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PYANGANG: North Korea has carried out another ballistic missile test days after a new president took office in the South.
The missile was launched near north-western Kusong, flying hundreds of miles then landing in the Sea of Japan.
It puts immediate pressure on South Korea's President Moon Jae-in, who campaigned on a platform of better engagement with the North.
A series of North Korean missile tests this year has sparked international alarm and raised tensions with the US.
Two missile launches last month both failed, with the rockets exploding just minutes into flight.
After hosting an emergency meeting of his security council, Mr Moon condemned the latest launch as a "provocation".
"The president said while South Korea remains open to the possibility of dialogue with North Korea, it is only possible when the North shows a change in attitude," his spokesman said.
The nature of the launch is still being determined, but analysts have said the test shows a longer range than previously tested devices.
The Japanese defence minister said it fell about 400km (250 miles) from the east coast of North Korea and could be a new type of missile, Reuters reported.
The US Pacific Command said in a statement the type was being assessed but that its flight was not consistent with that of an intercontinental ballistic missile [ICBM], which would have the range to reach the US mainland.
The White House said President Donald Trump "cannot imagine Russia is pleased" because the missile landed not far from Russian territory.
It added that the new launch should serve as a call for stronger sanctions against North Korea.
North Korea is believed to be developing two types of ICBM, but neither has so far been flight tested. China, North Korea's only major ally, called for restraint in the wake of the latest test.


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Prince Harry ready for Rugby World Cup 'rollercoaster'
Prime minister David Cameron and "passionate" rugby fan Prince Harry were joined by sporting legends at a party to celebrate the eve of the Rugby World Cup.
The prince, who is honorary president of England Rugby 2015, the organising committee staging the tournament, said he was eagerly anticipating the tournament. Hosts England will kick off the six-week sporting spectacle today, taking on Fiji at Twickenham after an opening ceremony.
Addressing the crowd at Rugby Football Union's welcome party, Prince Harry said: "As a passionate rugby fan, I will share the rollercoaster of emotions with millions of other fans around the world between now and the 31st of October."
Belfast Telegraph
Related Content
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subset: commoncrawl


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Brand Label: Milly Minis
26% ITEM DISCOUNT AT BERGDORF GOODMAN! WAS Pin It
Milly Minis "Tara" Italian cady dress. Crossover V neckline. Spaghetti straps. Hidden zip back. Banded, peplum waist. A-line silhouette. Polyester/spandex. Made in the USA of Italian materials.
Shop other brand label items from Milly Minis on FashionStylist.com.
This item was published for sale online by Bergdorf Goodman on August 29, 2017 4:59 am and last updated by us November 23, 2017 8:33 am.
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Scientists Tell Us The 'Correct' Way To Pour Champagne
It appears that French scientists have now come up with the ultimate method in which to pour our bubbles.
According to a report in the ACS bi-weekly journal of Agricultural and Food Chemistry, scientists have 'revealed' that the taste and aromas of champagne are in no small way affected by the bubbles within. And the […]
About Champagne ExpertWe are four people working on this blog: Jacki (England), LeChamp' (France) and Sophie & Marc (Germany)... and we love Champagne and all sparklers out there. We just started this website, we still learn, we will drink a lot of Champagne.
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Recently tasted
> July 25th: Charles Lafitte 1834 Blanc de Blancs 12%. Nice nose, but far too sweet. The bubbles are great. 5.5/10
> July 19th: Billecart Salmon Brut. Rather balanced, not enough bubbles for my taste, a good pre-dinner Champagne, a bit too flat 6.5/10
> July 14th: Henri Giraud Cuvée Argonne 2002. Gentle fine bubbles: 9/10
> June 29th: Val de Cune Prosecco Treviso Brut. Very nice: 8/10
> June 25th: Champagne Mailly Grand Cru Brut Réserve: No bubbles, sour, flat.. 4/10
> June 20th: Champagne Beauvalet Brut Cote Des Bar Urville: 7/10
> June 18th: Piper Heidsieck Standard: very nice Champagne, that's a 8/10
> June 16th: Freixenet Cordon Negro Brut (Cava) .. stuff is too sweet 4.5/10
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LONDON specialist insurance practice Rayfields has merged with commercial law firm Park Nelson.
Founding partner John Rayfield is to become a full-time consultant at Park Nelson, while David Herbert, David Reid and Frank Hallam will be partners. Another five fee earners are also moving across.
John Kings, head of litigation at 15-partner Park Nelson, says: "This will provide an extended depth and resource to our existing insurance and construction-related practice."
Herbert denies Rayfields is being swallowed up. He says the merger came about because Park Nelson is expanding. "We are specialists in our own right. There is an area of overlap, but we will add to the practice rather than just disappear."
The merged firm, Park Nelson Rayfields, will operate out of Park Nelson's Bell Yard building and another, currently undecided, site.
Herbert denies Rayfield's move back from the front line is a step towards retirement.


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Am I doing this wrong?
Tuesday, March 13, 2012
I keep second guessing myself that I'm doing something wrong, or not doing this right. I see people getting upset because they haven't lost any weight in two weeks. My coworker punishes herself if she doesn't lose two pounds a week. I'm pretty excited if I lose a pound a month.
I dunno, I'm really happy being able to go out and buy Starbucks if I want, or order Chinese food if Im feeling like having Chinese food. I just don't understand it when people say things like I'm not trying hard enough, or point out that I should really watch my carbs, and say things like "oh maybe that's why you don't lose weight!" like they've made some discovery for me. I'm not unhappy about my progress but it's like everyone around me wants me to be unhappy? They've all lost more weight than me, so it's not like they're jealous. I feel like I'm doing something wrong.
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As long as you're losing, you're winning. Keep doing what you are doing because if you try someone elses plan, it most likely won't work for you and you'll quit. If you do it your way, you will get there successfully. Might take a while but if you're okay with that, then so should everyone else be.
2068 days ago
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Whatever approach works for you and that you are happy with-is the right one ;)
There are people who think they know it all and see it as trying to help you...and you obviously are doing fine all by yourself!
They say taking it slow is better anyhow :)
2077 days ago
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Some things are just no one else's business- they just don't know it. If you're happy with your progress, who cares what any one else thinks. Slow and steady creates habits you can live with, and life is meant to be enjoyed. Good for you, you're not beating yourself up over the small stuff. Sounds to me like you're doing just great. Shrug off the Nosey Nans and go at your own pace, that's the path to success. All the Best!
2079 days ago
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I wouldn't say that your approach is wrong and it's not right of people to judge your method of weight loss. You are following one of my methods of weight loss, which is to never deny yourself. Losing weight is a journey and it has to be your journey. You need to figure out what works for you and what doesn't. Be open to suggestions, but do what works for you!
Of course I can't speak for these people, but I don't get the feeling that they want you to be unhappy. I sense the opposite - they care for you and want you to be healthy and happy, but don't realize that their comments can be hurtful and aren't very constructive.
I wish you the best of luck on your journey. If you'd like, here are some tips that I've learned since starting on my journey. If you have any you learn along the way, please share them as well!
2079 days ago
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Publisher: Sweetwater Books
Release Date: June 14, 2016
Genre: Young Adult
Genre: Young Adult
Kai met Avery only once--in the moment he died saving her life. Now when he's not using his new healing powers to help people, he watches helplessly as Avery's life is unraveled by his death. To help her, he risks everything by breaking the rules, dangerously blurring the barriers between life and death.
What I do know is that Beyond the Rising Tide is tenderhearted and compassionate for those who suffered the "survivor guilt" and strings together a special connection between the saved and the savior. A simple, yet complex story of love beyond limits, of lost found and life of possibilities.
Sarah Beard is the author of YA novels Porcelain Keys and Beyond the Rising Tide. She earned a degree in communications from the University of Utah and is currently pursuing an MFA in writing from VCFA. When she's not writing, she referees wrestling matches between her three boys and listens to audiobooks while folding self-replicating piles of laundry. She is a breast cancer survivor, a baker of sweets, a seeker of good love stories, a composer of melancholy music, and a traveler who wishes her travel budget was much bigger. She lives with her husband and children in the shadow of the beautiful Wasatch Mountains.
