Pupil Voice in the learning institutions - Essay Example

?Argumentative Essay: Pupil Voice of the Department Grade 30th November THE PUPIL’S VOICE This paper describes the voice of the pupil in the learning institutions. This argumentative essay dwells on the voice of the pupil as it is the tool used by the young, to express their ideas. The student fraternity has a role to play in the school’s decision-making process. In the process of their learning, students can participate actively in activities regarding to learning activities within the school. They only require the guidance by teachers who have a significant role in shaping the outcome of the pupil voice. The essay discusses various issues to explain the importance of involving the pupil voice in the learning process. The issues of inclusion, lack of competence among pupils to express them, fear of student power and authenticity are discussed. On the same note, the human rights touching the child’s right to education, self-esteem, students’ social responsibility, and developing the student’s full potential as a whole person, as well as, the gains of the whole school discussed to show the importance of the pupil voice. The discussion bases its arguments on concepts sourced from academic sources as well as secondary materials. The implications of the pupil voice can be enhanced positively and be used to bring constructive change in the school environment. Introduction According to Professor Jean Ruddock (2008. pp1), the pupil voice is the consultative wing of pupil participation. When we talk of consultation, it means talking with pupils about things that matter in school. These may involve: discussions about teaching and learning, seeking of advice from pupils about new initiatives; calling for comments on ways of solving problems that affect the teacher’s right to teach, as well as, the pupil’s right to learn. It also entails calling for invitation on evaluation comments on current developments in the schools or classroom policy and practice. Hopkins (2008) as in Education Resources Information Center states that the Pupil Voice and the active engagement of pupils in shaping their own educational experience are key items to the success of the joyous achievement that every child aspires. There exists an ideal condition for learners to enable pupils to enjoy and achieve their endeavors at school, be it in the classroom, or within the school compound. Therefore, it is highly crucial that the necessary environment is availed to them to be able to achieve to their best and excel in their quest for knowledge. According to Jackson in nexus magazine (2005 pp 12), not all learning happens in classrooms, but it is profound that most of it happens inside the learner. This paper will seek to argumentatively discuss the active participation of the pupil voice in the process of their education. On the same note, the voices to be heard in school, lack of competence in airing out their ideas, fear of the student power, and the genuine interest in what the students have to say will be discussed. To support this, the human rights- convention rights on children, students’ social responsibilities, self esteem and developing students full potential as a whole person, as well as, the whole school improvement gains; involving inclusion of all players in the school, will be looked at. Issues affecting the pupil voice in schools The pupil voice being a tool that can effectively influence the learning process has been faced by various issues that have crippled it. It has been remarkably effective in the sense that, not all voice is included in the process. Various reasons have been associated with failure of inclusion in the pupil voice. Few voices are heard in the process of discussing issues pertaining to the school learning activities. One of the key drivers behind eliciting pupil voice has been the rights movement whereby children are seen to be vital contributors to the process of decision making around the provisions of services (Lewis and Porter, 2006). Observing the fields of special education needs (SEN) and disability, the drive for more search of information by encouraging participatory moves has been heightened. According to Lewis and Porter (2006), change will result from a collection of views. The views reflect the desires and aspirations of the learners towards their learning process. It is evident that, without the inclusion of the pupil’s ideas, it will be difficult to realize concrete change. Children have an expectation of their views indeed contributing towards shaping their provision. In the school set up, not every pupil’s voice is heard. Very few voices are aired as many fear giving out their ideas or lack the opportunity. Pupils’ views are discussed in the student councils; this is the only place where outright discussions are made between the student fraternity and the staff. Shield (2011) argues that, the idea of inclusion should be a focal point within how student organization campaigns should be managed. It is the high time a shift from diversity was encouraged towards inclusion as an ideal idea. According to Shield (2011), inclusion means looking at given situations and analyzing the voices being represented or being accounted for in the school environment. Without involving the student body in the welfare of the teaching system will not engage the concept of inclusion to the level expected. This is because; amid the efforts to be made by other players in expressing the desires of the minors, it will not be as per the subjects themselves could have presented it. Professor Jean Rudduck (2008) argues that consultation can be essential in helping the pupils develop a stronger sense of membership-this makes them feel included as part of the