Surgeon General: Whether schools reopen or stay closed is up to you WhatsApp Google+ Twitter By Network Indiana – July 21, 2020 0 371 Pinterest Twitter Facebook (Photo/Public Domain) Whether schools reopen or stay closed in favor of e-learning is entirely up to you, according to the U.S. Surgeon General.Dr. Jerome Adams was the state health commissioner of Indiana before taking his current position in the White House. Talking on Good Morning America, Adams stressed that the process of school districts deciding to stay closed or to reopen is about more than the districts making the final call.“The biggest determinant of whether or not we can go back to school has little to do with the actual schools. It’s your background transmission rate,” Adams said. “It’s why we have told people constantly that if we want to get back to school, to worship, to regular life, folks need to wear face coverings and practice social distancing.”He said it’s by doing these things that we make the process of flattening the curve function. Meanwhile, there are many that are criticizing the Trump Administration for not doing enough to get more Americans tested for coronavirus.Adams said the rub is not a matter of testing, but funding.“There was ten billion, with a B, dollars allocated for testing, and only about 36 million, with an M, has been drawn down from that fund,” he explained. “So, some of the debate is not about whether we need more testing, but it’s really about whether we’ve spent the money that already allocated.”According to the Centers for Disease Control over 48.6 million Americans have been tested, roughly 14-percent of the U.S. population. Nine-percent of those tests has come back positive. Previous articleMedical care in rural hospitals challenged during pandemicNext articleIndiana Democratic lawmakers want a special session to talk pandemic, police reform issues Network Indiana WhatsApp Google+ Pinterest CoronavirusIndianaLocalMichiganNews Facebook
Facebook WhatsApp Facebook Twitter IndianaLocalMichiganNews By Jon Zimney – April 12, 2021 0 220 Twitter Google+ (Tom Franklin/95.3 MNC) The South Bend Community Blood Bank is in urgent need of donors with O+ and O- type blood.Anybody who is able to help is encouraged to stop into a donor center or mobile unit to donate.95-3 MNC is hosting a mobile blood drive, next Monday, April19, from 9 a.m. until 2 p.m. in our parking lot at 237 W. Edison Road in Mishawaka.You can learn more or schedule an appointment for that blood drive or any donation appointment by visiting www.givebloodnow.com. Urgent need for O+ and O-type blood donors Pinterest WhatsApp Pinterest Google+ Previous articleFood Bank of Northern Indiana mobile food distribution scheduleNext articleHow long do you sit each day? Jon ZimneyJon Zimney is the News and Programming Director for News/Talk 95.3 Michiana’s News Channel and host of the Fries With That podcast. Follow him on Twitter @jzimney.
Public Health England (PHE) is advising people planning to travel to Europe over the Easter holidays to ensure they are up to date with the MMR vaccine, due to ongoing measles outbreaks across the continent. Measles is a highly infectious viral illness that can lead to serious complications and in rare cases can be fatal.The European Centre for Disease Prevention and Control has reported a high risk of measles in Europe, with cases being imported and exported between countries. This is largely due to lower MMR vaccine uptake in many European countries. Romania, Italy, Germany, Greece and France are all currently experiencing large measles outbreaks.Although the overall risk to the UK population is low, in England there have been 168 laboratory confirmed measles cases this year. London, South East, West Midlands and the South West regions have reported the most cases. About half of the cases in England in 2018 have been in people over 15 years of age.Whilst MMR vaccine coverage for the routine childhood programme is high in the UK, anyone who has missed out on MMR vaccine or has not had measles in the past is at risk of catching the disease.The vaccine is available to all adults and children who are not up to date with their 2 doses. It is offered to children at 1 year of age with a pre-school booster at 3 years and 4 months. Anyone who is not sure if they are fully vaccinated should check with their GP practice.PHE local health protection teams are working closely with the NHS and local authorities to raise awareness of the outbreaks in the UK and other parts of Europe with health professionals and local communities.Dr Mary Ramsay, Head of Immunisation at PHE, said: The measles outbreaks we are currently seeing in England are linked to ongoing large outbreaks in Europe. People who have not had 2 doses of the MMR vaccine are particularly at risk. We want to remind people that measles is not just a disease of young children and we’re seeing many cases in people over 15 years of age. Adults or parents who are unsure if they or their children have been fully vaccinated should check with their GP and make an appointment to receive 2 doses of MMR vaccine. The UK achieved WHO measles elimination status last year, so the overall risk of measles to the UK population is low. However due to ongoing measles outbreaks in Europe, we will continue to see cases in unimmunised individuals and limited onward spread can occur in communities with low MMR coverage and in age groups with very close mixing.
