As we enter our fourth week of term, we continue to aspire to be better people and more open learners. We need to continue to challenge our thinking, to step outside our comfort zone and to take risks. I am hoping the recent Subject Interviews provided important feedback to help your young person improve their learning and engagement skills. We need to continue to inspire our young people to be their best, to embrace difference and to be open to the unknown. It is our hope and aspiration that each learner is applying themselves to their studies and recognising the gift of education and learning.

I am grateful for the work of our teaching staff who work tirelessly for our community, developing interesting lessons and units of work that foster a genuine curiosity and interest in the world in which we live. Each week l walk through the College and l observe, walk and sit with our students in the classroom. I am always in awe of the relationship our students have with one another and their teachers. Learning occurs when relationships are open and respectful.

On Friday evening the College hosted the Diocesan Catholic Education Week dinner, whereby the Diocesan leaders acknowledged the commitment of people who have graciously provided thirty years of service to Catholic education. I wish to recognise and give thanks to the following staff who celebrated thirty years of vocation to Catholic Education: Hamish McCrum, Judy Vanderkley, Cathy Prunty (and Steven Mifsud, who is too modest to acknowledge himself but trusting enough to let his assistant edit his news articles - Katrina). This year the Diocese introduced a number of Spirit of Education awards and l proud to announce, our very own, Cathy Prunty received an award for Empowering all to flourish and Tony Haintz received the Building Inclusive Catholic Learning Communities award. Congratulations to Cathy and Tony, due recognition for these two exceptional members of our community.

Last week was a deeply proud moment for the College, as our Sustainable Racing Team (SRT) departed to commence the Broken Hill to Ballarat adventure. As a community we farewelled our students and wished them well recognising their spirit of service and humility. Through their action they have modelled a contemporary faith, one of love and grit. I spoke of a different image of our God – one of companion, one of gentle service. The team are raising money to support the Fiona Elsey Cancer Research Centre. Please follow this link if you would like to contribute to their cause.

I look forward to hearing the stories of our Year 8’s as they journey on camp next week and our Year 10’s who will commence Work Experience, a Melbourne Experience or faith formation activities.

Deb Hanson will conclude her service at the College on June 9 2024. Deb will continue to take leave until this date. We thank Deb for her extended service to the Damascus community and wish her well in her future endeavours.

With Mother’s Day this weekend, it is important that we pause and celebrate the significant women in our lives. Those who have nurtured us and provided for us. Those who have educated us, and supported us on the right path. Those who have toiled for us and loved us deeply. This Sunday we will take the time to remember all the significant women in our lives, and we will remember and pray for those who grieve for their Mum’s, for those whose nurturing is not for their own children and for those whose family life is not stereo-typical. I look forward to seeing many mothers at our breakfast on Thursday.

Our tradition provides Mary, the mother of Christ, who was the expression of constant love and support. We pray this week with gratitude for all women, for their love and support and for the gift of family life in its many forms. Amen.

With every blessing

Steven

As we move towards Mother's day on Sunday, we pray this week for our Mum's and the significant women in our lives. We offer a prayer of gratitude and ask that God bless and care for Mums and all women!

We pray for our mothers, who give life and count toes and tend to

our every need; May they be blessed with patience and tenderness

to care for their families and themselves with great joy.

We pray for our own mothers who have nurtured and cared for us;

May they continue to guide us in strong and gentle ways.

We remember mothers who are separated from their children

because of war, poverty, or conflict;

May they feel the loving embrace of our God

We pray for women who are not mothers but still love and shape us

with motherly care and compassion.

We remember mothers, grandmothers, and great-grandmothers who

are no longer with us but who live forever in our memory and nourish

us with their love.

Amen

We will gather tomorrow morning for the Mother’s Day Liturgy and Breakfast, in the DEC beginning at 7.00am. I thank in advance Cathy Prunty, Sharon Lehtonen and the Liturgy team, along with Sarah Boswell and the Development team for facilitating this special and very popular event.

We have a very busy couple of weeks coming up at the College; next week Year 8 students will be attending their outdoor adventure camp in Anglesea, Year 10 students are engaged in Work Experience or their CPDA learning opportunities, along with many other co-curricular programs. The diversity of learning and the strength of engagement in these activities is always wonderful to witness.

