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Could somebody please be so kind as to help me understand why it is so feared? Does it kill other plants or something?
"Few genera are more complex and have given botanists such a headache due to the great number of apomictic species. Through speciation by rapid evolution, polyploidy, and possibly also hybridisation, this variable genus has given rise to thousands of small variations and more than 10,000 microspecies, each with their own taxonomic name, have been described"
If the species is able to rapidly evolve, controlling it could be especially difficult because it could adapt in a hurry to accomodate conditions. Just a thought. I had never heard of it before I just googled it because your post piqued my curiosity.
"One cannot help an involuntary process. The point is not to disturb it. - Dr. Michel Odent
In my garden I have cultivated all of those. They are lovely, and edible, being mildly bitter. But the Weed Police consider them noxious weeds. The major flaw with Washington State noxious weed laws is it fails to distingush between the gigantic differences between, say, an eastern Washington farm, and a Puget Sound garden. Some plants that thrive on one side of the mountains scarcely survive on the other side. In Seattle, hawkweeds are not serious weeds --dozens of others, dandelions included, are more vexing.
Arthur Lee Jacobson
author of "Wild Plants of Greater Seattle", "Trees of Seattle" and several other books. More info at http://www.arthurleej.com/
I've only seen yellow hawkweed and orange hawkweed.
I guess I don't understand the panic. Will hawkweed dominate an area? The plant seems so tiny and low to the ground. It seems to like only the poorest soils, so it seems like a great indicator of where there are poor soils.
Is it toxic in some way?
But the thing is, a grazing animal won't eat something that makes them sick unless the land management is horrid. This happens when ranchers don't rotationally graze or they have too many animals for their site. Instead of addressing the larger issue, the Dept of Resources or someone, blames the plant that is actually the symptom of the problem.
Hawkweed's presence is just a symptom of disturbed soils.
Just like a lot of other so called 'noxious weeds'.
There's a communication gap between the people who put weeds on the 'bad' list and the native plant enthusiasts in this situation who may assume that it Ruins ecosystems. While there's nothing wrong with being a native plant enthusiast, why put energy fighting the hawkweed when energy can be better spent fixing the whole ecosystem?
This was especially apparent to me when I saw that the native horsetail is on some 'toxic weed' lists. It's a native plant for goodness sake!! And if there's horrid, poorly drained pasturage than it will come in, and I suspect livestock will get sick from it. (I'm guessing all these connections, so anyone feel free to correct me).
It's the 'nature' bad guy, not the humans-as-bad-managers paradigm. Often we Should just say 'oops' and learn to correct our management.
kelda wrote:
But the thing is, a grazing animal won't eat something that makes them sick unless the land management is horrid.
That is not necessarily true. some practice an intense rotational grazing system that stocks animals high and moves them often and gives extended rest to the grazing area. This creates competition in the herd and less selective eating. The advantage of this is that the animals (cows or goats in this situation) eat the less favored items and not just pick out their favorite. Otherwise animals slowly can kill out favored plant species and allow others to flourish (probably how part of how native species can become invasive). If you think about the giant herds of bison that roamed the plains you will remember that they trampled and ate almost everything in their way and then moved on allowing the grasses to recover until they migrated back through. Intensive grazing mimics this. I think if you were attempting that system an invasive and toxic plant would be pretty scary, although I don't know about the toxicity of hawkweed specifically.
"One cannot help an involuntary process. The point is not to disturb it. - Dr. Michel Odent
So, there is the first part: apparently, the hawkweed is taking over. Having a little here and there is not such a big deal until the things he wants to be there are no longer there.
And then there is the second part: If he doesn't get rid of all of it, the county can come down, spray it, and then make him pay for spraying it.
So far, I have not found wikipedia to be of much help.
How does it outcompete bracken fern and wild strawberries?
What might one plant that could outcompete it? It appears to thrive in deep shade.
As posted above - aparently it isn't a big deal in the puget sound area, but a big deal in Mike's area?
Studies in British Columbia revealed that most orange hawkweed populations are in sites low or deficient in sulphur. By fertilizing light infestations with ammonium sulphate, grasses and forbs are encouraged to out-compete the hawkweed.
It is such a beautiful flower ... I wonder how it would look on the table as part of a boquet?
I wonder how it would look as a dried flower? Maybe you could actually sell them at market and the like!
It has also been reported to be allelopathic, producing phytotoxic chemicals in its pollen grains that inhibit seed germination, seedling emergence, or regeneration of other plants (S.D. Murphy 2001).
I got home and they were here spraying and I demanded an explaination..they apologized as they got the wrong address, and they left..
HOWEVER..that was not the end of the story..i proceeded to sue the pants off them when so many of my treasured wildflowers and plants and even most of my lawn died..!!! and I won..got a huge settlement considering the loss was wildflowers..and wild plants and lawn..
They had to give me enough money to BUY more plants and reseed..etc..
go figure they showed up again and wanted to spray again but this time i caught them..they have a bad reputation for going in and spraying then billing you...without permission..killing off everything in your yard !
needless to say after that a whole lot of "weed" that were in my lawn, daisies, clover, hawkweed, etc..never showed up again..
Bloom where you are planted.
What really needs to be done is to study WHERE a so-called weed grows, and test the soils there. I'll bet there would always be a deficiency or an excess of something else.
I think the answer is always the same: Know Your Enemy.
Commercial farming methods have been of the knee-jerk variety for over half a century. Farmers used to know their soil, but not now.
Farmers are always whining about weeds taking over their land, and many of them seem to do everything they can to aggravate the problem. Acres and acres of yellow star thistle going to seed... when they could have mowed it at the right time and ruined the seed crop.
So is it really noxious weed or lazy, ignorant landkeeper?
Susan Monroe wrote:
any land being overrun by a particular weed tends to have some kind of soil imbalance.
I often think it is just ingnorance. people don't even try and think of a non chemical way to take care of an issue anymore.
here I go picking on authors again. about the above idea ........the problem with that assumption is that the term 'weed' is a human one not a natural one. different plants flourish in different areas. whether or not we call them 'weeds' tends to simply be dictated by whether we like them or not. I have trouble with terms like 'imbalance'. it doesnt' really mean anything in this context at least in the sense of the negative connotations it is used to imply. really. who is to say that soil condition that encourage comfrey are not imbalanced and soil conditions that encourage hawkweed are? is it our view of the species of plant growing that determines whether the soil is imbalanced? it is much more useful to simply try to find out what will discourage the unwanted plant (such as your suggestion of timely mowing) than for authors to throw out terms such as imbalanced encouraging the fantasy that humans have that everything will just fall into place and we will have no troubles if only we reach some kind of state of being 'one with nature' and we find some kind of msytical formula for no weeds, no pest and perfect food. okie dokie. back to my meditation
"One cannot help an involuntary process. The point is not to disturb it. - Dr. Michel Odent
First, it is now clear that hawkweed is a prolific breeder that enjoys full sun as well as heaps of shade.
One plant throws off thousands of seeds per year, and will also reproduce with something like strawberry runners.
Since the plant exudes a poison, it will kill surrounding plants - to make room for more hawkweed.
I would like to learn more about which poison it exudes and how it does it.
Also, apparently its seeds will remain viable for many years - waiting for the right conditions to come to life.
A bit of investigation shows: this plant makes for lousy honey.
I wonder how it does as a dried flower? It's probably illegal to sell as a dried flower - so there is probably no point in exploring that. It sure is a pretty flower.
I think I would be hard pressed to come up with many plants that I would say are not a good fit for polyculture - but this one .... I think it is safe to say that a polyculture environment would do better with zero hawkweed.
Hand pulling combined with deep mulch and vigilant monitoring appears to be the solution so far. I would really like to figure out something that would be a bit easier.
I'm pouring through the index of every book I have.
And ... as dorky as this is ... some of the very best reference books I have on so many things is the thin "booklets" from ortho. I've picked many of these up from garage sales. The trick is to completely ignore their advice on what to spray. The funny thing is they often give advice on an organic approach first! So, from the ortho book "controlling weeds" (which I cannot find on amazon):
"The presence of hawkweeds is a give-away that the soil is dry, infertile, acid and compacted."
And to control: "Apply lime and fertilizer as indicated by a soil analysis. Aerate the soil in compacted areas." .... "and improving the soil with considerable amount of organic matter."
.... There is still a great deal I would like to know about this plant. Especially the allelopathy.
But, from my permaculture perspective, I think that when you encounter a patch of hawkweed, it does seem wise to drop everything and deal with it immediately.
I think the area is about to experience a heavy, smothering mulch. Showing that it is wise to always keep a couple of tons of moldy hay on hand. Mulch heavily and then toss a seed mixture on top of it. And then move on.
Bloom where you are planted.
Actually, soil imbalances are not an arbitrary opinion. It has been discovered that minerally balanced soil have levels that are very close to what they are (well, should be) in a healthy human. And that makes sense to me.
Balanced soil is said to grow practically everything, from those that are associated with acidic soils (blueberries) to those associated with alkaline soils (cucumbers).
I understand what you're saying, that we always want to change things to accommodate the particular things we're wanting to grow, and that isn't taking in the big picture, either, even though sometimes you do the right thing with the soil, almost by accident.
The way I understand it, when a plant will grow in marginal soil, it's only because it has been able to adapt to that kind of soil, tolerating the excesses or deficiencies. But that isn't the only place it will grow -- it will grow in minerally-balanced soils just fine.
The difference is that in balanced soil, everything grows well. When a wide range of plants have their every need met, they all grow well, and the playing field is leveled, so to speak, because a few plants (considered undesirable) don't have that 'edge' of being able to grow better under nutritionally poor conditions, which will cause them to take over a field. In good soil, they are kept down by competition of a bunch of other healthy plants.
Comfrey will grow very well in balanced soil. But so will Hawkweed. And apple trees. And dandelions.
The balance in the soil provides a balance in the plant growth.
Please help me.
I am quite the dummy about yard care.
I live in Western Pa.
I mean well. I will not use anything except organic approaches. If this is a two- or three-year plan, that is OK.
If I did not live in a bit of a "lawn cult" neighborhood, I would probably let the weeds take over.
So ... my problem ...
My yard is being taken over by Yellow Hawkweed
I had the soil tested. It is acidic. I was advised to add lime to the yard three times this year, and to add fertilizer three times as well.
I went to a local organic gardening specialist with the soil test report and photos of my yard. He gave me some advice.
Some of it I didn't like ... for example, he said organic weed killer will not work.
So, I am confused about the best way to:
1) get rid of the Hawkweed and
2) grow grass after the Hawkweed is out
I have not applied anything to my yard for years -- not fertilizer, no grass seed, nothing.
Currently, the Hawkweed is blooming.
I have cut the grass twice this season.
Here are my questions:
1) Should I spray the Hawkweed with something (Espoma 4in1?) to kill it -- and then dig it up?
2) Or should I just dig it up?
3) Do I use a rototiller to dig it up? Hawkweed spreads by stolons.
4) Once the Hawkweed is dug up, what is the best approach for growing grass on those spots?
5) Do I just buy a few bags of top soil, dump it on the bare spots, and plant the grass seed in it?
6) Should I put fertilizer on the grass seeds? Or lime first, and fertilizer later?
The front yard is my #1 priority. It is visible to the world. The back yard is not as visible.
The front yard is also much smaller. I will guess 50 feet x 60 feet.
The hawkweed patches in the front yard (two of them) are about 10 feet by 10 feet.
Thanks VERY much for any help you can offer!
AKA "Hawkweed Hater" -- NOT Hawktail hater -- argh! typo.
If you click on the "profile" button at the top and then click on "account related settings" you can change your name (it says "This is the displayed name that people will see." to "Mary". Or "Mary" and your last name.
My understanding is that hawkweed does not like mowing or watering. Are you doing these two things?
The lime and organic fertilizer will help.
My guess is that it will be easy to beat in a lawn. But if you have any other landscaping, that might be harder: I would mulch.
I suspect that you can beat it entirely organically.
I beat it organically. Of course, I just laid mulch on it and did nothing after that. That might not look so good in a lawn. But I think the mowing and watering will work for you.
Thanks for the speedy reply!
I do not water. I do mow the grass. The Hawkweed spreads each year.
What do you mean by put down mulch? Is the idea to smother the Hawkweed?
Then what about planting grass on those spots?
The mowing, lime and fertilizer will help too.
And in the end, you will have an amazing lawn.
If you read my lawn care article, you'll get a lot of other tidbits that will be a big help.
As you requested in the other thread, here are photos of the Yellow Hawkweed in my yard. Every year the patches get larger.
A picture of the weeds a little closer would be good too.
Earlier I quoted: "The presence of hawkweeds is a give-away that the soil is dry, infertile, acid and compacted."
And it looks like this could be very true. On every point.
Earth worms can reverse the compacted part. But they will need food. Their food should be lawn clippings and maybe some home made compost (not store bought). A light dusting of lime dust every month or two will help too.
A bit of watering through the summer will help with the "dry" part.
Some ringer fertilizer, plus the lawn clippings and earthworms will help with the infertile part.
And the lime dusting will help with the acid part.
In attempting to help your grass beat the hawkweed, make sure that you mow your grass no shorter than 3 inches. You will end up with a thicker, healthier turf that will need less mowing and less watering. And annual weeds will almost disappear.
In the first pic - look to the left .... that's a fairy ring. Notice how thick and lush that grass is.
So .... in summary .... you have created an environment that is perfect for hawkweed. Make an environment that is perfect for grass and your grass will flourish and your hawkweed will be sad.
By "fairy ring," do you mean "dog urine site?"
My friend's doggie was visiting. Wherever she pees, the grass grows thick and green.
Is it the nitrogen causing this?
So the dog must pee in a circle. Wacky!