June 24--Reading Is My SuperPower
June 25--Just Commonly
June 26--Singing Librarian Books
June 27--Book by Book | Zerina Blossom's Books
June 28--Christian Bookaholic
June 29--Bloomfield Of Thoughts
June 30--Fictionally | Red Headed Book Lady
Registration open #ChristianFictionReadersRetreat! Meet authors + #Giveaways + #BookSwag. https://t.co/pkdCyjhYTa pic.twitter.com/auDISqiZzh— Just Commonly (@JustCommonly) May 5, 2016


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We help you locate a Frizington violin tutor. Violin lessons are an excellent method to learn a fun new hobby, pick up a new talent and gain confidence with violin. Use our service to find Frizington violin teachers and choose which suits your requirements so you can start your violin tuition in Frizington immediately!
This is the only place to locate Frizington violin teachers in the UK, helping you discover Frizington violin tuition in your area and Frizington tutors to assist with any instrument such as piano, violin or guitar. We can help you find Frizington violin lessons or a Frizington violin tutor to prepare for violin grades and develop your violin skills! Our search will order Frizington violin teachers local to you according to their hourly charges and distance from you.
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Edward and I used to take root beer seriously.
Very seriously.
In much the same way that Corey and I used to take everything with which we endeavored into very seriously, so was Edward and I's gusto and forthrightness towards the beer of roots.
Reflection on this subject made me miss the kind of girlfriendless camraderie he and I used to share.
This is not to say that I wish to be emancipated from the bonds of serious-relationship-hood and flung back to those days long past.
Far from it.
It is only to say that the days when he and I could seriously consider a trip to Nashville or a trip cross-country with equal vigor and plausability are missed.
I don't know if you know this about me, but I enjoy driving. Not your everyday to work, ho-hum, back home kind of driving. Not your, "Why don't we go to the mall?" driving.
No, I'm enamored of real driving. Interstates. Nothing but blacktop in front of you, and the yellow lines behind you. Nothing on either side of for as far as the eye can see.
Road signs and rest stops and tourist traps.
That kind of driving.
I miss the idea of he and I being able to do that some day.
Saturday, August 12, 2006
Edward and I used to take root beer seriously.
Posted by chrishaley at 9:56 PM 0 People Must Be Heard
Friday, August 11, 2006
Wii versus PS3
Posted by chrishaley at 8:19 PM 3 People Must Be Heard
letting the days go buy..
Metal By Numbers by Posehn... as in Brian Posehn from Mr. Show, Comedians of Comedy, etc.
Posted by chrishaley at 8:13 PM 1 People Must Be Heard
i sit alone and watch your light..
God, I'm bored.
If anyone has anything they want to talk to me about, by all means, please do so.
Posted by chrishaley at 3:37 PM 0 People Must Be Heard
Thursday, August 10, 2006
'Cause I can do most anything...
So Matt and Tracy and April and I spent about 8 hours (in-game) playing Dead Rising for the 360 last night.
That's really all I can say.
The game was like a dream come true. Or a nightmare come true. A zombie nightmare.
I cut a zombie in half with a scythe Grim Reaper style.
I smashed the window out of a music store and then knocked a zombie's head off with a Stratocaster.
I crushed a zombie's skull with a sledgehammer.
I can't imagine what else you need in a game.
Posted by chrishaley at 8:54 AM 1 People Must Be Heard


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The Dallas Institute's
BEYOND MEASURE PDF for November 11!
In this new course, we will trace aspects of the tradition of liberal education and explore the distinctive features of the "spirit of liberal learning" that Drs. Louise and Donald Cowan conceived and espoused, concepts and practices that have been transforming primary and secondary educators in the Dallas Institute's Cowan Center™ programs since 1984.
What makes the Cowans' understanding of liberal learning unique is their insistence on the importance of cultivating the "poetic imagination," which physicist Donald Cowan describes as the "active, creative agent of culture."
Building on the poetic immersion of the July Sue Rose Summer Institutes and Arête Institutes, primary and secondary educators will be guided through the Cowans' unique vision: the traditions that ground it and their understanding of what an educated person should be and do in the world.
This first class will be conducted in a two-year period of five Saturday morning sessions taught every other month: September 9, November 11, January 13, March 10, and May 12.
Although not a formal graduate class, this course will include quizzes and writing assignments that will be marked by the professors.
SPECIAL TUTION FOR THE 2017-2018 Cowan Philosophy CLASS!
The first half of the course (that which is being piloted in five classes in 2017-2018), is being offered to Summer Institute and Arête Institute alumni for the special rate of $300.00, less than one-third the regular fee that will go into effect in 2018-2019 for the second half of the class and the full classes following.
Primary and secondary teachers or administrators who have attended at least one July Summer Institute or one year of the Arête Institute program are eligible to attend the class. Those who have not attended at least one July Summer Institute or one year of the Arête Institute program are not eligible to attend.
SEPTEMBER 9—The Assignment for the first class
From Unbinding Prometheus: Education for the Coming Age, the "Preface," "Introduction: Between Two Ages," pages 104-105
You may purchase an Unbinding Prometheus book from the Dallas Institute, but you may also click here to download the readings from Unbinding Prometheus for the first class.
September 9, November 11, January 13, March 10, and May 12.
Click here for the reading packet for the first class, available to download from the Cowan Center™ page on the Dallas Institute website.
Because teachers and administrators should be the chief learners—the first students—in the educational system, every certification offered by the Cowan Center™ for primary and secondary educators will be designed to awaken a sense of liberal learning and deepen professional knowledge as well as develop reading, thinking, writing, and speaking skills.
The "Beyond Measure: the Cowan Philosophy of Education" class enables primary and secondary teachers and administrators who have completed both July Sue Rose Summer Institutes to earn the first rank of Cowan Center™ certification, that of Cowan Teacher™.
COWAN TEACHER™ Certification
Cowan Teacher™ is the foundational rank of certification for teachers and administrators to help reassert the primacy of the teacher as the essential mode of every educator.
Additional Cowan Center™ certifications for teachers and administrators are designed to cultivate the sensibilities and skills in both teaching and leading, but the "spirit of liberal learning" that the Cowans championed for both teachers and administrators begins with the heart and mind of the teacher.
Programmatic Requirements for COWAN TEACHER™ Certification:
• Successful completion of two of the Cowan Center™ Sue Rose Summer Institute for Teachers: The Epic Tradition and Tragedy and Comedy
• Successful completion of the NEW course, Beyond Measure: the Cowan Philosophy of Education
COWAN ACADEMY® Certification
The Cowan Academy® is a nationally trademarked educational model from the Dallas Institute's Cowan Center™ based on the philosophy of liberal learning for all conceived of and practiced by Drs. Louise and Donald Cowan.
A Cowan Academy® is a department or departments, or an entire school in which the teachers and the evaluating administrators each hold a Cowan Teacher™ certification.
Contact Dr. Claudia MacMillan (formerly Allums) at email@example.com for further details about certification through the Cowan Center™.
The Vision of the Dallas Institute's Cowan Center for Education™ is to help transform public education so that every Pre-K—12 child in America has the opportunity to receive a high quality liberal education, an education that is designed for a free person, one who is liberated to make choices and to self-govern.
The Mission of the Dallas Institute's Cowan Center for Education™ is to provide events, classes, and certification programs for Pre-K–12 teachers and administrators designed to reawaken and sustain a sense of the human purposes of education and thereby foster the rigor and joy of the spirit of liberal learning.
Click on the image to load the PDF
Click on the image to load the PDF
Cowan Center Collectibles
Items useful for reminding you each and every day of the value of the spirit of liberal learning.
North Texas Humanities Consortium™
Summer Institute Breve
Comments from Participants at the 2017 Education Forum
I attended the Education Forum last weekend on both Friday and Saturday. It was so inspiring. I am so thankful for all you at the Institute do for teachers. I am renewed at each event. I learned so much from the discussion on Friday. It really put a human face on those in the upper echelons who make the decisions that govern our professional lives. The theme of a liberal education is one that prompts us as public school teachers to look beyond the drill, drill, test of our existence and claim the real meaning of a free education, one that frees us.
