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Teaching Local History
Posted 17 February 2004 - 11:33 PM
Therein lies the problem. My areas local history is special to me, theres no one else teaching the 1903 Sacriston mining accident and the story of Robert Richardsons miraculous escape from the jaws of death after four days lying on a coal tub bed 500 feet underground in an air pocket of a flooded mine. However there are many people teaching similar topics in similar places and theres a vibrant and flourishing industry in local history research, projects, website development and publications which is developing all the time.
The purpose of this seminar is to look at how we can improve the teaching of local history and to suggest where extra help and resources might be available to make our work easier as teachers. Ive also asked a number of other agencies to contribute to this work so as to promote their activities here and to suggest ideas that might help teachers to improve their teaching of local history. As Im teaching in the north-east of England a lot of my experience is steeped in this area so we need people to add further examples and suggestions for the rest of the UK, the more contributions the merrier.
Posted 17 February 2004 - 11:35 PM
1) The knowledge base required to teach local history takes time to amass and finding out whats worth teaching can take ages. Then .
2) The lack of easily available materials for use in the classroom and the difficulty in producing these, given all the other things were expected to do as teachers.
3) The massive amount of time it takes to research and collate the relevant materials and then turn these into something workable in the classroom.
4) Its actually pretty costly to get the materials you want copied (£5 to digitise anything at my local studies centre and the issue of copyright for photocopying or use of resources)
OK. So we know theres plenty of obstacles, why study local history?
A) We need to develop our pupils awareness of the local community and to show its importance in framing the places where we live.
If we dont teach our children what has happened in their home towns and villages, who will? We risk creating a culture that ignores our heritage.
C) Local history cements our place in the curriculum, giving our subject greater worth and validity to students, the community and to the teaching of citizenship.
D) It shows students that the older people from their community have experienced great events and hardships, known good times and bad and that they have been part of great historical times.
E) I would argue that we need to look at developing more units on local heritage to be part of the burgeoning vocational GCSEs, particularly Leisure and Tourism and increasing the number of students who do study history in some shape or form in KS4. This can also help you maintain your position within the curriculum in KS3 if more pupils are going onto study history.
You can include field work and visits within your study but there has already been an excellent seminar held earlier on this subject which is well worth revisiting.
Posted 17 February 2004 - 11:38 PM
A simple one Take a picture of your local high street, use it for a comparison exercise, looking at anything you want to focus on like the clothes, transport, shops, jobs etc. One enlarged picture can offer a world of possibilities. If you were lucky enough to have plenty of pictures you might be able to put together a gallery of local history images and use this for a display of work.
Get an outside speaker to come in and do a presentation or work with your students. These can provide a valuable research facility and they will have a wealth of materials that you probably couldnt hope to put together in your own time. If you dont know who to turn to go to your local library, archives or contact the local history association and they may be able to put you in touch with someone appropriate. The British Association for Local History promotes and publishes local history research and may be able to help you to find someone working in your area. Try them at
Alternatively you might like to try Local History Magazine which supports anyone with an interest in local history including links to courses, advice on research and a number of local history societies. You can find out more at
Put together a local history display for a parents evening or presentation night showing your students research or better still publish it and add it to the current base of local knowledge via an internet site or as some schools have done you can put a book or pamphlet together.
There are a number of competitions you might consider getting your pupils to become involved in. One example is the Historical Associations local history competitions. If you look elsewhere on this forum youll find similar examples of competitions you might like to try out with your students.
Have pupils imagine they were interviewing people at a particular local event, get them to research the topic and then record a video news item or write a newspaper report of the event. You might use these for parents evenings. If this isnt your idea of fun then why not ask them to put together a PowerPoint presentation or a worksheet to use in the classroom? Then youve got a permanent resource you can use time and time again.
Take pupils to your local studies centre to do the research on a topic, the staff are almost always excellent, have infinite knowledge of every topic under the sun and can suggest exactly what pupils might find useful to look at. It should also be added that the experience of simply reading the local newspapers or looking at photos and maps from long ago can really enthuse pupils and develops skills in handling evidence and developing thinking skills that text books just cannot. See beforehand what you can have copied and how much these cost as Ive found that we couldnt always do what we wanted due to the high cost and the paperwork needed for copying. In some instances if you cant go to them then get them to come to you and bring the materials youre interested in! There might be a charge for this but it might be an alternative. Its something that you might consider as part of your gifted and talented students enrichment policy or as an extra curricular activity (in some areas extra funding such as NOF might be available to assist). Some centres have started to put together their own research packs and worksheets as part of their work in the community so you might want to investigate these possibilities.
Increasingly there are a number of Internet based activities, so pupils can research the locality from the comfort of your ICT suite. Theres plenty of money being spent on developing local history research on the internet, try the NOF funded gateway www.enrichuk.org.uk as an introduction to a massive number of community based projects from all over the UK or theres also the NGFL local history trail which offers a variety of quizzes, investigations and galleries. You can find this on http://www.ngfl.gov.uk/localhistory
Theres also the Centre for English Local History based at the University of Leicester. This can be found at
Although its aimed more at the amateur genealogists amongst us http://www.genuki.org.uk has the most amazing collection of materials and links to sites about local history everywhere in the UK. From there Ive been able to discover some amazing sites based in the north-east that you might like to look at. For example the mining site at
is a must-see for any history teacher in the north east, as is Brian Pears north-east dairy of every bombing raid, fatality etc (Sorry I dont have the URL handy!) during World War Two. I really like the fact that in my home village the only casualty of the war was a cow blown up by an incendiary bomb!
has a huge range of resources on the local history of the north east with a large database of images and information culled from the archives, libraries, museums and record offices of the area.
Theres also
and the fantastic new development
that allows us to revisit the archaeological heritage of the area, including some brilliant virtual reality reconstructions of a medieval village and castle which any teacher would do well to look at. From the same team theres the http://www.keystothepast.info
site which offers a huge database of archaeological knowledge of Durham and Northumberland and almost every village and towns history.
It is imperative to use the community around you, theres a welter of stories and pictures that need to be tapped from the older people who live around your school or college. For example what was life like during the Second World War? There are so many people from the time who might provide a valuable insight to the small stories that make our area so interesting so go and see them! However if you want a horror story
I took a group of students to the local Age Concern centre to do some research on Darlington during world war two. Each student was equipped with a pen, a tape recorder and a note pad and set off to ask willing volunteers about their experiences of the Home Front. What followed was a series of touching memories of lost loved ones, stolen girl friends (the local American air base provided one mans story of one yank and they were off and the loss of his girlfriend) and what had to be done to survive the war and rationing. However one poor eleven year old boy got more than he bargained for when he asked two gents what they remembered they replied great sex, you couldnt walk down the main street in the dark for couples rolling all over the place they went on in this vein for a few minutes before the pupil couldnt take any more and ran off to find me!
If I have one main suggestion though its that teachers locally join together to save time and unnecessary repetition of their efforts by sharing resources produced for use in teaching local history. I thought I would teach the industrial revolution era through a study of local developments in industry, coal mining and pit disasters, the birth of the railways, the whaling industry, and the development of industrial towns. However when it finally came down to it I just didnt have the time, knowledge, resources and ability to put all of this together. Elsewhere on this forum I have suggested that we need to join together our resources and share our works so that we can develop the local history teaching content of our schools and colleges. Perhaps now might be the opportunity to discuss how we can do this and how we can best improve the teaching and resourcing of local history in the curriculum?
Posted 18 February 2004 - 04:14 PM
Posted 18 February 2004 - 04:23 PM
I am the Schools Development Officer for the DLI Museum and Durham Art Gallery, Killhope - The North of England Lead Mining Museum, and
Binchester Roman Fort (all DCC). This is a brief overview of our provision and hope this will be of use. I am an ex Primary school teacher whose specialism is history.
All of these museums offer excellent hands on sessions at each site -
they focus on the local aspects and how this fits into the wider context of
the army, war and conflict; lead mining; and the Romans in Britain. Each
has their own webpages within the Durham County Council website :
DLI Museum and Durham Art Gallery: exhibition galleries in the museum focus on the story of County Durham's own Regiment and how this fits into WW1 and WW2 in particular. We run handling sessions based around our collections with genuine artefacts from WW1 and WW2, and have quiz sheets available to aid focus in the exhibition galleries. Whilst we have standard activity sessions, we can offer more tailormade packages in discussion with teachers. We are in the process of redeveloping all of the museum's schools provision. http://www.durham.gov.uk/dli
Killhope: Killhope has just won the Guardian Award for the best Family
Friendly museum in Britain, and is a UFA approved site. Killhope tells
the story of lead mining in 19th C North Pennines and Weardale in
particular -it has many original buildings and authentic reconstructions such as the wheel and jigger house machinery. You can also go underground. The majority of visits are lead by the well informed and friendly Information Assistants who take groups around the different parts of the site. Loans boxes are available from Killhope with a variety of objects and documents relating to local history (these include letters, census returns and newspaper cuttings amongst others). As well as history, you can also inspire learning in science and technology, the arts, geography.