One really great thing about hawkweed is that is shore is purty.
But looky thar! Grass is still eeking by!
Take a look where the dog pee is. Imagine if the grass grew that thick and lush where the hawkweed is - would the hawkweed have a chance?
There are things you can do to beat the hawkweed overnight, but it is a lot of work. If you follow the advice I've given you and wait a couple of months, I think you will notice a significant improvement. And next year will be much better still.
Well I'll be.
[taking off hat, wiping forehead]
To me this was one solid mass of weed. Impenetrable. Incorrigible metallobioform.
Yet! It's a mix of Itself and grass! And dried up things!
You have saved me a lot of wasted time, money and effort. Thank you SO MUCH.
paul wheaton wrote:
Earlier I quoted: "The presence of hawkweeds is a give-away that the soil is dry, infertile, acid and compacted."
And it looks like this could be very true. On every point.
This is incorrect. I have quite a bit of orange hawkweed 'evil's Paintbrush' AKA Hieracium aurantiacum in both my front and back yards.
The soil is NOT poor in either location, and vegetables planted in either spot will flourish without much need of any fertilizer, organic or otherwise.
The soil MAY be compacted, but there are plenty of earthworms out there doing their thing, judging by the robins that land on the property and make off with a wormy meal.
paul wheaton wrote:
And the pH?
Couldn't tell ye precisely, as I don't have a PH kit anymore. But here in Western PA, the soil is usually quite acidic vs alkaline. My father used to add lime to the garden, whereas out west a lot of folks add peat moss, I've noticed. Course... the pine trees surrounding the property probably contribute to that some too.
I think the bit about the soil being infertile and compacted is an analysis of untilled areas. Because if the soil were rich and not compacted, then other plants would beat out the hawkweed.
Vajk wrote:
True enough. Of course as it stands, the orange and yellow hawkweeds beat out the yucky grass and provide us with a gorgeous display of colors from spring until fall.
The bright side!
They are amazing blooms! Especially the orange blooms.
It is a pity that they do not fit well in the permaculture world.
With the big rise in traffic at this site, I wanna bump this and fish: anybody know what the allelopathic thing is with hawkweed?
paul wheaton wrote:
I got a bee in my bonnet.
With the big rise in traffic at this site, I wanna bump this and fish: anybody know what the allelopathic thing is with hawkweed?
The short answer is no. It is suspected, but has yet to be adequately studied and we (the PNW) lost our academic hawkweed expert that would have delved into this question (pending funding) last year. Hopefully we still have another up and coming hawkweed expert that may choose to take on this study. Or perhaps there are European studies that have been performed, but my computer administrator has blocked translation sites, so I do not know.
There are anecdotal indications that some of the hawkweed species have toxic properties, this question also remains unstudied in the US.
First, I would like to disclose that I am one of the wicked weed cops of Washington State, in the NE corner. We share ecotype commonalities with the Puget Trough -- we're heavily forested, even with some disjunct inland rainforest stands of large cedar and spruce (complete with devil's club!), and heavily glaciated.
I have a lot of respect for the work you do on the ground and feel it is appropriate for the home yard and garden environment. It's even appropriate for small scale farming -- if only farmers could still own their farms rather than large corporations. However, your work is anthropocentric (as appropriate), and having your soil balanced to the human body is also appropriate.
I work with a multitude of landowners, including state and federal agencies. With these agencies, I have to work from the ecosystem point of view. The ecosystem here, as with the Puget Trough, is balanced from the substrate rock and the plants and animals that have co-evolved here. Our soils are naturally acidic, low in nitrogen, and ours here are high in phosphate (I don't know about the west side).
The problem with noxious weeds (which only means they are illegal (in WA) due to being invasive, difficult to control and damaging -- economically, to the environment or a threat to human health) is that they are pre-adapted to our ecosystem and have developed the ability to better harness the available resources. This process has been studied with knapweed and it occurs within the soil ecosphere. The same is suspected with hawkweed, but again, remains unstudied.
The reason we pick on gardeners is that the weeds easily escape the garden environment into the larger ecosystem where they upset the delicate balance between our co-evolved native plants and animals. Noxious weeds have been documented as second only to land development for loss of our native biodiversity. From an ecosystem perspective, this is disastrous.
When hawkweed infestations reach a landscape level (which several species have in my corner of the world), the effects start to cascade. At this time the outcome is unknown, but I have developed some suspicions. We have had a population explosion of cougar within the last 5 years, I suspect it is from our abundant white-tail deer population grazing on the potentially toxic hawkweeds, becoming ill and an easier target for their principle predator, the cougar. Older toms travel to the higher country, the principal habitat where the last vestige of the US population of woodland caribou struggles to survive. They don't need additional predators threatening their existence.
And Mary, from your close up picture, it looks like you have mouse-ear hawkweed, a 3" mowing height would not likely hit much of the plant, which is good as mowing during bloom can actually spread hawkweeds as any flower heads that are cut will continue to produce seeds and the mower will spread any that are seeding. I would raise the mow height another inch, and the rest of the suggestions sound excellent. In the end, it is my guess you will have healthy lawn with a few remaining healthy hawkweeds that you could easily dig out as they appear. Good luck.
To end my diatribe, I'm pasting from the USDA-USFS publication this admonition to gardeners: Many invasive weeds, including orange hawkweed, have escaped from gardens. Always obtain correct species identification prior to planting something new in your garden. The detrimental impacts of these weeds far outweigh any potential horticultural benefits. Do not buy seeds via the Internet or mail order catalogues unless you can be sure they are free of invasive plants such as orange hawkweed. Take care when traveling to not bring back seeds attached to hiking or camping equipment, and "spread the word not the weed".
Most states do have a noxious weed law. State noxious weed lists vary, as does the strength of the law and the enforcement level. It would be great for gardeners to familiarize themselves with their local law and weed list, and then ally with their local weed cop.
Thanks for listening.
That's a lot of good info even though you aren't giving the info I am really fishing for. At the very least, it sounds like we can attempt to do some power speculation. And, I would like to ask you a few other questions - taking advantage of your coming by.
I have a lot of respect for the work you do on the ground
Cool! I'm a known entity in your world. I feel all celebrity-ish or notorious or something!
your work is anthropocentric
True. Although lately I've been trying on "symbiotic". I think I like "symbiotic".
I would like to disclose that I am one of the wicked weed cops of Washington State, in the NE corner.
I think you should put that in your signature!
The problem with noxious weeds (which only means they are illegal (in WA) due to being invasive, difficult to control and damaging -- economically, to the environment or a threat to human health) is that they are pre-adapted to our ecosystem and have developed the ability to better harness the available resources. This process has been studied with knapweed and it occurs within the soil ecosphere. The same is suspected with hawkweed, but again, remains unstudied.
I'm familiar with knapweed (and I'm tempted to start a new thread to talk about that). The alleopathy is niacin via the roots, right? (In the new thread I'll has how the bio control is going)
What does the hawkweed do? I've seen patches where there is heaps of it. Yet it still seems like other plants are outcompeting it. It's leaves are so low to the ground, it seems like it just isn't gonna do well. Yet there are lots of blooms.
And then I see areas where the soil is pathetic. It seems like nothing would grow there, but a few hawkweed plants are making a go of it. And in these cases, my thinking is I should throw some seed down that will improve the soil. But in the meantime, at least something is turning the dust into some kind of life.
I have seen lawns that were quite riddled with the stuff. I took one of those lawns on last summer and simply by mowing high, that eliminated 95% of it. The neighbor continued to mow low and clearly had 20 times more hawkweed.
But I have yet to see a powerful infestation in a pasture or in the wild. Are there such occurrences? If so, how common is that?
If the deer are eating it and getting sick, then I guess it is toxic - but is this a case where they are out of other browse, but the hawkweed has managed to still be edible?
And Mary, from your close up picture, it looks like you have mouse-ear hawkweed, a 3" mowing height would not likely hit much of the plant, which is good as mowing during bloom can actually spread hawkweeds as any flower heads that are cut will continue to produce seeds and the mower will spread any that are seeding.
Two things:
1) how sure are you that the seeds become viable after the flower is cut? I would think that seeds might still form (unlikely) but they would not be viable.
2) I think that if mary mows at 3", then the clipping of the flower stalk does only a little damage to the plant, but the real power is that the turf gets much thicker and healthier and is then better able to outcompete the hawkweed. And if there are seeds being spread, it will matter little since the seedlings won't stand a chance against the turf of awesomeness.
Sorry to hear that you lost your hawkweed expert. I have a powerful appetite for these answers.
So far I have had excellent success in controlling it organically. But then, I have not yet seen it take over a really big area (other than nearly every lawn in seattle).
Found this; seems the even the pollen in some species is allelopathic (three out of six known species exhibiting pollen allelopathy are hawkweeds!) More a roadside weed here (NE), see it only in the most depleted lawns, but our soils aren't quit as acid as PNW soils I'd guess...
Interesting indeed, Paul...
Connecticut Accredited Nurseryperson
Accredited Organic Land Care Professional (NOFA)
What does a metric clock look like? I bet it is nothing like this tiny ad:
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text:
Camdenton, Mo. – Leading 25-22 with five minutes left in the game, the Lakers had their fans on the edge of their seats. A win was within reach, but the crowd went deathly silent after the Lakers fumbled the ball at their own 14-yard line.
The Laker fans in Bob Shore Stadium on Wednesday night let out an audible sigh of relief as Camdenton recovered their own fumble, narrowly avoiding disaster.
The fans' worries were quickly taken away and their nerves calmed as QB Bo Dean drew back for a pass, firing across to Ryan Elliott, who took it 86 yards down the field to score and put the Lakers up 32-22 on the next play.
"Usually after a turnover, it's a good time to try and hit them with something big," Coach Jeff Shore said after the game. "We felt like it was time to take a shot, and fortunately it worked out."
Just like that, the Lakers escaped what could have been the end of their season, and instead, survive to fight for the district championship on their home turf against a longtime rival, the Waynesville Tigers.
The Camdenton squad looked a little out of form in their Wednesday night victory over Smith-Cotton, as their first drive was cut short by a fumble on a catch by Ryan Elliott after the run game was halted on the first two plays.
That fumble set up Smith-Cotton in Laker territory, but with the help of their fans, the Purple Haze made a stand, forcing the Tigers to attempt a field goal that fell short and wide in the end zone.
The Lakers took over their own 20-yard line, and on the next play, Dean found Kullen Carlock for a 12-yard gain. Tacking on five yards for a face-mask penalty, Dean then rushed for 28 yards to put the Lakers at Smith-Cotton's 35-yard line before pushing down to the 25.
From there, however, the Lakers' inability to keep the drive going ended with a turnover on downs as the Lakers took a shot at the end-zone on 4th and 9 at the 24, with the ball falling just inches away from the outstretched hands of Carlock.
Smith-Cotton proved unable to build a rhythm, as the first quarter ended with Camdenton's Josh Martin sacking the Tiger QB, forcing Smith-Cotton to punt to start the second half.
But the Lakers wouldn't get far, as their next play resulted in another fumble, which the Tigers pounced on, taking over at the 18-yard line. After a pass defended by Camdenton's Jordan Webster, the Tigers ran a sweep to the right for an 8-yard gain, followed by a rush up the middle for the first down, which led to an 8-yard run by Smith-Cotton's Jacob Weeks for the first score of the game.
Trailing 7-0 with 9:34 left in the half, Camdenton took over at the 35 yard line. Dean promptly threw the ball to Carlock on 1st down, gaining 14 yards and reaching midfield.
Matt Endsley carried the ball next for a gain of 11 yards, followed by Dean for 7 yards as the Lakers finally found their momentum. The Camdenton offense continued to string together short plays before Endsley punched in for a score on second and goal. With Mason Bennett's extra point, the Lakers tied the game at 7 with 5:28 left in the first half.
Camdenton's luck had changed, and it continued as they were able to recover a Tiger fumble on Smith-Cotton's 30 yard line. Endsley carried the team down to the 10-yard line, and Josh Martin carried Smith-Cotton's defenders along with him as he crossed the goal line to put the Lakers up 13-7 before the half.
Camdenton took possession of the ball once more before the half, but the clock ran out before they could spike the ball and take a shot at the end-zone.
The second half began with Smith-Cotton receiving the kickoff, but the Purple Haze didn't take much time to force the punt, which the Tigers downed at the 5-yard line.
Camdenton was able to battle back and leave their own end-zone, eventually working out to midfield, where Dean hit Carlock with a bullet, who raced down the field after breaking a tackle to score on a 50-yard touchdown catch-and-run.
Smith-Cotton would answer minutes later, driving down field on six run plays to score, trailing 19-14.
After another big play by Carlock, this time on the ground, the Lakers found themselves in scoring position after Dean rushed the ball down to the 1-yard line and was forced out. On the next play, Dean punched it in with the QB keeper to put Camdenton up 25-14.
Smith-Cotton added on one more score to pull within three, and that's when Camdenton's lucky streak kicked in, resulting in the 86 yard touchdown reception by Ryan Elliott.
Camdenton's defense managed to hold Smith-Cotton, and the Lakers ran out the clock, securing their spot in the district championship with a 32-22 win.
"I'm proud of us for handling adversity," Coach Shore said. "They did what we expected them to do, we just had a hard time stopping them. They're a good team and played hard physically, and they were on a roll. I"m proud of the boys for sticking with it. The playoffs are going to be hard, no matter what. I told the kids at half time that you can't be uptight, and you have to go out and play to win, and whatever happens, happens. And we did that."
Dean finished the game 17 for 25 for 251 yards and two touchdowns through the air, and also led the Lakers with 68 rushing yards on 11 carries. Ryan Elliott led Camdenton in receiving with 123 yards and a TD, followed by Carlock with five receptions for 80 yards and a TD.
The Laker defense allowed 333 yards to Smith-Cotton on 64 plays, while Camdenton finished with a total of 435 yards on 57 plays.
Camdenton now awaits Monday night, as the Lakers welcome the "W" word to Bob Shore Stadium, where Varon Martinez and the Waynesville Tigers will look to upset the number one seeded 9-1 Camdenton Lakers. Game time is set for 7 p.m.