Janet McDonald Fuller (science)
I had a wonderful time and hung on every word spoken! I only attended the Saturday portion (but wish I had been able to attend Friday evening as well). Each of them, the philosopher, historian, and literature professor, presented such great cases for the salience of their content area to the education of our citizens for the preservation of our society. I felt both inspired and then a bit depressed after hearing them, as I see with joyful agreement that they are right–we need to grow up and examine life and cease assigning identities; we need to convey facts and chronology through story-telling to teach empathy; we need classics to convey a universal human truth without propagandizing. (I've just got to read The Brothers Karamazov now!) The deflation came with the immediate realization that we are doing it so wrong by making scores the absolute indicator of a student's success. I felt hopeful when I saw the DISD principals in the audience! (Mrs. Broughton is a parent of two of my fabulous students.)
Staci Cianciulli (art)
As always, a refreshing blast of thoughtful discussion, on topics I care about! All the speakers I heard, and during the math activities, had a grace and expansiveness that exemplifies for me the beauty and joy of liberal learning. Yes, the Forum did help me recognize that spirit, and rekindle it. It was encouraging, too, to hear superintendents' views of our current educational climate. We will prevail. Evil endures, but good prevails.
Elena Stephens (elementary science/math)
This program is valuable and should be continued into the future. It's a welcome breath of fresh air to be able to think, dialogue, and share about education in an environment that truly appreciates the educational endeavor.
Dr. Carol François (former Dallas ISD Chief of Staff)
The 2017 Education Forum was inspiring and left me with much to ponder. The form to which each discipline's "matter" lends itself is important to remember when mapping and recognizing authenticity. The contemplative play that is necessary for making meaning actually is also key in developing a perspective and a narrative that seems absent in the learning in most classrooms today. With no time given to the standards that guide teaching and learning in most classrooms, participants of the Education Forum were able to explore the fundamentals of learning for a free people, and how this liberal learning brings disciplines together. It became clear to me that the standards that make up a discipline can best be taught and learned when an understanding and execution of liberal learning becomes the modus operandi in all classrooms.
Onyema Nweze (assistant principal)
The Louise and Donald Cowan School of Liberal Arts and Sciences®
The Louise and Donald Cowan Academy®
What do we want for our children? We say that we want them "college and career ready," but don't we really want more? Don't we also want them, after their Pre-K—12 education, not only to be equipped for the next stage of their lives—whatever that may be—but also to have laid the foundations of wisdom for life?
The Cowan Philosophy of Education
To lay the foundations of wisdom for life requires a certain kind of knowing, a knowing that comes from an education that teaches more than facts and skills. At the basis of the Cowan School® and Cowan Academy® educational models is a vision, the vision of Drs. Louise and Donald Cowan. The Cowans' distinctive understanding of liberal education was conceived while serving at the University of Dallas beginning in the 1950s. In 1980, they and four colleagues founded the Dallas Institute of Humanities and Culture, and they began to focus on a vision of liberal education for primary and secondary schooling.
On Liberal Education
First, a word about liberal education. The word "liberal" gives many people pause, but the word in this context is not a political designation, like "Liberal" and "Conservative." Rather, the concept of liberal education in the West reaches back to the 5th century B.C. to describe the education that was provided the democratic citizens of Athens, as opposed to the merely vocational training provided the servant class. The word itself comes from the Latin word liber (the root of our word "liberty") which simply means "free one." In other words, a liberal education is an education suited for a free person.
A too narrow understanding of the word "liberal" is compounded by the phrase's association with another currently underappreciated tradition, that of the "liberal arts." The liberal arts are an important part of a liberal education but they are traditionally thought of in relation to specific academic subjects, particularly the humanities but not exclusive to the humanities. In this age in which people seem to consider the purpose of education, particularly public schooling, to be to train workers to keep the country competitive in a global economy, the liberal arts, and liberal education, in general, are mistakenly considered frivolous because neither has as its primary purpose an immediate, practical end.
But Americans have always wrestled with the purpose of public schooling and so have waffled between these two poles. In Left Back: A Century of Battles Over School Reform, Diane Ravitch traces how the earliest debates about public schooling in the mid-nineteenth century centered on the tension between the more sophisticated model of liberal education, or an "academic curriculum," and the vocational, or manual labor model of education inspired at that time by the second industrial revolution.
The Cowans' Contributions to Liberal Education
The Cowans' philosophy of education—public or private—is aligned with the tradition of liberal education. The "action of learning," Donald Cowan explains, is "not knowledge of the artifact—the printed text or the reproduction," like the end of technical or skills based training. More than mere familiarity with facts and skills, it is "transformation" that is ultimately the evidence of "liberal learning."
And liberal education as the Cowans understand it is an education delivered in a "spirit of liberal learning," an attitude that eschews mere practicality as its end, although the knowledge of certain facts and skills is important to the basic understanding of any subject matter. But if the goal of education is to help us "make our way to a recognition of the high, the noble, the magnanimous," it must be more than mere information that we seek.
The "Poetic Imagination"
A distinctive feature of the Cowans' philosophy of liberal education is their insistence on the importance of what they call the "poetic imagination." This is not merely a byproduct of Louise Cowan's being a literature professor. Donald Cowan was a distinguished physics professor. However, they both considered the "poetic imagination" to be fundamental, the "active creative agent of culture" that "transforms raw materials by raising them to a higher, more knowable state." Cultivated primarily through the study of great literature, the "poetic way is not goal-oriented, not efficient. Instead, like a dance, like a melody, like lovemaking, every stage along the way requires attention and evokes delight. Poetry gather, condenses, images, refers, implies, and remembers. By its ability to symbolize something beyond the present scene, it can call into being and make real an entire invisible cosmos. By its capacity for empathy it educates feeling, fantasy, and dream, as well as imagination and intellect. It brings together all the parts of an experience and, placing them in proper sequence, raises the entire configuration to a new order of meaning."
It is here, in their theory of "poetry" and language that the Cowans move beyond a traditional conception of liberal education. Liberal education in the modern sense has always included the study of great literary works, but the Cowans insist that "poetry"—from poiesis, meaning "making"—provides access to the highest mode of knowing.
In the liberal education tradition, philosophy typically enjoys the status of the most sophisticated discipline. But given to a kind of distillation as its mode of knowing, philosophy does not foster the breadth or imaginative elasticity that the Cowans ascribe to poetry, a capacity that is necessary to apprehend and understand the vagaries of human existence in all of its contradictory moments. "Poetry," or any imaginative writing, makes its meaning through symbols and analogy, something standing for something else. It is therefore an intricate mode of understanding and more intricate, in some ways, than the purely rational way of knowing whose goal is to distill a thing to its essential truth.
Not only is the symbolic and analogical understanding provided by poetry a more multifaceted way of knowing; the form of poetry itself helps foster an even deeper capacity for understanding than even symbol allows. According to the Cowans, the proper study of the complex poetic form that binds together the disparate fragments of a great work of literary art helps cultivate in a student's heart and mind a sensitivity for discerning subtle patterns and "coherences"9 in life, too.
Far from being an escape from reality then, for the Cowans, properly studying great literature is the way in which one deepens one's aptitude for language as well as the way by which one cultivates a capacity for better understanding the multidimensional features of the real world in both its visible and invisible manifestations.
The Cowans' philosophy of liberal education is further refined through Donald Cowan's theory of the "three moments of learning" and Louise Cowan's literary genre theory.
The "Three Moments of Learning"
Donald Cowan explains the complete action of learning as occurring in three moments—"grasping," which he defines as the "innocent acceptance of, the dwelling with, an experience, its reality taken into the mind as a whole…before rationality sets in, before analysis has torn it apart"; "mapping," which is the "structuring" stage of learning, a "device for presenting experience to the mind in a manner the mind can handle"; and "making," the moment in which learning causes a "metamorphosis of the person," transforming him or her "into something different" from what he or she was before. The "bulk of education is devoted to the middle term, structuring and systematizing," he explains, even though the first and third terms, "apprehending and creating, are far more important to the complete action of learning." The Cowan philosophy of teaching and learning helps educators understand the importance of the "grasping" and "making." But because Donald Cowan insists on the distinctive "mappings" proper to each discipline, his "three moments of learning" theory also helps educators overcome another misguided notion of current "best practices" that seeks both to standardize methods of teaching across disciplines and also to measure achievement across disciplines using only one kind of metric.