Students are now required to be in full Winter uniform (as of Monday, 6th May) – this means long pants, Winter skirts and tights and track pants with the PE uniform. It is not uncommon for students to have grown, which requires skirts and pants to be let down. Skirts should be knee-length. Following up on uniform infringements takes valuable school resources away from the core business of learning and teaching and creates awkward and unnecessary conversations with students and families. Please ensure all students come to school each day in the correct school uniform.

Parents may also be pressured to purchase a rain jacket. This uniform item was introduced to cover the expensive blazer as students walk to and from school or as they wait at rural bus stops. Students are allowed to wear the rain jacket in terms 2 and 3 at lunchtime and recess while outside as another layer and to encourage student activity. The rain jacket is not to be worn in class. It does remain an optional item of uniform.

The Senior School formal will take place this Friday 10th May, from 7:00pm to 10:30pm in the Damascus Events Centre. This is a social opportunity that Damascus College facilitates for our community's Year 11 and 12 students. It has always been a very positive event on our calendar, but it is important that we reiterate that normal school rules apply. It is an alcohol, drug and smoke-free event; any student suspected of having consumed alcohol will not be let in. There are no pass-outs through the evening. Year 12 students are permitted to bring a guest on the condition that they arrive with the Damascus College student and that the guest abides by Damascus College rules. If you have any questions or concerns regarding the evening, please contact your House Leader. It is a social activity, and hair and make-up appointments are not more important than school on Friday. Any student who is away on Friday will not be able to attend the formal.

Well done to our BAS Athletics Carnival competitors who represented the College with absolute distinction at last Wednesday’s carnival. I thank Gavin Webb for his organisation of the event, along with the HPE team for their support of our students throughout the day.

Chris

This week I spent some with House Leaders and Year Level Coordinators where we were able to collectively share some common themes and issues where students currently require support. As is often the case year level coordinators were able to make some concerning observations regarding students use of social media. In particular the now popular use of class SnapChat Groups.

Among Social Media platforms, Snapchat holds particular sway and has been identified by the College Wellbeing team as the social media tool representing some issues and worrying behaviours from students.

Class Snapchat groups, while created for collaboration and discussion, can quickly devolve into arenas for negativity and criticism. The immediacy and informality of social media can encourage students to express opinions they might not voice in face-to-face interactions, leading to the posting of hurtful or disparaging comments. Moreover, the viral nature of social media means that negative sentiments can spread rapidly within these closed circles, amplifying their impact and perpetuating a cycle of negativity. What our teams have observed is almost contagious among some class groups where the focus of negative comments overrides much of the positive outcomes of a student’s experience at school.

Negative comments within class Snapchat groups can have profound emotional consequences for students. Being on the receiving end of hurtful remarks can lead to feelings of inadequacy, anxiety, or depression, affecting both academic performance and overall well-being.

As primary educators of your student’s education we would encourage you that you have open and transparent conversations about the College’s concerns on classroom SnapChats groups. The platform is NOT an appropriate option as a classroom educative tool. The College has a very efficient email system that we would encourage students to use as platform for creating a positive and inclusive learning.

More Than Ever…..

Reconciliation Week 27 May – 3 June

As Reconciliation Week approaches, Damascus College has planned activities for the College community to stand in solidarity with Aboriginal and Torres Strait Islander people. To mark Sorry Day, all Year 8 students along with indigenous students and families, will gather Loreto College and St Patrick’s College students for a ceremony.

This year we also offer an invitation and an opportunity for staff, parents, carers, friends, and family to attend a performance of ‘Facing Up’. This is a powerful and thought-provoking play written by Lynden Nicholls. The play revolves around the collaboration between Indigenous and non-Indigenous writers and actors to unpack the Federal Government's treatment of Australia's Indigenous peoples throughout history. It is both an important and timely piece of writing.

The inclusion of prime ministerial statements, both dark and hopeful, adds depth to the narrative and highlights attitude towards and treatment of Australia’s indigenous people from Federation to the present day. By shedding light on historical injustices and moments of progress, "Facing Up" aims to foster social understanding and continued allyship within the community.

The Q&A session following the performance, offers an opportunity for further reflection and dialogue. It's events like these that contribute to reconciliation efforts and promote a deeper understanding of Australia's shared history.