subset: commoncrawl


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NEW YORK (AP) — Young downtown designer Alexander Wang is taking over the creative direction of storied Paris fashion label Balenciaga, likely bringing his cool-girl, sporty look to a house made famous by its founder for graceful, fluid lines.
The company made the announcement on Monday that 28-year-old Wang would fill the spot vacated last month by Nicolas Ghesquiere, who left after a 15-year run there.
Wang's "proven talent, modernity and individual and cosmopolitan vision of design will naturally embrace and enrich the unique heritage of this fashion house," said Isabelle Guichot, president and CEO of Balenciaga, said in a statement.
Wang comes with credibility: His seasonal runway shows are considered bellwethers of fast-fashion trends, and he has won Council of Fashion Designers of America awards in womenswear and accessory design.
Wang will oversee those categories as well as menswear, and he'll help craft Balenciaga's overall image.
"I am deeply honored to embark on this new role for a brand and house that I have such great admiration and respect for," Wang said.
Still, he'll likely bring a different — and maybe more casual — sensibility to a company founded by Spanish designer Cristobal Balenciaga, a contemporary of Coco Chanel and Christian Dior. The brand was founded in 1919, but Balenciaga started making real waves in fashion with its first Paris collections in 1937.
Balenciaga died in 1972, and the house didn't fully regain its footing until Ghesquiere took over in 1997 and brought critical acclaim along with pop-star fans such as Beyonce and Rihanna.
Wang has a similar celebrity appeal, and he's a favorite with fashion editors and the models. At his show last February, for example, he staged a catwalk comeback for the likes of Gisele Bundchen, Carmen Kass and Shalom Harlow.
Wang will continue his New York-based signature collection.