A Literary Genre Theory
Louise Cowan is one of only two literary scholars since Aristotle who has conceived of a comprehensive literary genre theory. She is the last of the literary critics from the Southern agrarians who transformed arts and letters around the world in the early and mid-twentieth century. Her theory is based on Aristotle's notion of the four poetic "kinds"—epic, tragedy, comedy, and dithyramb, or lyric, as we call it. Genres "express the basic gestures—the actions—of the soul"; they are not exterior, structural features of a poetic work. Rather, they are the "internal forms, perspectives upon life that indicate the kind of response called for by a particular work. Not to know their nature is like being deaf to the tone of voice in which a comment is spoken and blind to the face and gesture that express it."
We have been "deaf" to the "tone of voice" of literary works for some time now. The revolutions of the 1960s, which included the introduction of deconstruction, swept through college and university campuses, and in that movement the subjects of history and literature were most adversely affected. They became politicized and ultimately lost their authority as modes of knowledge. To gain access to the wisdom of great literary works, one must approach them in the proper manner, using the proper "mapping" to discern their action.
Since 1984 in programs in the Dallas Institute's Cowan Center for Education, Louise Cowan's literary genre theory has shown educators the mapping appropriate to literary works and has thereby reinvested literature with its power to transform the human heart and mind.
So it is in the convergence of these traditional and innovative theories that the Cowans' philosophy of liberal education has transformed thousands of educators and millions of students and provides the undergirding for the Cowan School® and Cowan Academy models®.
Why a Liberal Education?
Currently, the kind of education described above is found almost exclusively only in the best private schools. In our public schools, especially, and in our urban public schools in particular, there is a certain poverty of spirit that pervades the administration of the system. It is not a lack of spirit on the part of the students or the teachers or the administrators, when they can help it. Rather, it seems to be a general insufficiency of vision—a lack of understanding for the full range of human development and possibilities—that has governed the decisions of those in control of American public school education increasingly in these last decades.
Much is currently being made of the need to be practical in education, to teach "21st-century skills." But these skills—typically identified as collaboration, digital literacy, critical thinking, and problem-solving—with the exception of "digital literacy," are not exclusive to or even achievable by, in truth, a merely utilitarian or technical education. One needs content worthy of collaboration, critical thinking, and problem-solving. Without content, collaborations and discussions are merely physical or social activities. A focus on and a belief in the need for rigorous, substantive content is what distinguishes the best private schools. Guided by skilled and well-educated teaches, meaningful collaborations, critical thinking, and problem-solving come naturally in such a content-rich environment.
What if a high quality education such as this were available to all school children, even to every public school child? What if a liberal education were made available to every public school child? Until the 1960s, a liberal education was available in better American public schools, although it has never truly been available to all school children in America. But that can change.
The Cowan Academy® and Cowan School® models are based on the belief that every child, especially in a democracy, can and should receive a liberal education. A liberal education is an education whose purpose is informed by a belief in meaning and truth, although often difficult to discern, and that truth and meaning can be better understood with a mind and heart cultivated with that end in mind. A whole person is the goal of liberal education, not merely a person as an economic indicator, the unfortunate outcome of an education focused on technical or practical applications alone.
According to a 1998 definition by the Association of Colleges and Universities, liberal education is the kind of education that prepares children "to live responsible, productive, and creative lives in a dramatically changing world. It is an education that fosters a well-grounded intellectual resilience, a disposition toward lifelong learning, and an acceptance of responsibility for the ethical consequences of our ideas and actions. Liberal education requires that we understand the foundations of knowledge and inquiry about nature, culture and society; that we master core skills of perception, analysis, and expression; that we cultivate a respect for truth; that we recognize the importance of historical and cultural context; and that we explore connections among formal learning, citizenship, and service to our communities."
This sounds like the education for which we long when we talk about a "well-rounded education," the kind of education that parents often want for their children but also the kind of education that is crucial for a citizenry capable of living in and improving their own democracy.
Mortimer Adler, a mid-twentieth century proponent of liberal education and colleague of the Cowans explains that liberal education "seeks to develop free human beings who know how to use their minds and are able to think for themselves. Its primary aim is not the development of professional competence, although a liberal education is indispensable for any intellectual profession. It produces citizens who can exercise their political liberty responsibly. It develops cultivated persons who can use their leisure fruitfully. It is an education for all free people." Contrary to a liberal education, according to Adler, a specialized education does not produce "free people" but rather "hordes of uncultivated, trained technicians."
If our purpose is to create consumers or worker drones, we should continue and even increase our current emphasis on educating children only in individualized modes using specialized, skills-based curricula. In these modes, we can accurately "measure" our progress with standardized tests and we will ultimately be "successful" in achieving the goals set by the system. However, we should consider carefully the reality that in this mode a poverty of spirit will continue and even increase. Educating in this fashion will produce Adler's "hordes of uncultivated, trained technicians," what José Ortega y Gasset had also called "mass man."
If, on the other hand, our purpose is to nurture unique individuals and citizens and to foster the nobler aspects of human nature, we need to give our children—all of our children—the opportunities provided by the breadth and depth of a liberal education.
A Paradigm for Universal Liberal Education
Based on the Cowan philosophy of education, a Louise and Donald Cowan School of Liberal Arts and Sciences® and a Louise and Donald Cowan Academy® are paradigms for liberal education in the public schools, educational models that highlight the quality and rigor of instruction in all subjects while they foster the human qualities necessary for one to thrive as an individual throughout life, including as a true member of society.
Both the Cowan School® and the Cowan Academy®–like all of the Dallas Institute's Cowan Center for Education programs—are shaped by the ideals from several intellectual traditions of liberal education.
From the ancients, the Cowan School® and Cowan Academy® embrace the tenets of liberal learning that the Greeks called "PAIDEIA (py-dee-a) from the Greek pais, paidos: the upbringing of a child. (Related to pedagogy and pediatrics.) In an extended sense, the equivalent of the Latin humanitas (from which 'the humanities'), signifying the general learning that should be the possession of all human beings." Because learning "should be the possession of all human beings," we affirm Robert Maynard Hutchins' belief that the "best education for the best is the best education for all."
The second intellectual tradition that gives form to the Cowan Center philosophy of liberal learning comes from more contemporary minds although it, too, is rooted in an ancient sensibility. This is what was described earlier as Louise and Donald Cowan's understanding of the "poetic imagination."
Since 1984 in Cowan Center programs, school teachers and administrators from all disciplines and grade levels have responded with joy to the poetic imagination. It is the joy of recognition, an awakening of an inner tutor that affirms the high, noble features of teaching and learning that educators know to be true but that they are too often forced to disregard in our day for utility's sake.
The Cowan Center's philosophy of liberal education is not an agenda or a list of terms or standardized teaching methods. It is a spirit that awakens excellence and professional authority, and it generates an educational force as varied as both the individuals who comprise it and those who will be in their care. And since it is an attitude, one that affirms what educators know to be the highest purposes of an education, for decades now, Cowan Center alumni have applied it in their classrooms and schools. Every child could receive a high quality education if our teachers and leaders were encouraged to remember who they are.
Louise and Donald Cowan Academy®
A Cowan Academy® can be presented in a school at any level of primary or secondary education. It seeks to foster in students the desire to learn as well as to build their capacity to learn on their own while providing them with the foundations of content knowledge in core disciplines.
In a Cowan Academy® comprised of humanities departments—beginning with English and social studies departments—this includes promoting love and empathy for the human situation that motivates students to learn more about others' experiences of life. The methods, too, that are appropriate to studying and learning the humanities foster humane sensibilities and the proper discretion, what Nicholas Carr has called the "nobler instincts," and cultivate three major abilities in students: the ability to take in information from verbal instruction and from the written word; the ability to transform information into understanding through contemplation leading to ordering one's thought and drawing sound conclusions; and the ability to communicate in the written word and in speech.
The humanities, properly taught, require intensive, communal dialogue between human beings, and the relationship between students and teachers in a humanities-based Cowan Academy® is forged by mutual respect as teachers and students become co-learners dedicated to seeking wisdom together.
