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Richard Hell.
O cara basicamente inspirou o visual punk - Malcolm McLaren, o empresário que agrupou e deu um trato visual nos Sex Pistols, se inspirou em Hell em cabelos espetados, roupas rasgadas e adornadas com alfinetes.
Ele foi do Television, Heartbreakers e montou o Richard Hell and the Voidoids - o disco Blank Generation é um clássico.
Dito (tuso) isso, sai dia 12 de março lá fora a autobiografia do homem.
Segue o primeiro capítulo (pra quem lê em inglês).
I DreameD I Was a Very Clean Tramp
ChapTer one
Like many in my time, when I was little I was a cowboy. I had chaps and a white straw cowboy hat and I tied my holsters to my thighs with rawhide. I'd step out onto the porch and all could see a cowboy had arrived.
This was in Lexington, Kentucky, when everybody was a kid. I looked for caves and birds and I ran away from home. My favorite thing to do was run away. The words "let's run away" still sound magic to me.
My parents arrived in Lexington in 1948. They'd met two years before at Columbia University in New York, where they were graduate students in psychology, and had married a year after that. When my father, Ernest Meyers, who'd grown up in Pittsburgh, Pennsylvania, got his Columbia PhD, he found a job teaching at the University of Kentucky. I was born in late 1949. My ma postponed a career to take care of the home.
Our family was just the four of us, including my sister, Babette, who was born a year and a half after me. We felt close to my father's mother, Grandma Linda, who lived in New York, and we occasionally visited one of his brothers, Richard—a chemist for Texaco—and his wife and kids, at their home near Poughkeepsie, but beyond that there wasn't much awareness of family, or family history. I had no real understanding of what a Jew was, for instance, though I knew that my father's family fit that description somehow. I thought Judaism was a religion, and we didn't have any religion.
My mother, born Carolyn Hodgson, was an only child. Her mother, Dolly Carroll (born Dolly Griffin), whom we knew as Mama Doll, was a working¬class Methodist lady from Alabama. She played bridge and liked a cocktail. She'd been married four times. We saw her for a few days once every three or four years. She and my mom's father, Lester Hodgson, who'd owned a filling station in Birmingham until it went bust in the Depression, had divorced when my mother was a young child, and I only remember being in the same room with him two or three times.
We lived in the suburbs in America in the fifties. My roots are shallow. I'm a little jealous of people with strong ethnic and cultural roots. Lucky Martin Scorsese or Art Spiegelman or Dave Chappelle. I came from Hopalong Cassidy and Bugs Bunny and first grade at ordinary Maxwell Elementary.
In 1956, when I was six and we lived on Rose Street by the university, my father bought a cream and green 1953 Kaiser, which he drove to work every morning a mile down a street that ran between the big UK basketball arena and its football stadium. His campus workrooms were in an old tree¬shaded red¬brick building on the side of a hill. The classrooms, lab, and office there smelled of wood, chalk, wax, graphite, dust, fresh air, and armpits. The rooms were softly shadowed wood. Tree limbs swayed outside the windows. My father was an experimental psychologist; he didn't treat patients but observed animal behavior in labs. Small hard¬rubber rat mazes lay on the tabletops among big manual typewriters. There were wooden glass¬front cabinets against the walls, and rows of chair¬desks facing the blackboards. That type of plain old academic building, or the one that housed the local school for the blind, where he did research on Braille, still feels like home to me, like a humble paradise, as little as I could ever stand schooling.
In the center of town stood a classic rough¬hewn Romanesque courthouse, with an equestrian statue of Confederate general John Hunt Morgan out front. A few blocks further along Main Street lay the train station waiting shed, and in that same stretch Main's two cozy, plush movie houses, the Kentucky and the Strand, which were staffed with pimpled ushers and showed first¬run double features and cartoons, in¬ cluding Saturday¬morning all¬cartoon programs. By the bus stop there was a Woolworth's dime store and a bakery that sold glazed doughnuts warm from the oven.
The limestone, pillared public library was in the middle of a heav¬ ily wooded park a few blocks behind the courthouse, across the street from Transylvania College ("the first college west of the Allegheny Mountains"). Inside, the library was marble, with sunshine from the second¬story skylight brightening the ground floor's central information desk; whispers, shuffling shoe steps, and shelves and shelves of musty¬smelling, dimpled green or orange library¬bound books free for the taking.
On the outskirts of town were drive¬in movies and an amusement park. The family would take grocery bags full of homemade popcorn to the drive¬in, and, on the way home, my sister and I fit lengthwise, head to feet, in the backseat, asleep. Every once in a while we'd get to visit Joyland, where there was a wooden roller coaster and a merry¬go¬ round and a funhouse and a Tilt¬a¬Whirl in the midst of game booths and cotton candy and hot dog stands among huge shade trees with picnic tables below them and starlings under those.
In the suburbs the houses were unlocked. There was no "air¬ conditioning" but fans. A big warehouse in a weathered industrial neighborhood towards town stocked fresh¬cut blocks of ice yanked at a loading dock by giant tongs into newspapered car trunks to power iceboxes—though most people did own an electric refrigerator by then—or to fill coolers for picnics. You'd stab the slick crystal with picks till it cracked.
Once, as a teenager in Lexington, on a hot, clear summer day, I was in a stone hut in an open field with some friends. More friends clustered in the landscape outside like some Fragonard or Watteau painting— Fragonard crossed with Larry Clark—playing and talking. A guy's at¬ tention got caught by the sky. He stood in the high grass staring up, pointing and calling. We all craned our necks. There were specks in the sky floating down; chairs made of snow and snow couches touched down all around us. We were laughing and crying.
That happened in a dream a few years after I'd arrived in still¬ lonesome New York. I woke up ecstatic and grateful, my throat con¬ stricted and eyes overflowing.
In the winter of 1956, when I was in first grade, the family moved from the cottage on Rose Street to a new suburb, Gardenside, on the edge of town.
Nearly every lot in the tract was the same small size and there were only a few house designs, mostly two¬bedroom. Each house had sap¬ lings in the same two spots on either side of the walk leading up to the front door and the same type of evergreen shrubbery under the living room picture windows facing the street. Our house was just like the classic child's drawing of a home, a red¬brick box under a steep shingled roof that had a chimney on one end of it.
At the bottom of the street ran a creek. Lawns descended to border both sides of it, but along its banks uncut foliage grew thick and high. The most interesting thing about it was that it wasn't man¬made. The idea that you could follow its path rather than the patterns imposed by people on everything else in sight was exciting. I remember first real¬ izing that the creek might start and end anywhere, far off, that it didn't just exist in the area I knew. The thought was a glowing little diorama hidden inside my brain, kind of like Duchamp's Étant donnés Gardenside had farmland at its borders—tobacco and corn and livestock—and woods.
Our house was one of the first in the suburb to be completed, and the ongoing construction all around us for blocks was our playground.
One late afternoon that first year, there were only two of us left still messing around outside. We were trying to topple a big iron barrel that was filled to the brim with water. Finally we figured out a way of using wood scraps as levers and pushed it over.
The street was empty. Roy Baker and I went and sat down in the rubble by the partly built house to talk things over. The building was just fresh four¬by¬tens across a cinder¬block foundation with a few two¬ by¬fours poking up where walls would go. The street was barren but littered with heaps and bristling, and smelled of fresh sawn wood, wet concrete, dirt, and burnt tar paper.
The men who were working here had seen us goofing around be¬ fore they'd left for the day. By the time they'd gone, we were the only kids left. Tomorrow morning, they would realize it had been us who'd knocked over the barrel. Kids our age shouldn't be strong enough to turn over something as heavy as that. I explained this to Roy Baker, who was a few months younger than me. "They're going to think we're superhumanly strong. They'll want to put us in the circus. Think of how that will be, when we come out into the ring under the big top, the crowd waiting, and then we can't lift up the barbells! There is only one thing to do. We have to run away."
We walked and walked, further than we'd ever been, and stole some pennies from the dashboard of a parked car and bought candy. As it started getting dark and we were lost and tired, we knocked on a door and got some adults to help us get home.
We played army in the dirt piles. Scouting over a hill for enemies, I had the first scientific insight I can remember. I realized that in order to see anyone, I had to expose enough of my own head that I'd be visible too. You had to come out of hiding in order to see anything.
Cowboys and Indians, though, was the main game. I loved my cap¬ gun six¬shooters and holsters and neckerchief and cowboy hat. The caps came in matte red rolls, with little disks of black powder set in them. You'd thread the roll inside your metal pistol. When you pulled the trigger, the strip advanced, and the hammer hit the next cap with a bang, and smoke rose. I would like to smell the smacked burnt snap of a detonated cap like that again right now.
There were the fan clubs, or the brotherhoods, of the heroes of the Saturday¬morning TV shows. Flash Gordon, who lived in the future and rocketed through outer space. I joined his club. You found out how to join them from the backs of cereal boxes and sent in for a member¬ ship card and an ID ring. Sky King, who was a modern¬day rancher who flew a little private airplane. Spin and Marty, modern kids at a western boys' camp as presented by The Mickey Mouse Club. Zorro and the Cisco Kid and the Lone Ranger. There was often a wandering hero and his devoted sidekick, who provided comic relief. That hap¬ pened over and over in Howard Hawks and John Ford westerns too. (Whenever I could, I'd take the bus into town on Saturdays to go to a double feature. Often they were John Ford and Howard Hawks mov¬ ies, by which I was contaminated with the Code of the West.) There were also buddy teams in which the members were equal and were complementary in other ways than as hero and faithful clown. Tonto wasn't a clown with the Lone Ranger, nor was Dean Martin with John Wayne in Rio Bravo (Walter Brennan was the clown on that team). The Three Musketeers.
I grew up thinking men worked best in wandering small teams, usually two¬man. You needed someone to conspire with, someone to help you maintain the nerve to carry out your ideas. Someone to know what you were thinking (otherwise your thinking didn't really exist). Some¬ one who had qualities you wanted, maybe, too, and that you could acquire to some degree by association.
I remember two things about Pat Thompson, my first best friend. One of those includes the other buddy we would plan a runaway with. At recess in the schoolyard Pat put his arms around our shoulders for a conference and then banged our heads together and laughed. I was shocked he did that. The other is that when Pat moved away the fol¬ lowing year, in third grade, we exchanged mementos of each other and what I took was the heel of his shoe. I can still see it in my mind. It's dry and concave with bent little skinny nails poking up from it and his signature on the other side in felt¬tipped pen.
In the spring of 1957 Gardenside was still making do with a nineteenth¬ century one¬room schoolhouse for the small children. It stood at the top of an overgrown hill and had been converted to three classrooms, one for each of the first three grades. Down the side of the hill gaped a wide¬ mouthed shallow cave, where we were to meet at midnight.
All afternoon that day I secretly gathered supplies—crackers and peanut butter and apples—from around the house and smuggled them back to hide under my pillow in the bedroom I shared with my sister. That night I was going to wrap it all in a cloth and tie it to the end of a stick to carry over my shoulder.
When bedtime came, and my sister and I had to brush our teeth and get into our pajamas, I couldn't find my damn pajamas. They should have been in the bureau drawer. Then the whole household was helping me look, and just as I realized what I had done my father called out that he had found them along with everything else under my pillow.
It was late but all the lights stayed on. My pretty little sister was awed. And now here is the strange part: my father's reaction. My father told me that at midnight he would drive me to the cave and that if my friends were there I could go with them. I was amazed then and still am now.
Just before midnight we got in the big old Kaiser and rolled the five minutes to the distant rendezvous site. My father was friendly and concerned. My confidence was a little reduced by his careful kindness, but I imagined the triumph of being left with my friends to figure out our next move. They'd think what a great dad I had. We waited in the car with the lights turned off, and nothing happened. No one came. We waited until I couldn't complain that we'd left too soon and then we drove home.
I don't remember anything else about what happened and the only one who remembers it at all is me. My mother doesn't remember that any of it happened; neither does my sister. My father died suddenly of a heart attack some weeks after the runaway plan. The fact that I am the only person from the original night who even remembers that it took place seems poignant, not to mention disturbing, considering its significance to me. My wife teased me about it.
Then I found an old box of papers containing a hand¬drawn booklet I'd made for school that year entitled "Runaway Boy," dated Novem¬ ber, 1957, a few months after the getaway try. It reads:
Well I planed to run away with two school mates named Jack and Clem. We were going to meet at front of school. To live at a place that was next to the school it was a cave. Oh and my name is Jim. One of us was going to bring a blanket one some food one some matches and a candle. We were going to run away because our mother's spanked us to much. I was geting food this is how I did it: I told my mother I wanted a few apples to take out to my friends but I didn't I put it in a hakerchief to keep it together I had a play sword to keep it together. And we were going to meet at 12 o'clock on the dot. I hid the hankercheif under my pillow. Then I went out and played until supper and went to sleep.
Next day I made a sneak tellaphone call to Clem to talk about the runaway and to tell him I might be a little late becuas I live very far away from school. In my hankerchief I had some pajama's you know food I had some old clothes shirt pants shoes. I just couldn't wait for that night but I felt a little unlucky. I went out to play for a little while then came back for supper. I watched t.v. for a little while then I wanted to go to bed I went to get my pajama's but they weren't there you know I told everybody I lost them. Everybody looked I play like I looked to but I didn't. I told them my mother father and sister not to look under my pillow just a little bit late. My father looked and there was the hankerchief
I was ashamed that I wanted to runaway. But I still wanted to. I wanted to run away with Clem and Jack they were my best friends. But my father said I could runaway! He told me he would at exactly 12 o'clock he would start the car and away we would go.
But if Clem and Jack weren't there we would come right back home. I couldn't wait till midnight but it got here. And away we went to school. When we got there I told dad to wait a while because they weren't there!
But they never got there so we went and went to sleep I dreamed I was a very clean tramp!
THE End
I like how my name in the story, Jim, is a combination of the names of my two best friends, Jack and Clem.
Kentucky is riddled with caves, and my friends and I would go hunting for them. We found a few little tunnels tucked away in the surrounding farmland—openings into the ground that were wet and dark and slick, where salamanders lived and into which you could squeeze and sit and then crawl deeper. Their entrances were often signaled in the fields by clumps of trees that had been left to grow because they filled a dip in the land that couldn't be plowed. We'd poke around in a crater like that and sometimes in the rubble and undergrowth there would be an entrance. Inside, you'd find that good feeling again that's rare in adult¬ hood, except maybe in drugs and sex, of dreaming and conspiring in a hideout, beyond the pale.
In memories, as in dreams, you often see yourself from outside, as if it were a movie. That's how I remember the morning after my father died, in the summer of 1957.
My sister, Babette, and I slept in beds against opposite walls of our room, which was next to our parents' bedroom, at the back of the house. I see the scene from an angle near, but above, my mother's head, everything dim and out of focus, as she sits on my sister's narrow bed, the one closest to the door, looking down at me beside her. Six¬year¬old Babette sits on the edge of the bed too, on the other side of me, listening as our mother explains that our father has died during the night. We don't understand the situation very well, though we realize that being dead is supposed to mean he doesn't exist anymore, he is completely gone.
Later in the year, I was embarrassed that the kids in school knew my father had died. I was more conscious of being upset by that than by his actual death, which was just an absence (there wasn't even a funeral).
For a while when I was eight or nine my best friend was a kid named Rusty Roe who lived a few houses down the block. He was a year or two younger than me. I was probably still insecure from my father dying. Rusty's nice father, Chet, who must have been in his late twenties, was an outdoorsman, a hunter and fisherman who subscribed to gun and rod magazines and did taxidermy as a hobby, and who took Rusty and me bass fishing sometimes in a rowboat on a lake.
There were a couple of years there where I got interested in birds. (According to my ma, the very first word I ever spoke was "bird.") I loved walking in the countryside, out past the streets, looking for birds, and I could identify them by song and flight pattern and nest as well as shape and markings. Rusty would go with me, and he knew a lot about them too. We'd carry Peterson's field guides. I collected abandoned nests. I carved birds out of balsa wood and painted them. I bought plastic model kits of birds to glue together and paint.
One early evening, Rusty and I were playing in his backyard when it got time for me to head home, and he misunderstood my leaving as a rejection. He pleaded with me not to go, and started crying, apolo¬ gizing and begging, and I realized that there was a part of me that liked that he was crying. Something in me was glad to make my friend cry. I hadn't wanted to hurt him, but his tears showed how much he valued me and that I was not the vulnerable one. I got some kind of satisfaction, too, in becoming harder as he got servile. The sudden gulf between us made me want to be alone. It was dusk as I left my friend standing in his storm¬fenced back lawn, with its little concrete goldfish pond dug by his father.
While I might be a little nostalgic for the innocence, the grace, that existed before my behavior became consciously calculated, my life was full of pain and fear then, and it wasn't even really innocent either. My nice third¬grade teacher, Mrs. Monk, corrected me once because I was acting modest. She advised me not to "fish for compliments." At first I didn't get what she meant, but then I was amazed to realize that it was possible to misunderstand my own behavior, to believe I was doing something for the exact opposite reason I was really doing it.
My flat, vacant, smudged ten¬or¬eleven¬year¬old face. There's a pan¬ orama or montage of local vistas, the empty suburban hills, shifting slowly behind it, all silent and soft and cold, with visible grain, as I glide around the quiet newly built streets on my bicycle, alone, with no one else in sight. Or I'm sitting in my backyard, suddenly self¬ aware, or aware that this moment is going to happen again someday, portraying my condition and environment (this sentence on this page in this book).
I probably peaked as a human in the sixth grade. I was golden without conceit. My teacher that year, Mrs. Vicars, made a private special ar¬ rangement allowing me to write stories instead of doing the regular homework assignments.
In seventh grade I fell, though, and it would take me years to climb back. The postwar baby boom had caught up with the Lexington school system and it became so overcrowded that a big old wooden jumble downtown was annexed for the exclusive use of hundreds and hundreds of seventh graders from all over the city. As one boy in a large school of unknown kids my age from all over the city, I lost any history and prestige I'd had. I was nobody, and as I wasn't assertive, it was impossible to catch up. All I remember of school that year is my anxiety and unhappiness, mixed with pained envy of the thriving redneck hard¬asses: commanding, mature Gary Leach, with his short sleeves folded up his biceps, pegged jeans nonchalantly clinging, short hair waxed in precise furrows, as he murmured consolingly, behind me on the school bus, to the lovely weeping Susan Atkinson beside him, "You can cry on my shoulder" ; tough, dashing, chipped¬front¬toothed Jimmy Gill, Jerry Lee Lewis look-alike; muscular, confident farm boy Hargus Montgomery.
There was one last¬minute redeeming experience. Because I was traumatized and couldn't make myself do any homework, my grades had plummeted from effortless excellence to C's and D's and F's. I hadn't attached much importance to grades, but it was mortifying sud¬ denly to be lacking that way. But when the student body was given standardized "achievement tests" at the end of the year I got the high¬ est scores in the whole school. They wouldn't have revealed that to me, but the administration thought I should be talked to, considering my grades. I noticed that teachers all of a sudden acted differently towards me. I was glamorous. They'd stop and look at me as I walked by.
All those years of junior high school—seventh through ninth grade— were awful. Because of the overcrowding I attended a different school each year, with my classmates always changing and unknown. I couldn't bring myself to do homework. I had insomnia too, because I was anxious about being unprepared and being such a failure and disliking everything. I would put off the homework, even the most im¬ portant, until the night before it was due, and then stay up in misery, sweating in my new attic bed among any texts I might paraphrase to patch together and pad a fake paper. The insomnia was like being paralyzed in a spotlight, like being trapped. I knew it was my anxiety about doing badly and about losing status that kept me awake, but I still couldn't force myself to do the stupid homework or truly figure out what was going on, and all this would amplify itself, like feedback in my head, but it was du ller than that. More like crawling skin. Like there was some drug I needed that I didn't have.
I hated the raw oppression of being a kid once I became self¬aware. I don't like "alpha" people as a rule, and in the random enclosed societies of schools, you have to deal with them. I didn't like being stuck with strangers, period, either. I also didn't like being told what to do, and of course school and childhood itself is about the authority of all grown¬ ups. I knew as well as any of them what was worthwhile, but because I was a kid and they were bigger and had more power than me, I was cheated.
I remember making some promises to my adult self when I was still a kid—or extracting some promises from my adult self. I promised not to forget how arbitrary and unfair adult rules are. I promised to re¬ main true to the principles I grasped that adults sometimes pretended to know but hardly ever behaved in accordance with.
I wanted to have a life of adventure. I didn't want anybody telling me what to do. I knew this was the most important thing and that all would be lost if I pretended otherwise like grown¬ups did.
Those monstrous, boxlike, snouted, yolk¬colored school buses, with their rotten black lettering, symbolized loneliness and humiliation. The weather they rolled through was gray and rainy and I gazed out the window hoping not to be noticed, except by a particular girl.