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MIAMI (AP) — Journalists, activists and techies in 20 U.S. and Latin American cities will brainstorm and code their way toward understanding migration patterns across the Western Hemisphere this weekend, the latest effort to use digital collaboration to rethink immigration's role in society.
Backers of the Americas Datafest say they hope participants in the 48-hour meetups will produce, apps, websites or programs that can be useful to migrants, the nonprofits that work with them and the researchers who study these issues.
Datafest organizer Teresa Bouza first became interested in creating hackathons as a 2012 John S. Knight fellow at Stanford University, where she sought to help journalists become less afraid of big data. She said the hackathons are also a moment for those who usually work in very different fields to come together and show off what they do.
"Most people have a technical background, since without them you can't do anything, but it's also really important to have people who know the problem, because the developers are really good with the coding but may not understand the issues," Bouza said.
This weekend's Datafests will take place in Miami at Univision and Fusion networks' new headquarters; at Harvard and Stanford universities; and at other colleges in Washington, D.C., and Alabama. They will also take place in Mexico, South and Central America, Canada and even Madrid. Amnesty International, media companies like EFE and Univision, and tech firms like Facebook and Microsoft are among the sponsors. The top global projects will compete for $2,000 awards.
Facebook and Microsoft have become increasingly vocal advocates of comprehensive immigration reform, including measures to adjust the status of the roughly 11 million people living in the country illegally. Their immediate interest lies in making it easier to bring in more temporary high-tech workers, but Rane Johnson-Stempson, a principal research director at Microsoft, said there are other motivators.
"If you look today at who's programming, and who's developing solutions, they kind of all look the same," she said. "It's often a lot of white males."
Hackathons give students the confidence to consider a career in the industry. And international hackathons tend to draw a more diverse group, which leads to more diverse ways of considering problems — and ultimately more innovation, she added.
Andrew Suciu is among those helping to organize the weekend's event at Stanford. The computer science graduate student, whose own research has included programs to predict speed-dating outcomes, said he was drawn to the Datafest because he'd like to see more computer science research dedicated to solving social issues rather than building million-dollar apps.
Bouza, who is the deputy bureau chief for EFE in Washington, previously created Datafests to examine campaign finance and money in politics. Those hackathons produced visual apps connecting companies, the issues they back and the politicians they support; an electronically searchable database of how the government is spending its money that can be updated daily; and the website www.doescongressreallysuck.com, which lets readers use data to judge the answer to the question posed by the site's name.
In the past year, hacking about immigration has gained increasing attention. In June, UndocuTech, a partnership between MIT's Center for civic Media and the immigrant youth-led United We Dream, created its first immigration hackathon. The group followed up with a storython in October to help immigrants find new digital formats to tell their tales.
Rogelio Alejandro Lopez, who worked with UndocuTech at MIT, said there is a notion that youth, particularly activists, are tech-savvy, but that much of what they produce is surprisingly conventional.
"There are a lot of folks using tech and media," he said, "but it's keeping up the Twitter Page and the Facebook, the novelty has worn off," he said. "They're looking to create something new."
Lopez is particularly interested in expanding to involve families and even children in the events.
Meanwhile, Claudia Nunez, another former Knight Fellow who now works for Human Rights Watch, created MigraHack last year, first in Los Angeles and then in Chicago, to teach journalists and the public the power of data through programming. The top winners of MigraHack, a play on the Spanish term for immigration authorities, included an interactive map showing how many times detained immigrants were transferred before being deported and a program that challenged users to draw the U.S.-Mexican border.
Later this month, the nonprofit FWD.US, co-founded by Silicon Valley leaders like Mark Zuckerberg, is leading a New York Hackathon just for those known as "dreamers" — youth brought to the U.S. as children who are now in the country illegally.
Datafest organizers have asked experts to suggest "challenges" for its hackers. Among the initial suggestions: build an app to find the best remittance companies or create an app that uses GIS software to help laborers track their overtime hours to ensure they get paid.
Online: http://www.americas.datafest.net
Follow Laura Wides-Munoz on Twitter: http://twitter.com/lwmunoz


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Featured News - Current News - Archived News - News Categories
Global Spectrum, the management company operating Canalside, is hosting a meeting to better acquaint micro-enterprises, as well as minority and women-owned corporations, organizations and vendors, with opportunities to do business at Buffalo's waterfront destination.
The meeting is Tuesday, June 24, starting at 5 p.m., in Room 101 F of the Buffalo Niagara Convention Center. Various opportunities will be discussed on how Global Spectrum and these diverse entities may work together more closely at Canalside. The event is free and open to representatives of minority and women-owned businesses, as well as micro-enterprises. Any business is welcome at this meeting. Experts will be available to help business owners learn about the State certification process.
"Canalside is committed to create an inclusive and supportive community," said Global Spectrum's general manager, Ryan Coate. "Our goal is to reach out to various sectors in order to gain insight needed for collaborating with minority and women-owned businesses, as well as micro-enterprises."
Business owners will meet with Coate and other members of the Global Spectrum management team.
For information about Canalside, visit www.canalsidebuffalo.com or email [email protected].


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Fujifilm has announced the 16-megapixel X-M1, the third model in its compact system camera line. Although the least expensive of the trio, the X-M1 is built around the same 16 megapixel, APS-C sized X-Trans CMOS sensor as the X-Pro 1 and the X-E1.
Because it uses the same sensor, the X-M1 (like its siblings) does not have an optical low pass filter but, Fujifilm notes, the camera is equipped "with a unique color filter array that minimizes moiré and false color." The removal or omission of the OLPF may be a growing trend with interchangeable lens cameras. Whether or not this is a benefit or a drawback certainly depends on how well each manufacturer's implementation handles potential issues such as moiré.
At 11.6 ounces and measuring 4.5 x 2.6 x 1.5 inches, the X-M1 is smaller and lighter than its predecessor, in part due to its build. Fuji notes that in order to deliver a compact design with a large sensor, there was no room for a viewfinder. But the camera offers a 3-inch, high resolution (920,000 dot) tilting LCD, a built-in flash and a hotshoe.
Other features of note include Wi-Fi, which can be used in conjunction with the free Fujfilm Camera Application app, which is iOS and Android compatible. The X-M1 also features an ISO range from 100 to 25,600 and RAW shooting (with in-camera RAW processing).
While the X-M1 may not offer the same build quality or speed as the X-E1, it sounds like it might be a good option for pros who want an affordable, full-function compact interchangeable lens camera to toss in their bag.
The X-M1 is will be available in a duo-tone black and silver, black only or a retro-like brown leatherette. Available as body only or, when purchased as a kit, with the new XC 16-50mm, f/3.5-5.6 OIS lens. The XC lens is X-mount compatible but lacks the aperture ring of the XF lenses and, due to their construction (more plastic than metal), are lighter. Right now, the XC 16-50mm is only available in the kit.
The camera and XC lens will be available in July, with the brown leatherette version following in August.
At the same time, Fujifilm also announced a new prime X-mount lens, the 27mm, f/2.8. The lens is compact and lightweight, measuring 23mm in length and weighing a mere 2.75 ounces. It features a 7-blade round diaphragm, a high-torque DC motor for AF, a metal focus ring and 7 lens elements in 5 groups. The lens will be available in July. With the XC lens, Fuji now offers a total of 8 X-mount lenses, with five primes ranging from 14mm to 60mm, and three zooms including the 16-50mm, 18-55mm and 55-200mm.
Price: X-M1 body only: $700; with 16-50mm kit lens: $800;
XF 27mm lens: $450
Related articles:
Camera Review: Fujifilm X-E1
Zeiss Shows Off New 12mm and 35mm Touit Lenses for Sony NEX and Fujifilm X


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Groschkenkampe (Pomeranian Voivodeship, Poland)
Groschkenkampe (Groschkenkamp; now known as Groszkowo; coordinates: 54.2912, 19.1966 [54° 17′ 28″ N, 19° 11′ 47″ E]; population in 1905, 346; in 2012, 150) is located approximately 10 kilometres (6 miles) north-east of Nowy Dwór Gdański (Tiegenhof), 18 km. (11 mi.) north-west of Elbląg (Elbing), 30 km. (19 mi.) north-east of Malbork (Marienburg), and 38 km. (24 mi.) east of the regional capital Gdańsk (Danzig).
Until 1793 Groschkenkampe was part of Danzig in Royal Prussia (also known as Polish Prussia) in the Kingdom of Poland. The Second Partition of Poland in 1793 added Danzig and its surrounding territory to the province of West Prussia. Groschkenkampe was situated in the district (Kreis) of Danzig from 1818 until 1887, when it became part of the district of Danziger Niederung. Groschkenkampe became part of the Free City of Danzig from 1920 until the outbreak of World War II in 1939, when it came under the control of Nazi Germany. In February 1945 it was occupied by Soviet forces and eventually returned to Poland. Today it is a village in the administrative district of Gmina Sztutowo, within Nowy Dwór Gdański County, Pomeranian Voivodeship.
In the 1793 Danzig census there was one Mennonite family, named Wiebe, living in Groschkenkampe. In 1820 Groschkenkampe had 90 inhabitants, including six Mennonites. In 1935 six Mennonite families lived in Groschkenkampe with the following surnames: Barwich, Dück, Esau, Heidebrecht, and Tepper.
Mennonites who were residents of Groschkenkampe were members of the Tiegenhagen Mennonite Church.
Wikipedia. "Groszkowo, Pomeranian Voivodeship." Web. 7 December 2012. http://en.wikipedia.org/wiki/Groszkowo,_Pomeranian_Voivodeship.
Wolf, Hans-Jürgen. "Familienforschung in Westpreußen." Web. 7 December 2012. http://www.westpreussen.de/cms/ct/ortsverzeichnis/details.php?ID=2031.
Map:Groszkowo, Pomeranian Voivodeship, Poland
|Richard D Thiessen
|Date Published
|December 2012
Cite This Article
MLA style
Thiessen, Richard D. "Groschkenkampe (Pomeranian Voivodeship, Poland)." Global Anabaptist Mennonite Encyclopedia Online. December 2012. Web. 24 Sep 2018. http://gameo.org/index.php?title=Groschkenkampe_(Pomeranian_Voivodeship,_Poland)&oldid=64683.
APA style
Thiessen, Richard D. (December 2012). Groschkenkampe (Pomeranian Voivodeship, Poland). Global Anabaptist Mennonite Encyclopedia Online. Retrieved 24 September 2018, from http://gameo.org/index.php?title=Groschkenkampe_(Pomeranian_Voivodeship,_Poland)&oldid=64683.
©1996-2018 by the Global Anabaptist Mennonite Encyclopedia Online. All rights reserved.