Request an accessible format. If you use assistive technology (such as a screen reader) and need aversion of this document in a more accessible format, please email [email protected] tell us what format you need. It will help us if you say what assistive technology you use. Our next public board meeting will take place at the Coal Authority offices at 200 Lichfield Lane, Mansfield, Nottinghamshire, NG18 4RG, starting at 1:45pm.The board continues to conduct its business in public, as part of its ongoing commitment to giving stakeholders greater access to information on the activities undertaken by the Coal Authority. Exceptional items of a commercially confidential nature will continue to be dealt with by the board in closed session. This file may not be suitable for users of assistive technology. Public board meeting agenda 17 May 2018 PDF, 67.3KB, 1 page
It was a privilege to meet some of the first responders and I want to thank them for their professionalism and dedication. We now need to allow the police to continue their investigation. I am mindful of the individuals still in hospital in critical care and thinking of them, and their family and friends. It is important to reiterate though that the risk to the general public remains low. What I have experienced in Amesbury and Salisbury is an overwhelming feeling of the community coming together. They have impressed the whole country with their response and have shown that Salisbury is open for business. The visit came after tests showed the couple were exposed to the same Novichok nerve agent used in the attack on Yulia and Sergei Skripal in Salisbury in March.The Home Secretary was met by Chief Constable of Wiltshire Police Kier Pritchard at the Guildhall in Salisbury, where he was given an operational update on the ongoing investigation. Afterwards, he met with first responders from Wiltshire Police and the Fire and Rescue and ambulance services to thank them for their dedication and professionalism.John Glen, MP for Salisbury, then took the Home Secretary to visit local businesses in Guildhall Square, and to watch a performance by the Salisbury Area Young Musicians.Then the Home Secretary went to Amesbury where he visited Muggleton Road, the site where the two individuals were taken ill.Speaking at the scene, he said:
This annual week-long celebration of apprenticeships will bring the whole apprenticeship community together to celebrate the impact of apprenticeships on individuals, employers and the economy.Following the most successful National Apprenticeship Week ever that took place earlier this year, National Apprenticeship Week 2019 – which also coincides with National Careers Week – will look to involve more individuals, employers, partners and providers in activities that highlight the benefits apprenticeships bring to employers and the opportunities apprenticeships present to individuals.National Apprenticeship Week 2018 was record-breaking: with 780 events taking place across England. The ambition of delivering a 10,000 talks movement – #10kTalks – to inspire the next generation of apprentices in schools across the country was exceeded, reaching over 33,500 people. Over 300 schools joined the 10,000 talks movement and a further 130 schools also hosted teacher-to-teacher talks – reaching an additional 2,300 individuals. The Big Assembly reached 20,000 people with a live video stream – showcasing apprentices and employers sharing their apprenticeships stories. Events also took place to celebrate International Women’s Day, apprenticeships diversity and a launch event with the BBC and Sutton Trust included the announcement of a new ground-breaking apprenticeship programme. Keith Smith, Apprenticeships Director, Education and Skills Funding Agency said: National Apprenticeship Week is an important date in the academic calendar and I am delighted to announce the date for National Apprenticeship Week 2019. The success of previous National Apprenticeship Weeks’, especially during 2018, tells us that one week dedicated to celebrating, promoting and realising the importance of apprenticeships and their impact enables an apprenticeship movement across our sector. This movement sees employers, providers, partners and apprentices themselves grasp the opportunity and get involved in our celebration, creating fascinating events and opportunities to share the many benefits apprenticeship bring. More detail, including the theme, will be confirmed over coming months. I am hopeful that by sharing the date 6 months in advance of the week partners will start to plan some new and exciting activity that they will run during National Apprenticeship Week 2019. More information on National Apprenticeship Week 2019 will be announced on GOV.UK and on social media channels. Follow @Apprenticeships on Twitter and National Apprenticeship Service on LinkedIn to keep up to date.
