Issue link: https://maltatoday.uberflip.com/i/1262267
5 maltatoday | SUNDAY • 21 JUNE 2020 NEWS HAVE YOUR SAY (Phase 2) OPEN PUBLIC CONSULTATION Site at ex-Jerma Palace Hotel, Marsascala PLANNING AUTHORITY T h e P l a n n i n g A u t h o r i t y h a s p u b l i s h e d a p r o p o s e d Development Brief for the derelict site around the former Jerma Palace Hotel and its immediate environs in Marsascala. The Brief seeks to provide a planning framework for any future c o mp r eh e n s i v e d ev e l o p m e nt within this area. The brief significantly lowered the overall development density to a maximum of 65,000sqm, this after the Authority took on-board representations submitted during t h e i n i t i a l p h a s e o f p u b l i c consultation. In the proposed objectives that were to guide the brief, the overall development density could reach a maximum of 100,000sqm. The site area which forms part of this proposed brief has been divided into four distinct zones. The proposed development brief together with the respective maps may be viewed on the Authority's website www.pa.org.mt/consultation. Representations are to be made in writing and sent through e-mail address: smlp_consultation@pa.org.mt. Submissions on the proposed development brief are to reach the Authority by 29th July 2020. www.pa.org.mt Development Brief- South Malta Local Plan (2006) was left out. They also had PSD (personal and social develop- ment) classes where kids could talk about their feelings and how they were coping during the lockdown," she said of the full- day schedules for the children. It was as if the children were still in school… just sat at their computer this time. Students would attend online classes, with 10-minute breaks in between each class. Students at the junior level had a shortened school day with one 20-minute break; those in senior school had a longer one, with a 40-minute break. However, despite the school's efforts, it was still a learning curve for parents. "It was much easier for the older students to get used to taking classes on- line – because they're far more used to technology. But for the younger ones the first two weeks were difficult. At first, I tried set- ting up my younger daughter in a main living area, with the idea that I could keep an eye on her – however, I soon realised that it wasn't going to work because having me in the room was too distracting, so I moved her to an- other room alone." St Michael Foundation first opted to have students only have their microphones turned on in the junior schools, with teachers opting to either turn their camera on or off. But the unclear guidelines made for some embarrassing incidents with students leaving their mi- crophones on. "After a meeting between the parents and the school, it was decided that stu- dents would turn their cameras on, and that worked out better because teachers were then able to see what their students were doing – so if they got up and left, or weren't paying attention, the teacher would be aware." Things were different for the senior school, where the stu- dents never had their cameras on and very few teachers chose to give their lessons with the cameras on. "These kids ended up looking at a screen and hear- ing a voice – which they found very tiring – and depressing, es- pecially for teenagers," she said. Leanne Rizzo Naudi, a teacher at another private school, San Anton, said the teaching experi- ence was a big shock for every- one, especially for children not used at spending so much time in front of a computer screen. "There was some uncertainty among the students as they were scared that they would not be able to cope with all the sudden changes thrust upon them." Crucially, it is the school set- ting that puts students in the frame of mind to concentrate and learn; the home setting does not have the same impact. "The fact that they cannot physically be in the school, in their class, seeing their friends, their teachers, was definitely not easy. As time passed by the children did get used to the pro- gramme, communicating during lesson times and the new rou- tine, as did everyone else." Rizzo Naudi, who taught kids aged 10-11, said her students were already becoming more in- dependent in their daily routine. While some children required a bit more help at first, many managed the technology inde- pendently, so the role of parents involved periodic check-ups during the day. "If any queries were not re- solved adequately during the lesson time, we had one-to-one sessions with the students to re- solve them. After weeks of living this new routine, I would say that we did our very best to assist the students when needed, ensuring student reached their ability." Class attendance remained mandatory, despite online shift. "I'm happy to say all my stu- dents attended all the lessons. Parents did make sure this was adhered to. There were one-off situations, as happens also in a normal school day, and students who would not attend would have given a valid reason, such as illness." But Rizzo Naudi, also a mother of two with their own schedule of lessons, also found the online shift hard. "In the beginning, I was a bit doubtful about the whole idea of live online lessons. Sitting for all those hours in front of a camera was a bit daunting. As the days went by, it became easier, quite mundane actually. Speaking for myself, I'd say I was 'lucky' – I had assistance from my husband, who was under lockdown, so we made sure that our children followed their own curriculum and they do not fall behind." That allowed her to prioritise her students. However, Rizzo Naudi says nothing beats face- to-face interactions at school. "Being physically in a classroom helps you create that special bond, that unique relationship as you are able to read each other's moods and physical expressions; being surrounded by students who are eager to learn and also spend time with their friends is definitely more rewarding." leaders who find more lucra- tive exits when transitioning to the private sector, especially in booming industries such as gaming or financial services. But restraint-of-trade clauses might be challenged due to the right to work or freedom to im- prove one's working conditions. In 2015, a Court of Appeal ruled on whether a former company employee could seek a job with the Maltese financial regulator within two years of the termi- nation of her job. The first court had decided the restraint-of- trade clause was against public policy and had no validity at law. But the appeals court over- turned the decision, arguing that it was a reasonable condition set for a limited time-period and accepted voluntarily by the em- ployee. The court argued that such clauses prevented former em- ployees from joining competi- tors soon after leaving work, es- pecially when they could be able to pass on sensitive information. This did not make it a total restriction of the employee's freedom to work, but limited in terms of principal clients. But while high-ranking civ- il servants will now be stopped from ambitious leaps into the private sector, it is also a fact that Maltese MPs and minis- ters fall foul of the unwritten 'revolving door' principle: when the curtain falls on their politi- cal life, MPs often dive headlong into company directorships and consultancies frequently related to their own portfolios. Jobs where the revolving doors rule will enter into force include in the main, all top posts, and regulatory and inspection roles at the Malta Financial Services Authority, the Financial Intelli- gence Analysis Unit, Customs, Internal Revenue and Contracts departments, the Malta Com- munications Authority, the Malta Gaming Authority, var- ious standards commissions in the education ministry, the en- ergy regulator, Transport Malta – but not its CEO, the Planning Authority, the Environment and Resources Authority, and oth- ers. door is blocked servants