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Age groups are determined by a player's age on April 30.
Enter the player's birth date below and select which season to compute for.
Click "Compute" for age group division, shown in the box below.
The division computed will be for the next registration.
The baseball year starts onAugust 1st.


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Porn Star Katie Morgan Celebrates LA Kings Stanley Cup Victory With Special Photos
I will be honest, I had no idea who Katie Morgan was until 10 minutes ago.
But, after doing some *cough* research *cough*, I do now.
Busted Coverage has an even more in depth bio.
How are porn stars celebrating this Los Angeles Kings Stanley Cup victory on Twitter? If you're former porn star and HBO sexpert @thekatiemorgan, you're writhing in your bed and promising followers to get naked for the boys victory.
You might remember Morgan from such classics as The Erotic Ghost Whisperer, No Man's Land: Girls in Love and Young, Hot & Bothered. She gained mainstream acting fame thanks to Kevin Smith and his film Zack & Miri Make a Porno.
Lot of porn stars like the Kings (Porn Star Taylor Stevens' Boobs Steal Spotlight from Stanley Cup). So, if you are planning on stalking one go to a game a next your, they might put it on the glass for you.
Wayne Gretzky would be pleased.


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Aug 15, 2007 at 8:22 am
Nice GTO!
Mar 6, 2007 at 2:21 pm
I like your Goat. Like the color also. Just think how collectable our odd colors will be in the future. Once people realize what great cars they are.
Dec 23, 2006 at 1:01 pm
Thanks for the comment on the Corvair. Wow, 10 Vairs in one place? I don't even know if we have 10 Vairs in the whole city I live in.


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Upward Bound @ ASU
The Upward Bound Program is a federally funded program designed to work with low-income, first-generation high school students who have the potential for success in college.
- This program strives to unlock each student's potential through academic skills development and extensive career and personal counseling.
- The program consists of an academic year program and a summer residential program.


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By Robert Evans
GENEVA (Reuters) - Sri Lanka accused the U.N. human rights chief on Wednesday of being biased against it for criticizing alleged killings of former Tamil Tiger independence fighters and political dissenters and journalists.
In a speech to the U.N. Human Rights Council, a senior official from Colombo also asserted that Western countries strongly critical of the country's record had fallen prey to lies spread by former members of the Tamil Tiger movement.
U.N. High Commissioner for Human Rights Navi Pillay, the official said, lacked "objectivity and impartiality" in reports to the council and her comments on Sri Lanka were based on "unsubstantiated evidence."
The official, presidential envoy on human rights Mahinda Samarasinghe, was speaking as the United States and European countries urged the 47-nation body to agree to instruct Sri Lanka to cease what they call rights abuses.
His sharp comments on Pillay, a former high court judge from South Africa, clearly reflected concern in Colombo - which is to host a summit of former British Commonwealth countries this year - at the prospect of fresh action by the council.
Non-governmental rights organizations, including a Geneva-based "rule of law" group, the International Commission of Jurists, are already campaigning for the 54-nation Commonwealth to cancel the high-profile gathering.
Last March the council, which is separate from Pillay's office, passed a resolution calling on Sri Lanka to ensure that government troops who committed war crimes near the end of the war against Tamil rebels were brought to justice.
That resolution was, like the latest now being prepared, brought by the United States and backed by a small majority of the council including India, Britain and other Commonwealth member countries as well as the 27-nation European Union.
Rights groups say the Sri Lankan military killed thousands of ethnic minority Tamil civilians in the shrinking territory held by rebels of the Liberation Tigers of Tamil Eelam just before their defeat in May 2009.
An expert panel set up by U.N. Secretary-General Ban Ki-moon found the army committed large-scale abuses and that as many as 40,000 civilians were killed in the last months of the conflict. Sri Lanka says these allegations are unfounded.
But focus on the country and the rule of its president, Mahinda Rajapaksa, has increased recently with its dismissal of its independent-minded chief justice and new allegations that Tiger boy soldiers were executed after the war.
U.N. officials including Pillay, who was also a judge of the International Criminal Court, also say there is strong evidence of recent abduction and killing of domestic critics of the government, including journalists.
But in his speech to the council, Samarasinghe said boy soldiers who fought for the rebels were "rehabilitated and reintegrated into society" under a policy which treated them as victims of the Tigers.
The controversy is expected to grow later this week when major campaign groups Amnesty International and Human Rights Watch show a film on the fringes of the council said to include evidence of the killing of the young son of a Tamil leader.
Sri Lanka's ambassador in Geneva has asked the council to stop the showing of the film, which he said was part of a campaign against his country based on "diabolical material," but there has been no sign that any such action will be taken.
(Reported by Robert Evans; Editing by Mark Heinrich)


