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Prose and Poetry: Sir Thomas North to Michael Drayton
The Beginnings of English Philosophy
> Francis Bacon
William Gilbert and Experimental Science
The Great Instauration
The Cambridge History of English and American Literature in 18 Volumes
Volume IV. Prose and Poetry: Sir Thomas North to Michael Drayton.
The Beginnings of English Philosophy
§ 9. Francis Bacon.
Francis Bacon was the younger of the two sons of Sir Nicholas Bacon, lord keeper of the great seal, by his second wife Anne, daughter of Sir Anthony Cooke and sister-in-law of lord Burghley. He was born at York house, London, on 22 January, 1561. In April, 1573, he was sent, along with his brother Anthony, to Trinity college, Cambridge, where he remained (except for an absence of about six months when the plague raged there) till Christmas, 1575. Of his studies in Cambridge, we know little or nothing; and it would be easy to lay too great stress on the statement long afterwards made to Rawley, his first biographer, that, before he left the university, he fell into the dislike of the philosophy of Aristotle; not for the worthlessness of the author, to whom he would ever ascribe all high attributes, but for the unfruitfulness of the way. In 1576, he was sent by his father to France with Sir Amyas Paulet, the ambassador, and in his suite he remained until recalled home by Sir Nicholass sudden death in February, 1579. This event had an unfortunate effect upon his career. A sum of money which his father had set apart to purchase an estate for him had not been invested and he inherited a fifth Part of it only. He had, therefore, to look to the bar for an income and to the grudging favour of the Cecils for promotion. He was called to the bar in 1582, and entered parliament in 1584: sitting in each successive House of Commons until he became lord keeper. But office was long in coming to him. The queen had been affronted by an early speech of his in parliament in which he had criticised the proposals of the court; and the Cecils always proved more kin than kind. The objects which he sought were never unworthy nor beyond his merits; but he sought them in ways not always dignified. He pleaded his cause in many letters to Burghley and Salisbury and Buckingham; and the style of his supplications can hardly be accounted for altogether by the epistolary manners of the period. In 1589, Burghley got him the reversion of an office in the Star chamber, worth about £1600 a year; but to this he did not succeed till 1608. From about 1597, he had come to be employed regularly as one of the queens learned counsel. In 1604, he was made one of his ordinary counsel by king James, with a salary of £40; and this, Bacon reckoned as his first preferment. He was made solicitor-general in 1607, attorney-general in 1613, privy councillor in 1616, lord keeper in 1617, lord-chancellor in 1618. He was knighted in 1603, but, to his chagrin, along with a crowd of three hundred others; he was created baron Verulam in 1618, and viscount St. Albans in 1621. A few weeks later, charges of having received bribes from suitors in his court were brought against him in the newly-summoned House of Commons; these were remitted to the House of Lords for trial; he was convicted on his own confession, and sentenced to deprivation of all his offices, to imprisonment in the tower during the kings pleasure, to a fine of £40,000, to exclusion from the verge of the court and to incapacity from sitting in parliament. The imprisonment lasted a few days only; the fine was made over to trustees for Bacons benefit; the exclusion from the verge was soon removed; but, in spite of many entreaties, he was never allowed to sit in parliament again.
In the midst of the legal and political work which crowded these years, Bacon never lost sight of his larger ambitions. He published the first edition of his
in 1597, the second (enlarged) edition appearing in 1612 and the third (completed) edition in 1625. The
Advancement of Learning
was published in 1605, addressed to king James,
De Sapientia Veterum
in 1609,
Novum Organum
in 1620. After his disgrace, he lived at Gorhambury, the paternal estate to which he had succeeded on the death of his brother Anthony in 1601, and there he devoted himself to writing. The
History of Henry VII
appeared in 1622, and
De Augmentis Scientiarum
in 1623; the
New Atlantis
was written in 1624; at his death, he was at work on
Sylva Sylvarum,
and he left behind him many sketches and detached portions of his great but incomplete design. Bacon had been married in 1616 to Alice Barnham, the daughter of an alderman. He died on 9 April, 1626, from the effects of a chill caught by moving out of his carriage in order to try an experiment on the antiseptic properties of snow.
Bacons plan for the renewal of the sciences was never fully elaborated by himself, and it has never been deliberately followed by others. In his personal career, too, there are some events that still remain obscure. But material is not lacking for forming a judgment on his philosophy and on his life. We cannot expect to remove either from the range of controversy. But the life-long devotion of Spedding may be said with confidence to have made one thing clear. Popes famous epigramthe wisest, brightest, meanest of mankindand the brilliant elaboration of the same in Macaulays essay are false, and cannot be made to fit the facts. We can understand Bacon aright only if we do not assume any such absurd antithesis, but remember that life and philosophy are revelations of the same mind, and allow for one shedding light on the other. It is on this account that it is necessary to attempt an estimate of Bacons character and to touch upon the disputed events in his career, although the questions cannot be discussed at length, and little more can be done than to indicate results.
In a fragment
written about 1603, and, apparently, intended as a preface to his great work, Bacon set forth the ambitions which guided his life; and there is no reason for doubting the substantial accuracy of his account. Believing (he begins) that he was born for the service of mankind, he set himself to consider for what service nature had fitted him best. He saw that the good effects wrought by practical statesmen
extend over narrow spaces and last but for short times; whereas the work of the Inventor, though a thing of less pomp and shew, is felt everywhere and lasts for ever.
And for this end he thought nature had destined him.
I found that I was fitted for nothing so well as for the study of Truth; as having a mind nimble and versatile enough to catch the resemblances of things (which is the chief point), and at the same time steady enough to fix and distinguish their subtler differences; as being gifted by nature with desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and as being a man that neither affects what is new nor admires what is old, and that hates every kind of imposture. So I thought my nature had a kind of familiarity and relationship with Truth.
His first object, therefore, was the knowledge that would extend and establish the empire of man over nature. But birth and education had introduced him to the service of the state; and a mans own country has some special claims upon him. For these reasons, he sought civil employment: the service of the state may be said to have been his second object in life. Finally, he adds:
I was not without hope (the condition of Religion being at that time not very prosperous) that if I came to hold office in the state, I might get something done too for the good of mens souls.
According to Bacons own account, therefore, the service of mankind to which he held himself born was to be carried out by devotion to three objects: the discovery of truth, the welfare of his country and the reform of religion. And of these three objects the first always held the highest place in his thoughts. I confess he wrote to Burghley about 1592, that I have as vast contemplative ends as I have moderate civil ends: for I have taken all knowledge to be my province.
This greatness of design was characteristic of the mind of the period as well as of Bacon personally. But it was accompanied by inadequate preparation in the methods and principles of the exact sciences as understood at the time, and often by an imperfect grasp of details. If the latter defect may be traced in his intellectual work, it is still more apparent in his practical activity. It is not fanciful to connect with this characteristic some of the actions for which he has been most censured. Throughout his career he was never free from financial difficulties; and, when he had obtained high preferment, he maintained a magnificent style of living without exercising any effective control over the expenditure of his household. When the charge of taking bribes was made against him he was much surprised, but he had no defence. It may be true, as he asserted, that he never allowed a present from a suitor to influence his decision; nor do any of his judgments appear to have been reversed on this ground. It may be true, also, that Bacon only followed the custom of his time; though, on this point, it is difficult to get evidence. But he himself saw the impropriety of a judge being twice paidto quote the mild term of censure used in his
New Atlantis.
And he took no care to guard against the impropriety in his own conduct. In the main, he was probably a just, as well as an efficient, judge. But he was too tenacious of his office as he had been too eager to obtain it; and it is hardly possible to resist the evidence for the conclusion that, on one occasion at least,
he allowed the court favourite Buckingham to influence his decision. In another matterthat of the trial of the earl of EssexBacons conduct has been unjustly blamed. The benefits which he had received at the hands of Essex would not have been a sufficient reason for his standing aside when the need arose for his taking part in the prosecution. The rebellion of Essex had been a real danger to the state and not merely an explosion of bad temper. It was essential that the prosecution should not fail through the case being badly presented; and Bacons intervention was not merely excusable: it was his duty to safeguard the interests of the state, and to subordinate to them the claims of private friendship and gratitude in spite of the tragedy of the personal situation. At the same time, it has to be said that the record of the trial does not suggest that he felt the tragedy. Judging from the manner in which he pressed home the charge, the personal factor seems to have touched him but slightly. And this, perhaps, is characteristic. He was capable of high enthusiasm for ideas and for causes. His philosophical works are inspired by the former; and his writings on public affairs show a spirit of devotion to the common weal as well as political wisdom. But, on the side of personal sentiment, his nature seems to have been not easily stirred to the love or hate which unite and divide mankind.
Note 11
De interpretatione naturæ prmium, Works,
pp. 518520. In this and other quotations from the Latin works the translations contained in Ellis and Speddings edition have been used.
Note 12
. See the letter of D. D. Heath (one of the editors of the
) in
Bacons Letters and Life,
pp. 579588.
William Gilbert and Experimental Science
The Great Instauration
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text:
Kai Ryssdal: There was a tiny glimmer of hope for the housing industry this morning. According to the Commerce Department, construction spending didn't fall as much last month as experts had been guessing. But it's still plenty hard to sell the houses that are being built right now. That's especially true in places like Nevada and California, where suburbs that were overbuilt and overpriced look like ghost towns now.
Developers are more desperate than ever to clear those foreclosed or unsold homes off their books. So they're stealing a page from the realtor's playbook. Marketplace's Mitchell Hartman tells us some builders are trying to stage the next real estate turnaround.
MITCHELL HARTMAN: It's a Wednesday morning, and I'm headed toward a cul-de-sac of luxury homes in a gated community called Fox Run Estates about 90 miles north of Los Angeles. Each home has a three-car garage on a landscaped half-acre.
MARK SUCKERMAN: Here, wait a second, I'll come out.
Mark Suckerman thought he got a good deal when he bought this home recently for just $480,000. Turns out, though, it wasn't all good.
SUCKERMAN: It is a nice neighborhood. But there's no kids playing in the street, you don't hear lawn mowers going. I mean, there's nobody here.
But Suckerman says there were people barbecuing next door when he came to the open house, and he even met them when he came back for a weekend tour. His family moved in last Tuesday, and the neighbors' houses were empty.
SUCKERMAN: So who were those people?
Who those people were were actors. Hired to play neighbors in an increasingly cutthroat real-estate market, where "staging" a home now means much more than just putting out fancy deck furniture and baking cookies.
These days, savvy realtors sometimes "stage" whole neighborhoods, mowing lawns on abandoned properties, hiring dog walkers to stroll the streets. And when the financial stakes are high enough, employing professional actors to give the place a truly "lived-in" feel. I get to see this played out the following weekend.
There's a steady stream of potential home buyers coming through, as well as others who may or may not be their future neighbors.
FEMALE ACTOR: Can I get you some cookies, or maybe some coffee?
The actors "staging" this house have worked in commercials and repertory theatre. They asked that their names not be used.
FEMALE ACTOR: Well, I'm a professional actor. I play a lawyer, and she's also a mom. She's just not going to have enough time to bake you brownies when you move in.
MALE ACTOR: When I saw the call for a "living-theatre" piece I thought it'd be brilliant. Of course, I play the father, who's a little more laid back and fun to be with. Of course, I can talk to you about my power tools. In an American accent, of course.
FEMALE ACTOR: Nobody wants to hear about the power tools, Roger. That's not working.
MALE ACTOR: I'll talk about my power mower, then.
FEMALE ACTOR: As I said, we're method actors.
Their role isn't limited to chatting over the backyard fence. They might invite their future neighbors to a Little League game. The teams are borrowed from another town
or attend a "staged" church service and sing hymns.
Consumer advocates charge this is false advertising, and they say it may even be illegal to fill empty homes with temporary neighbors, then move them out once a sale closes.
But developer Randy Denaro says nothing they're doing goes over the line.
RANDY DENARO: Look around. You don't see anybody impersonating a cop, do you? Because why? Because that would be illegal. It's an image of a nice neighborhood, even if it's not nice right now.
After all, Denaro says, the run-up in home prices was partly built on smoke and mirrors, and the recovery might have to be as well.
I'm Mitchell Hartman for Marketplace.
Thanks to the following for helping to stage our April 1 feature:
John Ezelle
Adrienne Flagg
Bill Barry
Michael Clapp
Interstate Firehouse Cultural Center
"I think the best compliment I can give is not to say how much your programs have taught me (a ton), but how much Marketplace has motivated me to go out and teach myself." – Michael in Arlington, VABEFORE YOU GO