school. They also feel respected and possess self-worth which makes them feel positive about themselves. Lastly, they embrace agency so that they feel able to contribute considerably to the school well being. This brings in a great deal of sense of belonging. The voices should be viewed as bringing in, new views and lessons that other student can learn from and incorporate the concept. Looking at the activities of the students’ council, inclusion connotes the action at the core of the organization. For the student leaders, it means talking with the minds of others; for example buying someone else’s idea and understanding a situation at the institution from his perspective. This can be achieved by ensuring that even the under represented groups within the school are significantly represented at the students’ representation. Therefore, it is perfect to say that inclusion ought to be a key part in any institution’s recruitment strategy or practice (Shield, 2011). The benefits of inclusion are ultimately long term, whenever new ideas or reflections on the group’s activities arise, they do so in a way that they never would have previously. Events experienced in the past may give rise to new life, and vital events are certainly sure to include everybody’s views even the under privileged. Lack of knowledge and importance of the inclusion principle in promoting the pupil voice is one drawback that is affecting the achievement of substantial success in this field. Just like many will not participate in prestigious exercises like voting, the same applies to schools, not all pupils will participate in the school’s process of decision making or looking for avenues of dialogue, to solve arising issues. The voice of the pupil assumes a degree of social confidence and language competence. The ideas in the conversation of the pupils largely lie in the context of what they perceive from the environment surrounding them. Whatever language they feel comfortable with forms their basis of argument or conversation. Without a clear media of conversation that is that language, many are bound to keep silent. Therefore, the students will find it fit to engage in talks with the language well known to them. Jackson in nexus magazine (2005, pp12-13), agues that there are six compelling reasons why the students, or pupils involvement and giving of their views is of much essence in the learning and growth process. First he tackles the educational values and asserts that students are prime subjects in the school setting. Without the pupils, there cannot exist a school. Therefore, students are core elements in the general running of the school. Secondly, the community values entailing the owners of the school are particularly crucial in the context that they are part of the school that can influence positively or negatively the presentation and implementation of the views of the student body. Thirdly are the rights; this entails the observation that pupils are extremely prominent in the bringing out of issues in the school environment. Jackson terms the students as the voice in schools; this means that, with their conversation, the school talks. Whenever the players of the institution fail to take into account the views of the students, this cannot be termed as the conversation of the whole school towards coming up with solutions or recommendations. Fourthly are the social responsibilities whereby we find that the younger generation has the rights and responsibilities entrenched in the international laws. Therefore, the plight of the young is constitutionally recognized and protected globally. The five reason lies in the legitimacy or authenticity of the learners’ perspectives towards learning and school community. Lastly is pragmatics and incorporates whenever the students are not given room for changing what they do, they are bound to be rigid and never transform the process of leaning. The pupils have a vital role in the transformation of the learning process as will be discussed below. Looking at how the pupil voice is exercised in schools leaves one wondering why not all students get involved in the process. Some of the pupils will disregard ideas from others with regard to social class, ability to express oneself well, how one performs in the class, disability or special needs among other issues. Every student has the right to contribute to the decision making process availed in the school. There should be no discrimination whether from the school administration or from students perceived to be the best in the school process of airing the voice of the pupil. The voice of the pupil can be effective and be achieved considerably in the development and the realization of change in all cadres of leadership in the future. According to Ben Cooper’s article, as published in the nexus magazine, (2005 pp 12) a shift from individual to collective responsibility in learning across the network remains a key issue. The level of collaboration runs across and between the school and not just within the classroom. The pupil voice is particularly vital in the realization of cooperation and enhancement of the pupils talking and listening skills. Social confidence among the pupils can be enhanced via play time. Addressing the issue of playtime can be enhanced by considering the needs to be given to play time. This can be enhanced to the whole school. This calls for supervision of the pupils by staff having minimal training in special education needs (MacCoville, 2007). It is always very easier in life to realize considerable progress whenever the subjects of probable change are involved in the whole process. The pupil voice can immensely help in the achievement of change, in a more collaborative manner. This can enable the school and teachers to understand