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Interpretations - Misunderstod skill?
Posted 15 October 2003 - 06:19 AM
My old PGCE lecturer, who was also an inspector for ESTYN, used to tell us that in his experience interpretations was the worst taught, and least taught historical skill. You may find that hard to believe given the intensity of debate over interpretations that takes place on this site, but in my experience in schools I would have to agree, largely I think because of misconceptions about what interpretations are and are not.
In this seminar I intend to cover 3 issues spread out over the week:
i) What interpretations are and are not
ii) Effective strategies for teaching interpretations
iii) Effective strategies for assessing pupils understanding of interpretations
Issue 1: What Interpretations are and are not
A while ago I asked another history teacher to tell me about how they teach interpretations at KS3. The teacher set about describing an Interpretations Lesson on Cromwell. The pupils are given a list of things that Cromwell did and have the challenge of organising them into two lists good things he did and bad things he did. This, I was informed, was about interpretations, as it required the pupils to provide a 2-sided answer: Was Cromwell a hero or a villain? - on the one hand yes, on the other hand no.
I pondered on this for a while and wondered why the teacher thought that this was an interpretations lesson, (particularly as any list a pupil made would be entirely based on their own value system, and with little knowledge of C17 Britain would be utterly out of context. We all know that they will all put banning Christmas in the bad column, but what does this tell us about interpretations of history).
Then it struck me, it is because of the way interpretations are used on GCSE exam papers. To achieve good marks in a GCSE exam you have to provide evidence that agrees with an interpretation and evidence that disagrees with an interpretation, almost no marks are offered for analysing or explaining the intperpretation. As such the interpretation is not used as an interpretation, but rather as a springboard to a mini-argumentative essay. In reality what is the point of quoting an historian (usually utterly out of context) and then saying in the quote the historian is saying that Hitler improved the lives of the German people. Is this a valid interpretation? Why not just ask Did Hitler improve the lives of the German people? Clearly the use of interpretations on GCSE exam papers encourages poor teaching of interpretations lower down the school.
Interpretations are not coming up with a 2-sided argument based on your own views, and they are so much more than historians opinions.
So what are interpretations?
Interpretations are in essence thoughtful efforts to represent and explain past events
There are 3 vital elements to interpretations: -
Thoughtful efforts Interpretations are conscious reflections on the past, not simply irrational spur-of-the-moment opinions.
Representations Interpretations are efforts to give an audience an image or description of the event/issue being focused on
Past events Interpretations are the reflections of those studying the past, not of the participants in those events. Without the process of reflection removed from the event by time the creator of the view is inevitably partially influenced by the impact the person/event had on them.
This does not limit interpretations to the writings of professional academic historians. In reality many interpretations never get treated as such, and are simply regarded as sources of evidence. I believe that each of the following are valid for pupil study, analysis and evaluation as interpretations:
Physical interpretations Museum displays or reconstructed/restored historical sites. A trip to any 2 castles will leave you with 2 different interpretations of life in Medieval Britain
Visual a useful distinction between sources of evidence and interpretations can be made with regard to visual sources. Photographs are a visual source of evidence, whereas paintings are interpretations, think of Gassed and the equivalent photograph.
TV/Film: documentaries (Starkey, Schama et all), Dramas (such as the recent Hitler and Henry VIII programmes) and Films (from Pearl Harbour and JFK to All Quiet on the Western Front) are all interpretations of historical events or situations
Novels and plays Birdsong is as much an interpretation of life in the trenches as any academic book
Obituaries are also interpretations of a persons life
But interpretations are not only the physical work of one person. Interpretations can also include folk wisdom/popular myth
Each of these is a thoughtful effort to represent and explain past events.
As such each is worthy of study as interpretation, and pupils should be given the opportunity to study, analyse and evaluate these within their schemes of work.
To my mind this also means huge opportunities for stimulating and engaging history, but more about that later in the week.
Posted 16 October 2003 - 12:56 AM
I will openly confess that I had not considered it in this way in the past, but the way that you have explained it and presented the case has really made me think this evening about how my department deals with this skill in the lower school.
I expect that this will be one of the seminars that actually gets a limited number of responses, not out of disinterest from the readers, but because the lead articles of the seminar are more about imparting highly vaulable and thought provoking than opening up a real discussion of the issues.
Thank you.
Posted 16 October 2003 - 06:26 AM
ii) Effective strategies for teaching interpretations
The National Curriculum requires pupils to gradually raise their interpretations skills, in line with their other skills, and obviously a sensible approach.
Over the next few days i wish to tackle each level of awareness/skill with suggestions for how to teach pupils to achieve this level of skill. I would be very pleased if the remainder of this eminar could become an opportunity for readers to share good practice that goes on within their own school.
The National Curriculum Levels indicate that pupils should progress through the following develompent:
1) Be aware that diferent interpretations exist
2) Suggest reasons for this
3) Describe different interpretations
4) Explain how and why different interpretations have been reached
5) Analyse, explain and evaluate interpretations
this seems like a sensible progression to me, although in my experience some pupils are ready to make the jump to number 4 or 5 as soon as they are aware of number 1!!!
How to make pupils aware that different interpretations exist
When i was on PGCE a few years ago, the fashion seemed to be to introduce the idea of interpretations by asking pupils if they thought that Man United were the best team in the world. there would inevitably be disagreement and this would then be used to explain what interpretations are. Obviously this is a daft analogy - the best team in the world is a quantifiable thing for starters, and secondly the reasons for disagreement bear v.little relation to the reasons for differing interpretations so the analogy will later become confusing.
so what are good ways to make pupils ware that different interpretations exist?
i will offer a couple of example from my own teaching:
~ the '2-sides of the room' approach. Create 2 different information sheets about the same person or event (e.g. Henry VIII, JFK), one showing very positive interpretations of the person, the other showing very negative interpretations of the same person. Have them on the desks before the pupils enter the room - one sheet for one half of the room, another sheet for the other half. ask the pupils to study their sheet and make a list of words/write a paragraph describing the person or event. ask for feedback from one half of the room - the other half of the roomwill start to look utterly confused and bewlidered, creating a cognitive conflict in their minds. ask for the feedback of the second half, and the same conflict will be created in the minds of the 1st half of the room. Pupils are now aware that different interpretations exist, and are ready to brainstorm/suggest reasons for this
~ the 'textbook front cover' approach. Take a selection of textbooks about the same topic/period from your resource cupboard (e.g. 1750-1900 books may show the great exhibition, reform protests, a slum or images of slavery). photocopy them, removing the tile and dates. ask the pupils to come up with titles for the books. they will all produce exciting titles, but ones that suggest the books are about very different things. you are then able to reveal to the pupils that they books are all about the same period/issue. pupils are now aware that issues/events have been represented in different ways.
these are just a couple of example of how to make pupils aware that different interpretations exist, and the important thing hrere is that they are within an historical context making them relevant, but also they are fun and engaging, and effectively communicate the issues.
over to you if you have any methods you use to teach this first level of skill........
Posted 16 October 2003 - 08:17 PM
Very interesting and thought provoking on what interpretations really are - I don't think enough debate has gone into this area, and to me it can mean lots of different things. One thing I'm sure it is NOT is exclusively the ramblings of historians ....
A suggestion about offering pupils the opportunity to see that there can be more than one interpretation of the same event/ period/ person:
Pupils work in groups with a set of picture cards (say, 20). They are told they are in charge of an exhibition on the _____ period, but can only select 10 pictures as there's only room for 10. Which 10 and why?
Finally - they must select which they think is the ONE most important picture to be on the front cover of the programme for the exhibition, and justify their choice. Hopefully, 20 different versions of what should be on the cover, and why, and lots of speaking and listening, decision-making and justifying to boot.
Posted 16 October 2003 - 08:33 PM
a great idea, thanks.
Pupils work in groups with a set of picture cards (say, 20). They are told they are in charge of an exhibition on the _____ period, but can only select 10 pictures as there's only room for 10. Which 10 and why?
Finally - they must select which they think is the ONE most important picture to be on the front cover of the programme for the exhibition, and justify their choice. Hopefully, 20 different versions of what should be on the cover, and why, and lots of speaking and listening, decision-making and justifying to boot.
clearly about interpretations - the pupils are involved in reflecting on the era/event (presumably they have knwoeldge of the eriod the task realtes to already). and the task provokes the pupils to create their own interpretations, making the concept of interpretations very real to them as they are at the centre of this process themselves in this task.
and again it is obviously a task that allows the pupils to easily make the jump to the next stage of awareness/skill
more ideas welcomed
Posted 17 October 2003 - 07:14 PM
How to facilitate pupils ability to suggest reasons for the fact that different interpretations exist
on one level this seems very easy. once many pupils become aware of the fact that different interpretations exist, they are able to use their common sense and critical thinking skills to offer reasons why. the kind of exercises described earlier encourage this for 2 reasons:
~ firstly they create cognitive conflicts or pupil disagreement that engenders a genuine desire to suggest reasons for the differences
~ secondly the actual activites themselves hint at resons for differing interpretations, and so the pupils simply need to make a connection between the process of the task and the outcomes.
so for many pupils a brainstorming session or a class discussion will move the pupils on, and those with strong skills for orally communicating their own ideas will teach each other (one of my colleagues at school is currently obsessed with the statistic that teenagers learn 80% of their information from each other).
in my own classroom recently such a discussion with a KS3 class threw up the following reasons without any prompting from me:
1) the creators of the interpretations may have studied different evidence
2) the creators of the interpretations may have been viewing the situation from the perspective of different groups of people
3) the creators of the interpretations may be focusing on different 'types of history' (be it economic, social, political etc)
4) the creators of the interpretations may be targetting different audiences and writing/creating for different purposes
5) the creators of the interpretations will have their own intrinsic values/beliefs that will influence their interpretation of events
however, many pupils are less able to use their resoning skills and are less able to express their ideas. so how can we provide a framework in which to allow these pupils to produce such suggestions:
1) create this environment in the classroom. provide different pupils with different evidence on the same topic.
for example give some pupils sources that describe JFK's image as an eloquent speaker, a caring father, a war hero, a passionate believer in civil rights etc. provide other pupils with evidence of his affairs, links to the mafia, assassination plans for castro, criticisms of his role in the sinking of PT-109 etc. ask the pupils to reflect on their knowledge of JFK and write a short passage about him. they will produce differing interpretations, and the idea of examining different evidence will stick. the actual process is obviously an extreme example, but it communicates the point effectively
2) again, create this environment in the classroom.
ask the pupils to examine the slave trade from the perspective of a slave and then of a slave owner, or ask different pupils to examine the slave trade from the different perspectives. again, an extreme version of events, but again it communicates the point effectively
3) this is easily done within an enquiry on a particular period in history. an obvious case would be the industrial revolution.
when studying the economic results of the industrial revolution ask the pupils to reflect on how an economic study of the IR would represent the IR, the same when studying the social aspects and then the political aspects. as an overview at the end of the study a card sorting exercise (or similar) contaning cards dispalying many of the key ec/soc/pol consequences would reinforce the point that viewed from an economic perspective the IR seems largely more positive than viewed from a largely social perspective
4) a comparison of any two interpretations produced for different purposes would achieve this.
asking pupils to contrast the representation of trench life in 'Blackadder goes Forth' and at the Imperial War Museum
asking the pupils to compare the writings of Terry Deary in 'Vile Victorians' and the writings of the eminent John D Clare in 'New Worlds for Old' on the topic of life in industrial towns
and so on
one of my Y9's eloquently explained to the class the other day that 'the description of industrial towns in vile victorians is inveitably a very negative interpretation, as this is the whole purpose of the book - a book in a horrible histories series called vile victorians is hardly going to portray a balanced and fairly upbeat image of life in industrial towns, the purpose had clearly affected the presentation of the interpretation.'
5) here you can put pupils in the positions of different groups of people and ask them to examine the same evidence. give the pupils set parameters for the lifestyle/beliefs of these people.
for example divide your class up into members of the NMA, royalists, puritan MPs and ordinary protestants during the Commonwealth. give the pupils a description of their character's values/beliefs and then give all pupils the same information about cromwell as a card sort and ask them to sort the cards into things their character would like, not like, and not be particularly bothered with about Cromwell. the results communicate 2 points very effectively. different groups reach different overall perspectives on cromwell (some generally supportive, some generally unsupportive, some in between and some on the extremes) despite having examined the same evidence, and also the reasons for those choices are different - specific carsd have been placed in very different places by different groups
each of these methods i describe are examples of ways in which to create a framework that allows pupils to suggest the reasons put forward by my KS3 class, and indeed have all been used by me to tease the same ideas out of some of my other KS3 classes.
again, methods used by readers within their own classrooms are very welcome
Posted 18 October 2003 - 07:36 PM
How to facilitate pupils to describe different interpretations and to explain how and why different interpretations have been reached
for me this is the point at which the levels of the national curriculum become a tad unclear. what is the difference between suggesting reasons for differing interpretations and explaining how and why these differences exist. surely it is a matter of providing evidence/making your suggestions coherent. however, can we ever be sure as to how and why an individual has reached the interpretaion they have? or do we have to offer informed guesses.
informed guesses will have to be the best we can do in most cases.
so how can we facilitate pupils to turn their suggestions into explanations?
the issue here is PROCESS and PURPOSE. if pupils can master the notion of the process the creator of the interpretation has gone through then they will be able to offer explanations for how and why the view has been reached.
however this creates an enormous confusion if it is handled badly - as in my opinion it usually is - particularly with reference to historians. essentially all historians go through the same process of research to arrive at their view, and have the same purpose - to provide as accurate an account as possible. this provides no answers to the question.
so how do we provide them with opportunities to explain the production of controversial/one-sided interpretations?
is it all about that little attribution sentence that we type in for them after the interpretation?
do we give them a date of publication so they can automatically say older interpretations are out of date and less valid?
do we tell them the type of historian so they can say that a social historian knows nothing about economics?
do we tell them if the work is a general or specialist work so they can argue that a general text is less valid?
do we tell them about the audience the interpretation is produced for so that they can argue that 'populist' works are less academic and therefore less valid?
in my opinion this is bad history, because it panders to the superficial, and often nonsensical, through a lack of either i) expectations of the pupils, ii) imagination or iii) understanding of the skill being taught.
each of these points may have some validity, but it is easy to provide obvious examples to prove that these claims does not hold water in all cases.
the only way pupils can be given the opportunity to generate a valid explanation for differing interpretations is if they are provided with appropriate support and information. to genuinely make an informed guess about the reason an historian reaches an interpretation pupils must be aware of some context about the individual historian.
i'm quite sure that pupils can hit level 6/7 of the national curriculum explaining the points about publication dates, types of historian, types of work and audience. indeed these are pretty intelligent observations from 13 year olds, however i fear that they will lead to bad habits higher up the school, and especially when pupils reach the stage of studying history at A-Level, and end up producing explanations such as 'a woman writing in the 1970's must be a feminist historian'.
to my mind pupils should be pointed in the direction of evaluating interpretations, a far more useful, worthwhile and straight-forward skill. yet it is seen in the NC as a higher skill than one which will never be concrate and will always be relatively educated guesswork.
Edited by Richard Drew, 18 October 2003 - 07:39 PM.
Posted 19 October 2003 - 07:40 PM
how to faciliatate pupils to evaluate interpretations
this issue throws up a very interesting observation:
for whatever reason, GCSE syllabi ask that interpretations and sources are dealt with as entirely different skills.
exam papers ask pupils to judge how useful a source is, and our pupils deploy whatever technique they have been taught to answer this: PACT, CAP, COP etc. the same exam paper then asks pupils to judge how valid an interpretation is:
somehow a group of historians sat around a table devising a syllabus and exam paper and came to the conclusion that the view of an historian is an 'extra special' source that deserves 'extra special' treatment. i wonder how that view was reached? (answers on a postcard to please)
to my mind evaluating interpretations is no different to evaluating any other source. after all, to use hideous jargon, are interpretations not simply 'secondary sources'.
i add one exception to this - with interpretations you also include the process the creator has been through to reach the view.
so how do we provide pupils with the necessary skills to evaluate interpretations?
it is a skill that once mastered becomes incredibly straightforward, and so we have to teach the pupils a simple process.
start easy, by finding a controversial interpretation on an issue pupils already know a lot about - i start in y7 with the Bayeux Tapestry, you could equally start with an interpretation of King John, Richard III, Henry VIII etc etc.
begin with the content of the interpretation - weigh up the known evidence for and against: what can we prove to be valid and non-valid, from using our own knowledge and other available evidence. with the bayeux tapestry a focus on particular scenes from the tapestry is a useful vehicle for drawing out pupil observations (e.g. Wall of Shield scene - other evidence shows that this happened - tick the interp is valid, but other evidence shows the 2 sides had very different shields and armour - cross the interp is not valid).
here one thing must be utterly discouraged - the use of bland personal values by pupils. this introuces the poor scenario i referred to at the start of the seminar with regard to Cromwell, the 'yes i agree Cromwell was a villain because he banned christmas' answer
then onto attribution: a discussion of the expertise of the author, the integrity of the purpose and the process of the creator naturally draw out useful conclusions (a teacher skilled in open questions will naturally generate quality responses - why do you think Odo wanted the Tapestry made? why do you think the tapestry makes the English like an equal enemy? if Harold's 'promise' scene was not in the tapestry how would that change the story?)
once pupils have begun to understand this skill, writing frames can be deployed to help them to structure this on paper: PEE for, PEE against, PEE in relation to each aspect of attribution, summation.
once pupils have developed this skill, they will be able to apply it to any historical interpretation. indeed they will be desperate to, after all what teenager doesn't love arguing with others about opinions, and what teenager doesn't love to rebel against the opinions of others and what teenager doesn't love finding fault with anything that has gone before them. and most significant of all, what teenager in't utterly convinced of the 100% correctness of their own opinions at all time, and will argue to the death to prove it. i find interpretations the most motivating skill to cover with pupils, simply because it taps into their naturally doubting, argumentative natures.
i for one cannot understand why this is a level 8 skill at KS3
Edited by Richard Drew, 19 October 2003 - 07:43 PM.
Posted 19 October 2003 - 08:01 PM
You've raised very important and thought provoking points here Richard, especially with regard to what good teaching of 'interpretations' is.
The practical examples you have given are clear and will be valuable to try out in the classroom.
I agree about the artioficial separation of interpretations from sources, and knowledge/ understanding. To my mind too, this is not some mystical separate skill, but a fusion of pupils using just their K and U of a topic to argue for/ against a particular interpretation bringing in and evaluating any other interpretations they know of, and their skills of evaluating sources, if an interpretation happens to be given to them in the form of a source.
A useful reference here might be Teaching History 110 March 2003 and a fantastic article (as usual) by Sean Lang: 'Narrative: the underrated skill.'
Posted 19 October 2003 - 11:52 PM
With regards types of Interpretations and ways of students accessing them and, perhaps, recording them: the most effective interpretations of World War One work my department does, is actually delivered by Art teachers and the English Department. In art students study 'War' as a theme. They are taught this at the same time as I teach them WW1. The artwork displayed, and the ideas bhin them are fascinating and have the students gripped. Students see a wide range of pro and anti war images as a result of the Art depts teaching - this has had an extremely positive impact upon my assessment results at the end of the unit on WW1.
Similarly in English there is a study of War Poetry. This isn't just WW1, the study extends into modern conflicts, with an analysis of the speech by a Major (I forget his name) prior to Gulf War II being used.
Combined these studies allow students to have a full VAK study of WW1. More apt though is that they have been provided with a range of interpretations of the conflict and a variety of methods through which they could express their understanding of the war.
Posted 20 October 2003 - 06:27 AM
you are right to identify WW1 as an abundent area for the study of interpretations. in particular it is a wonderful opportunity to examine and evaluate interpretations from 'non-historians' - as you say art and poetry are in abundence, and from a huge variety of people: soldiers, those in 'official' positions and those with little or no direct involvement in the war.
it is wonderful also to hear about such great cross-curricular links within a school. we all get bombarded with literacy, numeracy and ict in history, isn't it lovely to hear other departments allowing pupils to use their historical interpretations skills
Posted 20 October 2003 - 07:27 PM
I wholeheartedly agree with you and Dan that WW1 is a topic rich in interpretations, which reminded me of a visual source - used in many textbooks a photo of a decomposing and broken body lying in the trench mud - usually captioned about the conditions of the war. If you look closely you can see that the arms are bent unnaturally at odd angles - and both are right handed, the photo was posed to show how bad the conditions were.
Posted 21 October 2003 - 05:13 AM
It is also important to consider the fact that there is a distinct shortage of photographs or paintings of dead British soldiers during the First World War. Only two photographers, both army officers, were allowed to take pictures of the Western Front. The penalty for anyone else caught taking a photograph of the war was the firing squad.
I wholeheartedly agree with you and Dan that WW1 is a topic rich in interpretations, which reminded me of a visual source - used in many textbooks a photo of a decomposing and broken body lying in the trench mud - usually captioned about the conditions of the war. If you look closely you can see that the arms are bent unnaturally at odd angles - and both are right handed, the photo was posed to show how bad the conditions were.
90 artists were employed by the governments War Propaganda Bureau. One of the artists involved, Paul Nash, told a friend: "I am not allowed to put dead men into my pictures because apparently they don't exist". On another occasion he said: "I am no longer an artist. I am a messenger who will bring back word from the men who are fighting to those who want the war to go on for ever. Feeble, inarticulate will be my message, but it will have a bitter truth and may it burn their lousy souls."
Artists were allowed to paint dead German soldiers. See for example, William Orpens Dead Germans in a Trench (1917).
The most interesting war artist was Charles Nevinson. He did what he could about portraying the war as I really was. However, paintings such as Paths of Glory (showed dead soldiers) were considered to be unacceptable and were not exhibited until after the Armistice. His father, Henry Nevinson, was a journalist who also attempted to tell what was really going on. However, few of his reports managed to get past the government censors.
Writers employed by the War Propaganda Bureau (a secret organization) included Arthur Conan Doyle, Arnold Bennett, John Masefield, Ford Madox Ford, William Archer, G. K. Chesterton, Sir Henry Newbolt, John Galsworthy, Thomas Hardy, Rudyard Kipling, Gilbert Parker, G. M. Trevelyan and H. G. Wells. The only one who is known to have refused is George Bernard Shaw.
Throughout the war these writers were commissioned to write poems, articles, books, pamphlets, etc. about the war. In the case of the books and pamphlets these publications were paid for by the government. This information was kept from the British public until 1926.
Ironically, one of the publishers involved in this scam was John Murray, the publishers of the SHP books.
Edited by John Simkin, 21 October 2003 - 05:16 AM.
Posted 21 October 2003 - 05:02 PM
They do not seem to include that element of reflection, of deliberate attempt to explain the past that is necessary to qualify them as an interpretation.
They are someone's deliberate attempt to explain their present and are not interpretations therefore. I know this is a grey area, especially if you consider paintings which are from the time or very close to it.
This is where some of the confusion about interpretations lies, I feel. Thee is a lot of muddle about whether it is just a 'view' (anyone's), whether it is confined to sources (and indeed to historians), whether it is any different to dealing with 'ordinary' sources etc.
Richard suggests there must be an element of deliberate reflection - thus these photos don't qualify - they are 'just ordinary sources'.
Posted 21 October 2003 - 05:24 PM
The War Propaganda Bureau was very concerned about the way the war would be interpreted. Therefore the organization attempted to control the images that would shape that interpretation. For example, the Imperial War Museum includes photographs of VC winners but no pictures of British dead bodies. I would argue that this is a particular interpretation of the war. I Interestingly I have seen plenty of pictures of dead Allied soldiers in French museums on the war. I am not sure what the policy was in France about taking pictures of dead bodies.
Very interesting on the World War One photos - but in what sense are these interpretations?
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Tuesday, 29 October 2013 14:31
The White Queen, Buffalo 66, Ghost Team One, Archer: Season Four & more
Today's Oktoberfest giveaway is happening over on the Jahnke's Electric Theater Facebook page and features a copy of Anchor Bay's Halloween: 35th Anniversary Edition, so be sure to head over there for your chance to win!
Today's Hell Plaza Oktoberfest review is Adam's look at Scream Factory's Q: The Winged Serpent on Blu-ray, so be sure to check that out.
And note that tomorrow's review and giveaway feature the same title and it's something really special – a rare and cool Halloween-themed DVD title that isn't yet even available in stores, but we'll have TWO copies to give away so be sure to check back then. [Read on here…]
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Improving FAO-Bill & Melinda Gates Foundation cooperation
22 June 2013, Rome, Italy – FAO Director-General José Graziano da Silva met yesterday with Christopher J. Elias, President of Global Development, Sam Dryden, Director of Agriculture Development, Stephen Landry, Director of Multilateral Partnerships and Josh Lozman, Deputy Director of Global Policy and Advocacy from the Bill & Melinda Gates Foundation.
They discussed the possibilities for improving cooperation between FAO and the Gates Foundation in areas such as statistics, especially for natural resources, advocacy, and relations with civil society and the private sector.
They also exchanged views on their strategic plans for the next years. Graziano da Silva commented on FAO's Programme of Work and on the Organization's five strategic objectives, and Mr. Elias explained that the Gates Foundation is focusing on less issues to be more effective. He noted that the Gates Foundation has designed a long-term strategy for its work with agricultural development.