For journalists Follow the Foreign Office on Instagram, YouTube and LinkedIn Further information The UK is extremely disappointed by the announcement of the Guatemalan Government on Monday 7 January unilaterally terminating their agreement with the UN on the International Commission against Impunity in Guatemala (CICIG), a decision which has since been suspended by the Constitutional Court. CICIG has made a valuable contribution to the fight against corruption and impunity in Guatemala, strengthening the national institutions of Guatemala in the process. The UK, along with the EU and other international partners, has been a strong supporter of CICIG and we value their work and close cooperation with the Office of the Public Prosecutor of Guatemala. The UK supports the statement made by the Secretary-General of the United Nations rejecting the Guatemalan government’s decision to unilaterally terminate the agreement establishing CICIG and calling for the Guatemalan Government to allow CICIG to continue its important work until the completion of its mandate in September this year. The UK supports the statements made by the G13 donor group and the EU, and calls on the Government of Guatemala to respect the rule of law and the importance of strong, independent institutions, which are vital for ensuring security and prosperity. Follow the Foreign Office on Twitter @foreignoffice and Facebook Email [email protected] Media enquiries The Rt Hon Sir Alan Duncan MP, Minister of State for the Foreign and Commonwealth Office said: Follow Foreign Office Minister Sir Alan Duncan on Twitter @AlanDuncanMP and Facebook
Thank you Bill, and what a pleasure it is to be here today.When I last spoke to you, I commented on the energy and commitment of everyone I meet who works with young people, all the way from birth to adulthood. Two years in, that hasn’t changed.I still believe we have the most talented and dedicated generation in history working in our colleges, schools and the early years sector. That is reflected in our quality of education and is something we should all be proud of. And today I’m going to be talking about our new framework as well as about the college landscape, so I’ll be talking quite a bit about pre-16 as well as post-16. But I’ll start with your world.Times are challenging and many of you are making difficult decisions every week. And for sixth form colleges and academies, money is probably the biggest challenge – and I told the Public Accounts Committee I was concerned about this back in October.I said there that whereas real spending per school pupil has increased quite substantially since the early 1990s, this hasn’t happened for post-16. Indeed, real-terms cuts to post-16 funding are affecting both quality and sustainability. Inspection evidence, our published reports and our insights indicate several areas where the student experience is being affected in some colleges.For that reason, to reiterate, I am firmly of the view that the government should increase the base rate for 16 to 19 funding in the forthcoming spending review. My view hasn’t changed. You can be sure that where there is clear evidence that funding is damaging standards, we will send that message plainly.High-performing and improving furtherAnother challenge is constant change in your sector. Mergers and academisation are creating profound changes in the landscape. Our latest annual report highlighted that nearly a third of the original 90 sixth form colleges have academised or merged just in the past 2 years. And so the number of 16 to 19 academies has more than doubled in the past 2 years, up to nearly 50 by August 2018. That is a lot of change.So it was gratifying to be able to report that at that point, around four-fifths of the sixth form colleges and 16 to 19 academies that we’ve inspected were judged good or outstanding.This is an improvement on the previous year and has to reflect a lot of hard work, excellent teaching and dedication on your part. But beyond that, it means more young people well prepared for further study, for the world of work and for taking their place in society.Four sixth form colleges improved to good, and I congratulate you. What we commonly found, in these 4 colleges: managers had put in effective development for teachers; teaching and assessment had improved; achievement gaps between different groups of learners had reduced; and teachers’ confidence in developing students’ English and mathematics had improved.One sixth form college went from good to outstanding last year: Joseph Chamberlain College. We found high quality teaching across a range of academic and vocational subjects, a culture of high aspiration and harmonious relationships and a senior leadership team that hadn’t stood still, but had made further improvements since their previous inspection. They show how good colleges can improve even further.But, despite these successes, we know that pressures remain. I want to reassure you that we understand your challenges, and the complex and shifting landscape. We certainly don’t want to make your lives harder. Inspection should be about supporting improvement, not distracting from it.Curriculum and frameworkWhich is why a commitment to being a force for improvement sits right at the heart of the Ofsted strategy I introduced in my