVIA

Trivia 12 m JI drawn and built by Camper & Nicholson in 1937

Length 21.33 m.

width 3.60 m.

draft 2,72 m.




Restored to the site Campers & Nicholson in 1991

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ADVENTURESS (Fife)

ketch Adventuress designed and constructed by W. Fife in 1924

Length 25.30 m.
width

draft

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ADVENTURESS

schooner designed by BB Crowninshield and built by Rice Brothers in Maine in 1913

Length 41.15 m.

width 6.40 m.

draft 3.66 m.

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THENDARA

Thendara gaff ketch designed by A. Mylne and built by Alexander Stephen & Sons Linthouse on the Clyde in Scotland

LongueurHT 36.50 m.

width 6.09 m.

Draught 3.90 m.

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LINETTE

Linette West Solent Restricted Class, W said boat drawn by RG May on behalf of the firm Lymington Boat Company and built by the shipyard in 1926 Berthon

LongueurHT 10.56 m.

width 2,26 m.

Draught 1.59 m

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VELSHEDA

Velsheda J Class designed by CE Nicholson and built by Camper & Nicholson in Gosport

Length 39.50 m.

width

Draught 4.80 m.

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THE BLUE PETER

The Blue Peter designed by A. Mylne

LongueurHT 19.60 m.

width 4,10 m.

Draught 2.80 m.

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TUIGA

Tuiga 15 m ji designed and built by W. Fife & Sons in Fife at Fairlie in 1909

LOA 28.04 m.

width 4.28 m.

draft 2,99 m.




Sister-Ship: HISPANIA

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LULWORTH

Lukworth designed by Herbert White and built by White Brothers in Southampton.

LOA 46.30 m.

width 7.60 m.

draft of 5.20 m.

The last of the Big Five who stayed in his "juice"

(ex TERPSICHORE)

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ROLAND VON BREMEN

Roland von bremen designed yawl Heinrich Gruber and built by Burmester Length 18.28 m.



width 4,10 m.

Draught 2.70 m.

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SUNSHINE

schooner drawn by W Fife
replica built in 2003 at the site Myannar in Yangon (formerly Burma)

Bridge Length 31 m.

width 5.60 m

draft 3,40 m.

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THELMA

Thelma designed and built by A. Logan Waitemata (New Zealand) in 1897

LOA 21.95 m.

width 3.35 m.

draft 2,54 m.

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VISTONA

Vistonis gaff cutter designed by W. Mac Pherson and built by the shipyard Dickie's of Bangor (Wales) in 1937

LOA 18.00 m.

width 3.78 m.

draft 2,35 m.

Formerly Dalriada, Nancy Rose and Vistonis

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LYS NOIR

Lys Black gaff yawl built at Barrier in Arcachon in 1914

LOA 24 m.

width

draft of 2.20 m.

Restored to the site in Granville Anfray

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Just RAYONA

Just Rayona SQUARE METER 22 designed and built by H. Becker Sweden. Length 13.38 m.



width 2.18 m.

Draught 1.30 m.

Edged mahogany copper rivets on frames bent acacia and oak floors.

Restored by Patrick site Lobrichon Baden

Information: http://www.woodfolk.com

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LOLA OF SKAGEN

Lola of Skagen fishing cutter built at Nipper Skagen Denmark.

LOA 22.30 m.

width 4.60 m.

Draught 2.00 m

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ORIOLE

Oriole NY 30 designed and built in 1905 by Herreschoff

LOA 14.10 m.

width 2.67 m.

Draught 1.93 m

Restored in 2005

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NAGAÏNA

Nagaina cutter designed by Camatte built by Chiesa & Son in 1950

LOA 16.50 m.

width 3.65 m.

Draught 2.30 m.




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handedness?

Top

Playing, eating, drawing, write ... At what age do we know that a child is left or right handed?

The beginning of lateralization

When the toddler begins to grasp objects, he uses either of his left hand or his right hand is normal. He learns to coordinate his movements but it is not lateralized. Lateralization does not before 3 years. Between 3 and 6 years, lateralization is taking place gradually and naturally is confirmed by the ability of the child with either of his hands. Let it change hands depending on your needs and does not contradict its trends Natural: encourage him but let him always determine for itself the hand he used. Most often, the right-handed or left-handed orientation of the child is in place at the time of entry to primary school (CP). Good to know: to make progress, your child tries to imitate you. If you stand in front of him to play or to get him to eat, naturally he will get the left hand you stretch him of his right hand ... This may encourage them to become left-handed. Not to influence its lateralization, rather sit next to him and not in front.

Can we identify its preferred side before 3 years?