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Professional reference for exercise physiologists, physiologists, sports medicine specialists, sport nutritionists, and exercise biochemists; text for upper-level undergraduate and graduate students in exercise physiology, sport and nutrition, human biology, and physiology.
Frank C. Mooren, MD, is associate professor at the Institute of Sports Medicine at University Hospital Muenster in Germany, where he leads a molecular exercise physiology research group. Drawing from an academic background in medicine and chemistry, he worked as a researcher at the Max Planck Institute for Sytemphysiology in Dortmund. He has also been a consultant in internal medicine and sports medicine at the University Hospital Muenster.
Dr. Mooren is a member of the American College of Sports Medicine and the International Society of Exercise Immunology. He received the Heinz Zumkley Prize from the German Society on Minerals and Trace Elements in 1997 and the Arno Arnold Prize from the German Society of Sports Medicine and Prevention in 2001.
Klaus Vï¿œlker, MD, is director of the Institute of Sports Medicine at University Hospital Muenster in Germany, where he established a group for molecular research. He has devoted his career to the study of both sports science and medicine.
He is vice president of the German Society of Sports Medicine and Prevention and chairman of its Commission of Sports for Youth, Leisure Time and Seniors. He is vice chairman of the Commission of Health of the Landessportbund NRW.
He is a member of the American College of Sports Medicine, European College of Sports Medicine, and European Hypertension League.
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MANILA, Philippines (AP) — Asian stock markets rose Tuesday, tracking gains on Wall Street, where shares were boosted by signs that Washington was moving closer to a deal that would avert a debt default by the U.S. government.
Two days from a deadline to increase the U.S. debt ceiling, investors remain focused on developments in Washington. Most think a deal will be reached in time and stock markets were holding up.
The U.S. has to increase the amount of debt it can sell by Oct. 17 or face a possible default, a scenario that could derail the U.S. economic recovery and roil international markets.
Investors in Asia "are hoping that the US can have a deal done to resolve the debt limit problem in coming days, so I think that's the biggest news for the Asian markets," said Jackson Wong, vice president at Tanrich Securities in Hong Kong.
Negotiations between Republicans and Democrats over the weekend failed to reach a conclusion either on raising the debt ceiling or the partial shutdown of the U.S. government, which has now entered a third week.
Japan's Nikkei 225 stock average added 0.2 percent to 14,425.04 and Hong Kong's Hang Seng gained 0.6 percent to 23,351.84. South Korea's Kospi was 0.8 percent higher at 2,036.56. Taiwan's stock index rose 0.9 percent to 8,347.55.
China's Shanghai Composite index bucked the trend, down 0.3 percent at 2,230.62.
Wong said recent economic data from China has been mixed, with investors still not sure whether the Chinese economy will stabilize after a prolonged slowdown.
Markets in Indonesia, Malaysia, Singapore and the Philippines were closed for holidays.
On Wall Street, the Dow Jones industrial average rose 64 points, or 0.4 percent, to close at 15,301 on Monday.
The Standard & Poor's 500 rose seven points, or 0.4 percent, to 1,710. The Nasdaq composite rose 23 points, or 0.6 percent, to 3,815.
In energy trading, benchmark crude for November delivery was down 13 cents at$102.28 a barrel in electronic trading on the New York Mercantile Exchange.
The euro rose to $1.356 from $1.3554 late Monday. The dollar dropped to 98.45 yen from 98.67 yen.