first year as Chief Inspector. And I have been determined that this strategy should not be the kind that gets launched with a fanfare, and then moulders in a cupboard. It is a living strategy that informs and directs every aspect of our work.Nowhere has this been clearer than in developing our new education inspection framework. And this is the consultation I am launching today.The title is the headline: it’s all about the substance of education, and how that is examined at inspection.Inspection is in essence a professional dialogue between inspectors and a provider. We want to make sure that these professional dialogues are as much as possible about what matters to young people: the substance of their education. What are they being taught? How well are they being taught it? And how is it setting them up to succeed at the next stage?Perhaps that sounds obvious. But we have collectively realised in recent years how easy it can be for practitioners and institutions, and indeed for policy makers and inspectorates, to lose sight of the substance amid the noise.Some of that noise comes from the ocean of outcome data and analysis that we can all draw on. Now, don’t misunderstand me, performance data used well is a very good thing. It is absolutely right that we have transparent measures that give insight into institutional performance. And I believe current accountability measures are a considerable improvement on their precursors. And of course, most exam and test results matter greatly to the individual. Outcomes reflect their educational achievements. However, we all recognise that when we put too much weight on individual performance data as a measure of quality of education, then problems emerge.The curriculum research studies that we have done in the past 2 years have highlighted some of the problems. They have shown how when data trumps substance, it is curriculum, teaching and learning that suffer. I won’t repeat today a list of examples of how that loss of substance manifests itself. But my hypothesis that we were on the right path with this work has been greatly strengthened by the extent to which people working at every level and stage of education have confirmed the pressure they feel to put securing grades and stickers ahead of real learning, and have welcomed a renewed focus on substance.So, a key principle of the new framework is to put inspection back into its proper place, where it complements published performance data, rather than intensifying the pressure on you to deliver higher numbers each year. It often matters ‘how’ results are achieved: done right, they reflect great education; done badly, they can give false assurance that young people have achieved well and are ready to progress. And no data measure can ever fully capture the quality of the education it reflects. On occasion we at Ofsted have been guilty of being too reliant on data, and I want the new framework to change that.So what do we understand to be the real substance of education? What is its core purpose, and what is Ofsted’s role? At the very heart of education sits the vast accumulated wealth of human knowledge and what we choose to impart to the next generation. I have made no secret of the fact that I think that curriculum, the ‘what is taught and why’, has had too small a share of inspection consideration for many years, and that this has contributed to the gradual erosion of curriculum thinking in early years, schools and post-16. This draft framework is built around a rebalanced set of judgements that restore curriculum to its proper place as one of the main considerations in good education. And in turn, I hope, to the forefront of educators’ minds.So a new quality of education judgement will look at how schools are deciding what to teach and why, how well they are doing it and whether it is leading to strong outcomes for young people. This will reward those who are ambitious and make sure that young people accumulate rich, well-connected knowledge and develop strong skills using this knowledge.In particular, I believe this will help providers with challenging intakes, but who don’t succumb to the temptation to think about performance tables ahead of young people. Such as schools that enter children for academic GCSEs, because they are right for those children, even when the school might accumulate higher point scores with other qualifications.Because this is all about standards. Nothing is more pernicious to true standards, than a culture of curriculum narrowing and teaching to the test. If for instance you want children to read really well by the end of primary school, you do it by reading to them, teaching them new things and having them read as much as possible, not just by having them take countless reading comprehension practice tests. This framework aims to sustain improvement in true standards.So what will inspectors be looking at? I must stress – again – that there isn’t and won’t be an Ofsted curriculum. Not all curriculum is equally strong, but an excellent curriculum can be constructed in many different ways. The research we’ve already published illustrates that we can recognise and judge a range of approaches fairly. And our research has also shown that we can distinguish between the providers who just talk a good game about curriculum, and