and react to pertinent issues and challenges in the teaching and learning environment. Further, this can be vital in the sense that the players in this context will not have to react to the symptoms later but rather highlights the essence of understanding the perspectives and views of the learners who might ordinarily be voiceless. This translates well even to the working environment whereby, working together as a learning community in the spirit of mutual discovery can equitably be used in finding acceptable and workable solutions. Professor Rudduck (2008) says that the notion of young people in schools using their voices entails the enormous potential among the students. They are not passive objects but active players in the system of education and, therefore, through their voice, the students have a lot to contribute in the well being of their learning. Take for instance a case of students contributing to the betterment of their teaching strategies; this would be far much beneficial in helping their teachers to come up with refined methods of delivering their concept in the classrooms. According to Rudduck (2008), students should, and are capable of participating not just in the upgrading or development of their learning environment, but also, in the research as partners, in examining issues, of learning as well as, others pertaining to and around the school. With their contribution to researches concerning the school’s activities, much is bound to be achieved in the sense that the data collected and analyzed will be from the subjects and recipients of the whole process. Therefore, they possess first hand information on what affects them, and the probable solutions to be applied. According to a comment by Kelly on General Teaching Council for England (2008), days have ceased when the voice of the pupil was only heard with regard to their view on the uniform of choice. Involving them also in the way they learn brings in considerable benefits. According to McIntyre and Rudduck (2007), pupils’ consultation can lead to transformation of the relationship between the teacher and their pupils. This is highly significant to the teacher’s improvement and to the pupil having a new sense of being part parcel of the learning fraternity. In England, the involvement of the pupil is at the core of the government education policy which gives it the authenticity of being a key dimension of both citizenship education and the personalized learning of the pupils (McIntyre & Rudduck, 2007). According to research on Improving Learning through Consulting Pupils, the potential of consultation is discussed by pupils as a strategy for directing a more partnership oriented relationship in the process of teaching and learning (McIntyre & Rudduck, 2007). Various challenges of introducing and sustaining consultative practices are also analyzed. These can be highlighted as discussed in the following section. The concentration is centered about teaching and learning processes in relation to broader school level concerns. Also, the teaching approaches that the pupils believe help them to learn and the ones that distract their attention from learning. On the same note, the responses of teachers to the pupils consultation influences a great deal the extent to which the pupils will learn from them, what probable changes they can make in learning, as well as, the difficulties they can face and the probable ways to overcome them. Lastly there are issues that can get in the way of pupils putting their trust to consultation, and as a process that can bring positive response to their learning process. The voice of the pupil through consultation can yield substantial efforts in the realization of proper management and learning process. One may tend to wonder how the teachers would involve their pupils in teaching and learning processes. This can be achieved through a variety of ways in decision making. For instance, a pupil can be involved in the pupil buddying and mentoring schemes with their teachers. This involve being close to their teachers as friends in the context of learning, as well as, the teacher playing the role of motivating the students towards positive achievement. They can also involve themselves in pupil research and lessons calling for feedbacks; this calls for genuine dialogues between the teacher and their pupils in relation to what happens in the classroom (Pupils voice, 2008). The championing of the voice of the pupil is crucial in the sense that, pupils get to play an active role in their learning after they have acquired their right to do in accordance to their positive wishes. They influence the decision making process and make their views known about what they are out to learn probably how they learn it. According to the director of learning and teaching at Cedar Mount High School in Manchester (Pupils voice, 2008), trainee teachers found it wise incorporating comments from the students in their lesson plans. They termed the comments as informative, constructive and appropriate and made their lessons more relevant and meaningful. Genuine interest in the learners, in what they intend to say or listen to, and offer feedback, or rather discuss probable lines of action and probably elaborate on certain responses are only possible with the championing of the pupil voice. Looking critically at students, who their voice has been championed; they enjoy being at school more because they are aware that in case of any problem arising; they will have the capacity to bring it out and probable solution found in a consultative manner. According to one professor of education at the Institute of Education London University, Michael Fielding (Pupils voice, 2008), when pupils are listened to and taken seriously, it creates a sense