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Hawaiian Beliefs & Theories
The piko, or center of our exhibit focuses on the sacred mountain of Maunakea and its significance to the Hawaiian people. Here you will learn about:
- How the trees, animals and stones of this mountain relate to the tradition of long-distance voyaging.
- The historical and spiritual significance of this mountain as a place that connects Hawaii's people to the cosmos.
- The Kumulipo, a genealogy chant that takes the listener back to the beginning of the universe, sharing the Hawaiian understanding of the evolution of life and humanity's connection to the world we live in.
Astronomy Beliefs & Theories
Through informational panels and interactive exhibits, the Astronomy Origins tunnel explores the scientific understanding of the creation of:
- Life on Earth – and scientific theories about how life evolved
- Earth, Planets and the Milky Way
- Stars and Galaxies
- Our Universe


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Ebbets Field Flannels® for J.Crew Surf Riders T-shirt
Prices do not include taxes.
Product Details
Ebbets Field Flannels is known for its faithful reproductions of vintage sports paraphernalia—each team logo is carefully researched and authenticated by the experts and aficionados at Ebbets before being applied to the shirt. Made in Los Angeles, this shirt is based on a jersey from the Surf Riders' archives. During World War II, many of the nation's best ballplayers played on military service teams. The San Francisco-based Surf Riders were members of the Coast Guard, and often played against Pacific Coast League teams like the Oakland Oaks and San Francisco Seals.
- Cotton.
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- Item G7306.


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Reviewed by Sean L. (age 9)
To begin with, this story was adventurous because the characters had to find a hidden workshop in a maze as big as America. They fight lots of monsters and have to solve tricky riddles. My favorite part in the book was when Percy had to fight a demigod who was the son of Mother Earth. Whenever he was touching the ground and got wounded he would heal in like five minutes. So Percy hung him on chains to defeat him.
In addition, I found this book interesting because it reminds me of myself. It reminds me of myself because one day I had an adventure in the woods and Percy goes on adventures too. Also I liked this book because I liked a character in the story named Tyson. I liked him because he saved Percy more than once. I also liked this book because it reminds me of my friend Gaith. It reminds me of Gaith because he plays music and a guy in the story named Grover plays music.
In conclusion, I recommend this book for the ages of seven to thirteen. Buy this book and read it yourself!


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Standards updated for cards mandated for federal employees and contractors by homeland security directive
The National Institute of Standards and Technology is updating the standards for electronic identification cards mandated for federal employees and contractors under Homeland Security Presidential Directive 12.
A draft of the revised Federal Information Processing Standard 201 released for public comment reflects changes in the technical environment in which the smart cards are being used and also incorporates some changes requested by agencies since the standard was first adopted in 2005.
Among the significant changes in the revision are a biometrically authenticated chain of trust to allow reissuing of lost cards and the optional inclusion of new industry standards that could make the cards more adaptable as technology changes. The maximum life of the card also would be extended from five to six years to synchronize the card life cycle with the certificates and biometric data the cards use.
Related articles:
Will feds trust nonfederal ID card for contractors and agency partners?
Crypto rules changing for ID cards
"This standard specifies the architecture and technical requirements for a common identification standard for federal employees and contractors," the draft publication states. "The overall goal is to achieve appropriate security assurance for multiple applications by efficiently verifying the claimed identity of individuals seeking physical access to federally controlled government facilities and electronic access to government information systems."
NIST will hold a public workshop on the proposed revisions April 18 and 19 at its campus in Gaithersburg, Md.
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William Jackson is a Maryland-based freelance writer.
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Photos: Route 95
Photos: Route 95
Philadelphia Zoo's McNeil Avian Center harbors birds, including peacocks.
The center houses more than 100 birds from around the world.
In Richmond, Va., Carytown is a mile-long shopping district of boutique shops and restaurants on Cary Street.
A building on historic Broad Street in Darien, Ga., the state's second-oldest planned city.
Hamer, S.C., is home to South of the Border, with a video arcade, amusement rides, and shops selling souvenirs.
A bright red dog advertised for South of the Border in Hamer, S.C.
Hats at Shivern's Fashions in Sumter, S.C.
Shivern's Fashions sells hats and clothes for women.
From the deck of Skippers' Fish Camp in Darien, Ga., diners can see the shrimp boats that ply the Darien River.
Boiled shrimp in the shell served at Skipper's Fish Camp.
The Swan Lake Iris Gardens in Sumter, S.C., is a 120-acre public park that is home to all eight species of swans.