subset: commoncrawl


text: This short dramatic film describes the harrowing first assignment of a physically disabled substitute teacher confronted with a classroom full of unruly pupils. Tony is particularly hostile, and is given a detention that increases her hostility. One day at home, the teacher receives a call of apology from Tony, asking him when he will be returning to the school.


text:
Morris Keeton, long-time faculty member, chief academic officer, and acting president at Antioch College died in Greensboro, N.C., on April 9, 2014. He was 97.
Keeton served on the faculty of Antioch College from 1947 to 1977, serving as its chief academic officer from 1963 to 1977.
Keeton attended Southern Methodist University and Harvard (Ph.D, 1938) to study philosophy. He was ordained as a Methodist minister 1946, and was appointed as Antioch College Pastor and professor of Philosophy and Religion 1947.
Keeton was Antioch Associate Dean of Faculty 1960-63, then Dean of Faculty 1963-1966. In 1967 Keeton was named Academic Vice President, and in that position he led the formation of the multi-campus Antioch College network that ultimately became Antioch University.
Beyond the Antioch campus, Keeton was served in a number of nationally significant positions in higher education. He was president of the American Association for Higher Education (1972-73) and served on its executive board (1966-67 and 1970-73). He served as an institutional evaluator for the North Central Association of Colleges and Schools (1959-77) and on its executive board (1973-77). Keeton also chaired the steering committee for the Council for Adult and Experiential Learning (CAEL) from 1974 to 1977 and was its chief executive officer from 1977 to 1989. He chaired the American Council on Education's Commission on Higher Education and the Adult Learner (1981-89). Finally, he served as the senior scholar of the Institute for Research and Assessment in Higher Education (IRAHE) and also as senior consultant to the president and trustees of Cambridge College, Massachusetts from 1989 to 1999.
Keeton's research began in the field of history of philosophy, where his book, The Philosophy of Edmund Duncan Montgomery, is still the definitive work on that topic. In the theory of knowledge, he published articles in the Journal of Philosophy and The Philosophy of Science. He did extensive work on the assessment of extra-collegiate learning as author and editor, and in 1990 co-authored Employability in a High Performance Economy.
Keeton was a post-service Guggenheim Fellow and received eight honorary doctorates and the Presidential Medal of UMUC (2000). In October 1996, Keeton received the Association for Continuing Higher Education (ACHE) Leadership Award. In October 1999, he was inducted into the International Adult and Continuing Education Hall of Fame. In 1999-2000 he served as participant-observer in three of the Radcliffe Institute for Advanced Learning's Intellectual Renewal Seminars for women leaders.


text:
Notable Marylanders share what they're giving as holiday gifts [Pictures]
Setting aside the baggage of frantic scheduling and manic shopping, the holidays still provide an opportunity to stop, to celebrate with our closest relations and friends, and to give. This year, the Sun Magazine asked several prominent Marylanders to pause -- for a phone call or an email -- and reveal what they planned to bestow upon those dearest to them. The answers, as you'll see, range from sensual treatments to sentimental treasures. -- John-John Williams IV Baltimore Sun classical music and theater critic Tim Smith contributed to this article.
Copyright © 2018, Orlando Sentinel


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Frequent SF Ballet Collaborator and Tony Award Winning Designer Martin Pakledinaz Has Died
SAN FRANCISCO, Monday, July 9, 2012—Frequent SF Ballet collaborator and celebrated costume designer Martin Pakledinaz died on Sunday, July 8, at the age of 58, after a long illness. Pakledinaz, known for his work on Tony Award winning musicals such as Kiss Me, Kate; Thoroughly Modern Millie; and Anything Goes; collaborated frequently with SF Ballet, beginning in the early 1990s. For SF Ballet, he designed for choreographers such as Mark Morris, SF Ballet Artistic Director & Principal Choreographer Helgi Tomasson, and Christopher Wheeldon.
"Martin was not only a wonderful collaborator but also a good friend. For over fifteen years, I've had the privilege of working with him and seeing his extraordinary designs come to life on stage," said Tomasson. "For San Francisco Ballet, his diverse body of work included notable ballets, both short and full-length, such as my most recent productions of Nutcracker and Don Quixote, Christopher Wheeldon's Within the Golden Hour, and Mark Morris' Sylvia, to name a few. Martin was incredibly talented and original and he will be greatly missed."
As a costume and scenic designer, Pakledinaz worked in theatre, dance, opera, and film. His work has been seen in New York, the United States, and all over the world. He was nominated 10 times for the Tony Award, winning twice in the Best Costume Design category for the 1999 revival of Kiss Me, Kate and in 2002, for the original production of Thoroughly Modern Millie. His designs for opera include "Rodelinda" for the Met; Wagner's "Ring Cycle" for Seattle Opera; "L'Amour De Loin" (directed by Peter Sellars) for Opera Salzburg and the Chatelet; as well as productions at New York City Opera, Lyric Opera, Glimmerglass Opera, and the Canadian Opera Company. Memorial donations may be made to: The Martin Pakledinaz Scholarship, NYU Tisch School of the Arts, 721 Broadway, 3rd floor, New York, NY 10003.
San Francisco Ballet
As America's oldest professional ballet company, San Francisco Ballet has enjoyed a long and rich tradition of artistic "firsts" since its founding in 1933, including performing the first American productions of Swan Lake and Nutcracker, as well as the first 20th-century American Coppélia. San Francisco Ballet is one of the three largest ballet companies in the United States. Guided in its early years by American dance pioneers and brothers Lew, Willam and Harold Christensen, San Francisco Ballet currently presents more than 100 performances annually, both locally and internationally. Under the direction of Helgi Tomasson for more than two decades, the Company has achieved an international reputation as one of the preeminent ballet companies in the world. In 2005, San Francisco Ballet won the prestigious Laurence Olivier Award in the category of "Outstanding Achievement in Dance" and in 2006, it was the first non-European company elected "Company of the Year" in Dance Europe magazine's annual readers' poll. In 2008, the Company marked its 75th anniversary with a host of initiatives including an ambitious New Works Festival. Recent highlights include a tour to the People's Republic of China, the celebration of Artistic Director & Principal Choreographer Helgi Tomasson's 25th anniversary with the Company, and the United States premiere of John Neumeier's The Little Mermaid, which was broadcast internationally, as well as nationally on PBS's Great Performances "Dance in America" in December 2011. In 2012, SF Ballet embarked on an ambitious tour schedule that includes engagements in London and Washington, D.C., as well as first time visits to Hamburg, Moscow, and Sun Valley, Idaho.
* * * *