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Tommy Billfiger wrote: »
Its very useful
how old are u Jackal? U just now got to college? I thought we were the same age.
Real nigga shit1991 ftw!!!
missjcapri wrote: »me too! congrats....
1991 ftw!!!
Andi got to say shit was pretty fucking rewarding
1991 ftw!!!
a member of the lost generation
yes im a member but i dont participate in the activities

subset: commoncrawl


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Human Cost of Coal (Maps & Facts)
Recenty, the good folks at iLoveMountians.org created 10 awesome maps showing the health and socioeconomic effects of coal and mountaintop removal (MTR) in key MTR and coal-burning regions. The maps are based on data from 21 recent peer-reviewed scientific studies.
"Not only has mountaintop removal permanently destroyed more than 500 Appalachian mountains, but people living near the destruction are 50% more likely to die of cancer and 42% more likely to be born with birth defects compared with other people in Appalachia," iLoveMountains.org writes.
The maps are embedded below and can also be viewed on the link above.
The studies are also summarized here. Kudos to iLoveMountains.org and the researchers for their great work on this topic!
(If the maps, below, do not load, try refreshing the page.)
Fun stuff, eh? Not really…
Keep up to date with all the most interesting green news on the planet by subscribing to our (free) Planetsave newsletter.


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231 Fans
Robert T. Ironside, chief of detectives with the San Francisco Police Department, is shot down by a sniper's bullet. He survived the attack, but became crippled from the waist down and was confined the wheelchair. With his former assistants Brown and Whitfield and former delinquent Mark, he combats crime from his mobile office while leaving a pot of chili cooking back at headquarters.
Trivia Facts | Top Quotes | Goofs/Mistakes
- As the show progressed, Mark went from being Ironside's bodyguard, to a full fledged police officer and eventually became an attorney in the final season.
- Star Raymond Burr injured his eyes working on the series. Being in a wheelchair, he had to look up directly into the hot lights used to film his scenes and his eyes were slightly burned.
- Barbara Anderson left the show after the 1970-1971 season because of a contract dispute.
- Steven Bochco, who would later became one of the most successful television producers of the 1980's and 90's, worked on the series very early in his career. He had been hired by Executive Producer Frank Price at the start of the first season to write a few extra minutes worth of scenes in the first six episodes, which were too short. After looking at these episodes, Bochco asked Price if it was really necessary for him to do this for all six because he didn't think the show would last that long. According to Bochco, Price was not happy with the remark and this was the start of a strained relationship between the two of them that continued when Price was in charge of Universal Television and Bochco was a writer there.
- A couple of episodes on the show acted as the pilots for the short lived series Sarge and Amy Prentiss.
- In many of the early episodes, Ironside and his team would drive around in an armored car. However, during the second season they replaced it with his more familiar van.
- Besides the injuries to his eyes, Raymond Burr suffered great physical stress from being in the wheelchair for extended periods of time.
- NBC abruptly canceled the series in 1975 without airing three episodes: "The Organizer," "The Rolling Y" and "A Matter of Life or Death." Those segments eventually aired in syndication.
- Actress Dana Wynter guest-starred playing different characters in 2 episodes. She would later portray Robert Ironside's wife in the 1993 reunion movie.
- Ed served in the marines before he became a police officer.
- In the pilot Ironside wears a bandage on his right hand. This was not makeup. Raymond Burr injured the first two fingers of his hand when he fell after being "shot".
- Boat used in one episode looks like Minnow from Gilligan's Island.
- In the show Raymond Burr plays a wheelchair-bound hero, which is ironic since his most famous film role was in Rear Window, where he played a villain fighting a wheelchair-bound hero.
- Three of Raymond Burr's former Perry Mason cast mates all made appearances on the show; Barbara Hale, Wesley Lau and Richard L. Anderson.
- The title comes from the saying "dead men tell no tales."
- The backyard swimming pool location where Trask's assistant is murdered is the same one used as the site of a murder in "Tagged for Murder" just four weeks later.
- The plane that Jack Lord tries to escape in, a Champion 7GCB - Registration: N9908Y was in a fatal accident on 7/15/1996.
- The title comes from the biblical expression: "Eat, drink and be merry" (Luke 12:19, KJV).
- Guest star Richard Anderson appeared in the role of Lt. Steve Drumm in the final season of Raymond Burr's series Perry Mason.
- The house used for the Farley Granger and Lee Grant characters' house was the same as that used as the home of Jonathan and Jennifer Hart eleven years later in Hart to Hart.
- After Ironside tells Mark to copy down by hand a massive amount of information from a number of books, he goes to the assistant librarian to see about photocopying all of it instead. The sign on her desk shows that photocopies are 25 cents a page. The meaning of Mark's action is probably lost on today's audience but after adjusting for inflation, that's equivalent to a $1.75 a page, which would've cost Ironside a LOT of money.
- The climatic scenes were actually filmed on location at San Francisco's Cable Car Barn.
- The title is a biblical reference to Moses' request of the Pharaoh in Exodus: "Let my people go."
- Although Marcia Strassman is credited, only her voice and an image of her on a cardboard cutout appear in the episode.
- Acting debut for Barbara Rhoades.
- Per the title, "What's past is prologue" is a quote from Shakespeare's play The Tempest meaning that history repeats itself and continually influences the present.
- Jeanette Nolan -from Lady Macbeth to grieving parent- a class act.
- This was Johnny Seven's first appearance on the show. He would make three more appearances on the show before he would take over the role of Lt. Carl Reese during the later seasons of the show.
- The band at Freddy's pad was the Hook, a band under contract to Uni Records, owned by Universal Studios, producer of Ironside. When Ironside and a team of cops show up at the pad, the band breaks out in a fast, fuzz-toned version of the Ironside theme song!
- Several times in the episode, Ironside sarcastically calls Mark 'Judge Sanger'. Years later, in the 1993 reunion movie The Return of Ironside, Mark, who studied law in the original series, passed the bar and became a lawyer, did indeed become a judge!


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How often do you have the opportunity to sit around the table with your business peers – people who have been in your shoes and who have critical feedback and perspective to share?
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You'll also hear from one of Vistage's world-class speakers, Don Rheem presenting Employee Engagement & Productivity: Proven Techniques to Radically Improve Your Bottom-Line.