Binchester: Near Bishop Auckland, and on the Dere Street trail. This is
one of the largest forts in the North, but has only a very small part
excavated and accessible. It has the remains of the commandants bath house - probably the best preserved private bath house in the country. Also accesible is part of the commandants house and some of Dere Street itself. On site there is an education room with lots of different hands on activities(most suitable for Primary schools). We are in the process of developing a pack of materials to support KS2, entitled 'The Romans in Durham' which, when ready, will be web mounted on the Binchester web pages.
For more local history sources I would contact the County Record
Office, and in particular - Liz Bregazzi who as well as being an archivist is
responsible for working with schools and other education providers. On
the CRO web site already is the 'Story of Jimmy Durham' about a DLI soldier this has lots of info, lots of documents and photos and has activities suitable for KS3 students, but they can be adapted easily to suit other abilities.
Durham Learning Resources has lots to offer its subscribers -particularly object loans and books over a wide variety of topic areas.
Hope this is of some use - I'm always trying to find creative ways of
promoting the services we offer on a non existant budget!!
Sarah Gouldsbrough
Schools Development Officer (Durham Studies)
Durham County Council
DLI Museum and Durham Art Gallery
tel: 0191 384 2214
Posted 20 February 2004 - 08:17 AM
A History and Citizenship education project for KS 2 / 3
Theme: People from different backgrounds have integrated with the Dales community throughout the whole of its history
Project Outline
'Dales Folk?' is a collection of teaching resources, about the lives and times of people who have lived in the Dales since the earliest settlers arrived during Mesolithic times. The project aims to promote understanding and enjoyment of the rich cultural heritage of the Dales and inform understanding of the Dales communities of today and tomorrow.
Materials have been produced for use with KS2 / 3 students, in history, citizenship, literacy and creative arts particularly. The ideas involved have the potential for much wider application.
The core resource is a series of 10 short pieces of writing, each set in a different period of Dales history, including Roman, Anglo-Saxon, Viking, Norman. Period illustrations, museum objects for loan and ideas for teaching are being developed.
'Dales Folk ?' asks each of us to examine our own ideas and inform our own opinions, about who Dales folk have been, who they are now and who they are becoming. It does this in 2 main ways:
- by asking questions which develop our current and historical understanding, eg:
§ Who are Dales folk and what are they like? appearance, language, clothing, lifestyle,
§ How have Dales folk interacted with 'external' communities? emigration, immigration,
§ How have Dales folk affected the Dales landscape? buildings, settlements, agriculture,
- by providing materials which use our understanding of Dales life in times past, to highlight core ideas in personal and social aspects of citizenship education today, for example:
§ Dales life, has always involved encounters between people from different backgrounds.
§ People of different origins have integrated with the Dales community throughout time.
§ Many Dales folk of today are direct descendants, each one a 'mix', of people from the past.
§ Integration of people from different backgrounds, is an important issue in Dales life today.
Consideration of 21st century Dales folk encounters and their consequences, is seen as a natural outcome of the project. 'Dales Folk?' offers suggestions on how to facilitate this with students.
'Chol Theatre' are developing a drama workshop based on 'Dales Folk' historical writings, which explores issues involved in integration of people from different backgrounds with Dales folk today.
Materials will be available following trials over the summer of 2004.
Contact the Education Officer. Tel 01756 752748 email firstname.lastname@example.com
Posted 21 February 2004 - 02:42 PM
These are a few examples of things that I refer to in my teaching:
The Romans:
There is a Roman road in Ilkley along with a few archealogical remains. I use this as a point of reference when we look at different historical skills and use photographs of other relatively local sites to illustrate points. we also use resources that relate to the Romans in York which isn't really local to us but helps the students to recognise that the Romans heavily influenced the area in which we live.
The Norman Conquest:
We use extracts from the Domesday book and look at the way in which the rebellions in the north were put down. Students visit Skipton Castle as a local history study and the activities they complete develop students understanding of the way in which the region as a whole was controlled and managed. With some groups we also look at peices of local folklore which originate from this era.
The English Civil Wars:
Bradford Cathedral was at the centre of a siege during the English Civil Wars. The cannon that were fored at the Cathedral were cited just a few hundred yards from our school so its very easy to look at the site and location of these events. Students visit the Cathedral with the RE department just before we teach this, so we've managed to coerce our colleagues into adapting their visit to cover many of the things that we want to illustrate to students. These lessons really are the first time thatmost f our students get any sense of what has made Bradford a fairly large and industrial city. They are usually quite interested in some of the tales about the way that the siege was conducted and are usually quite surprised at the role of wool in the siege - inded this is often the first time that they are introduced to the economic history of the city, something that we can then link to later migration into the city during the Industrial revolution and einto the 20th century.
Lots of other stories that are used for these studies. Mainly ones that suit the bloodthirsty boys, though there is ample opportunity to develop an understanding of society through a visit to Bolling Hall which is just a 5 minute bus journey from school. Many students opt to make this visit in their own time as a result of lessons. Combined the use of local sources, sites and fairly interesting stories stimulates interest much more than studying national events on their own ever did. The emphasis on the local elements appears to have made students more willing to delve into the political aspects of the conflict.
The Industrial Revolution:
Working in inner city Bradford this is extremely simple. You only need to look out of the classroom window to see examples of different types of mills, houses etc. There are lots of resources available and most of our teaching of the industrial Revolution concentrates on developments in the local area. In the city there are some fantastic examples of Local History being taught: studies of Undercliffe Cemetry looking at the mauseleums of the wook barons, for example. Given a little more free time I'd like to develop some resources on the way that Industrialisation has altered social and leisure activities in the area. Lots of differnet things to bring in here: 2 professional football clubs, a county cricket ground, numerous cinemas, parks and a colourful series of political events: formation of the Labour party for example. Best not forget the Rugby League either.... they are the World Champions afterall. Combining these could span the period 1750 to the modern day, could link in with studies of conflict as well.
First World War:
Use of local archives, Commonwealth War graves commission website to search for details of local pals battalions, local newspaper cuttings about events of the war and the impact of war at home. Local memorials and the cenotaph are also used.
Posted 21 February 2004 - 04:29 PM
As usually, I shall try to give a French touch.
Teaching local history is part of our job, but, in France, it had a greater place before 1995.
The Curriculum is partly responsible for this.
As Dan shows, if you have to study the Roman Empire, you can use local documents, texts or archeology. But having to teach Classical Athens, or The Mediterranean in the XIIth, in a "classe de seconde", is much harder.
We may focus on historical inequalities between places : some have had a leading role in history, and their architectural heritage is a strong factor of the appeal for tourists . Some have been studied by professional historians. So we can use not only raw archives but also benefit from a professional view.
Historical maps are a marvellous tool for local history.
Living in Florence must be nice. For my Renaissance teaching, I use this Della Catena Map of Florence, ca. 1471-82 : http://www.stg.brown...o/overview.html
I could do the same with Bruges or one of these renaissance cities, from Civitates orbis terrarum - Braun and Hogenberg 1572 :
For modern Normandy, I use this one showing Caen in 1718 :
Usually, if a place which has escaped damage from the war and has avoided 1965 town planners, even an ordinary town or village can have useful resources.
I see 3 main sources :
Local or general archives,
City buildings,
Local witnesses.
Vire, the small town where I work, will be my case study.
This XVIIth century view is useful to teach the geography of this city.
The center was destroyed on june 6th, 1944 ; in the bombing of the city, 350 people were killed.
We still can see the city wall, some medieval towers and some XVIIIth buildings.
1910 postcards are necessary to understand how this market town lived, combining industries and farming. http://hgtice.free.fr/vire/foire.jpg
In 1923, Paul Nicole, a professional historian (and teacher), studied The story of the town during the French Revolution. He has used local archives ; most of them have been destroyed in 1944. But his monumental thesis (800 pages) is not really used by my colleagues : a vulgarisation job should be necessary.
In 1975, some of my older colleagues selected and published very useful texts and statistics about the social and economic history circa 1860.
At that date, the main activities were pre-industrial : paper, wooden clogs but the granite was used to modernise Le Havre or Paris, the woollen industry feared the english competition Napoleon signed with Victoria a free trade agreement- . In 1862, in a nearby town, the cotton industry suffered from the American Civil War
In my teaching, I also use a very interesting letter : in 1857, Napoleon III complained about too low wages. One of his civil servants answered : That s not a problem. These workers live as their neighbours, the farmers, they have small needs ; for the factories, low wages compensate the higher cost for transportation (the train will arrive only in 1867) ; and above all, he wrote, the workers must not desagree : they don't go on strike about their wages !!!
(in fact, strikes were forbidden until 1864)
On a local radio, in 1984, I have interviewed some local witnesses.
One was astonished on November 11, 1918 : he has heard the Marseillaise in the local catholic church.
In fact, some industrialists, who have moved from occupied Alsace to Normandy were radicals ( left republicans, and anticlericals) ; on the contrary, farmers, in the countryside, voted for the catholic and conservative parties.
Even in ordinary villages, it is possible to use archives.
Most French villagers wrote in 1789 a cahier de doléances, which described the village activities, and the farmers complaints. You can also use the cadastre, a plan showing the whole village, houses and farming land (the first one was ordered by Napoleon, but most date circa 1835).