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Enhancing women's political participation is at the forefront of preparation for Afghanistan's next set of presidential and provincial elections. The Afghan Independent Election Commission (IEC) has partnered with the Asia Foundation to launch a new project that will support voter turnout among women in the April 2014 election as well as female elected officials and candidates running for office.
With 4.5 million pounds of funding from the United Kingdom, the project, entitled "Increasing Women's Political Participation and Dialogue Opportunities in Afghanistan," will run through December 2015. The Asia Foundation announced that the project will not only boost the ability of women to vote, but would also "provide capacity-building assistance to female members of parliament, female provincial councilors and potential female candidates to run in 2014-2015 elections" and "support women candidates to deliver campaign messages, facilitate networking and mentoring events with public figures and civil society organizations." In announcing the program, UK Chief Secretary to the Treasury Danny Alexander emphasized, "Women are key to building a democratic and safe country. They are the future of Afghanistan."
The IEC has been working to advance Afghan women's participation in the electoral process through the establishment of a Gender Unit in 2009, targeted public education directed at women voters, the use of female polling staff and observers, and the development of appropriate security measures. Challenges to female candidacy and voter turnout remain, including inaccessibility of polling booths for women in remote areas as well as concerns for the safety of female candidates and voters. Despite these challenges, however, over four million Afghan citizens voted in the 2010 parliamentary election. About 39 percent of these voters were women, and women made up 15 percent of parliamentary candidates. Currently, women hold 28 percent of seats in the National Parliament.
Media Resources: The Asia Foundation 9/4/2013; Tolo News 8/28/2013; UK Department of International Development and HM Treasury, 8/292013; Independent Election Commission of Afghanistan
© Feminist Majority Foundation, publisher of Ms. magazine
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These IET special interest publications, identify and demonstrate the innovation, legacy, best practice and lessons learned from the ICT delivery of the Games.
The Olympic Delivery Authority (ODA), London Organising Committee of the Olympic Games (LOCOG), The Institution of Engineering and Technology (IET), ICT Knowledge Transfer Network (ICT KTN) and UK Trade & Investment (UKTI) worked together to facilitate these IET special interest publications.
Delivering the London 2012 Games was one of the largest single ICT achievement stories of the 21st Century. The UK eco-system of suppliers and partners diligently worked, since being awarded the games in July 2005, to ensure the experience of the most digitally enabled games ever, was a positive and demonstrated the strength of the UK ICT profession and community worldwide.
The IET special interest publications, Delivering London 2012: ICT Enabling the Games and Delivering London 2012: ICT implementation and operations, identify and demonstrate the innovation, legacy, best practice and lessons learned from the ICT delivery of the Games and provides recommendations for future projects and programmes.
The first publication provides an excellent overview starting with the overall ODA and LOCOG papers setting the scene for London 2012 Games overall programme. Followed by technical papers detailing the fixed, wireless, mobile and web platforms implemented, to deliver the ICT infrastructure and services required, finishing with technology to maximise GB athletes performance at the games with a legacy for technology reuse into the eHealth market.
Papers from the first publication were presented at a series of events and activities leading up to the 2012 games and beyond. The second publication will have papers delivered at Mobile World Congress and Innovate in 2013.
The second publication then followed post Games, with case studies and feedback on how many of those elements, and more, did deliver and the valuable lessons learned that can be applied to future projects like the Commonwealth Games Glasgow 2014 and Olympic Games Brazil 2016


text:
Flyin At Ya!
Cathy Laurenzi 4/22/2007 8:08:12 PMAnother great humingbird photo, Dot. How in the world do you get such sharp photos of moving birds? I like the perspective - it makes the photo unique. #642582
Kathy L. Clark 4/22/2007 8:12:23 PMI'd like to know the answer to the above questions as well. This is so wonderful. #4198038
Dominick M. Dimacale 4/22/2007 8:12:51 PMThis is an amazing capture of this swift flying bird, and the caltiry is awesome Dot, I tell you we will see this again next month...Dominick #4198039
Dot K. 4/22/2007 8:45:47 PMThanks everyone,
To answer the question about sharpness, I delete many blurry, or no bird in the frame photos. But here's basicaly what I am doing, is taking lots of shots. My camera has a sharpness setting which I keep at +2. Whenever possible I try my best to keep the light behind me, and on the bird. Exposure, FStop, and focus are all set to manual. The ISO setting has a lot to do with how sharp the photo will be, so I use 100 as much as possible, but change it to a higher number if I realy need to. I always have the steady shot feature on, not sure it's realy needed when the light is good, but it sure couldn't hurt any.
Richard D. Cox 4/23/2007 12:20:56 AMThis is a unique shot! Very well done, Dot. #4198244
Harris Qazi 4/23/2007 10:18:03 AMOnce a whole day I had tried to capture sharp focus on flying Seagull. After shooting hundrades of images I have got non like you have produced. Very nice and lucky capture. #4200298
Cheryl E. Molennor 4/23/2007 10:58:36 AMOMG!! Amazing. Just love it! #4200391
Janine Russell 4/23/2007 6:36:20 PMDot, excellent detail, colors, clarity, lighting and point of view. #4201597
Anna Diederich 4/30/2007 7:49:26 PMWOW Dot! This is amazing! #4233296
Kurt Hawkins 5/1/2007 1:00:09 AMgorgeous capture dot .. well done .. B) #4233779
Michelle L. Frick 5/1/2007 5:27:11 PMThis is beautiful Dot! Amazing clarity and detail - and I love where you have him framed in the shot too! Awesome! #4236693
Michelle L. Frick 5/23/2007 3:55:40 PMCongratulations on your finalist Dot! #4318240
Sharon King 5/23/2007 4:40:26 PMWOW, Awesome shot! Congrats! #4318734
Terry Cervi 5/23/2007 8:42:07 PMI love it!! Congrats on your finalist, Dot! #4321005
Blake T. Lipthratt 5/24/2007 1:18:44 PMThis picture cracks me up, but it's amazing. #4325065
Kurt Hawkins 5/24/2007 8:48:13 PMcongrats dot on your win .. this is such an awesome and beautiful capture .. very well deserved .. B) #4326818
Dominick M. Dimacale 5/25/2007 1:22:46 AMCongratulations here Dot , as I have told you before, you deserve this win...Dominick #4327305
Claudia Kuhn 5/25/2007 3:34:56 AMWonderful capture Dot, congrats on your win!! #4327762
Bill Houghton 5/25/2007 5:43:11 AMThis is quite a unique shot. Once in a lifetime. Great job. Congratulations. Bill
Bill Houghton Photography #4328435
Kay E. Mahoney 5/25/2007 6:17:27 AMDot,Congratulations on your second place winner. #4328626
Dot K. 5/25/2007 9:16:03 AMThanks everyone! Not just for the congrats on this photo but for all the encouragment I recieve from your comments on all my photos as well. Dominick you sure were correct about this one!
I realy owe a huge thanks to Better Photo, I have learned so much from this site, and from the other photographers here. I am so thrilled to have a premium gallery, I had been seriously thinking about getting one, but looks like I won one instead.
Thanks again, to all of you, and to BP! #4329325
Anna Diederich 5/25/2007 2:29:51 PMI was so happy to see this one win Dot! It blew me away first time I saw it!
HUGE Congrats to you! #4330036
Lisa J. Boulden 5/25/2007 9:12:42 PMBIG TIME CONGRATULATIONS!!!
Janine Russell 5/25/2007 10:36:10 PMDot, BIG CONGRATULATIONS on your SECOND PLACE WIN! #4331219
Theresa Marie Jones 5/27/2007 11:03:00 AMBravo! Great capture! #4336287
Ariel Lepor 5/27/2007 1:08:45 PMCongratulations twice: Once on winning, and once on a TOTALLY AWESOME CAPTURE!!
ScrattyPhotography Blog #4336531
Madhu Ramaswamy 5/27/2007 7:57:04 PMOh dear god! I am falling short of words to praise this. Congrats!!! #4337419
Lakshmi Sridharan 5/28/2007 10:02:06 AMCongratulations, Cathy. wonderful shot. last evening two of them were dancing in front of the feeder. By the time I got the camera out, they flew away. Please have a look at my posting and let me know what you think of it. #4339382
Shelly A. Van Camp 6/4/2007 5:22:36 AMBeautiful....nice capture in moion. He is tooo cute!!! Well done! #4363796
Patrick R. McMullen 6/17/2007 7:08:00 AMBeautiful shot Dot! Congratulations on it! Great selective focusing too..
ISO-100, f/8 Shutter 1/250, 100-300 lens.
Got this shot of one of the hummingbirds this evening. There's something about the way he's facing me that I like.
Uploaded on 4/22/2007 8:02:39 PM
Copyright for this gallery photo belongs solely to Dot K.. Images may not be copied, downloaded, or used in any way without the expressed, written permission of the photographer.
Log in to follow or message this photographer or report this photo.