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With a stay at Hotel SK Elegance in Mysore, you'll be minutes from Mysore Palace and Jaganmohan Palace and Art Gallery. This hotel is within close proximity of Jayachamarajendra Art Gallery and Lingabudi Lake.
Stay in one of 45 guestrooms featuring flat-screen televisions. Complimentary wireless Internet access keeps you connected, and cable programming is available for your entertainment. Bathrooms have showers and complimentary toiletries. Conveniences include desks and complimentary newspapers, and housekeeping is provided daily.
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Business, Other Amenities
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At the College of Teachers' annual Awards Ceremony on 16 May 2012, Professor Michael Fielding delivered The College of Teachers' Biennial Lecture, "Student Voice: patterns of partnership and the demands of deep democracy", in which he discussed the development of the range of student voice work in many countries across the world in the last two decades.
Listening to the voices of young people is now actively advocated by government departments in the context of formal education and also within the framework of childhood services. Professor Fielding considers the very different readings of what student voice is, why it has flourished as it has, what its strengths and weakness are, and what its future prospects might be. In this article based on the lecture Professor Fielding highlights four clusters of issues that seem particularly significant.
1. Taking stock of Student Voice
Celebrating Student Voice
Because in large part my lecture is a celebration of student voice, it is important to begin by acknowledging that the range of work that has developed in many countries across the world in the last two decades has been quite remarkable. Thus we have:
Peer support – i.e. activities that suggest that young people benefit, both socially and academically, from listening to each other's voices whether individually, e.g. buddying, coaching, mentoring and peer teaching, or more collectively, e.g. prefects, student leaders and class and school councils and circle time.
Student / teacher learning partnerships - in which students are given responsibility for working alongside teachers and other adults in a developmental capacity e.g. student-led learning walks, students as co-researchers and lead researchers, Students as Learning Partners (where teachers invite students to observe their teaching), student ambassadors, and student lead learners. Not only does much of this flourish at institutional level, it is also possible for individual teachers to undertake a wide range of student voice work within their own classrooms through an increasingly imaginative range of practices supplementing the more familiar observation, video-recording, questionnaires, focus groups, interviews and diaries with such things as collage, drawings, learning logs and scrap-books, drama and role play, and suggestion boxes. Indeed, for writers like Jean Rudduck and Donald McIntyre the classroom is the most important arena for student voice work since, in their view, it is the classroom that constitutes the dominant daily context and most important site of the realisation of the school's core purpose, namely teaching and learning.
Student evaluation of staff / the school - activities in which students express their views on a range of matters, sometimes after collecting and interpreting data, either on individual members of staff, school teams or departments, the school as a learning community e.g. students as observers, students as informants in teacher consultation about effective teaching and learning, students on staff appointment panels, students as associate governors, student focus groups and surveys, students as key informants in the processes of external inspection and accountability, and junior leadership teams.
Student engagement with the community – often through student-led initiatives like student action teams addressing issues such as environmental health, road safety or the development of mutual understanding and support between generations. Likewise youth councils and fledgling attempts to involve whole towns in student-oriented initiatives such as the UNICEF RRR (Rights Respect Responsibility) programme.
Listening to the voices of young people, including very young children, is now something that is not merely espoused, but actively advocated, by government departments and their satellite organisations, both in the context of formal education and also within an increasingly integrated multi-professional framework of childhood services. There has also been very substantial grass-roots interest in student voice from teachers, from young people themselves and from university researchers. That said, there are, of course, very different readings of what student voice is, why it has flourished in the way it has, what its strengths and weakness are, and what its future prospects might be.
Emerging Issues
In the course of this lecture I will highlight four clusters of issues that seem to me particularly significant at this time. One of the most important points to absences, such as the voices of those deemed less successful or less important in school and society. We need to ask ourselves whose voices are heard and why and reflect on the nature and extent of the silences that so often go unnoticed and unrecorded.
Secondly, a very important strand of the literature argues for the entitlement of rights-based approaches rather than the condescending uncertainties of patronage and circumstantial good will.
Thirdly, a number of writers are concerned to expose exuberant claims of participation as little more than glossy enticement into the Scylla of performativity and the Charybdis of perpetual consumption. Here the concern is that student voice becomes a tool of management aping the practices of quality assurance, sometimes (though thankfully rarely) through covert observation and rating of teachers. Even in less pernicious variants there are real dangers of an unwitting descent to superficial responses to poorly constructed questionnaires and the predictable reproduction of standard notions of good teaching and learning that migrate too readily into various forms of box-ticking and professional dereliction.
Lastly, even when these dangers are overtly avoided, there remain significant tensions for many teachers, in particular, lack of institutional support, and unremitting pressures of curriculum coverage and exam performance. There are also deeper issues that remain largely unaddressed e.g. whether the driving force is an expression of consumerist ideology or democratic agency and the companion challenge of clarifying the appropriate relationship between professional expertise of teachers and the integrity and validity of learner-oriented approaches to education in both its more restricted and more expansive senses.
What these emerging concerns point to is a series of underlying questions, not just about the successes and difficulties of student voice in the second decade of the 21st century, but also about fundamental purposes e.g. What is all this activity for? Whose interests does it serve? Is student voice a neutral technology or an inevitable expression of a set of values and assumptions, not just about teaching and learning, but about the kind of society we wish to live in? My own view is that student voice is inevitably and properly saturated by values: it cannot be neutral and to suggest otherwise is either a profound mistake or a convenient subterfuge.
2. Patterns of partnership: how adults listen to and learn with students in schools
Purposes, power and relationships
In a moment I will illustrate the inevitable partiality of student voice, both in action and conception, but before I do I want to touch on the key issue of power which will enable us to move beyond the excitement of multiple examples and establish a clearer view of the nature of student voice work being undertaken. Perhaps the best known of the typologies that help us to differentiate in a searching and discriminating way are from the field of youth participation e.g. Roger Hart's 'ladder of participation' (Hart, 1992) and the equally interesting and useful, but less well-known 'pathways to participation' developed by Harry Shier (Shier, 2001). My own typology – 'patterns of partnership' – owes a considerable debt to both of these leading pioneers. However, it differs in a number of important respects. Firstly, whilst it offers a framework that has generic significance across contexts and professions, it is also one which draws distinctions about different ways in which young people and adults work together that pay particular attention to the complexities and specificities of school-based environments.
Secondly, I have become increasingly convinced of the need to name and explore participatory democracy as a legitimate and increasingly urgent aspiration, not only in society at large, but in schools themselves. Of course, many will disagree with this, but my hope is that some at least will not only warm to the naming of democracy as a legitimate aspiration to be overtly addressed on a day-to-day basis in the processes and culture of the school, but also welcome the incremental possibilities that my typology supports and encourages.
Thirdly, and as a consequence of the particular view of democracy for which I am arguing, I wish to go beyond Hart's and Shier's quite proper insistence that we take seriously the power relations that inevitably circumscribe or enable different kinds of engagement. Power is not the only characteristic of human relations that prohibits or facilitates different kinds of outcome. Equally important, and especially so when taken into account with the calibrations of power, are relationships, i.e. the way we regard each other, the way in which our dispositions are directed and shaped by our willingness to treat each other as persons in our own right, as beings with all the distinctiveness and possibility our uniqueness proclaims and the rich commonality our humanity presumes and requires.
Patterns of partnership
Leaving a fuller exploration of this relational dimension of my proposals until later, I set out below my typology, Patterns of partnership: how adults listen to and learn with students in schools – which suggests six forms of interaction between adults and young people within schools and other educational contexts. These are
Students as data source – in which staff utilise information about student progress and well-being
Students as active respondents – in which staff invite student dialogue and discussion to deepen learning / professional decisions
Students as co-enquirers - in which staff take a lead role with high-profile, active student support
Students as knowledge creators – in which students take lead roles with active staff support
Students as joint authors – in which students and staff decide on a joint course of action together
Intergenerational learning as lived democracy – in which there is a shared commitment to / responsibility for the common good
In each of these ways of working, the power relations are different, thus not only enabling or prohibiting the contributions of one side of the partnership, but also influencing the potential synergy of the joint work and thereby affecting the possibility of both adults and young people being able to listen to and learn with and from each other. In order to explore their possible resonance with the current and future realities of work in schools I illustrate each of the six forms of interaction at the classroom level, the unit / team /department level, and at the level of the whole school.
In the Students as data source mode (see Table 1) staff work hard to utilise information about student progress and well-being. There is a real teacher commitment to paying attention to student voices speaking through the practical realities of work done and targets agreed. It acknowledges that for teaching and learning to improve there is a need to take more explicit account of relevant data about individual students and group or class achievement. At unit / team / department level this way of working might express itself through, say, samples of student work being shared across a staff group, either as a form of moderation, or, less formally, as part of a celebration of the range of work going on. At whole school level, an example would be the now much more common practice of conducting an annual survey of student opinion on matters the school deems important.
1 Students as data source
|Unit / team / department
|Lesson planning takes account of student test scores and other data
|Samples of student work shared across staff group
|Student attitude survey
In the Students as active respondents mode (see Table 2) staff invite student dialogue and discussion in order to deepen their approach to student learning and enhance the professional decisions they make. Here staff move beyond the accumulation of passive data and, in order to deepen the learning of young people and enrich staff professional decisions, they feel a need to hear what students have to say about their own experience in lessons or their active engagement in contributing to its development via, for example, assessment-for-learning approaches. Students are discussants rather than recipients of current approaches and thereby contribute to the development of teaching and learning in their school. At unit / team / department level this active respondent role might express itself through, say, every fourth meeting having a significant agenda item based on pupil views / evaluations of the work they have been doing. At whole school level, an example would be the inclusion of pupils in the appointment process for new staff.
2 Students as active respondents
|Unit /team / department
|Engaging with and adapting explicit assessment criteria
|Team agenda based on students views / evaluations
|Students on staff appointment panels
In the Students as co-enquirers partnership (see Table 3) we see an increase in both student and teacher involvement and a greater degree of partnership than in the previous two modes. Whilst student and teacher roles are not equal, they are shifting strongly, if not in an egalitarian, then in a more strenuously interdependent direction. Students move from being discussants to being co-enquirers into matters of agreed significance and importance. While the focus and the boundaries of exploration are fixed by the teacher the commitment and agreement of students are essential. At a classroom level this might involve, for example, a shared enquiry into and development of more independent / interdependent ways of student working. At unit / team / department level this kind of approach might express itself through student evaluation of a unit of work, as, for example, undertaken by a group in a girls' secondary school calling themselves the 'History Dudettes'. At whole school level an example would be a joint staff-student evaluation of the Reports to Parents system.
3 Students as co-enquirers
|Unit /team / department
|How can we develop more independence in learning?
|Student evaluation of e.g. a History unit of work
|Joint evaluation of current system of Reports
Students as knowledge creators (see Table 4) deepens and extends the egalitarian thrust of the co-enquiry approach. Partnership and dialogue remain the dominant ways of working, but here it is the voice of the student that comes to the fore in a leadership or initiating, not just a responsive, role. It is students who identify the issues to be pursued and students who subsequently undertake the enquiry / development with the support of staff. At classroom level this has sometimes expressed itself through annual Student-Led Reviews which replace traditional Parents' Evenings (where parents come to the school to hear the teacher's views about the progress of their child). At unit / team / department level a good example comes from a Student Year Council who were concerned that their playground buddying system was not working in the ways they had hoped. At whole school level students in an innovative secondary school used photo-elicitation as part of their enquiry into the causes of low-level bullying that went largely undetected by staff.