I shall add a surprising book : Alain Corbin has published in 1998 Le Monde retrouvé de Louis-François Pinagot. Sur les traces d'un inconnu (1798-1876 ). From what he knows on XIXth century social history, Corbin imagines the life of an unknown clogmaker, near Chartres.
My daughter, studying anglo-norman medieval history, has used http://multimap.co.uk
For instance, she found a map, an aerial photo, and old photos of Minchinhampton (Gloucestershire):
To conclude, I may focus on 3 issues :
- This approach works well with a rural society, with old towns. In the 1980s, this approach was fed with nostalgia : many éco-musées were built, and traditional everyday life was idealized, even if, in fact, life was harder and shorter for the workers.
It should be much more tricky to do the same study with 1970 industrial estates, or with nowadays unchanging suburbs.
- Pedagogy :
I shall emphasize the gap between teachers and pupils.
As history teachers, we know what questions may be asked, what answers may be given. It can be more difficult for our pupils, who discover this history.
I may add another fact : in a rural society, part of the knowledge comes from the family and the social environment. Is it really the same in a suburb education ?
- Politics and local history.
France has changed from jacobinism to decentralisation.
Each political body is trying to build its own political identity. Sometimes reconstructing an artificial history. Sometimes publishing useful sources.
Geographers show that local history has to be integrated in a multiple approach. In 2004, we are not only French or English, but also citizen of the world, member of a regional and local society. And for some of us, member of Europe, or rather of one of its various history.
Edited by Dave Wallbanks, 22 February 2004 - 12:22 AM.
Posted 21 February 2004 - 05:46 PM
Posted 21 February 2004 - 07:56 PM
The town of Cwmbran is a 'new town', along the same lines as Milton Keynes, but nestling in the South Wales valleys between Newport and Pontypool.
The 'town' has very little history, unless you want to study the building of the town from the 1950's, which is done in local primary schools anyway.
Prior history is limited to the small villages and hamlets that inhabited the area previously, and these consited of very few people the amount of information available via local history groups and the internet is very limited.
However we found an excellent route into local history, a member of the local history society in Pontypool had created a database of local soldiers who died in the 1st world war by trwling through the archives of WW1 newspapers. we were able to 'edit' his database to soldiers just from the villages that now make up Cwmbran to produce an excellent resource. Analysis of this database allowed for pupils to enquire as to the contribution of Cwmbran to WW1 and also expand their understanding of recruitment, the 'structure' of the army, the theatres of battle and the spread of casualties.
Local history is mentioned wherever possible in other topics, but it is rarely possible. Having said that, the kids love the story about how the Blaenavon 'branch' of the Chartists' march on Newport in 1839 never made it to the bloodbath outside the Westgate Hotel because they gave up and got drunk in the Upper Cock pub (about 100 yards from our school!!!)
Posted 22 February 2004 - 11:39 AM
Perhaps the content is more focused on Year 6 - How Britain has changed since 1948 - but it also has potential for Year 9 - 20th Century World. Perhaps it could help make a good transition project?
Posted 23 February 2004 - 08:41 PM
However, I think that one of the easiest ways that a bit of local history can be put into a KS3 curriculum is through a visit to a local church. This is not rocket science, but does work. We study the Medieval Church in April / May time in Year 7, followed by the Tudors and the Reformation.
Just outside Harlow is a lovely Essex village called Nazeing. It is but three miles from the school, but is right in the heart of some beautifal Essex countryside. In the final week of the unit on the Medieval Church we take all of our Year 7s to Nazeing Church and do a study of the history of the church and how it matches up with their learning about the structure of a Medieval Church. It then allows us to tie this in to the work on the Tudor Reformation in the 16th century.
As I say, not exactly a rocket science example, but it does allow the students to see life beyond the town, and to get a sense of the historical area in which they do actually live. It is quite a shock for some of them to find out that there is a history for Harlow that goes back beyond 1960!
Posted 24 February 2004 - 10:06 AM
We talk about why Enigma signallers were trained on the island -geographically secure and easy to keep secrets - there's even a great source from a woman who remembers having to march through Liverpool to the midnight boat wearing pumps so people wouldn't hear them leaving!
Its a great way of giving pupils a link to their area and getting them more interested in history, particularly when they are told about supposedly top secret stuff!
We also do the history around us segment - on Victorian tourism in Douglas, its very difficult persuading kids that huge numbers of people did want to come here on holiday!
Posted 24 February 2004 - 10:38 PM
Great seminar Dave. I am taking the 'Sprinkle' approach to Local History throughout the Key Stage 3 SoW.
I agree that the best way of including Local history is to "sprinkle" it thorough key stage 3
This year I am going to take it further with Year 8. I am using local documents to examine what life was like in the catchment area of my school in C19th. We will also examine the local mining disaster.
We have a display board of then and now....showing photograhs from the early part of C20th and comparing with modern day photographs of the same places.
My catchment area is huge, taking from a large rural area. I keep meaning to visit all the war memorials to take photographs and look for local names to use in lessons...to spark off interest in the World Wars.
I find that dropping local history into lessons makes the pupils ears prick up..they love hearing about how Canute trimmed his beard when he stopped off on a journey, how the monks had a secret tunnel to the Cathedral, how Cromwell's army missed sacking a local Church because it was hidden by trees, local witch trials, Chartist Riots, mining disasters....
At Key Stage 4 specification content limits the amount of opportunities to look specifically at Local History...but that doesn't stop me from dropping stories in what life was like in our area during the wars....or using local regiments for information on WWI.
I spent a few hours over half term researching the local history of my catchment area and have complied a list of local history web links. It is option night this week and as an aside I am going to leave this list out for parents to take a copy...perhaps it might spark their interest in the study of local history.
Posted 01 March 2004 - 08:39 AM
Ø By guiding you to find appropriate sources for your chosen topic and Key Stage. We can discuss this over the telephone, or you can come and see me in the Record Office to select material.
Ø By coming out to your school to work with pupils on copy documents specific to your locality. There is a charge for this service, currently £30.
The Record Offices website contains a wealth of detail about our holdings and information about local and family history. You can search the database, which contains all the catalogues of the archives we look after, and you can access images online. In addition, there is a section, The Learning Zone, specifically aimed at schools, where digitised copies of archives are used to support the National Curriculum, with teachers notes and suggested classroom activities. At the moment, there is only one topic, The Story of Jimmy Durham, a Sudanese soldier who was raised by and served with the Durham Light Infantry, with activities for History and Citizenship aimed at Key Stage 3 pupils. However, we will gradually add to the site; the next planned topic is about the Holocaust.
You can contact me at email@example.com or by telephone at 0191 383 4210, or you can access the Record Office website on www.durham.gov.uk/recordoffice
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A short time ago, in noticing a book by Mr. Lowell, we ventured upon certain propositions which are thus disputed by our friends of the "Tribune:"
THE MIRROR ON ART. -- The Mirror quotes the following passage from Lowell's Conversation on some of the Old English Poets:
"Here is a man who is a scholar and an artist -- who knows precisely how every effect has been produced by every great writer, and who is resolved to re-produce them. But the heart passes by the pit-falls, and traps, and carefully-planned springs, to be taken captive by some simple fellow who expected the event as little as did his prisoners."
This does not suit the Mirror. Mr. Lowell's idea plainly is, that simplicity and nature are more successful than pit-falls and traps. The Mirror says as to this --
"If Mr. Lowell's heart is not caught in the pit-fall or trap, then the pit-fall is ill-concealed, and the trap is not properly baited and set."
We do not believe that traps of any kind, bait them as you may, can
ever succeed in the long run, or impose on the heart. Tricks in literature
are not better than tricks in morals, and if art means any thing more than
the skilful use of good materials, if it means a method of concealing want
of ability by ingenious devices, we go for Mr. Lowell's view. Art in this
view may impose for a time on the public mind, but real talent will finally
As to the Mirror's assertion --
"To say that a critic could not have written the work which he criticises, is to put forth a flat contradiction in terms."
If this is true, then "flat contradictions" abound. To say that a critic could have written the work which he criticises, depends altogether on the ability of the critic. To say that the Mirror could have written the "Conversations" it criticises, is possible, but we venture to assert, that several ingenious persons will criticise that work who could never have written the first page of it.
We grant that "Mr. Lowell's idea plainly" is, that simplicity and Nature are more successful than Art; but we do not grant that this idea is set forth more plainly in the Tribune's repetition than in the English of Mr. Lowell himself. His words, too, were hurried out of the mouth; he would be the last man in the world to persist in them; but those of the Tribune have the sad advantage of being deliberate.
Mr. L., it is observable, does not deny the ceteris paribus. Implied, therefore, he admits his artist and his naturalist to be equal in talent, and bases his objection to the latter solely on the ground of his Art.
There being then no dispute about Mr. L's meaning, we object that, in Letters, he improperly distinguishes Nature from Art. -- The latter is -- (or, lest the Tribune may have a difficulty in comprehending that we speak absolutely, and of the perfected Art) -- the latter should be nothing more than the arranging, the methodizing, the rendering easily available so as to carry into successful application, [column 3:] the suggestions, the laws, and the general intentions of the former.