For community members, educators, secondary and tertiary school groups, and local government representatives and officials committed to learning more about reconciliation, "Facing Up" offers a powerful platform for reflection, dialogue, and collective action. Don't miss this chance to be part of this experience during Reconciliation Week.

Join us on Tuesday 28 May at the Wendouree Centre for Performing Arts at 7.00pm, on Wadawurrung land.

Tickets HERE

Why Critical Thinking Matters for Our Children's Future

Summary Points:

• Critical thinking skills allow analysing information objectively, solving complex problems, and making reasoned decisions
• These abilities are crucial for workforce readiness and lifelong success
• Schools develop critical thinking through inquiry learning, STEM programs, and vocational training
• Parents can reinforce these skills at home through open discussions, questioning assumptions, and involving children in decision-making

As parents, we know our children are growing up in a world that's moving faster than ever before, with new challenges emerging constantly. That's why developing sharp critical thinking skills is one of the most important tools we can give them for success down the road.

You have likely heard about the importance of "critical thinking" for the workforce. But what does this really mean? Critical thinking allows our children to analyse information objectively, solve complex problems using reasoning and evidence, and make sensible decisions. Rather than just accepting what they're told at face value, critical thinkers learn to question assumptions, consider different perspectives, and draw logical conclusions.

Why does this matter so much? Well, the Organisation for Economic Co-operation and Development (OECD) calls critical thinking a key skill for thriving in today's society and workplaces. Closer to home, a 2015 Australian Industry Group survey found that 93% of employers view strong critical thinking and problem-solving abilities as extremely or highly important when hiring.

The good news is that Damascus College is making a concerted effort to develop these valuable critical thinking muscles in our children through:

STEM Programs: Initiatives like ESTEEM get students questioning, researching, formulating hypotheses, and applying findings to tackle real-world problems. What an engaging way to learn!

Inquiry Learning: In classes like English, Humanities, Arts and Social Sciences, our children analyse texts, evaluate evidence and arguments, explore diverse viewpoints and back up their own positions. So much richer than rote learning.

Vocational Training: Practical vocational streams like the VCE Vocational Major and Hands On Learning embed problem-solving, design thinking and decision-making into the learning through authentic hands-on projects.

But we parents play an important role too in nurturing critical thinking at home. Here are some ideas:

• Initiate discussions about current issues, different cultures and ideas. Ask your children to explain their reasoning and consider other perspectives.
• When they state an opinion, sometimes playfully take the opposing view. "Ok, but what about this evidence?" This helps them question assumptions.
• Get them involved in major family decisions like household purchases. Have them research options, compare sources, and justify their recommendations.
• When running errands or playing at the park, encourage them to observe carefully and describe what they notice. Then ask what conclusions they might draw.
• Expose them to different media sources and discuss how to evaluate reliability, identify bias, and verify questionable claims.

The more we engage our children's minds and create an atmosphere of open inquiry at home, the more we reinforce the critical thinking habits they're developing at school.

The world is transforming at a rapid pace, and the ability to think critically, be a self-starter, and adapt will undoubtedly give our children an edge in their future careers and enable them to make meaningful contributions to society. By integrating critical thinking practice throughout their learning experiences, we are cultivating resourceful problem-solvers, lifelong learners, and future leaders equipped to navigate an ever-evolving landscape.

References:

OECD. (2019). The Future of Education and Skills: Education 2030. https://www.oecd.org/education/2030-project/

Australian Industry Group. (2015). Competencies for workplace success. https://www.aigroup.com.au/policy-and-research/mediacentre/releases/report-greenlights-competencies-for-success/

In this week's newsletter we would like to share information about some class activities and excursions as well as upcoming Science extracurricular opportunities that students can participate in.

Excursions

During Term 1, Year 12 Biology students attended the Ballarat Tech School as part of their Unit 3 studies. Students investigated the process of bacterial transformation by introducing selected genes into plasmids. Students were able to use antibiotics to check if the bacterial transformation was successful. We also had the opportunity to tour the Fiona Elsey Cancer Research Institute to see real world applications of the technology that students have been studying throughout Unit 3.

Year 8 students once again ventured to the Ballarat Tech School to engage in the STEM programs Automation and Tessellations. In the Automation program students were challenged to build an M&M sorter through constructing and programming a colour sensor to deliver M&Ms into the correct containers. For the Tessellations program, students applied their knowledge of mathematical transformations to create a tessellation. These tessellations were then 3D printed and a vacuum former was used to create a chocolate mould.  The ESTEEM moulds were then used to make tessellated chocolates.