of self nature in them. This greatly impacts on the pupil’s engagement to their learning. Evaluating the essence of schools’ departments incorporating pupil voice in the school learning process; we find that it is usually easier to realize progress. Through being involved with the pupil voice, learners have developed the feeling of sense of greater belonging and attachment to the school and their lessons. They freely tend to share the school’s or department goals for learning as they had a way of having contributed to their shaping. This gives them the impetus to considerably contribute towards issues that are constructive and affecting the well being of their learning process. This enhances the importance of the pupil voice in the realization of considerable progress in the learning institutions. Even in large institutions, learners feel that their voice counts and whatever ideas they have contributed is appreciated or valued even when whatever they say a majority of the people might tend to disagree. This creates self-confidence in them and helps them seek for more consultative avenues to make their ideas much better. Whenever the pupil voice is handled well, it can help build positive and reciprocal relationships among the pupils; this encourages their participation and involvement among themselves. Crucially, expressing their views can generally help develop self-awareness, and confidence in them as citizens, as well as, learners. This is achieved in the sense that they feel appreciated in the school environment and the community around them thus, creating the notion of self-belonging and appreciation. The fear that the student will say things perceived unwelcome or even challenging, be disrespectful and offensive, makes the voice of the pupil more difficult for instructors than for learners to embark on Hargreaves 2004). These can be termed as natural suspicions between students and teachers. With the students, the fear is in that the staff does not actually want to listen to their views but will only listen to what they want to hear. In this sense, consultation is yet emptier if the students fail to come up with the right message to the ears of the teachers. Nervousness with the teachers comes in that experience the experience will be unpleasant and one that threatens their authority and control. Critically observing this issue, it is imperative that both parties are in somewhat susceptible and require aid in overcoming these fears and gaining confidence that the pupil voice will yield positive benefits unto all. This calls for the provision of tangible evidence not just promises by teachers to the learners. This can be achieved in the context where the students have offered suggestions about different ways of teaching or organizing lessons. Pupil Voice contribution to the society The pupil voice is an essential part in schools just like the democratic society. Pupils will realize their democratic right back in school by being allowed to discuss their views without and hindrance. While there are genuine concerns, on the part of some teachers the benefits of the student voice are exciting and positive. The pupil voice can be introduced to ensure that every voice in the society is essential, not just the voice of the pupil but also the teacher. This cultivates a strong value of self awareness and no one feels threatened or overwhelmed. According to Hargreaves (2004), student voice is a gateway to change and in turn helps to replenish a culture that reflect and sustains the school as a society of learners. Therefore, students live in harmony inculcating the principles of a perfect democratic community of learners in the context of developing the future players and contributors of the outside world progress. The notion of community comes out well in what the student voice is all about, coming up with a structure of championing the voice of the pupil but rather the forming an open and trustful relationship between the staffs and the student. This well applies in the context of relationships between students, among the staff, between students and staff, as well as, between the school leaders and their professional colleagues. This clearly brings out the ideal community championing democracy and self awareness. Teachers have been listening to the voice of the pupil and consulting with them in different ways. This helps the instructors understand what the student perceive from the learning. Consultation can be utilized by the teachers in setting targets that are achievable in the learning context. The process of consultation, and target setting is viewed as a continuous process in which both parties share the responsibility in ensuring they receive the education they so much need. The teachers also ensure that they’ve their goals of imparting knowledge and skills to the students. Therefore, the collaborative concept is highly crucial in ensuring every pertinent party gains considerable success. One of the key drivers behind eliciting pupil, voice has been the rights movement whereby children are seen to be vital contributors to the process of decision making around the provisions of services. According to the ‘United Nations Convention on the Rights of the Child’ (UNCRC), it calls for all involved parties to assure that any child capable of forming their own decision or views get the right to put across the views without restraint in all matters affecting the child. The views of the child are based in accordance to the maturity, as well as, the age of the child according to the Article 12 (Lewis and Porter, 2006 pp223). According to the report by United Nations Children’s Fund (UNICEF, 2004; Lewis & Porter, 2006), on the proliferation of one aspect- independent national institutions for children’s rights