Now, if the critic of the Tribune be inclined to assert that he -- or that the "simple fellow" of Mr. Lowell, who blunders into the catching of Mr. Lowell's heart, and is as much surprised at the capture as Mr. Lowell himself -- that he is to be lauded and held up to imitation, while the artist who, with equal direct inspiriting from Nature herself, proceeds habitually, steadily, and presciently, by a system of Nature's own infallible laws, is to be contemned as an inferior: -- if the Tribune, we say, feel disposed to maintain a proposition such as this -- all that we can think of the matter is, that such are the propositions which the Tribune is very naturally disposed to maintain.
"To say that a critic could have written the work which he criticises, depends, altogether, upon the ability of the critic."
No doubt of it. Without the ability to say it, (whatever it was,) no critic on earth could have said it -- although some critics say pretty much what they please.
"To say that the Mirror could have written the 'Conversations' it criticises, is possible."
Thank you! -- to be sure it is! -- but to say what all this has to do with the matter in hand -- that is the thing which is not possible. To come back to the point, we submit, in brief, that the Tribune and we differ solely in our conception of Art. What Art is, in our opinion, we have already said in a positive proposition.
What is implied in the sentence about "tricks in morals," and "succeeding in long runs," and "going for Mr. Lowell's view" we will not even pretend to determine. The "tricks," however, we take to be some of the Tribune's own.
[S:0 - Weekly Mirror, 1845]


text:
Cyanna Harlech and Jax Parka. The winners of the 67th...
The 67th Hunger Games-COMPLETE-
- by Ruby Mckee
- Rating:
- Published: 9 Apr 2014
- Updated: 26 Apr 2014
- Status: In Progress
Cyanna Harlech, a fellow Career from District 4, has been chosen to participate in The Hunger Games. Leaving her Mother and sister, Pearl she is uncertain she will win. Winning means game and fortune. Losing means certain death...
Join MovellasFind out what all the buzz is about. Join now to start sharing your creativity and passion
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text:
Janet Palmer
About Me
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Moving To Florida
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A REALTOR® is a valuable resource as you make your way through a real estate transaction, but most people are unaware that not all real estate agents or brokers are REALTORS®. While many agents are simply licensed to do business in the state, REALTORS® have made a commitment to subscribe to a strict code of ethics and have a greater knowledge of the process of buying and selling real estate. These are just a few of the benefits of using the services of a REALTOR®:
A REALTOR® can help you determine how much home you can comfortably afford. He or she can suggest ways to accrue the down payment, refer you to lenders best qualified to meet your needs and provide information on alternative financing methods.
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text:
In 1987, Jim Henson and Michael Frith collaborated with designer Gene Moore to create holiday window displays for the famed New York City jewelery store Tiffany's, in honor of the store's 150th anniversary. The windows featured posers of Muppet characters from The Muppet Show, Sesame Street, and Fraggle Rock.
The Muppets returned to Tiffany's windows in 1992, in promotion with The Muppet Christmas Carol. One window included Kermit and Robin, wearing their Cratchit attire from the film. A very similar set-up was on display in London at Selfridges during the 2004 holiday season.
External links
- Jim Henson's Red Book, 12/2/1987 – Muppet Tiffany Windows open


text:
bite&slurp Multi Pet Feeder - Wood & Pink
By Binq Design
PLEASE NOTE this product is a made to order overseas import from The Netherlands. Please allow up to 3 weeks for delivery.
At PetsPyjamas, we fell head over heels for Binq Design's high quality pet furniture. The bite&slurp feeder is the latest addition to their range. We love its minimal design. This pet feeder will easily integrate in your interior because of its stylish design.
Additional information and key product features:
Suitable for cats and dogs.
Comes with two removable stainless steel bowls.
Made from recycled pine wood.
The top of the feeder is finished with pink paint.
Clean with a damp cloth.
Made in the Netherlands.
Weighs under 2kg.
Dimensions: 40cm x 18cm x 9cm (feeder), bowls (13cm).
Product code: BDS-00029
- UK Delivery (Mainland) - Courier or Signed for - £12.60
- UK Delivery (Non-Mainland) - Courier or Signed for - £12.60
- Western Europe - Courier or Signed for - £25.00
This item will be dispatched to you direct by our partner seller Binq Design who follows the general PetsPyjamas returns policy:
Please check your items on delivery. If you wish to return an item, it should be returned to our partner seller directly and not to PetsPyjamas. If you wish to organise a return, exchange or refund of any item, please go to the returns page on our website at www.petspyjamas.com/returns. For standard items, you have 7 days, from receipt of goods, to notify our partner and you must return goods at your own cost within 14 days of receiving the item.
For damaged/faulty items, you must contact us within 48 hours at email@example.com. To help speed up the returns process, we recommend you send us photographic evidence of the relevant item. You will then be issued with return guidance from us.
You must return items unused, in a saleable condition, with any labels still attached and in the original packaging that you received them in. Any items that do not comply with these guidelines, we hold the right to not refund. You should use a 'signed for' delivery method and obtain proof of postage.
Please note any exemptions and exceptions to the standard returns procedure, where the following items are likely to be non-returnable and non-refundable: personalised/customised items, perishable products (such as food), grooming products, large items of furniture which are often custom made and custom homewares. Please make sure you understand the relevant partner sellers' policies whenever you buy.
Please see www.petspyjamas.com/petspyjamas-returns/ for full PetsPyjamas general returns information.
Please click here for full PetsPyjamas general returns information.
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Our friendly team are always happy to help and only a phone call away. Call us on 0203 642 3161.
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text:
Nine stone rings variation
These ring scan be distinguished from the other nine stone rings because the high faceted gemstones all differ in size and type of cut.
pur sang
They work in their own ateliers. Usually independently, but not always, as demonstrated by Ine and Mary's porcelain collection. And, once in awhile Wilna and Mary track down the most beautiful gemstones together. They sell their work at joint expositions in special locations or by appointment.
Artist and jewellery designer Onno Boekhoudt taught Mary the first tricks of the trade when she was a mere ten years old. He started her off working with metal and horseshoe nails, followed by enamelling. She made her first piece of 'jewellery' a year later, which she sold in shops. In her teens she delved into photography, but only briefly. In the end she wound up attending the Technical School for Gold and Silversmiths.
She took her certificate in 1983, after which she worked in Singapore for three years and in Qatar for one. During an internship year in Singapore, Mary assisted on the crown jewels of the Sultan of Johor (Malaysia). In this period she fell in love with the art of Chinese enamelling, which recurs frequently in her work. It was also in Singapore that she became acquainted with antique jewellery, stones, jade and finely wrought antique Chinese silver. Her passion led her to visit numerous museums of antiquities, as she sometimes still does in search of inspiration.
Mary makes jewellery with a soul. Sometimes she works on commission, but just as often not. The golden tip for women looking beautiful jewellery is: 'ask yourself why you think a specific piece of jewellery is beautiful, and then you will find the essence'. The best compliment she ever received, in her own words, is: 'the tears'.
Visual artist
In contrast to her sister Mary, who was set to working with metal at the young age of ten, Ine was up to her ears in clay right from the start. And so it came as no surprise that she graduated in the field of ceramics from the Academy of Visual Art in 1985.
Her first works were chiefly monumental object-like vases and platters. Ine's ceramics were sold at Metz & Co., and in museum shops. Her work is even represented in the Stedelijk Museum, and has been shown there on numerous occasions. She still shows her work in various galleries. Her early works were very influential for the jewellery she makes now, for instance her porcelain collection.
She draws inspiration from nature, as well as museums, or the Dutch Design Week in Eindhoven. However, ideas really only arise while she is actually working. When Ine works on commission, the final piece ultimately represents someone's personality and development. She is fascinated to see who finally winds up with her design. She underscores the importance of taking time when selecting a piece of jewellery. A perfectly chosen piece not only adds lustre to someone's personality, but can also give an additional boost to one's appearance.
It all began with jewellery made of plexiglass. However, the limitations of his material soon became apparent and Wilna began training to become a goldsmith in the 1980s. She describes creating a piece jewellery as magical: 'it is wonderful to take an unsightly lump of gold and turn it into something shiny and desirable'. She doesn't make sketches; it all begins with an idea in her mind. Naturally, this can alter in the course of the design process. She likes to leave room for coincidence. This makes it exciting, and also sometime impossible. In that case, she melts down the piece of metalwork, and starts over.
Wilna loves gemstones for their beautiful colours. Sometimes the colour is hidden in a stone, for instance in an opal or a diamond, something that continues to fascinate her even after all these years. Her jewels are often classic in character, radiating an Italian elegance and joie de vivre. She derives inspiration from nature, or centuries old paintings in which women relate to jewellery in a special way.
She often wears a pair of her sister Ine's shiny earrings, and usually one of Mary's rings. Not so much because they are by her siblings, but chiefly because she thinks they are fabulously beautiful designs. She challenges her clients by having them try on jewellery they would not ordinarily pick out themselves. Through her years of experience she knows intuitively whether or not something will look good.
11 - 19 May
Art Breda 2019
Inspirational fair for Art and Antiques.
24 - 27 January
Naarden Kunst & Antiek Weekend
The Inspirational fair for art, antiques and jewelry
7 - 8 - 9 December 2018
Sluisjuwelen Langbroek bij Doorn
Wilna, Ine and Mary organizing their own show On a nice location near Langbroek. Please email us you credentials and you will receive an invitation.