Louise and Donald Cowan School of Liberal Arts and Sciences®
A Cowan School® is different from a Cowan Academy® model in that a Cowan School® is a campus staffed entirely by Cowan Teachers® in every classroom and in every academic administrative office.
The Professional Features:
A Cowan School® will foster a unique community of learners—of students, teachers, administrators, parents, and citizens—all invested in the best of a liberal education for all.
Every teacher and administrator will be an alumnus of the Cowan Center's Sue Rose Summer Institutes for Teachers, the Dallas Institute's nationally recognized program that has been transforming teachers and administrators since 1984. Every teacher in the English and history departments will be a veteran with at least ten years teaching experience. In the other subjects, teachers will also be highly experienced. Administrators will rise from the ranks of the classroom for their excellence and experience in teaching and for their gifts of leadership in both vision and skill. Within four years of hiring, teachers and administrators will each hold a specially designed Master of Humanities degree.
The curriculum will meet state standards and will be shaped by the school's teachers and administrators, experts in content knowledge and teaching, which give them wisdom in the methods and pedagogies appropriate to the teaching of their various disciplines.
The Benefits to Students:
The rigor and liveliness of the learning experience at a Cowan School® will help develop in students the capacity for deep understanding, empathy, and an appropriate sense of responsibility for the human community. Experienced, masterful teachers will provide adult models of "lifelong learning," inspiring students to love learning so that they can develop the capacity to learn and grow throughout their own lives. Through rigorous, carefully guided courses of study, students will develop a highly nuanced sense of Form, Justice, and Beauty that will lay the foundations for wisdom: for college, for the workplace, and for life. In addition to the rigorous liberal arts curricula in academic subjects, this will be achieved by study and practice in physical education, in the fine arts and music, and in "shop class," where students will learn the practical arts and crafts while working with natural elements such as wood, metal, and clay.
Graduates of a Cowan School® will be prepared to read, to think, to write, to speak, and to act with the grace and authority befitting young men and women who live as full citizens in a diverse community, nation, and world.
The Sue Rose Summer Institute for Teachers is featured in American Educator Magazine!
View our latest Cowan Center Newsletter — Volume IV, Issue II
Cowan Center Newsletters Archives
What is a Teacher? Remembering the Soul of Education Through Classic Literature
Allen Mendenhall Interviews Glenn Arbery, Author of Bearings and Distances
The Teachers Academy
One of the Dallas Institute of Humanities and Culture's most enduring programs, the Teachers Academy was established in 1984 with a summer literature program for Dallas area high school teachers with a focus on recovering a sense of "Literature as a Mode of Knowledge." The Teachers Academy includes The Sue Rose Summer Institute as well as Communitas and Foundations.
The Education Forum
We spend a lot of time discussing the challenges in education, and rightly so. We must always be seeking ways to improve. But we must also remember that in order to improve, from time to time we need to refresh our imaginations about what education could be.
Teachers Alumni Advisory Board
The Teachers Alumni Advisory Board is a group of dedicated veteran teachers who are alumni of the Sue Rose Summer Institutes for Teachers. This Board serves as the Cowan Center director's "eyes and ears" in local classrooms and schools, keeping Dr. Claudia Allums abreast of the trends and practices in education and advising her so that Teachers Academy programming will enrich teacher intellectually and inspire them to withstand the challenges of serving in such a demanding profession.
The Superintendents Symposium
Through a lecture, seminars, journals, discussions and a film, this learning retreat is designed to provide education leaders with an opportunity to think deeply about—and to reimagine, in human terms—the challenges and the art of shepherding disparate voices toward common ground. The Superintendents Symposium is provided by the Dallas Institute free of charge and includes dinner on Thursday, breakfast, lunch, snacks, books and materials and instruction.
The Cowan Center Council
The Cowan Center Council members are ambassadors for the Dallas Institute's Louise and Donald Cowan Center for Education. The Council is comprised of two parts: civic leaders who are dedicated to sharing the Cowan Center vision with those in their realms of influence and educators whose expertise and counsel influence and enlarge the work of the Cowan Center.
Cowan Center Newsletters
Foundations: Reviving the Spirit of Liberal Learning
"Foundations" are new series of classes conducted by the Dallas Institute's Cowan Center for Education to revive in the hearts and minds of those who teach and lead the spirit of liberal learning that is being lost through the increasingly technologized, standardized educational trends of our day.
What is a Teacher?
Remembering the Soul of Education Through Classic Literature
In education today, we talk about what to teach and how to teach, but rarely do we talk about what a teacher is. As a matter of fact, all of the emphasis on the "what" and the latest "how" seems to have conjured an idea of a "teacher" that is relatively unimportant, one of the tools of education, if she is able to follow the manual.
Cowan Center Collectibles
Items useful for reminding you each and every day of the valuable spirit of liberal learning.


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Technology Tuesday: Telecommunications Code
If you've ever been baffled by an unexpectedly large phone bill or a new internet plan, then you'll probably be looking forward to the introduction of the Telecommunications Consumer Protection Code.
But while it came into effect at the start of the month, some of the best features of the long awaited -- and much discussed -- code won't be implemented for two years.
- Angus Kidman
- Editor, Lifehacker Australia
- Producer
- Georgia Moodie


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James Hibbard; Docking Carolina: Mid-Paleozoic accretion in the southern Appalachians. Geology ; 28 (2): 127–130. doi: https://doi.org/10.1130/0091-7613(2000)28<127:DCMAIT>2.0.CO;2
Download citation file:
Accretion of the extensive Carolina zone to Laurentia is one of the most critical unresolved problems in southern Appalachian tectonics. Synthesis of southern Appalachian tectonism reveals three lines of evidence from across the orogen that indicate a Late Ordovician to Silurian time of accretion. A tectonic unconformity in native Laurentian rocks, an extensive magmatic pulse in the Piedmont zone of the orogen, and active uplift in the Carolina zone are all related to this accretionary event. Structural geometries in the Carolina zone suggest that accretion involved sinistral transpression. This new model for Carolina accretion is consistent with models for the accretion of northern Appalachian peri-Gondwanan terranes; collectively their timing and mode of accretion to Laurentia place tectonic constraints on Paleozoic global reconstructions.
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text: US Army Cpl. Jesse Thorsen (R) raises his fist in jubilation on stage with Republican 2012 presidential candidate and Texas Rep. Ron Paul (L) with his wife Carol after being invited to make remarks by Paul at a rally in Ankeny, Iowa, after Paul's strong finish in Iowa's first-in-the-nation caucuses, January 3, 2012. With votes still needed to be counted, Paul was a close third to top finishers former Massachusetts Gov. Mitt Romney and former Pennsylvania Sen. Rick Santorum. UPI/Mike Theiler


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Dark Messiah - Scathing Review @ The Game Chair
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December 22nd, 2006, 03:49
"what is culture made out of?"
In my limited knowledge I would say, perception.
This is of course is the problem as well, since people whom lust after power and control of others due to their misogynistic delusions, have learned to create false perceptions as their tool.
Since culture is subjective to time and perception it's always a sure sign of abuse if someone is making judgments of importance based on culture, i.e. life and death of an individual, group, nationality, gender or race, so it's quite easy to spot these people.
Regarding Darwins and Wallace's work, this probably has been the most dangerously abused and misinterpreted piece of Natural Law in existence.
This would include Sumner and Heckle both could easily be viewed as misogynistic delusionaries.
Both have had global catastrophic effects based on subjugation in the last 120 years, probably since the beginning of time.
I don't really know enough about Marx (third interpretation of the 19th century), but it at least seems he got Darwin more accurately.
In the end it was Sumner and Heckle whom crushed Marx, though I guess Marx was a threat to both views at least in the 20th century.
I was thinking Darwin just explained how we got different species, not sure if he was talking about biologically inherent reproduction?
Also eating meat reference is based solely on the theory of our incisors (afaik) which could just as easily be explained as a defensive trait.
Yet the human digestive system while able to digest meat is made for eating fruits, vegetable, nuts and grains, something actually verifiable currently unlike the theories of meat and humans, afaik.
Of course the gorilla is a perfect example of this, being one of the most muscular and fiercely compasionate beings with incisors and vegetarian diet, unless the few ants and termites constitute meat to you.