4 Students as knowledge creators
|Unit / team / department
|Development of Student-Led Reviews
|Is the playground buddying system working?
|What is the cause of low level bullying in class?
The Joint authors model (see Table 5) involves a genuinely shared, fully collaborative partnership between students and staff. Leadership, planning and conduct of research and the subsequent commitment to responsive action are embraced as both a mutual responsibility and energising adventure. At classroom level this might express itself through the co-construction of, for example, a Maths lesson. At unit / team / department level this might take the form of a Research Lesson in which, say, three staff and three students co-plan a lesson, observe it, meet to discuss the observation data, plan version two in the light of it and repeat the process. And all of this endeavour is undertaken on behalf of the team / department and their students. At whole school level this kind of approach might express itself in a jointly led Learning Walk. Here a focus or centre of interest is agreed and the school (and any other participating institution) becomes the site of enquiry within which the focused Walk is undertaken.
5 Students as joint authors
Unit / team / department
Co-construct e.g. a Maths lesson
Develop a 'Research Lesson' for the department
Joint student + staff Learning Walk
Finally, the Intergenerational learning as lived democracy approach (see Table 6) extends the shared and collaborative partnership between students and staff in ways that (a) emphasise a joint commitment to the common good, and (b) include occasions and opportunities for an equal sharing of power and responsibility. At its best it is an instantiation and explicit acknowledgement of the creativity and promise of intergenerational learning.
6 Intergenerational learning as lived democracy
Unit / team / department
Students + staff plan lesson for younger students
Classes as critical friends in thematic conference
Whole School Meeting to decide a key issue
At classroom level it might involve staff, students and museum staff planning a visit to a museum for younger students. At unit / team / department level this might take the form of classes acting as critical friends to each other in the wider context of a thematic or interdisciplinary project within and / or between years. At whole school level this might express itself through the development of whole School Meetings that are such an important iconic practice within the radical traditions of both private and publicly funded education.
3. Democratic fellowship and the demands of deep democracy
Deep democracy
Whilst deliberately naming democracy as a form of partnership that is pre-eminently desirable and incrementally achievable in schools through something like the patterns of partnership between adults and young people, it is important to say a little more about the view of democracy on which such advocacy rests. In so doing it is also important to relate it to earlier arguments about relationships as a key component in the nexus of power and purposes that define and enable the intergenerational work that schools and the wider practices of society intend and develop. Relationships as an integral component of the nexus of power and purpose in reconfiguring our aspirations and practices is fundamentally tied to, though not exhausted by, a view of democracy that insists on the link between the personal and the political, between democracy's purposes and the means by which it seeks to realise its intentions.
Democracy is much more than a collaborative mechanism by which we agree our aspirations, take action, hold each other to account and revise or renew our commitments in the light of public deliberation. It is primarily a way of living and learning together at the heart of which lie the three mutually conditioning commitments to freedom, equality and community. Certainly, it transcends the now ubiquitous intrusions of the market in much contemporary theory and practice of democracy. As Michael Sandel has so eloquently reminded us,
Democratic governance is radically devalued if reduced to the role of handmaiden to the market economy. Democracy is about more than fixing and tweaking and nudging incentives to make markets work better…(It) is about much more than maximising GDP, or satisfying consumer preferences. It's also about seeking distributive justice; promoting the health of democratic institutions; and cultivating the solidarity, and sense of community that democracy requires. Market-mimicking governance – at its best – can satisfy us as consumers. But it can do nothing to make us democratic citizens (Sandel, 2009: 4).
Of course, many will disagree with Sandel and with me: but that is as it should be. Democracy is an essentially contested concept and part of its health and legitimacy depends on the disagreements which make up its ideal aspirations and its daily enactment. As I suggested earlier, the same is true of student voice: it cannot be a neutral technology. The machinery of democracy, and student voice as one of its many instantiations, must articulate and enable the kinds of human encounter, the kinds of living and learning which democracy intends.
The practical realisation of deep democracy will ultimately and immediately depend on the lived dispositions and values, on what writers within this tradition have often called fellowship, or what I, for reasons sketched out below, call democratic fellowship. Democracy needs fellowship to forestall, for example, the tyranny of a populist or racist injustice: fellowship needs democracy in order to forestall, for example, the wistful reaffirmation of hierarchical communities in which all come, once again, to know and love their place. For me, as for writers like the great Scottish philosopher John Macmurray, fellowship is the point of politics. Indeed, politics 'has significance only through the human fellowship which it makes possible; and by this its validity and its success must be judged' (Macmurray, 1950: 69–70). Democratic fellowship is not just the point of politics, but the precondition of democracy's daily development and future flourishing: 'the extent and quality of such political freedom as we can achieve depends in the last resort upon the extent and quality of the fellowship which is available to sustain it' (Macmurray 1950: 69). Human fellowship is at once the precursor to and hope of democratic politics which is both its agent and an important site of its prefigurative enactment. 'The democratic slogan - liberty, equality fraternity - embodies correctly the principles of human fellowship. To achieve freedom and equality is to create friendship, to constitute community between men' (Macmurray, 1950:74–75).
If we supplement this relational view of democracy which presumes, nurtures and anticipates more inclusive and more generously conceived forms of human sociality with a number of other allied considerations, a fully fledged democratic fellowship perspective will interpret and act on the patterns of partnership with very different understandings, intentions and results to those who approach them from market-led, neo-liberal standpoints. Three such considerations seem to me particularly apt here. Firstly, there will be an optimistic, enabling view of what young people are capable of that was at one time much more widely held by, amongst others, the now much maligned progressive education movement. Secondly, there will be an acknowledgement, tacit or otherwise, that those more open views of young people are partnered with both a respect and a regard for what the children's rights movement has done so much to develop in the last two decades. Thirdly, and this is the point it is important to press most insistently here, attention will be paid to relationships, to care as well as to rights, justice and power. When teachers and students begin to work in these new ways they are not just redrawing the boundaries of what is permissible and thereby jointly extending a sense of what is possible: they are also giving each other the desire and the strength to do so through their regard and care for each other. In sum, a democratic fellowship perspective not only insists on the necessity of emancipatory values guiding its development, it also requires a similarly open and creative set of dispositions and understandings that provide the motivational energy and responsive engagement at the heart of its aspirations.
Democratic fellowship in action
How, then, might democratic fellowship engage with the lived realities towards which I have gestured in my six-fold 'patterns of partnership'? Space permits only one or two examples:
A democratic fellowship reading of the classroom example of Partnership 1 - Students as data source in which staff utilise information about student progress and well-being might draw attention to and encourage a teacher to go beyond test data and draw on her emerging knowledge and understanding of the student's range of involvement in many areas of the curriculum, and on her developing knowledge and appreciation of the young person in both formal and informal and school and non-school situations, including those in which she is developing her agency as a public actor in communal and interpersonal contexts.
A democratic fellowship reading of the classroom example of Partnership 4 - Students as knowledge creators in which students take a lead role with active staff support would bring out the fact that students themselves have responsibility for organising the Annual Review meeting by liaising between themselves, their teachers and their parents, about mundane but important practicalities. These would include, for example, the student attending to the physical details of the meeting such as seating arrangements that reflect who and what are the central focus of the imminent dialogue. It would also bring out the student's leading role in the moral and existential conduct of the encounter as well as the establishment of clarity about outcomes and the resulting responsibilities of each of the partners involved. Furthermore, in some of the best examples I know of, the fellowship dimensions of the Review Meeting involve not just the teachers and parents, but a group of the young person's peers who act as critical friends to the student in the preparation of the presentation of the achievements and aspirations which lie at the heart of the Review process. They also transcend an exclusive preoccupation with reductive measurement and the myopia of performance: here young people are asking profound, practical questions about what it means to lead a good life, not merely map a partial picture of some of its narrower components.
4. Reaffirming and renewing radical democratic traditions of education
My hope is that my patterns of partnership typology and the democratic fellowship perspective for which I have argued will not only challenge the domination of neo-liberal perspectives, but also provide a practical means towards the realisation of democracy as a way of living and learning together and of schools as themselves examples of democracy in action. However, practical steps of the kind I am suggesting will not be enough to support and sustain the development of schools as democratic learning communities. We also need at least two other enabling commitments. These are, firstly, an analytic tool that helps us to identify key factors that not only name what we are committed to, but also points to the core elements that are necessary to sustain and develop our work over time. Secondly, we must actively and extensively draw on radical democratic traditions of public education: we must, in other words reclaim our histories, for without them we are prisoners of a contextless present and an impoverished future.
The first of these imperatives, which I have explored in some of my recent work, will not detain us here (see Fielding and Moss, 2011). I do however, wish to draw this lecture to a close by saying just a little about the second imperative, about the necessity of countering what E.P.Thomson once tellingly called 'the enormous condescension of posterity' (Thompson, 1968: 13). My strongly held view is that there is a necessary link between our pasts and our capacity to understand the present and shape the future in ways that our values demand and our hopes suggest. Russell Jacoby is entirely right in his judgement that any society that has lost its memory has also lost its mind. 'The inability or refusal to think back takes its toll in the inability to think' (Jacoby, 1977: 3-4). We cannot think the present or the future unless we think our pasts. More sombrely, the great Czech novelist, Milan Kundera, reminds us that 'The struggle of man against power is the struggle of memory against forgetting' (Kundera, 1982:3).
Just as there is no one history, so there is a plurality of alternative traditions reflecting particular standpoints, preoccupations and aspirations. Following the advice of Roberto Unger, we must find our genealogies, not merely inherit them (Unger, 1998: 235). For me that genealogy would include, for example, the pioneering work of Alex Bloom in the East End of London from 1945-1955 (Bloom, 1953, Fielding, 2005), Howard Case's work in a residential special school in Hertfordshire, England from 1958-1972 (Case, 1966, Fielding, 2010), and Lawrence Kohlberg's work in the USA during the 1970s and 80s (Kohlberg, 1980, Fielding, 2010). For readers of this paper and for recipients of College of Teachers awards the genealogies will be different. The key point, however, is the necessity of commitment: you must choose a historical narrative that expresses the kind of student voice work you admire and the kind of future to which you aspire. There is no neutral ground to occupy. Student voice is not a technique devoid of aims or purpose: those purposes exist, either explicitly or, more frequently, implicitly in the policy context or wider zeitgeist that gives energy and resonance to its contemporary appeal.
Bloom, A. A. (1953) 'Self-Government, Study & Choice at a Secondary Modern School' New Era 34 (9): 174-177.
Case, H. (1966) A Therapeutic Discipline for Living New Era 47 (7), 131-136.
Fielding, M. (2005) Alex Bloom: Pioneer of radical state education Forum 47 (2 & 3), 119-134.
Fielding, M. (2010) Whole School Meetings and the development of radical democratic community Studies in Philosophy and Education published online 13 November.
Fielding, M. & Moss, P. (2011) Radical education and the common school: a democratic alternative Abingdon, Routledge.
Hart, R. (1992) Children's Participation: From tokenism to citizenship. Florence: UNICEF International Child Development Centre.
Jacoby, R. (1977) Social Amnesia: a critique of conformist psychology from Adler to Jung Hassocks, Harvester Press.
Kohlberg, L. (1980) High school democracy and educating for a just society, in R. Mosher (ed) Moral education: a first generation of research and development New York, Praeger, 20-57.
Kundera, M. (1982) The Book of Laughter and Forgetting London, Faber.
Macmurray, J. (1950) Conditions of Freedom London, Faber.
Sandel, M. (2009) A new politics of the common good, Lecture 4, BBC Reith Lectures, 30th June.
Shier, H. (2001) Pathways to participation: openings, opportunities and obligations Children and Society, 15 (2), 107–117.
Thompson, E.P. (1968) The Making of the English Working Class Harmondsworth, Penguin.
Unger, R.M. (1998) Democracy Realized London, Verso
PROFESSOR MICHAEL FIELDING is Emeritus Professor of Education at the Institute of Education, University of London. Well known for his work in the fields of radical education, student voice, school leadership and professional learning, Michael brings a perspective strongly influenced by person-centred, radical democratic traditions of publicly funded education. If we forget history or marginalise purposes we may get somewhere faster - but not where we need to go.