23 - 25 november 2018
HET JUWEEL Rotterdam
HET JUWEEL Rotterdam Jewels in the Museum
8 - 10 juni 2018
HET JUWEEL Sparrendaal 2018
Exclusive fair for jewelry and watches
18 -22 April 2018
Art Breda 2018
Art Breda art and antique fair
25 - 26 - 27 - 28 Januari
Naarden Kunst & Antiek Weekend
Art and Antique fair in Naarden Church. is
15 - 16 - 17 December
1- 2- 3- December
HET JUWEEL Rotterdam
9 - 10 - 11 Juni
Het Juweel, Sparrendaal/ Driebergen
27 - 28 Mei
6 - 14 Mei
Breepark Bavelseparklaan 10 4817 ZX Breda
8 - 9 April
Josephine Dröge Interieur
Josephine Dröge Interieur Tilburgseweg 482 Tilburg, Antiques, interior decorations and chinaware from Paola Navone and the collection Sluisjuwelen
16 -17- 18 December
Wilna, Ine and Mary wil show there new collection in Langbroek (near Utrecht)
Sales expositions at special locations are organized several times a year. So keep an eye on our agenda on the website or send us an email with your name, address and mail address to receive an invitation.
In the meantime, you are more than welcome to visit one of our ateliers. Call or email us for an appointment. And take a look in the webshop
Mail: firstname.lastname@example.com Phone: + 31 (0)625 533 459


text:
Balonne River Walkway - St George
Photos courtesy of Balonne Shire Council
Published on Sunday, 23 September 2018
Event date: 12/11/2018 Export event
Author: Liz Hill
Categories: Community News, Events
Have your Business Logo and link on this page.
Email: firstname.lastname@example.com
The Local Calendar listing Events for the Balonne Community.
Would you like to see your event listed here? It is easy to promote events. Send your event flyers to the contact email.
0428 259 299


text:
NKorea seeks UN meeting on US-SKorea drills
UNITED NATIONS (AP) — North Korea said Friday it has asked for an emergency U.N. Security Council meeting to protest upcoming U.S.-South Korean military exercises, warning the drills increase the danger of war on the Korean peninsula.
North Korea's deputy ambassador Ri Tong Il criticized the council for its failure to respond to the country's July 21 letter requesting a meeting. He said the joint exercises are a threat to international peace and security that must be addressed.
If there is any "spark" during the exercises, Ri warned, "it would easily and immediately turn into war" and the U.S. and the Security Council will be responsible for the deaths.
He said Washington and Seoul are hinting they will push ahead with the mid-August exercises involving between 400,000 and 500,000 U.S. and South Korean forces, despite Pyongyang's opposition.
Ri accused the U.S. of engaging in "nuclear blackmail" by bringing nuclear-armed ships, submarines and bombers to South Korea for military exercises.
He warned that North Korea will respond to any nuclear or missile attack with nuclear weapons or missiles.
North Korea has already "made clear" that its long-range ballistic missiles "are targeted at the U.S. since the U.S. is targeting Pyongyang," Ri said.
Kurtis Cooper, spokesman for the U.S. Mission to the United Nations, said the annual joint military exercises "are transparent, defense-oriented" and have been carried out openly for about 40 years. He said 10 countries will be participating in the exercises, which are planned months in advance and monitored to ensure full compliance with the armistice that ended the 1950-53 Korean War.
A Security Council diplomat said the council received North Korea's letter but no discussion has taken place because none of the 15 council members has requested it. The diplomat spoke on condition of anonymity because there has been no official council action.
Ri said if the council doesn't discuss the danger from the exercises it will be abandoning its responsibility for ensuring international peace and security.
He said North Korea will respond to every "annual and routine" military exercise in South Korea, "and it can take the form of all types of options starting from missile launches, nuclear test."
Ri called the series of missile and artillery tests carried out by North Korea this year "quite natural, more than justifiable" because they respond to several large military exercises which threaten peace on the Korean peninsula.
"All these kind of rocket launches are giving great strength and encouragement to the Korean People's Army and the people" and reinforce the choice North Korea made to promote "national economic building based on powerful nuclear deterrent," he said.
Ri accused the U.S. of trying to "eliminate" North Korea militarily, promote regime change, and undermine dialogue between the North and South.
Despite its opposition to the upcoming military exercises, Ri said North Korea "will attend the Asian Games" in Seoul in September.
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text:
From Government Linked Data (GLD) Working Group Wiki
- 1 Agenda GLD-WG telecon 05 April 2012
Agenda GLD-WG telecon 05 April 2012
Thursdays 15:00-16:00 UTC (10:00-11:00 Boston, 7:00-8:00 San Francisco, 15:00-16:00 London, 16:00-17:00 Paris). Teleconferences (official participants and invited guests only): Zakim Bridge +1.617.761.6200, or sip:email@example.com then conference code 45394# ("GLDWG") IRC channel: #gld on irc.w3.org on port 6665 An agenda is sent 24 hours in advance; minutes follow within a day.
Main Page for GLD Working Group
W3C Telecon Resources: Zakim instructions: http://www.w3.org/2001/12/zakim-irc-bot.html RRSAgent instructions: http://www.w3.org/2002/03/RRSAgent Scribes Info: http://www.w3.org/2011/gld/wiki/Scribes Scribe Publishing Minutes instructions: http://www.w3.org/2009/CommonScribe/panel/?group=gld&go=Use+This+Group W3C GLD Mailing Lists: Public GLD mailing list: email@example.com Archive of mailing list: http://lists.w3.org/Archives/Public/public-gld-wg Members only mailing list: mailto:firstname.lastname@example.com GLD Chairs mailing list mailto:firstname.lastname@example.com Contact GLD Chairs
Preliminary Items (~10 minutes)
- Scribe volunteer for today's call
- Proposal to accept the minutes from the 29-March-2012 meeting
- Discuss any important and timely matters and opportunities to liaise with other WG/CG/IG
Main Agenda (~40 minutes)
- FPWD update (~10 minutes) - all published with date 5-April-2012. Congrats all!
- continue the geo vocab discussion (~10 minutes)
- HR14 proposal discussion (~10 minutes)
- Updates from editors in attendance on any of the four approved FPWD docs (~10 minutes)
- Coordination of Prov WG, specifically Luc and Paul Groth, with GLD WG specifically Mhausenblas & PhilA2 re: discussion to come together (if possible) on Agent meets People vocab to avoid dup and/or complexity.
Announcements (~5 minutes)
- European Data Forum 2012 EDF2012, June 6-7, 2012, Copenhagen DK
- Using Open Data: 19-20 June 2012, Brussels Using Open Data: policy modeling, citizen empowerment, data journalism. Held 19 - 20 June 2012, European Commission Headquarters, Brussels.
- Biplav is on organizing committee for AAAI-12, focus on "Semantic Cities". The idea of the workshop is to discuss open data and how semantics can provide a foundation to facilitate high-value analytics. See: http://research.ihost.com/semanticcities12/index.html
- TPAC 29 Oct - 2 Nov 2012 in Lyon, France at the Cité Centre de Congrès de Lyon
- SemTechBizSF, see June 2012 in San Francisco, US.
- Other announcements?
Next Meeting preparation (~5 minutes)
- Chair: George
- Scribe: TBD
- Alternate: TBD
- Regrets: Dave Reynolds
Scribe's Pre-Meeting Checklist
- Scribe's Pre-Meeting Checklist:
- Bots in a nutshell: Zakim handles the telecon IRC attendance & queuing; trackbot any logged Action Items; RRSAgent produces nicely formatted minutes from the IRC channel.
- If necessary, invite bots to the channel (#GLDWG) by typing 'trackbot, start telecon'
- From within the GLDWG IRC channel, please confirm:
- Zakim is present. If not, /invite zakim
- RRSAgent is present. If not, /invite rrsagent
- trackbot is present. If not, /invite trackbot
- Enter the following information:
- Meeting: <name>
- Chair: <Person's name>
- Agenda: <URL>
- Scribe: <Person's name>
- ScribeNick: <IRC nick>
- Agenda: <link to the agenda>
Chair's Checklist
- Chair's Checklist:
- Scribe present, bots "on", Scribe and Chair named in IRC.
- Who's present?
- Who has sent regrets?
- Review meeting agenda
- Announcements
- Call for next week's agenda items
- Adjourn
Scribe's End of Meeting Checklist
- Scribe's End of Meeting Checklist:
- RRSAgent, set logs world-visible
- RRSAgent, generate minutes
- Preliminary minutes are sent to http://www.w3.org/2012/gld/meeting/yyyy-mm-dd
- Go to http://www.w3.org/2009/CommonScribe/panel/?group=gld&go=Use+This+Group
- Copy IRC log and generate preview.