Class activities

In Year 7 Science we are learning about mixtures. In this unit, we examine the difference between mixtures and pure substances. We also investigate how temperature impacts the amount of a substance that can be dissolved. In this practical task students made various mixtures and compared how long they take to separate into their components.

Here are some photos of our young scientists completing an experiment which involved taking measurements, carefully and accurately.

In year 11 Psychology, students have been learning about the structure and function of the brain and made 3D models of the brain, using playdough.

RACI ICQ (Royal Australian Chemical Institute International Chemistry Quiz).

Students have the opportunity to show off their Chemistry knowledge in the RACI ICQ (Royal Australian Chemical Institute International Chemistry Quiz). The quiz comprises of 30 multiple choice questions.

Year 11 and 12 Chemistry students, as well as Y10 Chemistry elective students, are automatically entered in the Quiz due to their enrolment in semester 2 Chemistry. Students.

Year 7-10 students are encouraged to participate. The quiz for them costs $5, refundable when they do the quiz. Students are asked to give their $5 to their Science teacher or Jenny Montgomery before the end of term.

The Science Experience 2024-2025

The Science Experience STEM program is essentially an 1, 2 or 3 day hands-on science, conducted across 20 universities and tertiary campuses Australia wide, for students currently in Years 9 and 10.

The program includes a variety of hands-on activities in laboratories, excursions, career information and interesting presentations by leading Australian scientists and engineers as well as the opportunity to make new friends.

The full cost for a student to participate is 1 day program- $75, 2 day program is $150 and the 3 day program costs $210 but your Local Rotary clubs may be willing to sponsor students to attend. There is no selection process and all students are welcome to attend.

For further information and application forms please contact your science teacher, the science learning area leader Miss Ivanka Saric, your local Rotary Club or check out the website www.scienceexperience.com.au The availability of places can be checked on the ‘Where and When’ page of the website.

If you enjoy Science then we encourage you to attend The Science Experience. You will need to register online.

In a vibrant display of house pride and community spirit, Damascus College came alive today as students and staff gathered in the John Shannon Centre to celebrate House St Martin. Principal Steven Mifsud stood shoulder to shoulder with the school community, adding his presence to the sea of green attire worn by enthusiastic St Martin House students, a visual testament to their pride and unity.

Throughout the assembly, the core values of Service, Participation, Trust, Diligence, and Truth, which form the foundation of St Martin House, were prominently on display. Guided by the leadership of the Year 12 St Martin House Captains, the program unfolded with a rich tapestry of talent and accomplishment.

The assembly began with a warm embrace of cultural exchange as Year 11 students Luke Eddy and Kylan Jans, who embarked on the Indonesian Immersion Trip last year, extended a heartfelt welcome to our Indonesian visitors.

This gesture of hospitality and inclusivity set the tone for the rest of the event.

Adding a touch of creativity and nostalgia, Year 11 student Ted Sculley, affectionately known as "Sculleywag," took the stage with his spirited rendition of the St Martin de Porres House Founder rap, delighting the audience with his infectious energy and pride in St Martin House heritage.

A highlight of the assembly was the recognition of St Martin House members' achievements and successes. From triumphs in swimming sports to individual feats of excellence at the Athletics carnival and beyond, the collective accomplishments of our students were celebrated with gusto. Year 12 student Jarrod Joyce's remarkable journey and dominance in tennis, culminating in his sixth consecutive Ballarat Associated Schools singles tennis crown, resonated deeply with the audience. His story of perseverance and dedication, including the invaluable opportunity to train with world number one Novak Djokovic, served as an inspiration to all.

Entertainment took centre stage, captivating hearts and minds with a kaleidoscope of talent. From Izzy Farrah's soul-stirring rendition of "Let It Be" by the Beatles to the infectious energy of the Year 12 cohort's dance routine, each performance left an indelible mark. Isabella Fensling's enchanting saxophone rendition of "Singing in the Rain," Freddy Gibson's heartfelt rendition of "Electricity" from Billy Elliott, and Jacob Hanrahan, Kylan Jans, and Henry Sexton's spirited rendition of "I’m Still Standing" by Elton John added to the vibrant tapestry of talent.