Preference left or right of the child is observed in many gestures of everyday life. Small simple tests can help you find the time before his preferred side: Let them climb stairs and see if it starts with the left foot or right foot. Similarly, you can see which way he shoots a ball. Give it a kaleidoscope (or make a telescope of paper) and notice the eye with which he looks. Give him an alarm clock: which side he plays tic-tac? Finally, stay alert (er) to all actions of life Current: which hand he holds a spoon, a toy, a pencil, brush, brush your teeth? ... If your child has completed all the exercises on the same side: it is likely to already be lateralized or during lateralization.

However, do not wear a hasty conclusion, it may not yet be definitively choose between his right hand and his left hand. And if he is left-handed, especially not to oppose him. If he has done some exercises on the left, others from the right side, repeat the tests regularly. Some children are lateralized late, around 6 years. Perhaps also there will be ambidextrous, that is to say capable of using either his right or his left.

Your child writes with his left hand? Respect her choice! Being left handed is no problem: there is no reason not to accept it. It is true that our everyday environment is more designed for righties. But a child left naturally adapts to his world, without this it is a problem.

To assist in learning, choose whenever possible specific tools (scissors for lefties, for example). Problems could arise however if you contrariiez his natural tendencies, what has long been forcing left-handers to write with his right hand: bad bearings in space, problems in learning to write, writing some "chicken scratch"! Now we respect the natural orientation of left-handers: Teachers are also recommendations in this regard.

As lateralization is delayed

Only its entry into first grade (CP) is known if the child is actually left handed or right: when it begins the Learning reading and writing, the child is usually lateralized allowing it to be more accurate and more skillful. If at age 6, your child is still hesitating between one and the other hand, it can be embarrassed into academic learning: see psychomotor one that will reveal its true guiding hand.

Sources
http://magiquesite.123.fr/spip/spip.php?article87 $

Tips to help children write

Tilt his paper on the right side

Because contrary to what is still widespread among teachers, slightly tilt the sheet on which is written to the left or right, depending on whether it is right or left hand, facilitates act of writing.

The help position his hand on the page and on the pen

The child has sometimes left a bad grip on the pen, especially if he does not have a model like the little right-hander. His hand "pushes" writing instead of shoot. It hides what is written, creates "blunders". Try to do with him what is the best posture.

Help her relax

It will take a little longer maybe to learn to write, but better not to rush. To support this, we can teach him the first acts by the game, make him understand what his preference, right-handed or left-handed, in a playful way: by whose hand he grasped the door handle, or that the ball we sent him ...?

Never annoy a preference

First, it is ineffective. And above him this could cause problems in its spatial organization and affect on subsequent academic achievement, particularly in mathematics.

Note:

Small children left sometimes develop a system for mirroring: the letters, the order of words in the sentence are strictly reversed (eg weight becomes bioq). If it persists, this can become worrisome and require the intervention of a psychomotor or a psychotherapist.

End

Sources
http://www.magicmaman.com/, some tips-for-
help-the-child-to-write, 118.5644. Asp

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Shyness Is this a defect?

About Alexandrine Saint-Cast, psychomotor, member of the French Federation of Psychomotor and as the Association for Research and psychomotor development.

Alexandrine Saint-Cast : No this is not a fault, it's a way to feel and express in behavioral responses discomfort in interpersonal situations, exchanges with another person.

This is not a fault but it's embarrassing because this emotion negative, uncomfortable for the child, is associated with fear, anxiety.

Being shy, it does not dare, but do not know, reducing its capacity to express, not to use its potential. The child is as overwhelmed by his emotions and can not control himself.

can see how this experience can become a hindrance, even a source of suffering. That is why it is good to help children overcome their shyness.

How to find shyness in a child?

AS-C. : This type of reaction can occur from about 3 years. Before, the child has little awareness of its actions with another. He is turned toward him and clearly does not realize that something else may think about it.

is when this realization the other is that the child loses some spontaneity relational. It may become more reserved, which is quite usual.

This will draw attention is the child who blushed, turned pale, crouched in the legs of his mother, hiding her face against an adult or other children.

Others will express themselves quite differently. They will not shut themselves but rather too open, talk fast and loud, move, jump. These reactions are also a sign of trouble finding the right place, good relational distance.

All combinations are possible between these two extremes. A child may be contained in the dual relationship and too expansive, excited group, for example.
Children may be intimidated by adults or each other. Then we will be attentive to what it expresses to help do not get into the habit of reacting that way.

How? After all, if it is his nature to be reserved, why not leave him alone?

AS-C. : Every child has its own personality and therefore its modes of reaction to be observed. So this is a question of dosage.