- Go to minutes URL (provided by RRSAgent) and select "preview nicely formatted minutes"
- Select "Save for Review/Approval"
- telecon
- FPWD SOTD, Geo Vocabs, HR14 Proposals
- 2012-04-05
- http://www.w3.org/2011/gld/meeting/2012-04-05
Facts about "Meetings:Telecon20120405"
|http://www.w3.org/2011/gld/meeting/2012-04-05 +
|FPWD SOTD, Geo Vocabs, HR14 Proposals +
|telecon +
"Date" is a type and predefined property provided by Semantic MediaWiki to represent date values.
|April 5, 2012 +


text:
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text:
Romney is trying to distance himself from senatorial candidate and Tea Party favorite Richard Mourdock, who said during a debate that he would not support abortions for the victims of rape: "I struggled with [the exceptions question] myself for a long time, but I came to realize that life is a gift from God, and I think even when life begins in that horrible situation of rape, that it is something that God intended to happen."
Let's see now, God intended that a woman should be raped and that the hapless victim should bear the child of a rapist to term? The issue strikes at the heart of a major argument against God's very existence, the argument from evil. If a rapist inseminates his victim, God cannot be good, for if he is all-powerful, he could have stopped the rapist, and if God gave the rapist freedom of will but did not want the victim to exercise her's, why did God not make sure that the rapist chose good and refrain from taking a woman against her will in the first place?
I hear the standard refrain, the capitulation response of the Mourdocks of this world: "God works in mysterious ways."
Views: 393
Watch him get elected anyway. People like him get into office because the people electing him are no better, and may indeed be worse.
When checking on polling data, I usually go to RealClearPolitics.com. Seems, in my estimation, pretty accurate polling info. And guess what? Mourdock's leading by 5 points. However, this snapshot is prior to him gnawing on his shoe leather.
This is what he said later
"Are you trying to suggest somehow that God preordained rape, no I don't think that," said Mourdock, according to The Associated Press. "Anyone who would suggest that is just sick and twisted. No, that's not even close to what I said."
OK, now he's in denial mode. The pregnancy is preordained, but the rape isn't? Seems like one 'Virgin Mary' per book of religious fairy tales is more than enough.
It was exactly what he said. Of course, no one accuses politicians of saying one thing and meaning another once the shit hits the fan. At least Obama in the debates always came back to the question asked after using its general gist as a jumping off point to catalogue either his accomplishments or the errors of his opponent. Pols lose respect when they put spin on their exact words when their statements become 24/7. Makes me miss Harry Truman, however objectionable some find him. That is the major saving grace of the former Wyoming senior Sen. Simpson. He could be a real simp but told it as he saw it and did not back down, e.g. calling Grover Norquist a shithead in so many words.
One of the things I always liked about Alan Simpson (R) from Wyoming, was that he was good friends with my Senator, the late Paul Simon (D) from Illinois. You could not ask for two more polar opposites on the political spectrum. Yet, they had respect for each other, worked together, and when Paul died (he happened to be a neighbor of mine that I personally knew), Senator Simpson gave the eulogy at his funeral here in Southern Illinois.
Ahh, for the good 'ole days when level headed and rational people on both sides of the fence worked together for the common good.
James, this belief system harms in so many ways and I just shudder when I read it one more time.
To ignore the right of a human being to take care of their own lives, to deny one the use of thought to guide decision making, to impose upon another a choice that may or may not be in one's own self interest, to imply that a woman is nothing more than a clay pot in which some uninvited seed has been planted and must be allowed to grow, to ignore physical and mental health of one for the sake of another, to insist a woman submit to assault and its consequence, to require anyone to acquiesce in some pathetic attempt to gain favor of another person's or god's approval, is the height of mental illness, physical bullying, personal insult, ignorance of justice, and makes a mockery of religious dogma.
Each and every human being has the right to make decisions in regard to his/her own body and does not have to ask for acceptance or permission until and unless he/she violates another's rights. A cluster of cells does not have primacy over a woman.
Principles such as this man's, spoken with authority and supported by silence of church communities is why I feel compelled to do all I can to confront such lunacy and call it what it is ... pure and total evil.
In Indiana Mourdock is more popular than Romney and now claims that his position has gained him votes. This is a perfect example of what happens when religious notions enter into politics. If you truly believe that all life comes from God and that life begins at conception, then Mourdock's position may appeal to you.
Of course conception' the union of sperm with egg to form a zygote, is not sufficient to establish pregnancy. Implantation must be successful and I've seen at least one estimate that implantation fails about half the time. This should make God the master abortionist in the view of believers, but it seems not to have caught their attention.
The Catholic-evangelical position also ignores the fact that there is no "person" there but only a zygote.
It seems the theologians are concerned about the point at which a soul is created. This imaginary entity is the entire source of their notions about the evils of abortion.
Interesting statistic. Of 4.4 million pregnancies occurring in the US ever year, approximately 1 million end prior to birth. From miscarriages, still births, or other reasons. Now, let's take Dr. Clark's figures and add them to this. If implementation only occurs 50% of the time, and when implementation occurs, 25% of the implemented will be terminated prior to birth, we're talking about this biggest mass murderer in the entirety of the history of humanity. God!
The problem is that the rate of implantation is only an estimate and I believe it is based on the rate of success of in vitro fertilization. The rate of success for IVF is constantly increasing. Even an estimate for the rate of implantation under ordinary circumstances might be very difficult to justify. Nevertheless your conclusion might be the correct one.
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Sharilyn Wright of lovelydesign
Name: Sharilyn Wright
Location: Burnaby, British Columbia Canada
Size: 200 square foot studio/office
Blog: lovelydesign.blogspot and lovelydesign
We've known Sharilyn for years now, a friend whose warm personality is only matched by her inspiring abilities as a designer. As a well regarded hand crafts and stationery designer, Sharilyn's assortment of organizational, graphic, decorative and ephemera based products are highly coveted, sold directly through her site, lovelydesign. But in the last several years, her focus online has naturally shifted to sharing her life experiences and inspirations as a mother, with a website that reveals the beautiful and creative in the every day moments shared with her daughter Adelaide...
Sharilyn was kind enough to take some time out of her busy life as mother and designer to give us a look at her updated studio space (you may remember her from a past tour), insight about her creative process and business, and offer some advice about home office organization…
How would you describe your office?
After much consideration, we turned the large master bedroom of our 3 bedroom townhouse into a larger studio space. In retrospect, we should have done it sooner! It was silly to have the largest and sunniest room in our house used the least. Since converting this room into a larger (approximately 200+ sf) studio, I have a workspace which is efficient, effective, and so comfortable to spend time and create in. I get so much more work accomplished, and our family has a lovely spot to create and make things all together.
What's always found on (in)your workspace?
My workspace is usually pretty neat but 'lived in'. It is constantly bursting full of all sorts of treasures and tools. Old suitcases bursting with old papers and ephemera, stacks of fabrics, jars and bins of ribbons and twine and tags and clippings. Vintage boxes full of bits of this and that. All of these treasures that I find, fall in love with, and bring home with me influence my work. You can usually find myself working and my daughter playing or painting. And one or two of my cats, who seem to love my workspace as much as I do.
Favourite thing about your workspace?
I love that this room usually has great light with the huge windows and high ceilings. I love that it is shaped so that I can have three large industrial work tables set up in the center of the room to have as a dedicated work space, and that it fits five of these tables in total . I love that even though it is officially a bedroom, It is actually larger and more effective than my previous "real" studio space. I love that it is really an effective workspace right at home, so I am able to be home with my little daughter and still be able to produce my work as well.
What do you hate about your workspace?
I despise that it's carpeted, which is not effective for my working needs - I really need to be able to sweep up at a moment's notice. I also don't like that because one wall was all closet space, one wall is doors, and one wall is windows, I don't have much wall space left to hang up my projects-in-progress.
What inspires your work/blog/site?
My work is inspired by the world around me and all that I find beautiful within it. I love the natural world and foraging. I love libraries, documents, old texts. Vintage ephemera, thrift shops, antique shops. Simple yet effective, colourful yet clean design. I am especially inspired by my little daughter, and all the interest and joy which she finds everyday in this new world of hers. And, I am very much inspired by solving little problems which in my experience lead to lovely designs. I find it difficult or impossible to create items which I don't have a need for myself. This - and lack of time or resources - are why I don't tend to release new items that often. I can't seem create only for the sake of having something to sell - it doesn't work for me.
Is your work reflected in your workspace?
Definitely. My work is very very much just me - and this branches out into many other things such as our home and workspace. I very much like to surround myself with things that I love. I have always found treasures while out and about that I really like, and bring them home with me. I think that when people walk into my workspace, that they pretty much become a part of the world which I have created for myself. I think this is also true of our home that our family has made together as well.
Any tips or advice about office décor, layout, organization, working from home in general?
Taking a day or two (or longer!) to carefully go through your space and your supplies and really organise them is one of the best things you can do for your work. You can save so much time and frustration by having a uncluttered work environment where you know where things are. and belong.
Ikea Helmer cabinets. After years of looking for that perfect cabinet of drawers and never finding it, I finally realised that these ikea cabinets are perfect! I leave the wheels off, and I can stack or place them together to my heart's content. If I need more storage, I can just add another. Or take away. The drawers pull right out, so just pull it out and take it with me when I when I want to use what's stored inside.
A little bit of nature is really nice in a place where you spend a lot of time working. Potted plants, or even some pressed leaves on a bulletin board, or a tray of rocks you've collected at the beach can really bring some calming and relaxing elements to a place where you work.