In a poignant moment, the assembly underscored the importance of mental health awareness, as Haileigh Buttigieg announced the Push-Up Challenge to support initiatives promoting well-being within our community.

As the event drew to a close, the assembly concluded on a note of unity and celebration, with Anna Hodge and Makenzie Jarvis's soulful rendition of Adele’s “Water Under the Bridge” echoing sentiments of gratitude and togetherness.

Congratulations echoed throughout the John Shannon Centre as House St Martin basked in the glow of collective achievement. It was indeed an extraordinary all-school assembly, a testament to the unwavering spirit of unity, talent, and excellence that defines Damascus College.

Exploring Identity: Year 8 Visual Arts Students Showcase Mini Me Avatars

In a creative whirlwind, Year 8 students have embarked on a journey of self-discovery through artistry, unveiling their Mini Me Avatars with pride and enthusiasm. These avatars, digitally rendered portraits, serve as vibrant reflections of their personalities, interests, and unique attributes, showcasing a remarkable blend of imagination and technical skill.

Undertaking the task of crafting one's own likeness is no small feat, yet these young artists have fearlessly delved into the challenge, guided by their innate creativity and a dash of courage. The result? A stunning array of portraits that not only mirror their physical appearances but also capture the essence of who they are.

From the initial stages of sketching to the intricate process of digital rendering using tools like Photoshop and Illustrator, the journey has been one of discovery and growth. For many, this endeavour marks their first foray into the realm of digital design, where they've embraced new techniques with unwavering determination.

We are proud of the way students have found ways to weave their interests into an image that also tries to capture the essence of who they look like.
Several of the remarkable designs are showcased below, while numerous masterpieces are presently exhibited in the St. Paul's Arts & Technology Building. Several of the remarkable designs are showcased below, with the reaming masterpieces on display in the St. Paul's Arts & Technology Building.

Damascus College has updated its College App, which is now available for download.

This innovative App delivers the latest Damascus news, events, and communications straight to your mobile device, allowing the College to communicate with you whilst on the go.

The App is the primary source of Damascus communication to parents and carers, and is aimed at parents, staff, and students.

Your user experience will be tailored to your relationships with Damascus College, with the ability to subscribe (and unsubscribe) to Extra-Curricular Groups via the Settings cog on the App homescreen. At present you can subscribe to BAS Sports and Rowing communications. Users will automatically receive notifications for all College ‘Notices’ and ‘Newsletters’ to ensure timely receipt of all key college information.

The App also features direct access to important Damascus College information including key term dates, calendars, publications, scholarships, bus information, uniform details, admin forms and event features the College’s social media feeds.

Parents and carers will have access to the Parent Access Module (PAM) and can report student absences with relative ease. Staff and students can also access SIMON, calendars, timetables, and key resources.

If you have any feedback on the App, please contact the College via info@damascus.vic.edu.au or call 03 5337 2222.

2024 College App flyer

On Wednesday 24 April, students and staff of Damascus College gathered for a commemorative ANZAC Day ceremony.

With the flags at half-mast, student SRC representatives and staff member Gerard Macklin led the commemorative ceremony.

The ceremony concluded with College Captains Lucas Wells and Paris Govan, who laid the wreath at the base of the flagpole, one minute silence to pay our respects and the flags being raised from half-mast to full-mast as the ‘Rouse’ sounded.

Lest we forget.

On Tuesday 23 April Damascus College's Student Wellbeing team shone a spotlight on World Infant, Child and Adolescent Mental Health Day (WICAMHD) at the St Martin Resource Centre. This annual observance aims to raise awareness and promote action for the mental health of young people worldwide.

Key objectives of WICAMHD include enhancing global understanding of child and adolescent mental health, reducing stigma associated with mental disorders in these age groups, advancing diagnosis and treatment methods, and fostering international collaboration to address mental health challenges, particularly in regions with limited resources.

Encouraging engagement, students and staff were invited to share their thoughts, questions, or advice on mental health. Additionally, they were encouraged to explore the Wellness Collection's resources, providing valuable support and information on mental health topics.

By recognizing WICAMHD, Damascus College underscores its commitment to nurturing the holistic well-being of its school community and fostering a culture of openness, support, and understanding around mental health.

The visit of the Indonesian teachers to Damascus College has drawn to a close, leaving behind a trail of cultural enrichment and educational exchange.