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Gee has let his mouth get him in trouble several times in the past, but never before did the heat on the administrator rise to the level of late May after The Associated Press published inflammatory remarks Gee made about Catholics, the SEC, multiple other universities, former Wisconsin head coach Bret Bielema and others during an Athletics Council meeting last December.
Gee, 69, served as Ohio State's president for two terms – from 1990-97 and 2007 to now – but he'll be replaced on an interim bases by Executive Vice President and Provost Joseph A. Alutto at the beginning of July. Dr. Alutto previously served as interim president in 2007 before Gee returned to Ohio State.
"I recently returned from a vacation with my family, during which time I had a chance to consider the university's phenomenal achievements and the road that lies ahead for it," Gee said. "Ohio State now has a richness of new opportunities that would be the envy of most universities. During my days away, I also spent some time in self-reflection. And after much deliberation, I have decided it is now time for me to turn over the reins of leadership to allow the seeds that we have planted to grow. It is also time for me to reenergize and refocus myself.
"I began my career at Ohio State in 1990, and I was honored to return as its leader six years ago. I am proud to have played a critical role in the university's transformation from excellence to eminence. I plan to work closely with the Trustees and Dr. Alutto to ensure the smoothest transition possible. I cannot express enough my deep appreciation to the people of Ohio for the opportunity they have given me to lead this great university. I love this university, and although I might be retiring from the presidency, my work with Ohio State will continue. No matter what the future may hold for me, Ohio is my home," concluded President Gee.
Gee, a Mormon, made his most recent verbal gaffes when he told attendees at the Athletics Council meeting, "You can't trust those damn Catholics," when discussing the Big Ten's courtship of Notre Dame before the Indiana-based institution eventually decided to join the ACC as a partial member instead.
Also on the topic of Big Ten expansion, he questioned the academic integrity of Louisville and Kentucky while adding that Cincinnati had no chance to ever join the Big Ten.
"You know Penn State just abhors Pitt – it would be the same way (with us and Cincinnati)," Gee said. "Even though we love Cincinnati as a city, we want it to be an Ohio State city. They'd have to take (OSU athletics director Gene Smith) out and shoot him to let Cincinnati into the Big Ten. There are some things that we just would not to. And that's the way that Penn State also feels about Pitt."
He called Bielema's decision to leave Wisconsin to become coach at Arkansas a blessing for the Badgers and hinted at a riff between Bielema and UW athletics director Barry Alvarez.
"They didn't like him," Gee said. "Barry Alvarez thought he was a thug. And he left just ahead of the sheriff."
According to the AP, the Ohio State board of trustees was already aware of the comments and had instituted a remediation plan in response before the article was published.
Gee issued an apology via Twitter, saying, "I am truly sorry for my comments – such attempts at humor do not reflect Ohio State values, nor my role as its president," but a firestorm had already erupted in response.
Along with a barrage of angry columns written about Gee, many of the subjects released responses in some form or another.
Perhaps the most vociferous answer came from current Louisville men's basketball coach Rick Pitino, who previously was head coach at Kentucky.
"When people have to make jokes and denigrate others to get laughter, that means they're truly ignorant of the facts, and certainly he is ignorant of the facts," Pitino told WHAS radio.
"I don't know what denomination he is or what lord he prays to, but trying to get jokes out of that, it really, really boils me. It's a pompous attitude and certainly I have a major problem with him, not with Ohio State, and he's a pompous ass for making those statements."
Arkansas athletics director Jeff Long and Cincinnati president Santa Ono also understandably took issue with Gee's comments.
"As a member of the higher education community, a director of athletics and a native of Ohio, I am deeply troubled by the unfounded and slanderous remarks the president of the state's flagship institution, Dr. E. Gordon Gee, made about coach Bret Bielema," said Long, a Kettering native. "While I recognize Dr. Gee has issued an apology stating his regret for his comments, it does not erase the unwarranted attack on Bret's character."
While Long issued his statement via the Arkansas athletics team site, Ono used Twitter to publicize his response.
"Although I am disappointed with President Gee's comments about UC, he did call me personally last week to apologize," Ono wrote May 31. "I accepted his apology."
Meanwhile, Catholic League president Bill Donohue urged judgments of Gee not to be too harsh.
"It's time for everyone to take a deep breath," Donohue said. "I have never met President Gee, but it is clear from what I read that what he said was made in jest. Was it dumb? For someone of his stature, yes. But context and tone matter, as does the frequency of what may be considered an offensive remark. A real bigot is someone who repeatedly, and maliciously, attacks others. Gee is not such a man."
Though Gee leaves Ohio State amid more negative news, Schottenstein said the university benefitted greatly during his leadership and that it was Gee's decision to retire.
"Dr. Gee and I met this morning, and he informed me of his decision to retire," Schottenstein said. "By any measure, Gordon has been a transformational leader for Ohio State. His service to Ohio State has been superb. This man has been an inspiration to many people, including me, and we all are forever grateful for his friendship.
"His thoughtful and unique leadership style has taken the University to new levels. His engagement with the entire Ohio State community is truly remarkable. Clearly he leaves a rich and lasting legacy and will be missed. On behalf of the Board, I would like to express our profound gratitude to President Gee for his service to The Ohio State University. As we go forward, the university board will work in close partnership with Dr. Gee and Dr. Alutto through this period to continue the tremendous success and growth we have seen under his leadership."