If you are under irritating lights, you can research and pick up a better light bulb that will be less harsh. A lot of offices put in the cheapest (and harshest) light bulbs to save money, but bulbs last a long time and it's worth the investment. If you work in harsh lighting, You can also hang up hanging bulbs and inexpensive rice paper lamp shades, and hang them. They soften the light and add nice ambient light to a work environment.
Where did you get all the great furniture in your home office?
Adelaide's little work table and chair, as well as my various chairs are all from thrift shops. I recovered some of the chairs with fabrics which appealed to me. My dad is a carpenter and made me my big organizing slotted shelf. The large metal industrial work tables I picked up for $40 each when my mom's office was downsizing. My white cabinet of drawers is actually several ikea Helmer cabinets all placed together. I also have some other cabinets and shelves, etc from Ikea as well.
Favourite tech/electronics that makes your life easier?
Besides my Imac, which is absolutely essential to my work and I love it. I also have a Nikon D50 camera which I am fond of. And a basic desktop printer and scanner. But that's it for any technology I have in my workspace.. most of my work tools are pretty darn lo-tech. The tools which I find essential are usually the ones I have multiples of: large cutting matts, fiskars rotary paper trimmers, and a economy pack of sharp new exacto blades. I also have a love my industrial paper cutter and puncher and couldn't do without them. They make my life easier every day.
When did you start lovelydesign and why?
I began my website lovelydesign as an experimental web project 10 years ago now, when I moved by myself to work in Los Angeles. I was very inspired, but also incredibly lonely and isolated. I wanted to have a creative outlet with which to make, and lovelydesign became it. A few years later I began making my goods as gifts for friends, and they were well received. Everything - quite unintentionally - took of from there, and I have been producing my goods ever since.
A warm thanks to Sharilyn for sharing her insight and photos!


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Did you hear the news?! Andy Cohen, Bravo's Executive Vice-President of Original Programming and Development has been FIRED!* My sources say that it was something to do with his smarmy attitude, giant teeth and lazy eye. I guess that people just couldn't stand him anymore! In his absence, the Bravo Television Network has hired ME to develop a whole new slate of reality programming for the network. And who better to star in my new reality shows, than all my friends? Behold, Bravo's new season of shows:
Mikey's Getting Married! – A show that follows Mikey and Jeopardy! Champion Ty as they plan their nuptials. Episodes will focus on each detail of the wedding planning process, including an episode where their Save The Date card goes through 18 revisions before it is ready to send. The first season will culminate with a wedding, and season two will be retitled: Mikey's Ever After.
Queen of Smut – This show follows the ultimate Queen of Smut, Tam, as she explores the world of M/M Slash Fiction. Tam travels the world to create the ultimate international collection of gay smut fiction, which will be cross-promoted and published by Bravo at the end of the season. Episodes will focus on every detail of the process, including author interviews, cover shoots, behind-the-scenes negotiations and Tam's drunken exploits in New Orleans.
The Fabulous World of Polt – Polt became a worldwide sensation when he posted a photo of his nude ass online for the world to see. But that's hardly the (rear) end of his story! Join Polt each week as he explores his fabulous world in search of hookups, obscure Star Trek novels, purple place mats, Superman t-shirts and the ultimate prize: true love.
Michelle Wins Everything – Each week, this game show will feature multiple contestants facing off against Michelle M. in a variety of challenges. The catch? They will never win! Michelle M. is perfect in every way, and will therefore win everything. There's only one winner in this fantastic new reality game show!
It's Just Craig – Craig amused us for years with his popular blog, Puntabulous. But then he quit! Is that the end of the story? This new series follows our favorite has-been star, Craig, as he strives to find his new place in the world. Will he return to blogging? Will he live happily ever after with a cardboard cutout of Natalie Portman? You'll find out in Bravo's new series: It's Just Craig.
Mush & Friends – In this blatant rip-off of MTV: Canada & Logo's hit show, 1 Girl 5 Gays, Bravo's Mush & Friends is destined to be a hit! Each week, Mush Morgan will sit down with a rotating cast of 5 guests to answer 21 questions about love, life and sex. Panelists expected to appear: Chris D., Enrico, Jere, Jeliot, Josh, Justin, Mel, Mikey, Adam, Polt, Nathan, Justin**, Ryan, VUBOQ, FDot, TwoPi, Ty and M. Nico***!
It's A Math Math World – TwoPi, Xi_Heather and the rest of their family star in this reality show about their exciting lives in the world of math! Hopefully it's more exciting than it sounds.
VUBOQ: Vicious Unrepentant Bitter Old Queen – This self-titled series follows VUBOQ as he makes pottery, runs marathons, travels around the country, and has sex with every letter of the alphabet.
Watch What Happens Live with Adam & Michelle – Taking over the reins from the recently terminated Andy Cohen are new co-hosts, Adam and Michelle! Who better to interview all Z-list celebrities than these amazing new Bravo personalities? NO ONE, THAT'S WHO.
Rounding out Bravo's schedule will be the returning hits: Top Chef, Top Chef: Just Desserts, Flipping Out!, Interior Therapy with Jeff Lewis, Kathy (plus celebrity guests, minus the theme song), Tabatha Takes Over, and a brand new season of the previously cancelled series, Work Out. I'm going to cancel all of the Real Housewives shows and everything else because it's all just crap.
So what do you think? Will I succeed as the new Executive Vice President of Original Programming and Development, or will I fail? What shows will you watch? And what other shows would you love to see? Tell me all about it in the comments!
*This whole post is a lie!
**Who invited him?!
***He probably won't show up.


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February 23, 2008
Another Diagnostic Tool In The Works
The Associated Press brings us this story about researchers in Jerusalem who have developed another kind of diagnostic test that might be useful in diagnosing schizophrenia. One thing they don't discuss is its efficacy depending on if someone is or isn't currently in a psychotic state. This won't replace current diagnostic tests, but looking toward the future, there may be more precise and hi-tech ways to diagnose this illness. I say: hooray for science!


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'Skyfall' Teaser Trailer Will Leave You Shaken and Stirred
'Skyfall' marks the 23rd James Bond movie and the third starring blonde Bond Daniel Craig. The film is scheduled for a November 9th release and its thrilling first teaser trailer just hit the Web.
In the brief clip, Bond is playing a word association game with a psychiatrist as Judi Dench's M character and others watch through a two-way mirror. "Skyfall," the shrink eventually offers. "Done," responds 007 after mulling it over for a moment. Then he gets up and leaves.
Next we get some action shots that don't really give away any of the plot and a brief look at new Bond girls Naomie Harris and Tonia Sotiropoulou.
"Some men are coming to kill us," Bond says, as the teaser comes to a close. "We're going to kill them first."
Ah, the life of a super spy.
'Skyfall's' release comes an amazing 50 years after Sean Connery first played Bond in 'Dr. No.' Do you think the iconic franchise still has its "must-see" status? Or is Bond a musty relic in the age of Jason Bourne and sexy 'Avengers' spy Black Widow?


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New Car Review
2014 vs. 2015 Subaru Legacy: What's the Difference?
The 2015 Subaru Legacy represents yet another all-new version of Subaru's midsize Legacy sedan, a car that has previously failed to find mainstream success compared to offerings from rivals such as Toyota, Honda, Ford and others. While earlier Legacy models left something to be desired, the latest iteration looks to achieve major popularity with new styling, new equipment and other big updates. What's changed to help Subaru bring its 2015 Legacy to the mainstream? We'll take you through the updates.
Even Subaru concedes that the outgoing Legacy model, which made its debut for the 2010 model year, looked a bit awkward from certain angles. It had huge wheel arches, a surprisingly tall body, and strangely shaped headlights that didn't quite match the car's body. That has all changed for 2015, and the Legacy now boasts a crisper, simpler look. The design now comes together more naturally with cleaner lines than before. The huge wheel arches are gone, and the sedan's look is now a lot more mainstream. Too mainstream, perhaps; some have criticized the design for being a bit too bland, but it's certainly a major change compared to last year's model.
The 2015 Legacy's interior wasn't updated quite as much as the sedan's exterior. Subaru fans will notice a familiar cabin, and while Subaru has made updates to the center stack, the gauge cluster, the center console and the steering wheel, the Legacy still offers the same simple, durable switchgear common to Subaru models. If anything, the 2015 Legacy offers a slightly simpler interior look compared to the 2014 model's attention-grabbing silver center console that was loaded down with buttons.
Under the hood, little has changed to bring the Legacy from 2014 to 2015. All-wheel drive is still standard, as it has been on all Legacy models since the late 1990s. Two engines are still offered: a 2.5-liter 4-cylinder and a 3.6-liter 6-cylinder.
The biggest change is the lack of an available manual transmission. All 4-cylinder models now use the sedan's continuously variable automatic transmission (CVT). It helps the sedan up its numbers from last year with impressive fuel economy ratings of 26 miles per gallon in the city and 36 mpg on the highway. Like last year's model, the 4-cylinder Legacy boasts 175 horsepower.