"glad we didnt go down that road."
Maybe not in our lifetime, since it's inherent it seems quite probable.
Your right of course it would be great, certainly worthy of a nice ale.
"I love how RPGwatch"
Yeah their great, of course they don't let us subjugate the women (dang it) but still it has its strong points.
Another thing that helped me know without a doubt Leanne wasn't intended to be submissive virgin (beside all the things mentioned) was the line she used as you first meet her.
She decisively dismisses, the stammering guard, fawning over her, as we approach.
Clearly not the tone or attitude of submissive virgin, well at least all the ones I meet.
Trust me, most of the names I have been called you can't translate in any language…they're not even real words as much as a succession of violent images.
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The 15 Minute Makeover: Photoshop Beauty Retouching
1 The 15 Minute Makeover: Photoshop Beauty Retouchin
|2 Next
|A split image showing results both before and after my 15 minute makeover.
Skin needs to be retouched. Even beautiful skin with great makeup. The problem with most of the Photoshop techniques I've experimented with over the years (burning & dodging individual pores, Surface Blur filter, Dust and Scratches filter, etc.) is they take too long, aren't very convincing, or - worst of all - make the subject look like a victim of plastic surgery gone bad.
In this article I'm going to show you a combination of techniques I regularly use that results in beautiful, smooth skin that still looks totally real. Best of all, it won't take all day to accomplish. From start to finish, an experienced Photoshop user should be able to do this in about 15 minutes.
Our workflow follows three basic stages.
1. Manually retouch big flaws and wrinkles via a separate retouching layer
2. Merge the retouching edits into the image layer
3. Use the Red channel of the merged layer to smooth the skin
Before we get started I want you to beware of and avoid what I call Photographer's Tunnel Vision - that compulsive desire to do the fun stuff first. Making things perfect comes at the end, not the beginning, of the retouching process. Keep your eye on the big picture (no pun intended).
The first tools we'll be reaching for are the Clone Stamp Tool and Spot Healing Brush. With these we can retouch major blemishes, flyaway hairs, and any other texture/color irregularities.
Stage 1: Retouch Obvious Blemishes and Imperfections
Create a new, empty pixel layer above the Background layer to receive the retouching. The trick here will be to choose the Sample All Layers option while using the Spot Healing Brush and the Current and Below option for the Clone Stamp Tool. This ensures that your chosen tool will copy pixels from the Background into the new layer above it.
Why not retouch right on the Background layer? If you make a mistake, and don't notice right away, you have to start all over again! Well, couldn't I just duplicate the Background layer, you may ask? That's better than nothing, but it's still not a great solution: any retouching you do this way is interwoven into the image pixels, so mistakes can often be more complicated to correct.
By contrast, using a separate 'retouching layer' is elegant. It avoids destructive editing, keeps file sizes small, and allows you to easily change your mind or correct mistakes. Since there's nothing in the retouching layer but retouching edits and transparency, mistakes are easily dealt with; just delete or erase problem areas without touching the rest of your work. Of course, if you like the adrenaline rush of working without a safety net, be my guest. But don't say I didn't warn you.
Cloning and Healing
The Clone Stamp Tool (S) has been a standby for retouchers for many years. To use it, make sure the Aligned Sample box is checked and set the sampling option to Current and Below, which allows you to match tone, texture and color. Option/Alt+click to set the source from which to copy. Then click or brush to remove the blemish.
The Spot Healing Brush (J) is a more recent addition to Photoshop that does a remarkable job of automatically matching tone, texture and color. To use it, enable the Content-Aware and Sample All Layers options. There's no need to set a source point, just click or brush to remove the blemish. This tool can often seem like magic, but it's not infallible. If your first stroke with the Spot Healing Brush isn't perfect, undo (Cmd/Ctrl+Z) and try stroking from a different direction. To be certain your work is perfect, always view your file at 100% magnification when retouching. If texture, tone, or color do not match, undo and try again. Our goal is for each brush stroke to be invisible - even to you.
With either tool, you will find that some blemishes call for a single click, while others are best removed with a series of short brush strokes. Initially you may have to experiment to find which situations calls for one or the other, but with practice, this will become second nature.
How do you know when you're ready to move on to the next stage? Retouch as I've described above until you're satisfied that no flaws bigger than a freckle are visible anymore.
Pay Attention to the Eyes
I always use a separate layer when working on the eyes because it allows me to adjust the opacity of the retouching; striking a perfect balance point between enhanced and overdone. Allowing a bit of the original image to show thorough keeps everything real. It's up to you how much. If you've never done this, you'll be amazed at the control you can exercise by adjusting the overall opacity of an under-eye retouching layer.
Yes, I know… You can achieve the same result by varying the opacity of the brushes. But with brushes you have to get it exactly right the first time. There's no experimenting. No changing your mind later. It's so much easier (and more powerful) to smooth away folds, bags, or dark circles under the eyes, and then dial back the opacity until it looks believable. Take a close look at the examples below.
Stage 2: Merge All of Your Layers Into a New Layer
Now we're ready to merge all of our working layers into a brand new layer. Why a new layer? Because in a moment we'll be using the Red channel as the basis for our skin smoothing, and we need that channel to include all of the visible information: the original pixels and the retouching.
Furthermore, we don't want to lose access to the hard work we've done up to this point, so we want to copy all of these layers into a new layer, rather than simply flattening the image! The Merge Visible command is found in the fly-out menu at the upper right of the Layers Panel as well as in the main Layers menu. But here's where a keyboard modifier is a must. Holding the option key when choosing this menu item tells Photoshop to merge into a new layer. Otherwise, it's virtually the same as Flatten Image. The keyboard shortcut for merging all visible layers into a new layer is Opt+Shift+Cmd+E (Alt+Shift+Ctrl+E on Windows). This shortcut is affectionately known as 'The Claw'. Try it with one hand and you'll understand why!
As you can easily find yourself with multiple retouching layers, now is a good time to get them organized by using layer groups. Select your retouching layers in the Layers panel and choose New Group From Layers in the panel's fly-out menu. Give the group a name, like oh, I don't know, 'Retouching' and hit OK. This is a great way to keep your layers manageable and easily accessible.
Click here to go to page 2 of our beauty retouching tutorial...
Sep 30, 2014
Jun 18, 2014
Jun 18, 2014
Jun 18, 2014
Nice article, but i don't love this false look, it's like living in gattaca. On my P&S, i have a magic make up button, perfect for a perfect plastic look with no post production.
Thanks for sharing this beautiful article. Great initiative. I will try to follow your workflow as described here.
I have to aggree with the critics on this one. It's waaaay too plastic-fantastic for my taste. Obivously you can choose other opacity-settings etc., but the trick is to maintain pores etc., so you don't end up with the Barbie-look (very popular in Turkey's weeding-photographer-community).
Working as a photo retoucher and moved from europe to SE Asia, I can tell you, You are out of business if you don't end up with the Barbie-look in these countries.
Excellent! More like this please!
Very Nice Article .....
Overcooked imo.
Although this is probably what the average client wants to see.
It's taken me a while to realize that there's a massive difference between what's good and what most people think of as good.
Very, very true ... people say they want a "naturally looking" portrait in the first place and I end up retouching pretty much like shown in the article, sometimes even more! Amazing some people seem to have beauty retouching "build in" their mirror or something, so they see themselves that way ... no harm meant, just a observation.
Very useful tutorial. On page two you say:With our selection still active, we add the layer mask by going to Layer>Add Layer Mask>Reveal All. Shouldn't that be Reveal Selection?
Thanks for sharing this.
I found a discrepancy though. In the 1st paragraph under STAGE 1, you say: "The trick here will be to choose the Sample All Layers option while using the Clone Stamp Tool and the Current and Below option for the Spot Healing Brush."
But, in the 4th picture under that paragraph, the Photoshop modes you highlight are the opposite of that!
Which one is correct?
Portrait Professional has kind of spoiled me, but I'll have to give this a try.
A very clear, well illustrated and organized article. Thanks for taking the time to share your knowledge.
I'm certainly glad this article was posted and I' sure it's of value to many photographers / post-processors, especially to commercial photography. So thank you for doing so.