the ones who are genuinely implementing a curriculum well.And of course, good curriculum is part but by no means all of a good education. We distinguish the curriculum – what is taught – and pedagogy, which is how the curriculum is taught. It is also distinct from assessment, which is about whether learners are learning or have learned the intended curriculum.This has led us to a three-pronged approach to looking at the quality of education.First, the framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage: the curriculum intent.Secondly, the translation of that framework in practice, within an institutional context. The contribution that the teaching makes to the intended curriculum: the implementation.And thirdly, the evaluation of the knowledge and skills that students have gained across the curriculum against expectations and the destinations they are enabled to go to next: the impact.How will we inspect it?What we are proposing reflects what our research has shown us, and the wider literature on educational effectiveness, from a child’s early years through to adulthood. What we have learned from a quarter of a century of inspections, what we have heard from all sides about what works well in inspections and what works less well, what we have learned about staff workload, what we know about particular pressure points in each phase of education.In particular, we’ve made sure that we pitch our inspection criteria at the right level. So for example, if we make the curriculum criteria too weak, a poor curriculum that leads to little learning and widening gaps would go unscrutinised. If we make them too strong or rigid, the diversity and innovation that are a healthy part of our education system could be unduly constrained. We’ve done a lot of work to pitch our criteria at the right level. They draw on existing evidence around curriculum quality. They don’t extend beyond what we have found the evidence to justify.And we’ve been putting the criteria through their paces through many pilot inspections, and will be continuing pilots throughout the spring. I’d like to thank those of you who are helping with these pilots. What we learn from them will inform the final version of the framework, alongside your responses to the consultation.We have also been laying the groundwork with instalments of inspector training on the areas that have a higher profile in this framework, and have plenty more in the pipeline ahead of September.And in this preparation, we have been clear with our inspectors that the new framework is not about moving the bar for good, in either direction. We have designed the new framework on the basis that a broadly similar proportion of providers should be judged good or outstanding as under the current framework. Any suggestion that this framework is likely to push far more providers below the line than above it is just wrong.And another reassurance. No-one should think they need to develop a new curriculum from scratch, or indeed jump through any new hoops. In post-16 education you already have your study programmes. For others, the Early Years Foundation Stage or the National Curriculum provide a baseline.Nor do we want to see nurseries, schools, colleges or other providers rushing to change their curriculum, or adopting superficial solutions just “for Ofsted”. That would go against the spirit of this framework. This is why we have taken the extra step of recognising in the draft handbooks that curriculum change takes time, and that for the first year at the very least, providers that are taking reasonable steps to improve their curriculum, but aren’t necessarily there yet, will not be adversely affected.On the other hand, we don’t want innovators to see the new framework as a brake. For example, if you are trying out new models as part of Education Endowment Foundation studies, or are working on new approaches to curriculum or teaching or assessment, that will be recognised.Of course, the application will be a little different in the different sectors we inspect, so for example: For primary age children, this will mean a focus on how well pupils are taught to read. Inspectors will look at how well the schools are teaching all children to become fluent readers, starting with phonics and building up from there. This is how children become confident readers. They would also look at how well pupils remember, understand and apply mathematical knowledge. Personal development and behaviourI’ve heard from rather too many of you that the current behaviour, personal development and welfare judgement is seen as the soft part of the current framework. We also know, from our work with parents, that it’s the judgement most of interest to them.I’ve also heard concerns that the perceived pre-eminence of the outcomes judgement restricts your ability to offer the things that we know help to build young people’s resilience and confidence – such as cadet forces, Duke of Edinburgh awards, sports, drama or debating teams.So rather than conflating personal development and behaviour, the new framework will separate them out.The new behaviour and attitudes judgement will look at how well behaviour is managed, to create the calm, orderly and safe environment that we know is a basic requirement for good learning.Alongside that, a new personal development