The 6-cylinder is carried over almost completely unchanged because that engine has never offered a manual version. The sole update is that Subaru has shelved last year's 5-speed automatic in favor of a fuel-saving CVT. Gas mileage for the 6-cylinder comes in at 20 mpg city/20 mpg hwy.
The 2015 Subaru Legacy doesn't add a huge suite of new features to the outgoing model because the 2014 Legacy already offered a surprisingly long list of high-tech equipment. For example, some of the 2015 Legacy's most exciting gadgets -- forward-collision alert, lane-departure warning and adaptive cruise control -- were already available in last year's model.
Still, there are a few new features for the latest model year. There's a new blind spot monitoring system, for example, and newly available adaptive fog lights. Rear cross-traffic alert is a new feature that wasn't offered for 2014 models. Buyers can also add a Harman Kardon sound system with a few extra speakers, and the Legacy now includes a standard backup camera to bring it in line with looming federal regulations. Subaru has also added a few other comfort and convenience options, such as heated rear seats and keyless entry with a push-button ignition.
The 2015 Legacy is high on technology, but so was the 2014 model. Subaru's optional EyeSight system, sold in one bundled option package, is home to most of the car's high-tech gadgets, including forward-collision alert with automatic braking, adaptive cruise control and lane-departure warning, all of which were offered for 2014. New tech features for 2015 include available rear cross-traffic alert, a blind spot monitoring system and adaptive fog lights. A backup camera is newly standard.
The Legacy's technology updates aren't just limited to safety. Subaru has also added keyless entry with a push-button starter, which wasn't offered on the outgoing model. Subaru has also completely overhauled the car's infotainment system, offering a 7-inch touchscreen with improved controls and an impressive array of in-car apps such as Pandora Internet Radio, Aha Radio and others. We like the new infotainment system, and we found it intuitive and easy to use.
Government crash tests have not yet been carried out for the 2015 Legacy, so we can't quite be sure how the car will stack up against the old model. We do know, however, that last year's Legacy earned a perfect 5-star overall rating in the National Highway Traffic Safety Administration's (NHTSA) tests -- a score that consists of perfect 5-star ratings in all three of the agency's specific tests. Subaru expects the latest Legacy to offer similarly impressive crash protection.
In terms of equipment, the 2015 Legacy offers a few new features. A backup camera is newly standard, bringing Subaru into compliance with upcoming NHTSA regulations on rear visibility. The sedan also adds adaptive fog lights, which light up the road as you turn; a blind spot monitoring system, which notifies you when a car is in your blind spot; and rear cross-traffic alert, which helps you back out of parking spots by monitoring oncoming traffic to ensure that the coast is clear. Carryover options include forward-collision alert, adaptive cruise control and lane-departure warning.
We're impressed with the 2015 Legacy. Changes to the sedan's styling smooth out last year's unusual looks, while the interior remains roomy and modern. The sedan's driving experience has improved compared to the 2014 model, while fuel economy jumped to give drivers a more economical midsize sedan. In addition to its improvements, the latest Legacy still boasts everything that we loved about last year's model: a roomy cabin, standard all-wheel drive and a strong reputation for durability. We suspect the sedan will be a hit.


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Carolina Gardens at West Columbia Floor Plans
Carolina Gardens at West Columbia offers a wide array of apartment options within our retirement living, assisted living, and memory care lifestyle options - whether you are looking for a comfortable companion suite, the privacy of a studio or one bedroom, or the spaciousness of a two bedroom we can accommodate your needs. Keep life comfortable and stress free with our thoughtfully designed apartments. Depending on your lifestyle option, your residence at Carolina Gardens at West Columbia in West Columbia has all the features and space you need for living life to the fullest.
- Choice of spacious studios, deluxe studios and one bedrooms
- Full bath
- Some with full kitchen, some with kitchenette
- Blinds and wall-to-wall carpeting
- All utilities except telephone (cable included)
- WiFi access available
- Individual climate control
- Pets welcome
- Completely maintenance free, inside and out
- Guest suites available


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Take a Tour of Cairntoul Chalet
Take a 3d tour of our newly refurbished Cairntoul Chalet.
Our Aviemore self-catering holiday chalets coem in a range of sizes to suit everyone, and our ongoing refurbishments mean you can be assured of the highest quality accommodation.
Just click on the picture for a tour...
You can find out more at our Chalet Pages.


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Having played over twenty years of professional tennis, one might think Serena Williams would consider slowing down…
Comfortably into her third decade on tour, Serena Williams remains the dominant power in women's tennis with her eyes firmly fixed on overhauling Martina Navratilova and Chris Evert's Grand Slam record in 2013.
The American, who will turn 32 in September, finished the year at three in the world.
She was in a class of her own in the second half of 2012, winning Wimbledon, the Olympics, the US Open and then capped it off with a stunning straight sets demolition of Maria Sharapova in the WTA Championships final.
"I definitely think I can improve some more," said Williams, who now has 15 Grand Slam singles titles.
That's just three off the 18 collected by Navratilova and Evert with only Steffi Graf's record of 22 looking potentially out of reach.
"The day I feel that I can't improve, I think that's the day I should probably hang up my racket," added Williams, whose success in the latter half of the year looked a distant dream in the first six months of 2012.
Having missed 12 months of action in 2010 and 2011, battling life-threatening blood clots on her lungs, she was a fourth-round loser at the Australian Open.
Then, despite winning claycourt titles in Charleston and Madrid, her stunning first round defeat to Virginie Razzano at the French Open was her worst career loss at a major and seemed to beckon the end of the line.
But by the time Wimbledon came around in June she was rejuvenated, taking a fifth title at the All England Club in a final where opponent Agnieszka Radwanska at least went down fighting.
It was also at Wimbledon where Williams, never far from controversy, celebrated her Olympic gold with an impromptu "crip walk", a dance linked with America's violent gang culture.
After her trials in the first half of 2012, the American is reluctant to predict another "Serena Slam" where she would hold all four Grand Slam titles at the same time.
To do that she would have to win both the Australian and the French Opens — trophies currently held by world number one Victoria Azarenka and Sharapova, the world number two, respectively.
Azarenka, 22, who pushed Williams all the way in the US Open final in September, finally came of age in 2012, claiming six titles and realising the talent that had often been at loggerheads with a dangerously frail temperament.
Not that her feistiness has completely vanished.
At Rome, neither she nor Sharapova would give ground at a changeover, a mutual stubborness which led to an unladylike shoulder barge at the net.
With Williams, Sharapova remains the sport's biggest attraction.
The 25-year-old Russian also dominates the rich list of women's sports — according to Forbes, she has raked in at least $20 million dollars each year since 2007.
Completing a career Grand Slam with her win at Roland Garros in June only served to boost the Russian's A-list profile even more.
However, the year wasn't without setbacks when her romance with basketball player Sasha Vujacic ended.
Sharapova is a more mature figure on and off the court, a legacy of her lengthy absence from the sport in 2008 and 2009 when a crippling shoulder injury saw her ranking plummet to 126.
"I try to think that if you're level-headed about difficult defeats and then if you get something in your career that's incredible, you take it in a calm way, then the defeats don't seem as difficult," she said.
While the likes of Sharapova, Williams and Azarenka will be back for more in 2013, former world number one Kim Clijsters will be deep into her second retirement.
The 29-year-old triple US Open champion saw her career ended for good by British teenager Laura Robson at Flushing Meadows in August.
"This feels like the perfect place to retire. I just wish it wasn't today," Clijsters said. "I gave it all and just wasn't good enough at the end of the match."
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If A City Disappears From Google Maps, Does It Still Exist?
That's the question that Sunrise, Florida had to ask itself because the city didn't exist on Google Maps for nearly a month. Whenever anyone searched for Sunrise, FL they were re-directed to Sarasota, FL, a city that's 200 miles away.


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Salvete omnes. Does anyone know a good website that informs how do simple math in Latin. Latin Wikipedia has some good examples for addition and subtraction but not for multiplication or division.
Example from Latin Wikipedia:
Additio (-onis, f) operatio arithmetica est.
Formula est: summandus + summandus = summa
Lege: quinque et septem sunt duodecim
Scribe (recenti more): 5 + 7 = 12
The examples for subtraction are almost the same as well, but there are no examples for multiplication or division. I thrive and learn on example! If someone could point me in the right direction for a simple formula for multiplication and division I would really appreciate it.


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Next Iron Chef: Redemption Party
Allez Cuisine! Sampling and Sipping at Alton Brown's Iron Chef Party
Allez Cuisine! Sampling and Sipping at Alton Brown's Iron Chef Party
The music was pumping. Justin Warner was chillin'. "The secret ingredient is . . . gastronomy!" the party pamphlet declared. Where else could we be but The Next Iron Chef party at the New York City Wine & Food Festival? It was Saturday night at the jam-packed Highline Stages in Manhattan's Meatpacking District, and everyone from Iron Chef Masaharu Morimoto to The Next Iron Chef: Redemption hopeful Alex Guarnaschelli was rocking the party, talking to guests and serving their most worthy dishes.
Curious to know what foods make the cut in Kitchen Stadium? Get a preview when you see the provisions plated by stars of The Next Iron Chef: Redemption and Iron Chef America.
Photo: Anna Monette Roberts