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LRS Realty and Management - San Diego
11531 Pinehurst Drive
San Diego, CA, 92040
- In business since: 1988
- Number of employees: 70
- Affiliations/Certifications: AOA, SRAR, SDAR, OCAR
- Specializations: The leasing and management of single family homes and apartments. We also work with institution investors with sizable portfolios.
- Units under management: 2100
LRS Realty & Management
LRS Realty & Management, Inc. (LRS) provides full service property management throughout southern California. LRS Realty & Management specializes in the management of residential properties. We serve Los Angeles, Orange, Ventura, Kern, San Bernardino, Riverside and San Diego counties.
- Single-Family/Condos/Townhomes Management:
- Rent collections with direct deposit
- Monthly, paperless owner statements
- Emergency on-call service
- Tenant communication & frequent property inspections
- Enforced rent collection and coordination of eviction, if necessary
- Property showings conducted by license real estate agents
- Comprehensive tenant screening
- LRS guaranteed lease -- If a tenant breaks the lease terms, we'll find you new tenants at no cost to you!
- Apartment Management:
- Budgeting and financial monitoring
- Strategic management plans for underperforming properties
- Monthly, paperless owner statements
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"I was a property manager for over 17 years and I knew what to look for and after speaking with several companies, our family chose LRS Property Management."Shirley Nelson
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Reviewed By Ken A (HOUMA, LA) Reviewed for a 2014 Jeep Grand Cherokee —1/14/2015 1:55 AM
What I liked best about this Mishimoto oil catch can was the level sight tube and the larger size than most other catch cans. I was not impressed with just an empty can though. I inserted a 7/16" plastic tube to bring the incoming vapors down about half way into the can. I also put four 3M company copper metal cleaning pads inside to give the oil vapor a much better chance to condense inside of the catch can. After my modifications it would would be a very solid 5 not a 4 as I gave it.


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A firmware update appears to have finally become available for the Wii U, a little later than Nintendo personnel had predicted. Pre-release Wii U systems are now able to at least begin downloading the update.
The Wii U is out in Japan already right?
I mean it would be beyond lame for there to be a system patch out *BEFORE* the actual system it was for. I'm talking brain hurtin' stupid.
Nevermind what it says that they put out a patch for something so soon released.
Oh man, it's finally coming! It's finally here! I can barely contain myself! :D
The update was well worth it, just got done updating the first Wii U on to the second! This thing is as smooth as butter, I'm quite pleased with the UI and OS. Other than the HEFTY firmware update, the Wii U has been the fastest and friendliest of all my consoles however, my 360-Slim remains the fastest when updating the firmware. All in all I'm more than satisfied with my purchases. Bout to play some AC:III and NSMB U, enjoy everyone!


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No. 10 Marquette rallies to edge W.Va.
Buzz Williams danced a slow jig in front of a booing crowd as John Denver's "Country Roads" played on the loudspeakers, a brief celebration of Marquette's comeback win over West Virginia.
Only when the coach realized the song — the Mountaineers' unofficial anthem played after every game — contained the words "West Virginia" did he catch himself and stop.
"I apologize," Williams said. "It was very unprofessional. That's a bad representation of our program.
"I was just really excited. That was all. How I grew up, in the country, that was one of my favorite songs growing up."
Williams couldn't help himself after No. 10 Marquette came from 15 points down in the second half to beat West Virginia 61-60 Friday night, especially since he decided to bench Darius Johnson-Odom and two other starters in the first half for breaking team rules.
Williams declined to give the reason for the penalties.
"Regardless of locale, regardless of time of year, regardless of winning streak or losing streak or magnitude of the game, there has to be a standard," Williams said. "There has to be accountability, and our guys messed up. They understood, and that was the end of it. Everything's back to normal and we'll move on."
Johnson-Odom, the team's leading scorer, sat out the first half along with team assists leader Junior Cadougan and Vander Blue. Still, the Golden Eagles (24-5, 13-3 Big East) won their fifth straight and 12th in the last 13 games.
Johnson-Odom said being benched was tough, but "I knew I had a good group of guys that can step in and play as good as me and my other teammates." He said he was "pumped up" to get into the game.
Johnson-Odom and Jae Crowder, who led Marquette with 26 points, eventually keyed a 24-8 run that helped the Golden Eagles overtake the Mountaineers.
Cadougan's layup put Marquette ahead to stay at 54-53 with 4:17 remaining. West Virginia had a chance to win it, but Darryl "Truck" Bryant missed a wild, off-balance shot from the baseline with 2 seconds left.
West Virginia (17-12, 7-9) has lost four of five and may need to win its final two regular-season games to have any chance of an at-large bid for its fifth straight NCAA tournament appearance.
"This is as frustrated as I've been since my first year at Walsh College, when I went home and I asked my wife `Do you think I can sell insurance?"' West Virginia coach Bob Huggins said. "Because I can't do this. I can't lose like this. It just eats me up."
Bryant, who had shot 24 percent from the field in his 10 previous games, led West Virginia with 25 points.
Kevin Jones, the conference's leading scorer and rebounder, spent most of the game in foul trouble and was limited to 12 points and six rebounds.
With Johnson-Odom, Cadougan and Blue benched for the first half, reserve Todd Mayo got his second start, although he, too, was ordered to sit out in the second half due to a similar violation.
Jamail Jones was given his first start of the season, while Derrick Wilson got his second.
Marquette led briefly in the first half and didn't get any momentum going until West Virginia fell apart down the stretch.
Bryant's 3-pointer gave West Virginia its largest lead at 37-22 with 18:36 left.
West Virginia had a 42-29 rebounding advantage for the game but got burned on transition defense and gave up numerous layups in the second half.
Crowder made three layups in a 5-minute span. A 10-2 run brought the Golden Eagles to 39-34 after Johnson-Odom's first basket and Marquette took its first lead of the second half, 46-45, on Blue's dunk with 7:16 left.
Blue sank two free throws with 1:05 remaining for Marquette's final points and a 61-56 lead.
Bryant made two free throws with 41 seconds to go and Keaton Miles hit a layup with 15 seconds left, but the Mountaineers couldn't score on their final possession.
"We played with unbelievable heart," Crowder said. "We got stops when we needed them and I think it was the stops defensively that got us the win down the stretch."


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Book of the week J Sheekey Fish by Allan Jenkins and Tim Hughes Preface, £25
One of the writer Julian Barnes's culinary maxims is never buy a restaurant cookbook – but you could make an exception for this one. J Sheekey, the London fish restaurant whose theatreland site in St Martin's Court means that it has become a favourite with luvvies from all over the world, is a wonderful place to eat. And this book, the first produced by the restaurant (now 116 years old, and under the auspices of Richard Caring), is full of wonderful recipes. It's not all fish, either. Salads, veg, savouries and puddings all feature but it's the seafood that draws you back: deep-fried cod cheeks and samphire, herb-roasted sea trout, cod with cockles… it's like a day out at the seaside. Smoked salmon and parmesan straws is a jazzed-up version of the familiar drinks party nibble.


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the best clothing and mini comics ever. an awesomely systematic killing machine.
posted by Mortekai at Wednesday, July 05, 2006
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Mortekai Clothing, SUPER! mini-comics, and Mortekai is SUPER! Copright Kevin Breslawski :^)
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The Gold Plating Specialists
Specialists when it comes to gold plating services, Goldgenie has worked with a multitude of surfaces and products. From aluminum on mobile phones and gadgets, to bathroom accessories, antiques, jewelry and even religious artifacts, if it can be gold plated, we can most definitely handle it. Also able to plate certain types of plastic, we have produced a variety of precious metal finishes, including: 24k Gold, 18k, 9k, Antique, Rose Gold, Platinum, Silver, Chrome and Nickel (brush and satin finishes). Additionally, we can make just about anything look stunning with our Swarovski crystal customisation and bespoke diamond settings.


