Come sail with us on the waters of St. You can race, cruise, sail, motor or kayak around the bay and we are only 30 minutes from Halifax. The SMSc is very similar in appearance to the RMSc. However, it has some significant differences. First of all, the SMSc uses a polymer body instead of an aluminum one. I prefer a tough aluminum housing for an optic as it might get banged around a bit. Nevertheless, polymer can be very tough and is likely acceptable in this application.

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3. Www.smscaster.com

A Short Message Service Center (SMSC) is a network element in the mobile telephone network. Its purpose is to store, forward, convert and deliver Short Message Service (SMS) messages.

The full designation of an SMSC according to 3GPP is Short Message Service - Service Center (SMS-SC).

Basic trajectories[edit]

SMS can be directed in several ways:

1. From mobile to another mobile - referred to as MO-MT (Mobile Originated - Mobile Terminated)
2. From mobile to a content provider (also known as Large Account / ESME) - referred to as MO-AT (Mobile Originated - Application Terminated)
3. From application to a mobile - referred to as AO-MT (Application Originated - Mobile Terminated)

Operation[edit]

The tasks of an SMSC can be described as

1. Reception of text messages (SMS) from wireless network users
2. Storage of text messages
3. Forwarding of text messages
4. Delivery of text messages (SMS) to wireless network users
5. Maintenance of unique time stamps in text messages

When a user sends a text message (SMS message) to another user, the message gets stored in the SMSC (short message service centre), which delivers it to the destination user when they are available. This is a store and forward option.

An SMS centre (SMSC) is responsible for handling the SMS operations of a wireless network.

1. When an SMS message is sent from a mobile phone, it will first reach an SMS centre.
2. The SMS centre then forwards the SMS message towards the destination.
3. The main duty of an SMSC is to route SMS messages and regulate the process. If the recipient is unavailable (for example, when the mobile phone is switched off), the SMSC will store the SMS message.
4. It will forward the SMS message when the recipient is available and the message's expiry period is not exceeded.

SMSCs can be used to interface with other applications, for example a spreadsheet can interface with the SMSC allowing messages to be sent SMS from an Excel spreadsheet, or to send an SMS from Excel. Inbound messages to a long number or short code can also be passed through the SMSC allowing m2m communications or Telematics.

Validity period of an SMS message[edit]

An SMS message is stored temporarily in the SMS center if the recipient mobile phone is unavailable. It is possible on most mobile handsets to specify an expiry period after which the SMS message will be deleted from the SMS center. Once deleted, the SMS message will no longer be available for dispatch to the recipient mobile phone (even if it comes on line). The validity period should be regarded by the handset user as a request, as the SMSC itself can be configured to ignore or otherwise handle message delivery schedules.

Message status reports[edit]

The SMS sender needs to set a flag in the SMS message to notify the SMS centre that they want the status report about the delivery of this SMS message. This is usually done by changing a Setting on the mobile handset.

See also[edit]

Every school in England must promote SMSC, which is particularly important to Ofsted. The SMSC Quality Mark for Primary and Secondary Schools aims to help schools recognise and review the development of SMSC.

SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well their pupils develop in SMSC.

Spiritual

Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.

Pupils’ spiritual development is shown by their:

• ability to be reflective about their own beliefs, religious or otherwise, thatinform their perspective on life and their interest in and respect for differentpeople’s faiths, feelings and values
• sense of enjoyment and fascination in learning about themselves, othersand the world around them
• use of imagination and creativity in their learning willingness to reflect on their experiences.

Moral

Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.

Pupils’ moral development is shown by their:

• ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
• understanding of the consequences of their behaviour and actions
• interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

Social

Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.

Pupils’ social development is shown by their:

• use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
• willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
• acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

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Cultural

Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.

Pupils’ cultural development is shown by their:

• understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
• understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
• knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
• willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
• interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

Spiritual, moral, social and cultural development is now referenced throughout Ofsted's School Inspection Handbook.

An 'outstanding' school will have a 'thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development'.

An 'inadequate' school will have 'serious weaknesses in the overall promotion of pupils’ spiritual, moral, social and cultural development'.

SMSC provision by school grade

The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive.

Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work.

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Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

Leaders consistently promote fundamental British values and pupils’ spiritual, moral, social and cultural development.

Deliberate and effective action is taken to promote pupils’ spiritual, moral, social and cultural development and their physical well-being.

The curriculum also contributes well to pupils’ behaviour and welfare, including their physical, mental and personal well-being, safety and spiritual, moral, social and cultural development.

Pupils’ spiritual, moral, social and cultural development ensures that they are prepared to be reflective about and responsible for their actions as good citizens.

There are weaknesses in the overall promotion of pupils’ spiritual, moral, social and cultural development.

The judgement on the overall effectiveness is likely to be inadequate where any one of the key judgements is inadequate and/or safeguarding is ineffective and/or there are serious weaknesses in the overall promotion of pupils’ spiritual, moral, social and cultural development.

Find out more about the National SMSC Quality Mark for primary and secondary schools to help evaluate SMSC development. Visit the SMSC Quality Mark Website

With over 1,500 members the Primary Teachers PSHE & SMSC Co-ordinators group for primary and middle schools is a great place to share questions and comments regarding SMSC and PSHE development. Join the Primary Teachers SMSC & PSHE Co-ordinators Facebook group

British values

As of November 2014, schools must now promote British values. The advice from the DfE is to do this through SMSC, although Ofsted will assess it through the curriculum too.

To help, we offer a British values training package for primary schools.

Prevent Duty

As of 1 July 2015, schools now have a legal duty to prevent pupils from becoming radicalised, which has implications for SMSC.

In secondary schools, the UK Department for Education recommends using the citizenship curriculum for this.

To help, we offer a British values training package for primary schools.

Citizenship lessons help

Many elements of citizenship education support SMSC, such as appreciating diversity, understanding different viewpoints and collaborating for change.

Schools have had to teach citizenship since 2002, so plenty of resources are available for it.

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Conferences...

Specialists from our primary and secondary programmes run joint conferences regarding SMSC education. Register your interest for our conferences in the 2017/18 academic year.

Social action programme for secondary schools

Challenge your students to our six-week Giving Nation programme of social and community action - fundraising, volunteering, campaigning or running their own social enterprise.