Excessive shyness is related to an unpleasant experience and may even go to a relational anxiety, a psychomotor inhibition. Sometimes these reactions may be related to protection aggressiveness facing one another or against oneself is a way to block the exchange, position themselves in negative.
As usual, these are his other reactions that will help assess the situation. If, however, the child is comfortable, eats and sleeps well, rest assured if and changes in attitude, do not worry. By

cons if other behaviors also evoke anxiety, malaise, we must be attentive and help them flourish.

How reassure the child shy?

AS-C. : Parents have both a role in protecting and opening for their child in his environment. The failure of one or the other can result in a lack of confidence.

For example, leaving a child in a place unknown to him without explanation or preparation may worry, be late to pick him too. These situations could create a feeling of insecurity.

Instead, overprotective, do not let him do new experiments, which is a way not to trust him, is not positive.
It is always advisable to explain to children what they will do, what will happen, to prepare for situations that may be troubling as a medical consultation, even when very young and does not speak yet.

time adjusting to the nursery, for example, serves this purpose. So that the child does not feel a shock when the separation and it does not keep a bad memory. It will also

attentive to her special requests which vary from one child to another and according to his age.

Moreover, children are very sensitive to what is said about them. So beware "tags" quickly asked, in turn, refer the child a picture that he will comply. Of course not mock him, respect him and his behavior speak for him to understand that it can be expressed with words, without blocking nor be overwhelmed by emotions.

Sources
http://www.france5.fr/maternelles/eveil/W00252/1/85765.cfm

More
http://www.mfacf.gouv.qc.ca/services-en-ligne/a-nous-de-jouer
/ forms / timide.asp ? behavior = all

http://ca.pampers.com/fr_CA/learning/page/tpc_article_details/
topicId/207/type/101/contentId/9287.do; jsessionid =
3SQIJW1OHEOZTQFIAJ0X0MY

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Gifted: intellectual precocity of children, disability unknown

Top

Between 2 to 5 children among 100 school-age students are gifted or gifted. Paradoxically, their advance intellectual can become a source of disability and school failure, if not recognized and supported correctly.

40,000 children by age have an IQ above 125

The precocity is defined relative to a standard, that means the normal development of children of the same age. The objective criterion for considering a child is intellectually "early" is the value of his intelligence quotient (IQ) greater than 125 points. This QI is an advance in mental age of about one year at the age of 4 years and two years at the age of 8 years. In fact, IQ is simply evaluated to confirm the many small clues of child behavior that suggest this possibility.

Some behaviors are indicative of the child before the age of 3 years ...

Before 3 years, the behavior of some young children sometimes attracts attention. They are very alert, very perceptive. They have a particularly intense gaze, are sensitive to novelty, are precocious in terms of psychomotor development and speech. All that can legitimately lead the pediatrician and / or parents to discuss the possibility of precocity. However, it will be really confirmed until the age of three years, thanks to tests of intellectual development.

The revelation of precocity is sometimes later ...

even late development of language in children does not preclude the possibility of precocity. Some children will "explode" after the age of three. Suddenly, they speak with a language very well structured, rich and concise so that they master sometimes later writing, especially boys. These children also show particularly curious and always want to know the why of everything. They tend to seek older peers or adults to chat. Interested and able to learn to read early, they are often fascinated by knowledge of the universe, from prehistory, space, mythology, they also have a special appetite for encyclopedias and dictionaries.

traits of particular characters

The temperament of the gifted child is also special. It is often emotional and can not stand injustice vis-à-vis himself or his entourage. He tends to judge people quickly. He has a sense of humor and is happy with words. It is often distracted but he is also capable of intense concentration when he is interested. It is more effective in activities complicated than in simple activities where it is guilty of "silly mistakes". They are often emotional, hypersensitive, finally enough alone, even among siblings. They feel misunderstood and unloved by their parents and teachers. In fact, they prefer to isolate themselves.

Earliness does not free from problems and creates some

Paradoxically, early does not free from difficulties such as dyslexia and dysgraphia (difficulty in learning to read and the spelling), as common disorders in children earlier than other children. While one could imagine the gifted child first class, it is often the opposite happens. They quickly get bored in class and even at home. They develop a behavior that may seem inappropriate, especially since the teaching methods does not suit them. Be told "it's not because you're smart to do the stupid" or "everybody here is on an equal footing," does not help them develop their real potential.

educational and training measures appropriate to the child early

In the absence of suitable teaching the gifted are likely to experience a course of academic failure or of dropping out. Gifted children often need education requirements and special education, taking into account their potential and flaws their qualities.
As parents, they have much to do to "feed" these fragile children intellectually, without "pushing" to make "little geniuses". The important thing is that they can be happy!