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I like dogs better than people, am I off base?
February 25, 2012 by Dan Burke
Filed under Dan Burke, Fraternal Love
Dear Dan, I was telling a friend of mine the other day that I really prefer dogs to people. He told me that I needed to pray about this and that he thought it was a serious issue for me spiritually. His response really has me baffled. Still, since Lent has me a bit introspective, I thought I would take his challenge seriously. What do you think? Is this just a silly conversation that I am taking too... Read More


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Oct. 2 Scores
Scores for Oct. 2
SSC vball v. Pinconning
SSC swim @ Oscoda
OHHS swim v. Garber
OHHS XC Jamboree 2
Boys Team Scores
- Traverse City Central 31
- Traverse City West 70
- Gaylord 78
- Alpena 85
- Petoskey 128
- Cadillac 146
- Ogemaw Heights 212
Girls Team Scores
1-Traverse City Central 17
2-Alpena 75
3-Traverse City West 89
4-Cadillac 96
5-Gaylord 136
6-Ogemaw Heights 167
7-Petoskey 169
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Gunmen in Iraq ambush, shoot dead 14 travelers
BAGHDAD (AP) — Gunmen ambushed a group of travelers at a fake checkpoint at a remote desert site in western Iraq on Wednesday and killed at least 14 of them, according to Iraqi officials, in what appeared to be the latest blow in sectarian violence gripping the country.
The gunmen, apparently looking for Shiites to kill, struck near the town of Nukhaib. The town, near the site of a deadly 2011 ambush, sits at a desert crossroads west of the Shiite holy city of Karbala, but is in the Sunni-dominated Anbar province.
The assailants manning the fake highway checkpoint checked the identities of travelers, presumably to identify their sect based on their names, according to officials. Police said they found blood-stained IDs on the ground identifying some of the dead as coming from Karbala, 100 kilometers (60 miles) south of Baghdad.
Officials said the 14 victims of Wednesday's attack were shot in the head. They said the dead included police and soldiers, as well as civilian residents of the overwhelmingly Shiite Karbala.
The officials spoke on condition of anonymity because they were not authorized to release the information to reporters.
There was no immediate claim of responsibility for Wednesday's attack. Iraqi officials believe Sunni insurgents including al-Qaida's Iraq branch as well as loyalists of Saddam Hussein's former regime are responsible for much of the violence against Shiites and government security forces, which are dominated by the Muslim sect.
Mohammed al-Moussawi, a provincial councilman in Karbala, confirmed that four of the dead ambushed were civilians from the province.
The area around Nukhaib, near where Wednesday's killings happened, was the site of an eerily similar September 2011 ambush on a bus carrying Shiite pilgrims.
In that earlier attack, uniformed gunmen set up a fake checkpoint and hijacked a bus from Karbala that was carrying Shiite pilgrims heading to the Sayida Zeinab shrine in Syria. They told the women and children to stay aboard while 22 men were marched out and shot dead further down the road.
Wednesday's attack came at the end of a Shiite commemoration of a revered eighth century saint, Imam Moussa al-Kadhim, believed to be buried in Baghdad. Authorities imposed tight security measures in the Iraqi capital to protect pilgrims, and no serious violence was reported there during the commemoration.
Violence has spiked in Iraq in recent weeks, raising fears of a return to widespread sectarian bloodshed.
According to the United Nations, at least 1,045 Iraqi civilians and security personnel were killed in May. The tally surpassed April's 712 killed, making May the deadliest month recorded since June 2008.
Iraq witnessed its bloodiest bout of violence between 2006 and 2007, when the country was on the brink of civil war and armed men freely roamed the streets of Baghdad.
Killers frequently used victims' names to identify them as Sunni or Shiite at the height of the conflict — often targeting motorists at fake checkpoints — and forgers sold fake ID cards bearing false names identified with a particular sect. At the peak of the sectarian violence between Shiites and Sunnis, more than 3,000 people died each month.
Associated Press writer Adam Schreck contributed to this report.


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Studio Visit: DMFD
Last week, as part of City Modern, a series of events celebrating architecture and design in New York City, local designers opened the doors to their work spaces and invited the public in for a visit. Inside his Bushwick design studio, Daniel Michalik, founder of DMFD, creates furniture and housewares from environmentally friendly materials. Working primarily with cork, he uses industrial machinery to score and shape the cork to create a base material that is at once soft, pliable and yet strong.
In the studio, which he refers to as his 'laboratory,' all steps of the design process are visible: from the raw cork still attached to the bark of the tree, to sketches, rough cuts and final projects (often accented with a hint of bright paint). The cork, formed to create chairs, bowls, containers, light fixtures and door stops, is a beautiful example of a natural (and renewable) material. From Daniel:
In recent years I have delved into the secrets of cork, an engaging and responsible material with vast implications for healthier perspectives on design, agriculture, tradition and manufacturing. Cork is a sustainable material, regenerating every 9 years for harvest.
The Portuguese regions of cork production hold centuries-old farming and manufacturing traditions that can teach us how objects can be made more responsibly. The cork objects I design and make reflect a love for the origin and context of a material, and it has led to exciting collaborations with adherent cultures and industries.
For more information on the designer and his work, visit DMFD.
For more information on the events, tours and exhibition, visit City Modern.
(Images: Liana Walker)


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Burn Permit
Burn Permit - Outdoor Burning / Bonfire
Outdoor burning, such as bonfires, require a permit. Bonfire permits originate at the
Missoula City-County Health Department
. Bonfires in the city limits also require signatures from the Missoula Police Department and Missoula Fire Departments. Please call the Health Department at 406-258-4755 for additional information.
Burning Season
General outdoor burning season runs from March 1 through August 31. However, when fire danger becomes too high (usually sometime in late June) burning will no longer be allowed.
For this reason, the Missoula City-County Health Department and the
Missoula County Fire Protection Association
strongly urge citizens to get permits early and conduct their outdoor burning in the springtime, when air quality is typically good and fire danger is usually low.
Burning Permits
In Missoula County, permits are always required for outdoor burning. Missoula City residents must have one acre of land to obtain a burn permit.
(Missoula Municipal Code - Outdoor Burning Regulations)
Burn permits will cost $5 this year and can be obtained online at the
Missoula County Burn Permit and Notification Service
or at the City / County Health Department during normal business hours at:
301 W. Alder St.
Missoula, MT 59802
Permit Requirements
Missoula Fire Department representatives will make a site visit to inspect the area and material you wish to burn as part of the permit issuing process. Operations crew personnel will usually conduct that inspection. We will try to make an appointment with you to meet you at your burn site as emergency calls permit. We appreciate your patience in that process.
Once you have a permit and before burning, please remember the following:
Burning is only allowed between the hours of 9 a.m. and 4 p.m.
Your fire must be attended at all times.
You are required to have a valid copy of your permit with you when burning.
You must activate your permit each day that you plan to burn by either going to
Missoula County Burn Permit and Notification Service
or calling 1-888-583-6497. You will not be able to activate or burn if burning is restricted for the day.
Burning Regulations
The only materials that may be burned are natural vegetation and untreated wood. Wood that has been painted, stained, or in has been weather proofed is considered to be treated, and cannot be legally burned. Burning garbage and man-made materials is prohibited year-round throughout the state.
In addition, piles of leaves and grass may not be burned in the Air Stagnation Zone because they create too much smoke. The Air Stagnation Zone extends approximately 4.5 beyond the Missoula City limits and includes Lolo, Bonner, and the Wye.
Call Response Statistics
Burn Permit
Hazmat & Rescue
Wildfire In The Missoula Urban Interface
When to Call 9-1-1
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Custom Outdoor Kitchens, LLC
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The tile is from Friendly Floors.
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Serving Southwest Florida
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text:
Talk:Forensic Live CD issues
Just putting all discovered stuff together in one article. .FUF 21:29, 3 February 2010 (UTC)
List of Live CD distros that ARE forensically sound?
This is an incredibly useful article. However, with a quick glance through the listed offenders, one might walk away with the impression that all of the 'major' forensics Live CD distros might corrupt the target drive. Or worse, someone may falsely believe that if their favorite flavor was not mentioned in the article, then it must be safe.
Further still, the sentence, "Each problem is followed by an up to date list of distributions affected" is a pretty bold statement, especially in light of the fact that this article hasn't been updated in 15 months...
I'm just wondering if anyone has re-tested any newer versions of the listed offenders since this article was written? Or perhaps whether the specific developer teams might have self-declared that these issues are "fixed" as of a particular release? Or if anyone is aware of other forensic Live CD distros that have been verified as 'safe' from these problems? Hoping to avoid reinventing the wheel here... either way, if I learn of anything in my travels, I'll post an update...
--Grolltech 21:19, 11 September 2011 (PDT)
- Runtime options to mount can be changed at will by UID=0 no matter which options are chosen as defaults. This really begs the question of "Who is responsible" during an investigation. To me it seems the answer is "the investigator", not "the distro". I'm still learning the process of investigation but they I understand it, its processes and chain of custody demand that an investigator is skilled with the distro, not merely acquainted. (And the scope needs to include the entire OS/distro not merely the Linux kernel). John Crout 12:26, 25 December 2011 (PST)
- Hello, unfortunately I don't have much free time to keep these lists up to date. But a quick checking of most recent distros (latest CAINE and DEFT) showed that some issues are back, due to regression .FUF 02:42, 7 October 2012 (PDT)