However, as an amateur, I prefer to touch-up blemishes individually and allow the 'character' of person to be seen. No 'plastic' skin for me, thank you!
great article! i learned some new tricks , especially about the red channel blur to make skin smooth.
BUT can you go into abit more detail why the red channel specifically?
That's an easy one if you're coming from B&W film photography. Ever taken a portrait of someone with a red filter on the lens to darken the sky?
For the luminosity blending trick you'll want a layer where the skin is very light. The skin contains many blood vessels, and these are reddish in colour. The red channel will therefore be very light in the skin area. (like the skin of someone photographed with a red filter on B&W film)
Wow...lets make women feel bad about themselves.
I do a lot of self portraits and being a really handsome man, I do retouches on myself although I am generally very happy with my appearance.
Photos, especially close-ups, are just extremely flat, revealing and sometimes cruel.
I'll quote Scott Kelby here:
"You can have a one-on-one conversation with someone
for a solid hour, take a quick portrait of them, and when you open their image, every flaw, every blemish,
and every little imperfection you totally missed during your conversation may as well have a big red circle
around it and a large arrow pointing right to it.
So, our job, when we're retouching people, is to take that flat, unflattering, two-dimensional still image
of them, where every flaw doesn't just stand out, but gets magnified, and make them look as good as they
did when they were standing right in front of us."
@Sordid ...yes, and make them look plastic.
I agree, it's overdone here. Which isn't basically a bad thing since when you're completely new to the art of portrait retouching, you won't notice subtle differences.
But once you got the hang of it and don't rely on plugins like Portraiture or Portrait Pro anymore, you can work in a very subtle manner.
At a wedding I took portrait pictures of the Bride's father, the bride loved them, and asked for an enlargement for the wall. Her father hated it, saying he looked older in that picture than any other (he actually was older in that picture than any of his older photos). 10 years later I visited the father's home, and he had that portrait proudly displayed, and told me he wishes he still looked that good.
Erasing some wrinkles and age spots make people look like they remember looking in pictures. Their mind seems to make an image that is the average of pictures taken over many years; and they don't want the newest portrait to show them as being older than any other photo did.
I don't think you make people feel bad by slightly reducing a wrinkle under the eyes, instead, you make many people feel better about themselves (and feel better about the photographer too). I prefer soft fill lighting when the picture is taken to reduce wrinkles, but Software is nice when I can't.
i like both images...lots of the photogs here are very critical...or just passionate about photography and that i understand totally..... but i think this is a "how t to .lesson and not about her needing to be retouched....and i might add that an " artistic interpretation".....is never wrong because its in the mind of the artist and what he sees
I agree. The arguments about it not being 'real' after retouching are off base. To me, softening the eye shadows and blems and warming up the skin tone ..all in moderation ..only show the subject at her best ..not at the impossible. We aren't making a 70 year old with no teeth and cataracts ..look like a 20 year old cover girl. Everything in moderation, and this tutorial shines at that and the techniques are perfectly appropriate when used sensibly.
Very good article. I'm a pro retoucher when wearing one of my hats and I haven't tried this red channel technique before (although I suspect I have achieved much the same thing through various channel mixes and adjustments), I'll give it a go on the next appropriate job.
For those who think it looks a bit OTT, well that depends on the client / final usage and also the size of print or display of the final image. It is always possible to slide back the opacity to your liking giving you the best of both worlds.
Thanks, ricko5. That's exactly my intention. Since the retouching, and the Red-Channel skin-smoothing are set up as individual layers, the intensity of the effects can be regulated in 1% increments. It's totally up to the user.
It seems a lot of effort ... I think I'll just buy a NEX100 and shoot at ISO1600 ... let that smooth out all the wrinkles via over processing :o)
I'd like to have the original so I could see what my usual approach, which involves about 2-3 minutes in Lightroom, can do and how the final result compares. This result looks a little over-done to me. To me, retouching should be like makeup - if you can see it, there's too much.
Why not just take one of your own images, process it once in LR using your technique and then process a duplicate in PS using the workflow laid out in the article? Simple.
Thankyou for the very good and useful tutorial, Jean.
But to avoid criticism, I think you should have emphasized that "skin smoothing" need not be taken as far as the "plastic" look that some people here are complaining about.
Even in glamour shots, personally I like to see at least a subtle indication that some skin pores do indeed exist. Otherwise it would seem that the model's health is in great danger!
Difficult stuff! I mean ... the result looks obviously retouched. Not extremely too much, but slightly too much. Less should be better IMHO.
The girl is very pretty even before any retouch, so maybe no retouch is best.
Now, I live in a country where girls generally not use all that much makeup and beauty operations are not all that common. So ... maybe I am biased.
swedish beauties don't need retouching !
Actually, if you look at any 25+ girl, Swedish or not, perfect skin or not, there are traces of the wear of years here and there in the face. Thats the way it is.
And what I meant was that since Swedish girls in common dont use all that much makeup (exceptions exist) I am used to see them this way.
So - if you then photoshop the photos to create perfect skin it looks alien to me. Not necessarily bad, but alien.
Someone living in another part of the world (maybe US) where females use a large portion of the morning to retouch themselves might have a totally different view though. Then it might look more natural.
Quite a fine article. My recap is:
1. Retouch skin as "necessary".
2. Smooth skin as "necessary".
i also like much more the original but the client has to like it . i am sure that a lot of beauty but already aged women will prefer the original ( at least in Europe) to show they do not need all that polishing .
for advertising : well maybe a good expert with a fast computer + 3D software can create the "perfect" beauty's . no need for a photographer or a model .
If one anticipates further edits even after retouching is done (art directors will always have more input), I've found it useful to not merge the layers but rather create a Smart Object from them all. This efficiently retains all the edits non-destructively.
Then, you can duplicate that Smart Object, put an Channels adjustment layer on it with the Red channel at 100 and the others at 0. From this point, any further retouching edits done to the Smart Object and then saved will automatically update on both the image and the red channel used for skin smoothing.
That's an interesting take, Ed. And you get the bonus points for pointing out that a Channel Mixer adjustment layer with the Red channel at 100 and the others at 0 would be the third way to bring the Red Channel into the mix. Just to be extra-clear, though, in the tutorial, I'm advocating merging into a new layer by holding the option key as you 'Merge Visible.' This allows you access to a Red Channel that contains both Background and retouching - and lets you keep all the flexibility you've created with your separate retouching layers.
Thanks for the write up! Learned a new trick after using PS professionally for a year or ten, hehe. Then again, I don't do much skin retouching.
Only one thing didn't work for me in CS5; copying the red channel and pasting it as a new layer through the the channel list. I did it exactly how you described (clicking to activate red channel only, ctr+c, clicking RGB channel -> ctrl+v), yet it only wants to copy all channels at once it seems. Through the Image menu it worked fine though.
Did you do a select all (Ctrl+A) with the red channel selected before you did the copy/paste?
This is definitely the trickiest part, Dirk. It's a question of Photoshop "geography." The channels "live" in a different place than the layers. We need to copy from one place to the other - from channels to layers. Here's a step by step clarification.
1) Make sure the Red Channel is the only one highlighted in blue, and that the eyeball is turned on. 2) Select all, and copy, as Amadou suggests above. 3) Turn the RGB composite image back on before pasting; This means all channels highlighted in blue and all eyeballs on the left side of the Channels Panel turned on. 4) Paste. Have fun.
Thanks for clarifying. I figured it out now; The problem was needing to switch OFF visibility of all other channels as well, rather than simply clicking a channel to select it, before I was able to copy-paste just that channel into a new layer. In that sense your guide threw me off a bit :)
Glad that helped - and sorry of it wasn't totally clear in the tutorial. Where you click really makes a difference. Photoshop geography can be pretty specific, as in this case. Clicking in the box that is the Red Channel on the right side of the Channels Panel makes that channel active and turns off the other eyeballs at the same time.
I'm 47 and would put my work up against most of those posting on this board. Photoshop is a tool, used right it can make you images sparkle. I use a similar technique and get great results.