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Brian Hayes
Factors, primes, codes, rulers—some of these projects sound like they might belong in the Guinness Book of World Records. They're not frivolous, but they're not quite in the mainstream either.
There are plenty of other areas of science and engineering
that could benefit from cheap and abundant computing. The
traditional big consumers of CPU cycles include the analysis of seismic data, simulations of many-body systems, studies of protein folding and other kinds of computational
chemistry, studies of turbulent fluid flow, and lattice
models of quantum field theories. Could such tasks be shared over the Net?
When viewed as a massively parallel computer, the Internet
has a peculiar architecture. It is extraordinarily rich in
raw computing capacity, with tens of millions of processors. But the bandwidth for communication between the processors is severely constrained. The 9,216 Pentiums of the Janus computer can talk to one another at a rate of 6.4 billion bits per second; for a node connected to the Internet by modem, the channel is slower by a factor of 100,000.
The limits on bandwidth determine what kinds of algorithms
run smoothly when spread out over the Net. Consider the case of an n-body simulation, which describes the motion of particles in a force field, such as stars in a galaxy or atoms in a fluid. One parallel n-body algorithm assigns each particle to its own processor, which then tracks the particle's path in space. The trouble is, each processor needs to consult all the other processors to
calculate the forces acting on the particle, and so the
volume of communication goes up as n2. That won't fly on the Net.
Yet n-body problems are not necessarily unsuited to network computing. There are other n-body algorithms, and other ways of partitioning the problem. In particular, "tree codes" organize the computation hierarchically. At the bottom of the hierarchy a processor calculates motions inside a small cluster of particles, without reference to the rest of the universe. At the next level several clusters are combined, ignoring their internal dynamics and looking only at the motions of their centers of mass. Then clusters of clusters are formed, and so on. Tree codes are popular for n-body computations, but whether they can be adapted to Internet computing remains to be seen.
Memory capacity is another serious constraint. Computer
owners who are willing to give away CPU cycles may be less
eager to let someone fill up their machine's memory or disk
drive. Both the bandwidth and the memory limits will be
difficult hurdles for programs that operate on large volumes of data, as in seismic analysis or weather prediction.
And yet there are powerful incentives for clearing those
hurdles. In round orders of magnitude, a typical personal
computer will soon execute 100 million instructions per
second; it will have 100 megabytes of memory and a gigabyte
of disk storage; it will consume 100 watts of electricity
and cost $1,000; 100 million of these machines will be
attached to the Internet. Multiply it out: 10 quadrillion
instructions per second, 10 billion megabytes of memory, 100 million gigabytes of disk storage, 10 gigawatts of electric-power demand, a price tag of $100 billion. It's probably worth rewriting your software to gain access to such a machine.
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Mickelson's Complaint Won't Change Tour's On-Course Phone Policy
U.S. PGA Tour Commissioner Tim Finchem said the world's top golf circuit is committed to its mobile-phone policy after Phil Mickelson and other players complained about excessive use during last week's Memorial Tournament in Ohio.
Mickelson left the Jack Nicklaus-hosted event following the first round after texting Finchem from the sixth fairway during play to complain about the lack of control of phone use by fans, said T.R. Reinman, a spokesman for the player, confirming an Associated Press report.
"It's in the past for Phil," Reinman said in a telephone interview. He declined further comment and said Mickelson wouldn't address the issue any more. Mickelson had cited exhaustion in announcing his withdrawal. Finchem refused to say whether he spoke with Mickelson.
Rickie Fowler, who played with Mickelson and Masters Tournament champion Bubba Watson in the opening round at Memorial in Dublin, Ohio, said the mobile-phone use that day was the "worst I've seen."
Finchem still said the tour has no plans to abandon its policy of allowing fans to bring phones into tournaments. Guidelines limit the use of phones to designated areas and prohibit photos or videos being taken during play. At the Memorial, fans weren't following the rules and marshals weren't actively policing the crowd, the commissioner said today.
"We're committed to making it work," Finchem said in an interview while playing in a pro-am round at the Champions Tour's Tradition event in Birmingham, Alabama. "If we get to a point where we don't have an acceptable competitive environment, we'll do whatever we need to do, but I don't see that happening."
Popular Players
The issue seems to become more apparent when a group includes several marquee players, such as Mickelson, a four-time major winner, and Fowler and Watson, who partnered with fellow PGA Tour player Ben Crane in a popular 2011 "Golf Boys" video, Finchem said.
After testing mobile-phone use by fans at five events in 2010, the PGA Tour began allowing fans to bring them to tournaments in 2011. Phones must be on vibrate or silent in designated areas.
"We know, by virtue of the fact that we don't get many ringers, that the vast majority of fans will use good etiquette," Finchem said. "We have to be aggressive to some extent when the policy is violated."
With fans using their phones to access statistics and keep in touch with players through social media, Finchem, said the benefits of allowing the devices on the course are too great to ignore.
Fans' Help
"It is incumbent upon the fans to help us out here so we can maintain this policy and make the experience very positive," he said. "Being able to keep their phones with them is part of that."
Not all tournaments share that enthusiasm for mobile-phone use. The Masters Tournament, golf's first of four majors, bans phones as does the U.S. Open, which will be played next week at the Olympic Club in San Francisco.
Mickelson has five runner-up finishes at the U.S. Open to go with his three Masters wins and the 2005 PGA Championship.
To contact the reporter on this story: Mike Buteau in Atlanta at email@example.com
To contact the editor responsible for this story: Michael Sillup at email@example.com