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Provide an independent forum for those who dare to read, think, speak, and write to advance the professional, literary, and scientific understanding of sea power and other issues critical to global security.
Keep the great articles coming through your tax-deductible donation now.
Before he joined the Army, astronomy major Joe Haldeman had hoped to become a scientist. Combat duty in Vietnam left him with a bullet wound, a Purple Heart, and a burning desire to become a writer. The result has been 28 novels—heavily influenced by the war—including the award-winning The Forever War , one of the most widely read antiwar books of our time. Both his passion and his wry sense of humor show up in this essay.
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Car News
2014 Chevrolet Corvette Stingray Returns 28 MPG With Automatic
- 2014 Corvette automatic returns 16 mpg city/28 mpg hwy
- Those figures lag the manual Corvette by 1 mpg each
- 2014 Corvette on sale now; convertible coming later this year
Fuel economy numbers are now official for the 2014 Chevrolet Corvette Stingray equipped with an automatic transmission. The Environmental Protection Agency (EPA) says the latest Corvette will return 28 miles per gallon on the highway with its automatic transmission -- just 1 mpg shy of the stick shift version's fuel economy rating.
According to EPA, the automatic Corvette's official fuel economy ratings are 16 mpg city/28 mpg hwy, for combined city and highway driving of 20 mpg. The combined number isn't just an average of city and highway numbers; it's supposed to represent a typical driving cycle for a normal road user.
While the 16 mpg city/28 mpg hwy rating is good, it doesn't quite reach the stick shift Corvette's numbers. The 3-pedal 'Vette, which boasts seven speeds instead of the automatic's six, returns 17 mpg city/29 mpg hwy for 21 mpg combined.
Still, 28 mpg on the highway is an impressive figure, especially considering the Corvette's engine size. The 2-door sports car uses a 6.2-liter V8 that makes a whopping 460 horsepower and 480 lb-ft of torque. That places it in contention with today's most powerful exotic cars, while its fuel economy is closer to that of a midsize sedan.
For shoppers interested in an automatic Corvette, the model is officially on sale now. But don't expect to just walk into your local Chevy dealer and pick one up. Because of high demand, there are long waiting lists for the all-new Corvette.
If you put your name on a waiting list, prepare to pay around $52,000 for a 2014 Corvette Stingray before options. If you want the 28-mpg automatic transmission, that'll be another $1,350. Choosing the 2014 Corvette Convertible, expected to go on sale later this year, will add another $5,000 to the bottom line.
What it means to you: The 2014 Chevrolet Corvette Stingray packs a mean punch -- or an economical one, depending how you drive it.


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posted by Thom Holwerda on Thu 21st Jul 2011 14:10 UTC, submitted by Jennimc
"Over the last couple of weeks, Mozilla has finally stepped up its 64-bit testing process. There are now five slaves dedicated to building Firefox for Windows x64, which means that from Firefox 8 and onwards, you'll be able to pick up 64-bit builds that are functionally identical to its 32-bit cousins but operating in native 64-bit CPU and memory space." Th 64bit version is about 10% faster, benchmarks show.


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No one injured in I-15 crash
Morning News — Leslie Mielke
Benjamin Sorensen, 36, of Blackfoot hit the end of a guard rail on the right side of Interstate 15 at milepost 109 on Monday afternoon. He then continued driving south in the burrow pit, aiming to return to the Interstate. Sorensen hit the bridge and had enough momentum to get across the irrigation canal.
When stopped, the pickup was resting on the passenger side, just south of the irrigation canal. The grill of the Chevy pickup was pushed in and the front wheel on the driver's side had come off.
"The driver was wearing a seat belt," said the unidentified ISP trooper who investigated. "The airbag deployed.
"There were no injuries," he said. "The driver got himself out of the pickup."
Sorensen was helping get a hook under the pickup so it could be taken away by the tow truck.