Throughout their time at the College, the Indonesian teachers immersed themselves in teaching Indonesian classes from Year 7 to 12. Their presence not only enhanced language skills but also deepened cultural understanding among students and staff.

Having previously welcomed Damascus students in Jakarta, the teachers were delighted to reunite with familiar faces and forge new connections with those they had previously met only virtually.

Their approachable demeanour and dedication to fostering cross-cultural connections endeared them to the entire Damascus community. As their visit concludes, the college expresses heartfelt gratitude for their contributions and eagerly anticipates the possibility of their return in the future.

#DamascusCollege #DamascusPride #BeMyBest #ImReadyToTakeOnAnything

Student Growth and Engagement Team Notice

RE: Academic concerns of your student and new diagnosis

As we have finished Term 1 and settle into the start of Term 2 at Damascus College we thought it would be a good opportunity to remind your of the process if you have academic concerns for your student.

For families with educational concerns about their student, please reach out to your student’s Teacher Advisor. The Teacher Advisor can work with the student to develop strategies to use within the classroom. Where appropriate, students will be referred to the Student Growth and Engagement Team, where diagnostic screening may be conducted. From there, appropriate interventions will be implemented, and if necessary, students will be referred to Catholic Education Ballarat to gain more information on how a student can be appropriately supported in the classroom.

The Student Growth and Engagement team also recommend ensuring that your student’s vision and hearing is not impeding their ability to learn. If you haven’t had these tested in the last 12 months we would encourage you to get these tested. There are a number of optometrists in Ballarat who Bulk Bill. You can also book in a low-cost hearing test with an audiologist to ensure your student’s hearing is not impaired. If you obtain a referral from your regular GP it will be cheaper for you. Should your student be referred to the Student Growth and Engagement team for further testing these reports will be required before we can proceed further.

If your family has received a new diagnosis throughout Term 1 or over the Easter break, we kindly ask you to contact the respective coordinator to establish a Personal Learning Plan (PLP) for your student. The College is actively addressing social-emotional concerns, such as anxiety. We urge you to initiate this communication promptly for proactive support in your student's education endeavours.

For students previously funded under the Nationally Consistent Collection of Data on School Students with Disability (NCCD), resources will continue to be allocated under the NCCD. Damascus College will continue to make reasonable adjustments, where needed, to assist students with a disability in accessing and participating in education free from discrimination and on the same basis as other students in line with the Disability Discrimination Act 1992.

The Student Growth and Engagement team looks forward to working with you, your student, teachers and Learning Support Officers (LSOs) to ensure the appropriate supports are in place to assist learning and growth.

If you have any specific questions or concerns, please do not hesitate to contact the relevant Coordinator or Matthew Hallowell, Student Growth and Engagement Team Leader.

The Student Growth and Engagement Teams details are as follows.

• Laura Kimm (Transition and Year 7 Student Growth and Engagement Coordinator)
  l.kimm@damascus.vic.edu.au
• Patricia Brown (Year 8 and 9 Student Growth and Engagement Coordinator)
  p.brown@damascus.vic.edu.au
• Rachel Wallbank (Year 10, 11 and 12 Student Growth and Engagement Coordinator)
  r.wallbank@damascus.vic.edu.au
• Matthew Hallowell (Student Growth and Engagement Leader)
  m.hallowell@damscus.vic.edu.au

Yours sincerely,

Matthew Hallowell, Laura Kimm, Patricia Brown, Rachel Wallbank

The Student Growth and Engagement Team

2024 NCCD Information Sheet parents

Damascus College Year 10 students showcased their commitment to service and community engagement with a delightful sausage sizzle event held on Monday 22^nd April in the courtyard.

Organized as part of their Hands on Learning Program (HoLP) Religious Education subject, the sausage sizzle was held to support Caritas Australia's Project Compassion.

The atmosphere was vibrant as students and staff eagerly queued up to enjoy a tasty treat prepared by the dedicated Year 10 HoLP students.

Their efforts underscored the spirit of altruism and collaboration fostered within the Damascus community. Congratulations to the HoLP students for their initiative, and hearty commendation to the supportive HoLP staff for nurturing such impactful endeavours.

#DamascusCollege #DamascuPride #BeMyBest #ImPartOfSomethingGreater