If its a 3/4 shot look at the models hands. If the model has the face of your younger sister and the hands of your grandmother you know thar be great jiggery-pokery going on. However, as some people pointed out, you have to please the client first if photography is your bread and butter. If its an art gallery that wants all the facial grit and lines it can wolf down or Mrs X paying for a sitting who wants her inner beauty revealed via a heavy hand of photo-shop tools, as a professional photographer you do it.
Hmmm... I guess I'm missing something since all this does is completely overexpose the skin. I've tried two different models with the same results. I have to dial down the opacity of the red channel layer to around 25% for it to be even moderately usable. Then it just looks like a Glamour Glow filter. But beyond that, the skin issues are still visible - just lighter. Anyone else notice this?
24Peter is definitely paying attention. I'm surprised no one else commented on the fact that the smoothing layer (Red-Channel-As-Layer layer set to Luminosity blending mode) lightens the image in addition to evening out the skin. Add a Curves adjustment layer set to darken a bit, and you can regulate the brightness it introduces. You can limit the effect of the Curve to the smoothing layer by using a Clipping Mask. (Option/alt+click on the line between the Curves adjustment layer and the smoothing layer to create the Clipping Mask.)
More to the point, the vast majority of people don't *want* their portrait to be an accurate reflection of reality. In fact most people are unhappy with the way they look. They want a photograph that makes them look pretty. And they will pay for it. As the old saying goes, professionals don't dream about their profession; they dream about Porsches.
Unless they are Porsche dealers. In which case they dream of yachts. I mean, good-looking young women with naturally flawless skin don't *have* to pay a photographer to take their portrait. Why would they?
This is where the schism between the professional and the artist opens up; these tutorial articles aren't aimed at art photographers, because art is a personal thing. They're both aspects of business, different methods of survival in a harsh world, and this is aimed at the audience that dreams of Porsches.
For those that think the retouched version is 'fake', maybe it's because all the women you are used to seeing have bad skin or aren't aging very well?
Or perhaps it is that the image _is_ fake and people in real life just don't look like that? At least not where I live. A human being at the age of over 15 without laughter wrinkles around their eyes have something seriously wrong with them.
Having said this, this tutorial is well written and probably quite useful to the people it is meant for.
However, I do take exception with the very first sentences of the article: "Skin needs to be retouched. Even beautiful skin with great makeup." This generic statement just isn't true. It is only true for certain types of photography and even then only when a certain non-real result is the target.
Great tutorial! Short and to the point.
Is it possible to save favorite articles to my dpreview account?
As of now, unfortunately we don't have a way for you to set articles as favorites. We do have something in the works that will allow you to 'follow' users, including authors. Stay tuned.
I agree... I need to save articles like this for future reference.
get a posterous account..it is free and you can gather anything on the net with it. I just did it with this article link below. Thanks Jean
This form of retouching makes the skin look completely fake like a latex doll.
Personally, I prefer the original which shows more definition and character.
The only problem is, the retouched version looks it - and totally fake. Granted, this is just an example... But pick up any magazine these days - the pictures all look the same. Plastic. The automated retouching plug-ins are even worse. Right up there with HDR. Yeah, I went there. ;)
Nice, but you can do a great retouching with NIK's Color Efex with a fraction of the effort.
Mistake on my part, sorry for the double post
Photographer Jenna Martin and her model friend Rachelle Kathleen set themselves a challenge: could they create beautiful portraits in an 'ugly' location? So they went to a local Lowe's hardware store and gave it a go!
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Neal Preston has shot timeless photos of everyone from Led Zeppelin, to Whitney Houston, to Michael Jackson. In this interview, he offers insights into his craft to up-and-comer Elijah Dominique.
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The holidays are coming, but your gear isn't cutting it? It's time to treat yourself!


text: Human Rights Observatory Quake Hits South Africa, No Causalities Reported An earthquake with a magnitude of 5.3 hit central South Africa on Tuesday, shaking buildings in Johannesburg. The U.S. geological agency says the earthquake was centered six kilometers east of Orkney, a town about 180 kilometers southwest of Johannesburg. A VOA editor who felt the quake says at first she thought a helicopter was shaking the building, then realized the sound was much louder. There were no immediate reports of casualties. The South African Press Association reports...Read complete article© Voice of America - Tuesday, August 5, 2014


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The USB3SDOCKHD Universal USB 3.0 Laptop Docking Station with DVI, HDMI, Audio and Ethernet adds dual video outputs, headphone and microphone jacks, as well as Gigabit Ethernet and additional USB 3.0 and USB 2.0 ports to a laptop computer, all from a single device and over a single SuperSpeed USB 3.0 connection.
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SUMMER CONCERT at PELHAM BAY PARK * The annual summer concert series in Pelham Bay Park. In collaboration with the Bronx Arts Ensemble and the Parks Department, the first concert, entitled "All You Need is Love," will take place tomorrow, July 12th, starting at 6 PM on the lawn at Pelham Bay Park.
There will be live music courtesy of The BAE Electronic Mosholu Crash, featuring music of the 1960s including The Beatles. Please enter at Middletown Road and Stadium Avenue, and bring your beach chair or blanket! Should it rain, the location of the concert will change to International Caterers, which located not too far at 3243 Ampere Ave.
For more information, contact Vito at office at (718) 931-1721 or the Bronx Arts Ensemble at (718) 601-7399.
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SAN DIEGO — A new report concludes that biodegradation in landfills of consumer products and packaging should not be encouraged, as the net harmful greenhouse gas impacts of landfill emissions are likely to outweigh the benefits of energy recovery.
The report, "Assessing the Greenhouse Gas Impacts of Biodegradation in Landfills," was released today at by the Sustainable Packaging Coalition (SPC) at its Spring Meeting here. Biodegradation in landfills is a key issue for the pack


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New Additions to the Blue Ocean Projection Screen Line to be Unveiled at CEDIA
Blue Ocean Projection Screens will be debuting a new super thin rear projection screen in addition to the long awaited front projection model.
U.S. Nippura, distributors of the famed Blue Ocean Rear Projection Screens proudly announces the long awaited debut of 2 new screens. The first is an antiglare, super thin 3mm rear projection screen. The lighter weight will add versatility to the screen which will give way to new innovative applications. A new home theater installation technique will be demonstrated at the show. The second addition to the Blue Ocean line is the highly anticipated front projection screen. This screen is designed for use in high ambient light environments such as boardrooms and classrooms. Visit us at CEDIA booth # 684 for more information and demonstration.
The new Blue Ocean Solution Rear Projection Units will also be on display. These units made a big splash at this year's InfoComm show as they introduced 2 new ways of offering entire solutions for your rear projection needs. The first is the Blue Ocean Wave which is a stand -alone unit that houses a Panasonic PT -DW7000 projector with a 0.8:1 Short Throw Lens, a mirror, and a suspended 84 inch 16:9 Blue Ocean Rear Projection Screen. The core attribute of the unit is that it solves one of the main obstacles of rear projection �Eavailable space. Although the Blue Ocean Wave is only 46�Edeep, it is able to project onto and fill an 84�Escreen. The unit is great for a point of sale application in a retail location or as an informational kiosk in a lobby.
The second unit is the Blue Ocean Drifter, which is a ceiling mounted unit that is perfect for venues with high ceilings such as large convention centers, museums, sports bars, and churches. The Drifter allows you to utilize the full potential of large open spaces otherwise rendered unusable.
And since the unit allows for rotating or fixed displays, the Blue Ocean Drifter is brilliant as an eye -catching in -store advertisement medium. Enhance the 'wow factor' of a retail location by displaying frameless, high -definition images at important point of sale positions. A car dealer can create powerful visual appeal by introducing the year's new car with high performance footage floating just above. Or increase advertising impact in lobbies, entrance halls, and other high traffic areas without using valuable floor space. The promotional possibilities of the Drifter are only limited by the imagination.
The standard unit consists of two suspended arcs which balance a Panasonic PT - DW7000 projector with a 0.8:1 Short Throw Lens on one end and a 100 inch 16:9 Blue Ocean Rear Projection Screen on the other. The Drifter will be available in two configurations: the Stationary and the Swivel Arch Mount for oscillating displays.
(Visit www.usnippura.com to see photos)
CEDIA will be held in Denver, CO September 13 -17 so come join us at booth # 684 to everything that Blue Ocean Projection Screens have to offer.