like commissioner or ombudsman offices for children. On the same note, we find other key players championing for enhancement of the pupils’ voice. According to BBC News (3rd April 2010: 16:19 UK), the NASUWT teaching union was reported that attempts to enhance the pupil voice was being abused by the school heads. Delegates vowed in unison to support any motion for industrial action against any abuses of student involvement identified. Though governments encourage the voice of the pupil, it is the prerogative of the schools to decide what roles the students should play. The school heads argues that canvassing the opinions aired by the students can be highly effective (BBC News 2010). Every child has a right to quality education. Responsible students make for responsible students and gradually develop to be responsible citizens cherished in any country. Jean Rudduck (2002) argues that, the main agendas of encouraging the voice of the pupil in schools are; the improvement and empowerment. According to Collins et al (2007) as cited in Mitra (2004), student voices activities can result into meaningfulness experiences for youth that help in meeting the fundamental developmental needs, especially for those ones who do not appreciate the meaning of the experiences they encounter in schools. With consultation, students feel more respected as individuals and part of the whole institution. Hargreaves (2004) asserts that ensuring every aspect of teaching and support to be designed around a student’s needs, will potentially give a powerful gateway for this to occur through facilitating the student voice. Self-esteem and developing students’ full potential as a whole person; are key to realizing the potential of the pupils in bringing in changes. Whenever the students give out their experiences, the sense of having their accounts taken seriously offers four key tings. First is a stronger sense of membership, and this cultivates the organizational dimension making the students appreciate the school environment positively. Secondly a sense of respect and self-worth arises in the personal dimension so that they feel positive about themselves. Thirdly, a firm sense of being a self-as-learner; the pedagogic dimension so that the students are better to manage their own progress in learning. Lastly, a stronger sense of the political dimension occurs, in the sense that, they view it worth becoming involved in school matters, and contributing towards the improvement of teaching and learning (Rudduck 2002, pp 127). There is also evidence in the context of more positive attitudes towards learning, changed perceptions of teachers, a readiness to look at things from the teacher’s perspective, and, importantly a developing capacity to talk about teaching, as well as, learning. This is occurs provided the teachers are willing to engage in such dialogues. Ben Franklin quotes that, ‘Tell me and I forget. Teach me and I remember. Involve me and I learn,’ (Bruner, 2000); this well illustrates the concept of inclusion as earlier discussed. Whenever one is involved in the learning process, they become their own teacher. This in the context that they invent their own solutions to practical problems and at the same time training one the objective knowledge necessary to confront a problem. This also perfects the art of problem solving and invention (Bruner, 2000). According to David Jackson (nexus, 2005), the pupil voice is all about valuing people and the eventual learning whenever we engage in capacities and the multiple voices in the learning institutions. The aspect of public speaking is enhanced through the voice of the pupil. Through the student bodies, group discussions and debates in classes, the learners engage in interactive talks, with the guidance of their instructors and develop the concept of public speaking. Also, writing articles in the school magazines is another avenue where the voice of the pupil is developed and enhanced (Collins et al, 2007). The improvements of the whole school involve consultation as earlier discussed. Consultation will majorly involve discussions about teaching and learning, taking advice from pupils about new initiatives, as well as, inviting students for comments in problem solving process of the institution. This is achieved by incorporating the student representation in the decision making organs of the institutions. According to Professor Jean Rudduck (2008), the issues core to the discussions are those affecting the teacher’s right to teach, as well as, the right of the pupils to learn. This also seeks to evaluate on the classroom monitoring and practices. There is a strong need to enlighten both adults and teachers on how to listen to the pupils. They also have the obligation of directing the students on how effective they should use their voice in contributing to their learning process. Teachers’ benefits and contribution towards pupil voice The learners’ contribution through the pupil voice can offer the teachers insights in their teaching process. The following discussion highlights few of the benefits of the pupil voice to the teachers. Teachers listening to what students have to say about teaching, and learning can offer the teachers a clearer perception of the young’s people capabilities in their quest for knowledge, and life skills. It also inculcates the capacity to see the familiarity of issues from different perspectives. There is also the readiness to change their thinking and practice in the light of these perceptions, thereby, creating a finer teaching strategy. With the inclusion of views of students’ ideas in the teaching process, there is a renewed sense of excitement in teaching. This is realized as the students appreciate what is being taught having confidence in the