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Rutherglen Reformer - - Intimations -

Konichiwa! My name is Erin and I am a pupil in Burn­side Pri­mary in Glas­gow, Scot­land.

I am writ­ing to you be­cause in our class we have been learn­ing lots about Japan and more im­por­tantly, we have been learn­ing about Sadako’s story and the im­por­tance of it.

We have also learnt about other things such as the nu­clear bomb that hit Hiroshima in 1945 and how to make sushi.

One of my favourite things that we did in our topic was mak­ing pa­per cranes. They are so fun to make and I make them al­most ev­ery day.

Even though I have a lot of fun mak­ing pa­per cranes, the rea­son I like them most is be­cause they have a great mean­ing to them and they are a sign of hope and peace.

Our class have been learn­ing lots about Sadako’s emo­tional story.

The story is just heart­break­ing to think about, and it is even more heart­break­ing think­ing about be­ing in Sadako’s shoes and be­ing in her po­si­tion.

This young girl’s story is so in­spi­ra­tional and it has been shared around the world in a lovely way in re­spect of her.

I think her story is im­por­tant for peo­ple to know be­cause it teaches peo­ple from around the world to be grate­ful and thank­ful for ev­ery­thing they have.

It is also im­por­tant for peo­ple to know be­cause it makes them think about war and how dan­ger­ous it can be.

In me­mory of Sadako, her story and her life, we very kindly ask you to hang our very spe­cial pa­per cranes in the Hiroshima peace memo­rial in re­spect of this young girl. Erin An­der­son Burn­side Pri­mary School

My name is Katie and I am a pri­mary seven pupil at Burn­side Pri­mary. Our class has been study­ing Japan and we have all found it very in­ter­est­ing.

Re­cently we have learnt all about Sadako and her story so we de­cided to all make pa­per cranes for the Peace Memo­rial. I am writ­ing to tell you about our topic and the pa­per cranes we have made.

We have been study­ing Japan since March and have learnt a lot so far. We know lots about Tokyo city, Ja­panese tra­di­tions, cul­ture and food.

We even made sushi roles and learnt how to use chop­sticks. We also did Ja­panese art.

We used pas­tels and paint to cre­ate Hoku­sai’s Great Wave and also painted a cherry blos­som tree against a sun­set back­ground in­spired by the Ja­panese land­scape.

Last week Fumi and Yushin came to visit us from Ja­panese Mat­sun Glas­gow. They told us about Taiko drum­ming and taught us some Ja­panese songs.

Other things we have learnt about in­clude nat­u­ral dis­as­ters, Ja­panese lan­guage and school rou­tines.

Our teacher, Miss Edel­sten, re­cently taught us all about the atomic bombs dropped on Hiroshima and Na­gasaki.

She also told us about Sadako and her story.

We know that Sadako sur­vived the bomb dropped on Hiroshima but ended up be­ing di­ag­nosed with Leukaemia from ra­di­a­tion poi­son­ing.

Sadako be­lieved that if she made over one thou­sand pa­per cranes she would get bet­ter.

She made over one thou­sand but sadly she died.

Sadako was buried with her one thou­sand cranes and her friends from school wanted to make a dif­fer­ence so they got a statue put up of her in her hon­our.

Now peo­ple go and hang up pa­per cranes round the statue in me­mory of Sadako and to rep­re­sent peace.

I think that Sadako’s story is very im­por­tant be­cause it rep­re­sents peace and it teaches us how war can af­fect peo­ple.

We all made at least two cranes for the memo­rial and we would love it if you would hang our cranes up in the Hiroshima peace memo­rial in me­mory of Sadako. Katie Booth Burn­side Pri­mary School

Open let­ter on loss of autism ser­vice

Dear Ms Stur­geon (First Min­is­ter), Mr Jukes and Mr Free­land (chief ex­ec­u­tives of North and South La­nark­shire).

I en­close this pe­ti­tion to ask the Scot­tish Govern­ment, North La­nark­shire Coun­cil and South La­nark­shire Coun­cil to work to­gether to fund the Scot­tish Autism La­nark­shire One Stop Shop which is based in Mother­well.

It closed its doors on Fri­day due to the Scot­tish Gov­ern­ments fund­ing end­ing and nei­ther North or South La­nark­shire Coun­cils be­ing will­ing to con­tinue the joint fund­ing to­gether to keep this panLa­nark­shire ser­vice open.

This pe­ti­tion has been signed by the autism di­ag­nos­tic team, so­cial work­ers, speech and lan­guage ther­a­pists, CAHMS, oc­cu­pa­tional ther­a­pists, teach­ers, pae­di­a­tri­cians and many more pro­fes­sion­als from La­nark­shire.

These pro­fes­sion­als have also writ­ten to the two coun­cils ask­ing for the fund­ing to con­tinue as this ser­vice is vi­tal.

How does this fit in with the Autism strat­egy for Scot­land, a clear aim of which is to en­sure con­sis­tent ser­vices across the coun­try?

The fail­ures in La­nark­shire have set ser­vices back years, and there is no in­di­ca­tion of this be­ing reme­died in the short, medium or pos­si­bly even long term.

The strat­egy is al­ready in its fifth of ten years but you would hardly know from the per­spec­tive of a fam­ily af­fected by ASD in La­nark­shire.

No one seems to be ac­count­able for the di­rect detri­men­tal im­pact this is al­ready caus­ing autis­tic peo­ple. This ser­vice must be saved. Thank you Karen Noble via email

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