judgement will look at the opportunities providers give to build character and resilience, and to prepare children and young people to succeed as adults and active citizens in modern Britain. Importantly, this judgement will not try to assess the full impact of personal development provision: that is clearly impossible in a day or two on site.WorkloadWorkload has of course, been in front of us in letters of fire as we have worked up these proposals. While we know that any kind of accountability necessarily involves some irreducible workload, we have to do what we can to make sure that inspection adds no more burden than it must.So for example, we know that in some places, a false perception that it is “what Ofsted wants” is the rationale for an onerous cycle of ‘data drops’ where teachers feed frequent assessment information into a centralised database.Take early years for example. Staff time spent teaching, talking and playing with children is far more valuable than time spent taking endless photographs for filing under ‘progress’. A photograph of a child pouring water from one container into another doesn’t necessarily mean they have grasped the concept of capacity or have a sense of the words ‘more’ or ‘less’ or ‘bigger’ or ‘smaller’. But again, I know which way the pressures of accountability can seem to push.The great benefit of inspection is seeing first-hand what is actually happening in providers, not just data files and spreadsheets. So the proposal is that inspectors will not look at internal progress and attainment data of current children or students. Yes, of course some of it will still be useful for your own management purposes, but we don’t want you doing it for us, or to be offended if we don’t use it. We don’t want inspection to be about an inspector and a leader craning their heads over a spreadsheet on a study table. When you tell inspectors that your internal data and information helps you to know about progress and attainment, inspectors’ reaction should be: “that’s great, let’s go and see it in action”.In doing so, we hope that we will once and for all bust the myth that data should be created for Ofsted. At the same time, under the new leadership and management judgement, we will go further in considering whether leaders are realistic and constructive in managing workload. That doesn’t mean Ofsted trying to drive a wedge between leaders and teachers – far from it! Rather, it means getting a sense on inspection as to whether leaders understand and manage the demands they place on their staff.Don’t buy the snake oilIn the same vein, I want to say, hand on heart, that you do not and should not spend a penny on consultants to prepare for the introduction of this framework. As well as publishing the framework, the draft handbooks and our research findings and our literature review of existing research on educational effectiveness, we have also published videos and slides of the curriculum workshops we held last autumn.We are putting all this out now at this early stage to provide certainty, reassurance and transparency, which I hope will help you give us specific and constructive feedback.IntegrityOne other thing that I hope will flow from this new approach, is that integrity will be properly rewarded. That inspection will recognise the importance of doing the right thing by young people.I know how easy it is to let drift happen, because of the pressures of making the numbers add up, or because someone down the road is doing it and you think that you or your students will suffer unless you do the same. That’s not your fault; it’s human nature. But its effect is pernicious, and we know that it is disadvantaged pupils that suffer the most when substance comes second to point scoring. That’s why inspection needs to be a counterbalancing pressure that places clear value on doing the right thing.One area where I hope we can make real progress, is in tackling the unacceptable practice of off-rolling. Last year we identified around 300 schools where ‘exceptional levels’ of pupils are coming off state rolls between years 10 and 11. That’s a time when it seems unlikely that many parents would choose to withdraw their children from school education. Instead it seems that some of these moves are the result of pressure from the school, often directed at some of the most vulnerable families, least equipped to educate their own children. While I will always defend the right of heads to exclude people, where this is justified, removing pupils from the school rolls purely to boost results can never be right. We want to tackle that practice, and the new framework does have a greater focus on spotting off-rolling.Similar practices exist in some colleges and in other post-16 providers. We’ve seen some young people kept on level 2 study courses, when they could and should have been progressing. We’ve also seen off-rolling between year 12 and year 13 on A-level courses.We’ve seen some nurseries not taking children with SEN for a variety of reasons – sometimes to do with funding. Again this is undeniably wrong.And it’s led to some apprenticeship training providers going for quantity rather than quality – putting on numbers of apprentices, whether or not they are really learning anything.All of these practices need to be discouraged, and inspection