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Effective use of ICT in history [2]
Posted 02 February 2005 - 12:08 AM
I, as with the original launch of my SchoolHistory.co.uk, refuse to accept wishy-washy what amazing potential this has statements. As this seminar progresses I wish to identify real ideas that work in the average history classroom. Not all of us have access to an interactive whiteboard or projector, few of us are lucky enough to guarantee themselves access to an ICT suite or even a single computer.
One way of showing the potential is actually to stop it being potential instead to make it standard practice. I feel like a bit of a cheat in everything else I have to say here. Ive been saying the same things for ages. However, I do feel that they are important and should be heard!
It is without doubt that there have been many advances in the use of ICT in history. What is more in doubt is whether there have been many advances in the effective use of ICT in history. Teachers have developed websites, major companies have developed products and some have developed sub-standard products specifically for Curriculum Online certification.
Rather than get into debates about financing and costs, Id like to explore what you have found to be effective uses of ICT within your history lessons. I do think there has to be one proviso though and Im happy to defend it. With our limited access to ICT, combined with our limited time in the timetable, your ideas and suggestions have to work in a maximum of two history lessons, preferably in just one. I believe this because an effective use of ICT will complement, develop and extend your existing teaching. An ICT-based lesson can fit perfectly into a scheme of work. An extended series of exciting ICT-based lessons sounds very appealing to many but if we are honest there simply arent the resources in most schools.
Thus Id like us to consider what you found to be effective uses of ICT in a history lesson. Any ideas and suggestions are welcome and it is hoped that a high-level and realistic discussion about the benefits, really how effective using ICT has been will produce some very useful conclusions.
We must, of course, not be afraid of stating the obvious if the use of ICT does not improve the history then there is absolutely no point. You dont bother using colouring pens or rulers for the sake of it, so why use computers?
If the ICT element of the lesson takes over, then simply do not bother. There are many history teachers who can clearly see the benefits of ICT for the study of history. However I estimate that for every teacher like this, there are at least four who are running scared. Our job should not be to point and laugh as they disappear into the distance. Instead our goal has to be to show these teachers the benefits. We must welcome them into the risky, exciting, innovative and open-ended world that effective use of ICT in history offers. So what do we have to offer?
As historians we love to encourage students to explore sources, to search and select what could possibly be of interest. We enthusiastically encourage students to investigate and organise their work. One of our main key concepts is utility examining fitness for purpose, how useful a particular piece of evidence could be. Historians refine and present information ad nauseam and are the world leaders in communicating and debating their findings. If a historian is asked to define their role, one could do much worse than suggest it is to develop ideas and make things happen. When we suggest and develop our proposals, we encourage debate and discussions we test whether our historical models or theories are appropriate or perhaps operate satisfactorily
At history teachers most basic level our standard practice - weve just covered nearly every single one of the Key Stage 3 strategy requirements for ICT. These cover finding things out, Developing ideas and making things happen and exchanging and sharing information. Now, whilst I am taking certain liberties to précis the ICT curriculum, as I've said before, historians teach the concepts of ICT without even trying to.
Everyone in a school in the UK must have access to an office suite. This consists of a wordprocessor, a database, a spreadsheet, presentation software and a desktop publishing package. Often the simplest ICT uses of standard software provide some of the best history-uses of ICT. Aside from one of the worst sentences Ive ever constructed, this is actually quite logical.
In a wordprocessor the ability to manipulate text is ideal for history - incomplete sentences, information that needs to be arranged chronologically, or an empty table to cut and paste ideas, concepts or source analysis. Prioritising and categorising tasks provide practical tasks through simple dragging and dropping. Images can be labelled and vocabulary altered to develop or remove bias. Students can be given information to correct and improve and simple tools even allow creation of websites.
Spreadsheet work in Excel is not limited to mere basic numeracy tasks. There are clear opportunities for data handling exercises, encouraging students to produce graphs and analysis of historical data. However, text-based drag and drop exercises are just as easy and an incredibly effective use. With some thought, the graphing features could be used to present data such as the potential for war breaking out and the strength of claims to the throne.
Desktop Publishing (DTP) programs such as Publisher are ideal for use in history lessons. The added bonus of DTP programs is the ability for teachers to set up information around the page. Students can then use this to rapidly create their own work without the need to extended typing. Blank newspaper frames, surrounded by 'bitesize' chunks of text allow interactive writing frames. Just as with Word, the ability to manipulate content on screen is fundamental - both images and text can be analysed, sifted and examined in detail. Higher order history tasks can very easily be set up, encouraging students to edit and develop text but without letting ICT take over they key aims of your history lesson.
Many teachers are somewhat afraid of using databases, but with limited effort effective ICT-based history work can easily be set up. Using pre-prepared census data students can be encouraged the query the database to develop high level historical research and ICT skills. The ability to sort, categorise, manipulate and extrapolate data within a touch of a button allows complex tasks to be completed by students of all abilities. With more developed use, students could make use of a database to record and compare both numerical and text data such as claims to the throne and changing and developing statistical data to allow analysis over extended periods of time.
Presentation software can be used for extremely effective history lessons using ICT. Beyond simple slideshow presentations, PowerPoint is great for picture analysis with the ability to zoom in and easily add annotated notes. As with Word, pre-prepared materials could encourage students to develop an existing presentation to complete analysis, to correct historical and factual errors and to develop their own detailed source analysis work. The ability to easily manipulate the order of slides allows for accessible categorisation and sorting tasks. Similarly, students can easily produce their own spider diagrams or mind maps. PowerPoint as a learning tool is clearly very effective - especially when allowing students access to present their work to the rest of the class.
For me, the greatest success can now be seen in the integration of these ideas into the standard history curriculum. With the concept of embedding ICT in history it is no longer a concept that should be seen in isolation. Yet just what are we embedding? What have you found to be most effective?
Posted 02 February 2005 - 07:10 AM
Now this is simplicity in the extreme, I know - but it worked! The sequence that the class agreed on was 1000 BC 750 BC 500 BC 1 BC 1000 AD 750 AD etc... both individually and as a group they had demonstrated that they didn't know it. Moving onto a page with Mathematical symbols and numbers (ie + and -) and the same sequence of numbers with + and - there and the class put the numbers in exactly the RIGHT place.
Pupils then wrote a series of statements about AD and BC on the whiteboard which have been saved, printed and put on display - the annotated file has also been exported to html and stored on the intranet for pupils to refer back to.
The whole thing took about 10 minutes. All of it was interactive - apart from the initial instrction and flicking to the second page with the - and + on it I did nothing. All of the pupil in the class used the whiteboard and the level of positive interaction between pupils as people moved the pieces around was excellent - acceptable shouting out etc.
Nothing particularly bg or clever about that. The same can be one using a projector - simply whack the dates into Word using Wordart and ask pupils to do it on the PC rather than the board. The interaction is still there and the outcomes should be the same.
As a follow up exercise I checked the pupils awareness of periods of time. For this one I used the main content areas from KS2. In very large font I entered the content areas on separate pages of the virtual whiteboard. The board I use has a thumbnail viewer that can be dragged to fill the whole page. When I had 9 periods of time I opened the thumbnail viewer and maximisied it. BY selecting a page in the thumbnail viewer you can drag it around to change the order of the pages. A quick shuffle of the pages before the class arrived and the exercise was simple - again pupil interactivity with the board, sequencing the periods of time. Once the periods were in the right order I went back to normal page view and used each title as the centrepiece of a spider diagram. Essentially a 'what do we know about?' exercise. Simple again but useful. many of the topics overlap with things that will be studied at KS3 and the ability to return to these files and build on them is essentially enabling us to build a massive timeline of world and British history over the course of the year and key stage.
Pupil response to these
- several have downloaded the html versions of the end results of these short activities and edited them out of class. Without being asked to they've taken the opportunity to explore things in more depth and have taken ownership of the activities.
- I also teach these groups E Learning and they've discussed the concept of AD and BC in their class forum. What was interesting was the number of pupils who have started to post links to sites that will expand the content of the period pages.
- one of the little dears has gone away and shown the Maths teacher the activity and told them off for getting it wrong! (Maths teach them about the year 0 etc...)
All simple but they worked! (NB: moving the time periods about can be done in slideshow sorter in powerpoint if there's no thumnbail viewer available).
Posted 02 February 2005 - 05:34 PM
One program that is vastly overlooked is Microsoft Excel. History teachers can get great use by using Excel as a simple database. Students can import statistical data such as from a census. You could just give students an excel document with names, employment information, number in household, age of house owners or household income.
You just use the 'Data' menu. Get students to select Data, Filter and Auto-filter. This tool can great possibilities - I've used it for castles data, for Native Americans, for census data and for WWI soliders.
These are simple ICT tools, but fantastic for historical investigation and analysis. From the list of census data, students show the top 10 incomes or sort income in reverse order.
These simple tools allow students to manipulate data with a few touches of a button. The Custom option allows students even more power to choose what is displayed. For ages they could select to show ages over 30 and under 40.
Go on - try it out!!
Posted 02 February 2005 - 09:12 PM
I must confess that I was disappointed by the majority of the results:
- too many of the students had simply lifted chunks straight from the various websites that they used
- those who had 'strayed' from the websites that I recommended often went completely off the track - one student ended up writing about Franz Ferdinand!
- There was little thought put into the presentation of the booklets - they are good at making it look colourful, but the layouts were cluttered and ( a personal bugbear) the text was not justified and hyphenated as it stretched across two lines. Some didn't even bother with any colour at all and wrote it in Word - v dull.
- some of the lower ability students found the webquest too daunting and in their words 'too long'! This was despite my attempts to really narrow the resources to a bare minimum with a differentiated page for those who wanted further research
However, there is a light at the end .. the best booklet was done by a dyslexic pupil who really thought carefully about what to include, kept the text to an appropriate amount and in accessible language, clearly presented the work and made good use of images. When I have worked out how to transfer it from the school network onto my flash drive I will put it on my website.
So, my overall thoughts about this series of lessons. Well, like everything I will not be put off because it didn't work first time, I shall continue to give the classes experience of webquests and I am confident that they shall get better at working with them. I also think that our pupils are now so much more ICT savvy that we can really focus on the historical content and allow that to engage and drive the pupils further in their ICT work. One other positive that I can take out of this is that the vast majority of the pupils genuinely were interested in the topic and learned a lot - probably, no certainly a lot more than they would have learned from a worksheet.
Posted 02 February 2005 - 09:33 PM
Links (to the question)
This was all part of teaching them how to write a good essay at AS (See the Seminar on Essay Writing Skills at AS).
It certainly helped especially since they could differentiate readily between good and bad examples.
Posted 02 February 2005 - 10:10 PM
With Carole's idea above - you don't just have to use font colours, you can also use the highlighting tools in Word.
Here is another quick one.
To get students to create their own websites about a topic all they need to do is load Microsoft Word, type and add their content and press 'File | Save as Web Page'.
Nothing more to it. Ideal if you provide a learning framework around this - such as getting students to create a webpage to summarise their views about a topic. For example students could create a website using the key question from their topic - "How effectively did Elizabeth I deal with the problems of her reign?"
Here you simply assess the work as you would any sort of summative essay or presentation, but it is just using ICT. The different medium changes students' outlook entirely. If they know it is going to appear on the internet they become far more reflective. You can even give them a chance to be assessed for an ICT level too - speak to the ICT department.
You get students into an ICT suite. Tell them - ".... this is how to make a webpage. Load word, add your content, then press File | Save as Web Page". Go on - try it!
Please share your ideas!
#7 Guest_Nick Dennis_*
Posted 02 February 2005 - 10:38 PM
Hardly 'cutting edge' this example, but one of the most effective uses of ICT in a single lesson that I ever did was to present AS students with a number of different essays (on the network) answering the same question and get them to change the font (in 4 different ways)