concept as they feel part of the teaching rather that the recipients. Lastly, there is a practical agenda for improvement; this occur in the sense that the teacher can improve on the process of delivering knowledge by encompassing what have been highlighted for change by the students. This is vital in the sense that students will give out issues pertaining to their learning process, and what they perceive need outright consideration for change or improvement. According to Rudduck (2002), teachers hold a key to unlocking transformative potential of the student voice. They are the ones who can influence the positive or negative growth of the pupil voice. Rudduck asserts this by modifying Lawrence Stenhouse statement that ‘It is the instructor who, in the end, will change the environment of the classroom by understanding how their pupils learn’ (Rudduck 2002 pp 128). To achieve this, teachers are bound to talk to their pupils about learning and view them differently. Teachers learn to view students differently by reading their views, as well as, comments made during learning. This is crucial in the sense that it enables the teacher to handle his or her students according to their capacity to understanding the concept of learning. All this lies in the appreciation of the voice of the pupil and inculcates the sense of being appreciated. Conclusion The pupil’s voice can mean a lot in the sense that feedback is obtained from the students and can be utilized in the changing of the education environment. Students can also be viewed as researchers and classroom choice and variety as well as peer support. Learning can also be made effective in action groups and involvement in the staff appointments and lastly in redefining the roles of the classroom. Through the issues prior discussed, the pupil can achieve better motivation, greater sense of engagement and academic achievement, improved negotiating skills and sense of accountability, as well as the impact on attendance and behavior. Research indicates that changing of the societal attitudes and views of young people in a span of several decades has led to the refinement of the concept of student voice (Collins et al 2007). The pupil voice when it incorporates the genuine say of the students in their learning has catalyzed change in schools. According to Collins et al (2007) as cited in (Fielding 2001; Mitra 2003, 2004, 1995: Rudduck & Flutter 2000), this in the sense of achieving positive outcomes including improving on teaching and learning processes; enhancing the teacher-student relationship; increasing the engagement of students in learning and lastly, uplifting the self-esteem of the pupils and their efficacy. The voice of the student entails valuing the input of young people in the running of schools. When students issues and their views are incorporated in the decision making process of the school, there is greater cohesiveness realized in the long run. This arises in the sense that issues that could have arose later are catered for prior to their arising. But above all, before the teacher can focus on developing the concept of consultation in their school, they should value their voice too. This is because it the guiding principle a well as the control measure of the student voice. I hereby conclude my essay by asserting that the voice of the pupil is of much essence in the realization of success in the schools and learning institutions. The pupil voice is an essential tool to be utilized in the school learning process. References BBC NEWS, 2010. ‘Pupils Interviewing Teachers for Jobs’. Aired on 3rd April 2010 at 16:19. U.K. Accessed on November 30, 2011, from; http://news.bbc.co.uk/2/hi/uk_news/education/8599485.stm Brunner, R. 2008., The Role of the Student in the Case Method Classroom. Accessed on November 30, 2011, from; http://faculty.darden.virginia.edu/brunerb/case-student.htm Collins, R., Manefield, J. & Moore, J. 2007. Student Voice; A historical Perspective and New Directions. Victoria Department of Education. Paper No. 10. Research and Innovation Department Division, Melbourne. Available at; http://ed-web3.educ./pdf Hargreaves, D., 2004. Personalising Learning-2: Student Voice and Assessment for Learning. International Network for Education Tranformation. Accessed on November 30, 2011, from; http://www.sst-inet.net/pdf/ Hopkins, E., 2008. Classroom Conditions to Secure Enjoyment and Achievement: The pupil’s Voice. Listening to the Voice of Every Child Matters. Routledge, Philadelphia. Vol. 36 (4) pp 393-401. Jacobson, A., 2011. Student Voice. Iris Professional Development. Accessed on November 29, 2011, from http://irisconnecteducatio.ning.com/page/student-voice-by-asher Lewis, A. & Porter, J., 2006. Research and Pupil voice.(C. 16). pp 222-231. MacConville, R., 2007. Looking at Inclusion: Listening to the Voices of Young People. SAGE Publications Inc. Califonia. Pp 23-28 Nexus, September, 2005. Primary National Strategy Learning Networks; National College for School Leadership. Accessed on November 29, 2011, from http://networkedlearning.ncsl.org.uk/collections/nexus/issue-pnsln/nexus-se-pnsln- complete-issue.pdf. pp 12-13, 20-21 Rudduck, J. 2008. Pupil’s voice is here to stay! QCA, Futures Meeting the Challenge. Accessed on November 29, 2011, from; http://www.serviceschoolsmobilitytoolkit.com/ Rudduck, J., 2002. The Sear Lecture 2002: The Transformative Potential of Consulting Young people about teaching, Learning and Schooling, pp 123-137. Accessed on November 30, 2011, from ; http://www.scotedreview.org.uk/pdf/151.pdf. Shield, E., 2011. Hoos Included? The University Groups need to Take an Active Stance to ensure Inclusion on Grounds: The Cavalier Daily. Accessed on November, from http://www.cavalierdaily.com/2011/09/01/hoos-included/ Read More