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This winter, follow the paved road up into the Gallatin Range of the Rocky Mountains, continue past the venerable Big Sky Ski Resort, and you'll come to the newest of Montana's 16 ski areas: Moonlight Basin. Located on 11,166-foot Lone Mountain's north side, the resort features summit views of the Spanish Peaks, an annual snowfall of 400 inches, a vertical drop of 2,070 feet, and 2,000 acres of terrain with runs ranging from open beginner-level slopes to tree-lined expert runs, such as Snake Bite. The year-old resort recently added 25 runs and a quad chairlift, bringing the mountain to a total of 76 runs and five chairlifts.
After skiing or snowboarding, warm up with hot toddies in the log-timbered lodge. Try to nab one of the overstuffed armchairs in front of slope-facing windows and a 175-ton stone fireplace. The Timbers Restaurant & Deli ($$$$) serves dishes like buffalo tenderloin and honey and mirin-lacquered duck. Accommodations range from cabins to elegant, leather-floored penthouse suites.
INFO: Moonlight Basin is about 45 miles southwest of Bozeman, MT, on State 64. 130 properties from $218, lift tickets $40 per day. www.moonlightbasin.com, 866/212-0612, or 406/993-6000.


text: Check the full 5.11 line. They have some that you can use with dress slacks. They aren't perfectly corporate, but they're pretty good. I've got some fairly high-end dress belts that are extremely rigid but the problem is they are too thin, width-wise. They work OK for IWB, but for OWB you really need a dedicated gunbelt.


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homeschool friendly universities
CIU invites homeschoolers to 'Preview Days'
Columbia International University, one of the friendliest colleges to homeschooled students, invites you to Preview Days, where you can sit in on a class, connect with professors and students, worship in chapel, and discover where your passion can lead after graduation. You also have the option of staying overnight in the dorms. A pizza dinner, night games, breakfast and lunch are included. Toward the end of the program, you'll learn about the different scholarship opportunities CIU offers. Dates are Sept. 29-30, March 8-9, 2012 and April 3, 2012. If those dates don't work for you, you're invited to schedule a personal visit. For more information, visit Columbia International University's Web site here.
CIU reports: 25% of freshmen are homeschooled
Columbia International University (CIU), located in South Carolina, is one of the most homeschool-friendly colleges we know about. We inquired today, and were told that more than 25% of each incoming class consists of homeschooled students. There are no extra requirements for homeschool students during the admissions process, and many scholarships, while not exclusively for homeschoolers, are available.
CIU's upcoming preview days are March 4 and April 8. Homeschool students are invited to come for the day, or arrive the day before and spend the night. Visit http://www.ciu.edu/undergrad/campusvisit/visit.html for more information or to schedule a visit.
Columbia International University will also be hosting the Homeschool Speech and Debate tournament, set for March 16-19. www.ciu.edu.
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RT @CPofAmerica Many Young Americans Blame Colleges For Rising Student Debt buff.ly/18jAXKk via @HuffPostCollege #highered #collegeparents


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Mt Vernon, OH, USA < change city >
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Ceremony Sites (9)
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See All Vendors >
Justin and Amanda 's Wedding
Mount Vernon Wedding In August
Ceremony at Saint Vincent De Paul Catholic Church
Reception at MT Vernon Country Club
Mt Vernon Wedding In June
Ceremony at St. Vincent de Paul Catholic Church
Reception at Gund Hall
Mount Vernon Wedding In January
Ceremony at Journey Church
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Mount Vernon Oh Wedding In October
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Tiffany and Heath's Wedding
Ceremony at First Congregational Chruch
"All of the vendor's were excellent and a pleasure to work with"
Gambier Wedding In June
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"Gambier is a beautiful place to get married!"
Jessica and Robert's Wedding
Danville Wedding In July
Ceremony at Camp McPhearson
Mount Vernon Wedding In September
Ceremony at St. Vincent De Paul Catholic Churc
Reception at Mount Vernon Developmental Center