I've just been on a course run by Malcolm Chandler where he suggests something similar. The pupils are given GCSE level marking schemes (student versions) and a range of answers on the network. They have to change (edit) the Level 1 answers to a Level 2, Level 2 to Level 3 etc. They do this by using the correct vocab/structure given in a previous lesson. They can be printed off and 'moderated' in class.
The above exercise is supposed to improve literacy and exam technique. I will try it in the next few weeks and report back.
Posted 03 February 2005 - 07:40 PM
My Year 9 class were studying Dunkirk. What I decided to do was experiment with the simple sound recorder in Windows. Nothing complicated - just the free Sound Recorder that is in every version of Windows.
I got my class to write their own contemporary BBC radio reports - they had to be in the style of what they thought radio reporting would have been like in early June 1940.
I used a standard PC microphone - a free one that I got when we purchased our last PC. I plugged this into the laptop and then passed the laptop around the class. Each group recorded their report into the laptop - simply by pressing 'record' on the sound player and then saving their file.
It was excellent! The students were then able to compare their versions with a real versions from 1940. We were able to explore the effectiveness of each of their versions - exploring what the government and public reaction have been to each one. This naturally progressed into discussions about the nature of censorship and propaganda.
Again, nothing marvellous, but a sneaky use of ICT to provide another means of exploring a topic. This has all sorts of potential and could be used for any topic at all.
Posted 04 February 2005 - 12:21 AM
The Amazon link below says the publication date was January 12, 2005. However, it also says it hasn't been published yet.
I suspect the actual date of publication is more likely to be January 12, 2006.
Book Description
Discover how using ICT tools can turn even routine activities into more powerful learning experiences for all your pupils.
Each book in the series is packed with inspiring ICT projects, from simple activities using word processors to interactive whiteboards through to digital video and 3D animation. The text is illustrated with case studies of some of the most exciting and innovative uses of ICT at KS2-4. A CD-ROM comes with each title, containing all the resources you need to carry out the tasks and activities in the book.
An important new series to add extra spark to your teaching. Discover how using ICT tools can turn even routine activities into more powerful learning experiences for all your pupils. Each book in the series is packed with inspiring ICT projects, from simple activities using word processors and interactive whiteboards through to digital video and 3D animation. The text is illustrated with case studies of some of the most exciting and innovative uses of ICT at KS2-4. A CD-ROM comes with each title, containing all the resources you need to carry out the tasks and activities in the book. The topics covered in this title include: Dynamic data handling l; Exploring the value of the internet; Digital video in the history classroom; Evaluationg software and other ICT tools; Lots of useful websites
So, if is it 2006 - there's no excuse not to get your ideas in now. Come on - any other ideas....? Everything is welcome - please don't be shy!
Posted 04 February 2005 - 10:39 PM
We decided to write lessons ourselves and add them to the Passmores website so that our students can do the lessons on the laptops and then access them from home if they wish to. This also gets over any problems of putting things on the network as I am able to simply upload everything from home on to the departmental website. I have created the lessons using FrontPage, various parts of the Hot Potatoes software package and Word documents. The lessons are not rocket science in terms of ICT programming, but they have attracted the students' interest, and helped to develop both knowledge and skills in the classroom.
As with others we always start from the key idea that the ICT is the delivery tool and not the sole purpose of the lesson. Currently we have four online lessons realted to our Year 7 scheme of work. Each lesson has a main page which explains to students what they have to do and allows them the ability to be independent during the lesson wherever possible. Each lesson normally has a starter exercise that reviews prior learning and can be completed by the students wihtout teacher input. This is so that we can spend the usual ten minutes at the start sorting out logon problems and finding the two or three laptops that always seem to be out of action as soon as the students turn them on!
Who should be king of England in 1066?
Why did William win the Battle of Hastings?
Why was the Domesday Book produced?
Why could people in the 14th century not stop the spread of the Black Death?
What was done in the 14th century to improve Public Health in England?
As you will see if you look through the lessons, the complexity and level of the skills required becomes more advanced, and the model that we are aiming for is much more like the last threelessons than the first two.
What I find really interesting is the difference in ICT skills of students and how this influences their access to the learning in the History ICT classroom. What is good though is that the final essay / extended writing outcomes from students show real thought and allow us to get real outcomes for History teaching from the use of ICT.
Edited by Stephen Drew, 06 February 2005 - 01:29 AM.
Posted 04 February 2005 - 11:05 PM
1. Pupils copy down date, title & aims from board whilst theme tune playing ('Mission Impossible', 'The Great Escape' or similar...) 'On This Day In History' on interactive whiteboard to read for pupils who finish before music stops playing.
2. Overview of today's lesson on Powerpoint.
3. Q&A r.e. previous learning (sometimes through Schoolhistory games or through 'Who Wants to be a Millionaire?')
4. Starter activity - usually something kinaesthetic and involves a challenge. E.g. 'whiteboard challenge' where each half of the classroom has 2 mins to cover their side of the whiteboard with key words about the topic. No key words can be repeated and teams get huge bonus points for everyone on their side making a contribution!
5. Main activity, divided into 3 sections (Large countdown timer on board indicates, with colour, how long is left to complete activity)
6. Plenary session - again, either ICT (especially 'Save the Simpsons' or 'Simpsons Snakes & Ladders' or filling in spider diagram (using Powerpoint, etc.) with me typing pupil suggestions.
(Current homework is always posted on the front page of my website and sometimes involves Internet research and/or an online task to complete)
PS I try to book pupils into the ICT suite and give them a choice of activity - e.g. 8DH
Edited by DAJ Belshaw, 04 February 2005 - 11:05 PM.
Posted 04 February 2005 - 11:22 PM
You could, for example, pick one of Doug's suggestions above and give them a try. If you have never made use of ICT in one of your lessons do take the risk and experiment.
With 'screenagers' - the current students that we teach who are all very confident and familiar with technology - there is an additional dynamic connection with their work even in the simplest of uses of ICT.
The most important thing is that you can get your students involved as much as possible - with them making use of ICT. Again, this is a risk, but that's always where the best teaching and learning takes place.
#13 Guest_andy_walker_*
Posted 05 February 2005 - 11:26 AM
We have gained an extra lesson with our Year 7 Blue (top) band groups this year. Instead of simply adding a normal classroom based lesson to the SoW, we decided to put in an ICT based lesson in our library which now has a set of 30 wireless laptops.
These are excellent materials Stephen for which you should be congratulated. I am especially impressed by the effective differentiation - this is something well constructed e-learning materials can provide as your materials amply demonstrate.
One very small point though - when constructing Hot Potatoes materials you should either edit the navigation buttons to go somewhere or delete them altogether just leaving a back button. Lots of students are used to looking for them and using them. As some of your exercises stand at the moment they may end up off task.
Posted 05 February 2005 - 12:03 PM
Good point about the buttons. I must admit I am still getting fully to grips with the Hot Potatoes stuff, and each time I do a new exercise I get a bit better at it. I shall go back to the exercises and delete the unecessary buttons when I get time.
As a general point to anyone reading though, I would say that the Hot Potatoes stuff is an excellent set of tools for doing this kind of thing. After we start new budgets again in April, I intend to buy a selection of the Content Generator applications and use these with the Hot Potatoes stuff to enhance the lessons for the summer term even further.
They are all so simple to use once you take a bit of time to work them out, and really do allow you to produce stuff the students love to d, and more importantly that they can learn proper knowledge and historical skills from.
Posted 05 February 2005 - 12:21 PM
The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is not freeware, but it is free of charge for those working for publicly-funded non-profit-making educational institutions, who make their pages available on the web. Other users must pay for a licence. Check out the Hot Potatoes licencing terms and pricing on the Half-Baked Software Website.
In the near future I intend to release a free quiz generator and match-up maker under the same terms.
These kind of tools are marvellous (more Hot Potatoes than mine of course) because anyone - yes - anyone - can use them. You download the program and then add your own questions and content. You don't have to have any ICT expertise to create an effective interactive quiz.
These are ideal for a starter or plenary - reinforcing knowledge and introducing pace and competition into the classroom. If you add an element of timing or a particular challenge it becomes even more interesting.
Here again is the key use of ICT. It doesn't need to be anything flashy, but it simply extends your teaching repertoire.
The fact that Andy has brought up the concept of differentiation is particularly significant. Just as with a worksheet that you create using the computer, games and quizzes can be differentiated. This does take a little more thought and planning but is well worth the time. You just edit your questions and save the file with a different name - you then have two versions of the same activity, effectively differentiated. There is no reason why you cannot take this further. Turning this on its head slightly, you can also get students who find the task easy to add in their own questions, thus further developing the learning potential.
This means you are using ICT at two levels - making use of ICT with your students but also making use of ICT yourself, easing the burden of teaching preparation and correctly differentiating the tasks for students. Now that is making progress towards effective ICT!
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The World Health Organization released a statement Jan. 22 addressing allegations of a conflict of interest and a fake pandemic meant to aid the pharmaceutical industry.
Below is the full text of that statement.
Providing independent advice to member states is a very important function of the World Health Organization. We take this work seriously and guard against the influence of any improper interests. The WHO influenza pandemic policies and response have not been improperly influenced by the pharmaceutical industry.
WHO recognizes that global cooperation with a range of partners, including the private sector, is essential to pursue public health objectives today and in the future. Numerous safeguards are in place to manage conflicts of interest or perceived conflicts of interest among members of WHO advisory groups and expert committees. Expert advisers provide a signed declaration of interests to WHO detailing any professional or financial interest that could affect the impartiality of their advice. WHO takes allegations of conflict of interest seriously and is confident of its decision-making independence regarding the pandemic influenza.
Additional allegations that WHO created a 'fake' pandemic to bring economic benefit to industry are scientifically wrong and historically incorrect.
Lab analyses showed that this influenza virus was genetically and antigenically very different from other influenza viruses circulating among people.
Epidemiological information provided by Mexico, the U.S. and Canada demonstrated person-to-person transmission.
Clinical information, especially from Mexico, indicated this virus also could cause severe disease and death. At the time, those reports did not indicate a pandemic situation, but taken together sent a very strong warning to WHO and other public health authorities to be ready for one.
As the pandemic evolved, clinicians identified a very severe form of primary viral pneumonia, which was rapidly progressive and frequently fatal, that is not part of the disease pattern seen during seasonal influenza. While these cases were relatively rare, they imposed a heavy burden on intensive care units.
Geographical spread was exceptionally rapid.
On 29 April 2009, WHO reported lab confirmed cases in nine countries.
About six weeks later, on 11 June, WHO reported cases in 74 countries and territories in more than two WHO regions. It is this global spread which led WHO to call for increasing phases and finally, to announce that a pandemic was under way.
By 1 July, infections had been confirmed in 120 countries and territories.
The world is going through a real pandemic. The description of it as a fake is wrong and irresponsible. We welcome any legitimate review process that can improve our work.
An explanation of how WHO uses advisory bodies in responding to the influenza pandemic was made publicly available on the WHO web site on 3 December 2009.
WHO addresses allegations of faking pandemic
The World Health Organization released a statement Jan. 22 addressing allegations of a conflict of interest and a fake pandemic meant to aid the pharmaceutical industry.


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MESA, Ariz. — Javier Baez understands the accolades of being a former first round pick, a former Cubs minor league player of the year and a Futures Game participant carry little weight this spring.
"I'm pretty sure everyone likes challenges," Baez said Saturday, four days before the Cubs' first full squad workout. "I'm not here to prove anything. I'm here to play the game right and to learn something every day.''
The process of cutting down his prolific strikeout rate started last winter and will continue through the spring as Baez attempts to solidify a spot on the opening day roster.
Well before general manager Jed Hoyer said last month that Baez, 22,...


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Slideshows Slideshow: 8 Reasons Google Won't Leave China
By Tony Kontzer | Posted 03-05-2010
The Google-China standoff has entered week eight, and no one's budged yet. China's still demanding that Google censor its search results there. Google's still refusing to censor them, while publicly lingering on its intentions to pull out of China if the government doesn't back off. And now the Obama Administration is considering joining the fray. The drama builds. Will Google really shut down its operations in China and walk away from such a potentially lucrative market? Will China actually let Google walk away, taking with it a critical window into the Western economy? Okay, okay, everyone calm down. No one's going anywhere. Here are 8 reasons we continue to believe Google and China will settle their differences:
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