has a valuable role to play in doing so.And so it is these 2 words that sum up my ambition for the framework and which underlie everything we have published today: substance and integrity.The substance that has all children and young people exposed to the best that has been thought and said, achieve highly and set them up to succeed.And the integrity that makes sure that every child and young person is treated as an individual with potential to be unlocked, and staff are treated as experts in their subjects or field – not just as data gatherers and process managers. And above all that you are rewarded for doing the right thing.Our consultation is your opportunity to help us refine this new framework to meet these twin goals as well as we possibly can. Please do help us.Thank you. For all school age children, we will look at whether they have a broad and rich curriculum. So for example, are the foundation subjects being taught fully throughout key stage 2, and is the full range of national curriculum subjects being taught across years 7 to 9, including the arts, technology and music? Are steps being taken to have most students take EBacc subjects as the core of the key stage 4 curriculum? In early years, it will mean a focus on developing children’s vocabulary through activities across the 7 areas of learning, as well as by having stories read to them. The EYFS provides the curriculum framework that leaders and practitioners build on to decide what they intend children to learn and develop. They then decide how to implement the curriculum so that children make progress in those 7 areas. Finally, they evaluate the impact of the curriculum by checking what children know and can do. Post-16, we’ll look at how providers develop or adopt a curriculum that provides progression and stretch, and encourages maths and English for all learners. Where relevant, we’ll look at work experience or industry placements, and destination and careers guidance at all levels, from elite universities through to first steps to independent living.
England’s beautiful coastline is a sight to behold, and I am delighted that more people than ever before will be able to enjoy its striking scenery during this Year of Green Action. With Lincolnshire home to some of our most precious coastal habitats, the new stretch of path announced today will open up access while boosting valuable tourism for rural communities and businesses. The new route takes into account the area’s important coastal habitats, including the seascapes and unique habitats of Anderby Marsh, Chapel Pit and Wolla Bank Reedbed. Walkers will be able to enjoy the adjacent sand dunes, clay pits and beaches, where a range of bird species such as the bearded tit and reed bunting thrive.Users will also enjoy views of Woola Bank Site of Scientific Special Interest (SSSI) at very low tides – a submerged forest dating from the Neolithic Period – and access to the world’s first official cloud spotting area at the Anderby Creek Cloud Bar.Natural England is currently establishing a 2,700-mile path around the entire English coastline, with today’s stretch the eleventh to open. When completed, it will be the longest continuous coastal walking route in the world. It will also become a National Trail – the nation’s finest and most popular long-distance paths.Today’s launch comes during the government’s Year of Green Action, a commitment outlined in the 25-Year Environment Plan to inspire more people to engage with the natural world.Colin Davie, Executive Councillor for economic development at Lincolnshire County Council, said: Interim Chief Executive of Natural England Marian Spain, who is attending today’s event at the North Sea Observatory, said: The England Coast Path plays a key role in helping people connect with and access nature and it is a privilege to open the first Lincolnshire stretch. “From wild dunes to sandy beaches, the public will now be able to easily enjoy the countless beautiful habitats between Skegness and Mablethorpe. Natural England will today (27 February 2019) open the latest stretch of the England Coast Path, increasing access to the magnificent Lincolnshire coastline with a new 16-mile route from Skegness to Mablethorpe.Encompassing the tourist hotspot of Skegness, wild sand dunes and the world’s first official cloud spotting area, Lincolnshire’s first open stretch of the England Coast Path will enable people to explore the route’s natural and diverse wildlife that have made the area their home.Home to a long-established coastal tourism industry, the new Lincolnshire route will benefit from improved access and signposting to allow visitors and locals alike to enjoy the diversity of the coast, with a new boardwalk at Chapel Point improving access to the North Sea Observatory.Rural Minister Lord Gardiner, said: I’m delighted that the England Coastal path now runs from Skegness to Mablethorpe, through our beautiful Coastal Country Park. We have such a spectacular coastline with amazing wildlife, Blue Flag beaches and ‘excellent’ bathing waters – perfect for people to explore. Tourism is vital to our county’s economy and our coastal strip attracts millions of visitors each year. I’m sure the new coastal path will encourage many more people to visit Lincolnshire and explore our brilliant coastline.