By Dr Catherine Feldman
End

Sources
http://www.e-sante.fr/fr/magazine_sante/ Child / Gifted
_precocite_intellectuelle_enfants_handicap_meconnu-6337-18-art.htm

Important Link

http://education.hauts-de-seine.net/Ressources/doc/
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difficulties and learning disabilities.

Top

How to help your child track

by Lison Daoust, remedial

When a student has learning problems or adaptation to school, he also saw trouble home. The teacher is usually the first to report a problem, but the parent may be the one who initiates the process of testing that could make all the difference.

Whatever the type of difficulty, the student is detected early is more likely to receive services to its measure and avoid the repeated failures that might lead more or less directly to the dropout . The kid who wins a day at school does not suddenly: it has perhaps never "hooked" to the school system. The screening will allow us to portray the whole child, to know your strengths, understand their difficulties and propose solutions.

What to Observe

signs of stress:

• stomach before going to school;
• Difficulty falling asleep •
nightmares •
loss appetite;
• aggressive, impulsive or inhibited;
• frequent seizures;
• Speech sad, anxious,
• communication difficulties.

In fact, it is important to note here are the behaviors that your child does not usually manifest. It is certain that the entrance to the school can cause small imbalances, but when these ailments are becoming more important, we must ask questions.

Developmental problems

• language disorders, memory, hearing, vision,
• poor concentration, attention, fine motor or global.

These problems are more difficult to detect, especially if your child is older and you have no reference point. We do not ask you to make a diagnosis and it is not about to panic! The important thing is to take the time to observe your child to look, to contact him to know him better.

The difficulties and learning disabilities: what is it exactly?

You should know that there is a difference between "difficulty" of learning and "disorder" of learning.

Learning difficulties

Learning difficulties may be transient and not related to the intelligence of the child. They are manifested by a delay, an imbalance in one-time learning:

• problems with concentration (distracted, moody);
• difficulties in reading, writing, mathematics;
• behavior problems (aggression, sadness)

Learning difficulties are often related to various factors: moving, divorce, death or illness of a parent difficult relationships with family or with the teacher, immaturity (derogation school), absenteeism, teaching method, etc..

If detected early enough students who have learning difficulties, we can intervene quickly without any serious consequences. But unless we act quickly, failures will accumulate and the young will lose their motivation and confidence in him then he will develop behavioral problems and coping with significant delays that exclude the regular school program.

Learning disabilities

Learning disabilities are not related to the intelligence of the child, but are usually permanent. They are caused by a combination of persistent difficulties in one or more processes for the development and deficiency in information processing. These disorders are manifested at levels of: •

attention, memory, reasoning;
• coordination, communication, ability to read and write;
• conceptualization, social skills and emotional maturity.

Examples of disorders diagnosed in primary school children: hyperactivity, dyslexia, dysgraphia, the attention deficit disorder.

These students may not attend a regular school program and adapted to the condition to be identified early. It is therefore important to ask what services you are entitled to establish an individualized plan for your child.

What to do if you have any doubts

1. Encourage your child

If your child is having difficulty, it really needs to be accompanied and supported. If it is in situations of failure, take the time to listen.

When Xavier was in Grade 1, he preferred to play hockey and run that to stop and read. He told us that her body was better than his intelligence and he even managed to convince us that he would always read a pocket. We encouraged him to play hockey more often and became good at something, and when her teacher asked her to do research on the history of hockey, he happily made what it took to read and write!

2. You tell someone

Talk to your spouse or a person who knows your child and your family, you will check your observations and clarify the different circumstances which manifest behavior disturbing.

3. A visit to the doctor

Getting the physical checkup for your child is desirable. Ask any questions related to physical development: hearing, vision, reflexes and motor skills. Note the questions that bother you to not forget them when visiting the doctor.

4. A meeting with the teacher

Request a meeting with the teacher as soon as possible. If this is difficult in the short term, a telephone interview may reassure you. But do not be in doubt. The teacher needs your help if your child is experiencing difficulties. It may already offer ways to help at home and ask for more resources to quickly make a full assessment.

5. A meeting with the director

If you think your child needs special help, the director should have more availability to talk about the various services offered at the school. It is also his duty to assist you in your approach. Let him know your concerns and assure him of your partnership.

6. A meeting with the school committee

The school committee is comprised of parents of school. The school committee has decision-making power. If you do not get answers to your questions, these parents are able to offer solutions. In my practice, I helped parents who had problems obtaining the cooperation of teachers and even school collaboration. This scenario is unfortunately more common than one might imagine, the system is filled with pitfalls, it is the education of your child and his future.
End

Source
http://www.aqeta.qc.ca/francais/generale/depistag.htm

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http://www.ldac-taac.ca/InDepth/background_signs-f.asp

http://www.ldac-taac.ca/InDepth/background_info-f.asp