Thank you all for joining us and thanks to the British Library.And for those of you who are wondering why we have come to the British Library to talk about the internet, let me offer an explanation.Until the internet arrived, this was the world’s great collection of human knowledge.In this collection are the products of the greatest innovations and innovators in our history – from some of the earliest works created by the printing press to letters from Ada Lovelace, often known as the first computer programmer.Elsewhere there are elements of our legal history, like one of the few remaining copies of the Magna Carta.And it is on the interaction between the technological progress that drives our economy and the rules that protect our society that the White Paper we have published this morning is based.Just as the invention of the printing press required new ways of thinking about copyright and the ownership of ideas, so the online world has produced its own challenges.The internet is a part of our lives – nearly 90% of adults in the UK are online and 99% of 12-15 year olds.In many ways it is a powerful force for good. It can forge connections, share knowledge and spread opportunity across the world.But it can also be used to promote terrorism, undermine civil discourse, spread disinformation, and abuse or bully.For the most vulnerable in our society, the effects are more acute and sometimes they are tragic.And the truth is that the more we do online, the less acceptable it is that behaviour which would be controlled in any other environment is not controlled online.How to preserve a dynamic and innovative internet, while keeping its users safe from serious harm, is one of the great policy challenges of our age.This White Paper is our response.So what does it say?We could have decided to continue as we are – to urge online companies, in louder and louder voices, to do more to tackle the damaging content on their platforms but leave it to them to decide what should be done and when.Or we could pursue a prescriptive system of rules-based regulations that would struggle to keep up with a fast-changing threat landscape.We have concluded that neither of these approaches would deliver the better, safer internet which is in the interests of both those who provide online services and those use them.So we have set out in this White Paper a different approach.We propose a duty of care for those online companies which allow users to share or discover user-generated content, or that allow users to interact with each other online.A duty to do all that is reasonable to keep their users safe online.That duty will be enforced by an independent regulator.The White Paper sets out in greater detail our expectations of online companies as to how they should meet that duty of care and we expect the regulator to reflect those expectations in new codes of practice it will develop.The regulator will also take account of the need to promote innovation and freedom of speech.It will adopt a risk-based approach, prioritising action where there is the greatest evidence of threat or harm to individuals or to wider society.It will also adopt a proportionate approach – taking account of a company’s size and resources.It will be regulation designed to be intelligent, but most of all designed to be effective.The regulator will have powers to demand transparency from online companies about the harms found on their platforms and what they are doing about them.And the regulator will have powers to impose meaningful sanctions.We are consulting in the White Paper not just on remedial notices and substantial fines, but also on senior management liability and the blocking of websites.But this will be a regulatory approach designed to encourage good behaviour as well as to punish bad behaviour.Just as technology has created the challenges we are addressing here, technology will provide many of the solutions and the regulator will have broader responsibilities to promote the development and adoption of the these technologies and to encourage safety by design.It is also important to recognise that we all need the skills to keep ourselves safe online and we will task the regulator with promoting those skills too.So we are proposing some significant changes and we believe they are necessary.I want to take the opportunity to thank the team of civil servants from my Department and the Home Office, and others across Government for the huge amount of hard work that has gone into producing this White Paper today.And I want to thank those of you here this morning who have campaigned for a safer internet, who already do so much to keep people safe online and who have added so much to our thinking on this subject.We hope you will continue to add to that thinking.We want you to tell us what you think of what you read in this White Paper, so we can get it right.CONCLUSIONThe last thing I want to say is this.There are those who say, and will say when they read this White Paper, that because the internet is global, no nation can act to regulate it unless every nation acts to regulate it.I don’t agree.I believe the United Kingdom can and should lead the world on this. Because the world knows we believe in innovation and we believe in the rule of law too. We are well placed to act first and to develop a system of regulation the world will want to emulate.This White Paper begins that process, and I am grateful for the strong support in its development of my friend and colleague the Home Secretary, to whom it is my pleasure to hand over to now.