text:
Obama Deprives Republicans of Foreign-Policy Cudgel: Albert HuntAlbert R. Hunt
Oct. 31 (Bloomberg) -- President Barack Obama's foreign policy successes -- most recently, the toppling of the Libyan dictator Muammar Qaddafi -- are of only marginal value to his re-election struggle.
The corollary is that Republican hopes earlier this year of a 1-2 punch against Obama -- a soft economy and softness on national security, which were determinant in unseating another Democratic incumbent in 1980 -- are diminishing. This time, they can only count on a one-punch, the economy.
The administration's stepped-up drone strikes and the killing of Osama bin Laden, Anwar al-Awlaki and a host of lesser al-Qaeda operatives makes an "easy on terrorism" charge a tough sell. Qaddafi's demise after a U.S.-backed air campaign ties the bow on that campaign issue.
Moreover, most of the Republican presidential candidates, apart from libertarian Ron Paul and former Utah Governor Jon Huntsman, are in the camp of the neo-conservatives, the architects of the Iraq war. These advocates of an aggressive and expensive foreign policy are out of sync with U.S. political opinion and economic realities.
The Republican foreign policy traditionalists on the model of Henry Kissinger, Brent Scowcroft and Jim Baker seem absent.
Witness the reaction to the president's decision to withdraw all forces from Iraq by year's end. Former Massachusetts Governor Mitt Romney called it "an astonishing failure" that risked all the gains of the past decade; Texas Governor Rick Perry accused Obama of putting political expediency ahead of sound military security and "judgment." Herman Cain simply said it was "dumb." They all insist on keeping a residual force.
Bush Timetable
The reality is the troop withdrawal timetable was negotiated by President George W. Bush three years ago. As a candidate, in 2007, then-Senator Obama vowed to carry out the plan more rapidly.
Americans, by overwhelming margins, want to get out of a war that has cost more than $800 billion and 4,500 American lives, while arguably strengthening the position of Iran, now a greater threat to the U.S. than Iraq ever was.
Further, while the administration may not have negotiated very well, the Iraqis were adamant that any small remaining U.S. force wouldn't be immune from local laws or prosecution as are American troops stationed elsewhere. Imagine the reactions of politicians who worry about any U.S. forces being under control of a United Nations command if an army private fighting 10,000 miles away were to be prosecuted by an Islamic court.
Iran Threat
The neo-cons argue that a presence in Iraq is essential and that modern history shows that such a commitment must be long term. Otherwise, they say, Iran threatens to dominate the region.
This argument was refuted by Robert W. Merry, the editor of the National Interest, a foreign policy journal.
"The threat of growing Iranian dominance over Iraq is real," Merry says in a recent article. The neo-cons, he says, "should have considered it before they beat the drums for an Iraq invasion that would inevitably upend the centuries-long balance of power between the Persians and the Mesopotamians."
The notion that greater Iranian influence could be checked with a residual force of 5,000 U.S. troops "borders on the ludicrous," he says.
The next drumbeat will be to oppose a significant drawdown in Afghanistan, which is clearly designated as "Obama's war." There is some Republican division: Paul and Huntsman have called for a speedy withdrawal, while Romney has been, at various times, both more dovish and more hawkish than Obama.
Karzai's Comments
Most neo-conservatives envision a larger and longer-term American presence. The declining public support for such an endeavor is likely to accelerate after the Afghan president, Hamid Karzai, recently let slip that in any conflict with the U.S. he would side with Pakistan.
This wasn't a throw-away line. It was made days after American Secretary of State Hillary Clinton and David Petraeus, the director of the Central Intelligence Agency, on a visit to Islamabad, warned Pakistan that if it didn't take action against terrorists the U.S. would act on its own. Karzai then sought out a Pakistani television network to deliver this broadside.
Similarly, the neo-conservatives proudly claim that the Arab Spring resulted from Bush's aggressive push for democracy in the Middle East; they are less than pleased, however, when that outcome produces more Islamic, anti-Israel regimes. As welcome as Qaddafi's overthrow is to most Americans of all political persuasions, the new regime's vow to implement Sharia law is unsettling.
Muddying the Criticism
By focusing on the need for a more aggressive foreign policy -- one that won't command popular support -- Republicans may be muddying other, credible criticisms of Obama's efforts in the international arena. It would be fair to say that the White House is usually reactive and that its foreign policy team, more than most previous administrations, considers an action first for its political and personal effect on Obama; the discussion of the merits of a policy tend to come second.
Protracted decisions are depicted by the White House as a result of thoughtful deliberations. To outsiders, they seem to reflect more this political cost/benefit analysis. Afghanistan is a prime example, as captured in Bob Woodward's best-seller, "Obama's Wars."
There are specific policies that are open to legitimate criticism; a case can be made the administration dropped the ball on the Middle East, squandering any possibilities of a breakthrough on the Israeli-Palestinian front.
None of this will much matter to the electorate 53 weeks from now. As noted by Richard Haass, an assistant secretary of state under Colin Powell and now president of the Council on Foreign Relations: "It's hard to imagine more than a handful of voters pulling the lever on the basis of foreign policy."
Yet, he adds, voters' lack of interest in foreign affairs will have important implications because the next president will face real national security challenges.
"We're going to elect a governor in chief," Haass says, "rather than a commander in chief."
(Albert R. Hunt is the executive editor for Washington at Bloomberg News. The opinions expressed are his own.)
To contact the writer of this column: Albert Hunt in Washington at email@example.com
To contact the editor responsible for this story: Max Berley at email@example.com.


text:
Five From the Popular Movement
Traders Magazine, March 2005
In these early days of the algorithm movement most brokers offer similar tools, or automated strategies. Here are five of the most common. Each algorithm attempts to match or beat a chosen price benchmark. The examples are taken from Merrill Lynch's descriptions of its own algorithmic strategies. Volume Weighted Average Price (VWAP)
All TradersMagazine.com articles are archived after 7 days. REGISTER NOW for unlimited access to all recently archived articles, as well as thousands of searchable stories. Registered Members also gain access to exclusive industry white paper downloads, web seminars, online technology directory, the iPad App, and conference discounts. Qualified members may also choose to receive our free monthly magazine and any of our e-newsletters covering the latest breaking news, opinions from industry leaders, developing trends and trading strategies.


text:
Tara Niwas
Tara Niwas is a centrally located boutique property at Jaipur, offering
24 rooms. Located amidst a peaceful & quiet residential area, it is just
1.5 km. away from the main railway station. Tara Niwas offers
personalized and homely atmosphere with all the comforts & services
of a hotel at attractive prices.
Tara Niwas is built like a bungalow, with landscaped gardens, verandas
& sit outs. The rooms are spacious, well lit & ventilated; well
furnished & decorated with colorful frescoes.
Refrigerators & Tea-coffee maker in all deluxe rooms.
Electronic Safe Deposit Lockers in all rooms.
Color TV with Cable TV, Running hot & cold water, telephone
(long distance dial facility) in each room
Exchange library / Indoor games / souvenir shop
Hi Speed Broadband Internet and e-mail, scanner, photocopy
and laser print facility
Cafeteria offering vegetarian food with an open kitchen &
emphasis on cleanliness & hygiene. Limited room service of food &
Same day laundry service
Doctor on call
Bus/ Train/ Air Ticketing, Taxi hire and travel assistance.
Back-up generator
Elevator to all floors
Visa and Master card accepted
Availability & RatesTo view availability and prices please select dates and click 'Update Dates'
B&B Facilities & Policies
- 24 Hour Reception
- 24 Hour Security
- Air Conditioning
- Airport Transfers
- Breakfast Not Included
- Cable TV
- Ceiling Fan
- Child Friendly
- Credit Cards Accepted
- Currency Exchange
- Elevator
- Telephone/Fax Facilities
- Free City Maps
- Free Parking
- Free WiFi
- House Keeping
- Internet Access
- Laundry Facilities
- Luggage Storage
- Meals Available
- No Curfew
- Outdoor Terrace
- Parking
- Pet Friendly
- Restaurant
- Safe Deposit Box
- Tea & Coffee Making Facilities
- Towels Included
- Wheelchair Friendly
- Wi-Fi
Cancellation PolicyThis property has a 1 day cancellation policy. Failure to cancel within this time will result in a cancellation charge equal to the first night of your stay.
DirectionsShow MapHide Map
Directions: Reach Collectorate Circle from M.I. Road. Turn to Shiv Marg. The 4th building on right is Tara Niwas.
Located Near
Near Hotel Jaipur Ashok, Jaipur
Near Collectorate Circle on MI Road, Jaipur
Only 1 km away from the main bus stand - called as Sindhi Camp bus stand.
Only 1 Km away from the main Jaipur Railway Station
14 kms from the Jaipur Airport - Sanganer
We are located 100 meters from the Collectorate Circle, a popular landmark on Shiv Marg. (Marg meaning a road or lane in Hindi)


text:
Cable Corner Shelf - Elegant Glass with Steel Cables by Expo Design Inc
Item #: 746479000324 Stock Status: May Ship From Manufacturer
Rated 4.4 of 5
Expo Design Inc.
Shop by Brand
This Glass Corner Shelf with Cable Mounts is a cool solution for turning the unused space in the corner of a room into a stylish focal point for photos or accent pieces. This display shelf kit features unique cables and brackets for mounting in a corner, a 3/8" tempered glass corner shelf with smooth and polished edges, and installs quickly and easily with only a single screw. The shelf offers a weight capacity of 50 pounds.
Product Dimensions Additional Product Info
Expo Design Inc Glass Corner Cable Shelf Features
- Corner shelf helps you transform otherwise unused space into a decorative focal point for accents.
- Made with extruded aluminum and stainless steel aircraft cable for awesome strength and long-lasting durability.
- Tempered glass shelf has a smooth and polished edge.
- An attractive and modern display shelf for photo frames, candles, and other home accents.
- This full shelf kit includes the 3/8" tempered glass corner shelf, corner cable shelf bracket, and mounting hardware.
- Installs quickly and easily with only a single screw.
- Offers a weight capacity of 50 pounds.
- All the necessary mounting hardware is included.
- Important Product Information:
- Items may be drop-shipped from the manufacturer. Please allow an extra week for delivery.
- Gift wrapping not available for this item.
Product Dimensions Additional Product Info


text:
Every article and preview on the Houston Dynamo in 2014 has stated the obvious, that Will Bruin must convert more clear cut opportunities this season. It is a story heading into this season because according to Opta stats he had more clear cut chances in MLS than any other player.
As a striker you grab the glory when scoring goals and can be fairly and unfairly criticized when you aren't. Still we must consider all the responsibility placed on the striker position in the modern age.
From being a "possession" player and providing the hold up play, to being a provider for others via the pass and link play, making a variety of runs and movement off the ball and then to all the DEFENDING they must do, the job description has clearly changed in the last 15 years. Yet sometimes strikers must not forget that scoring goals lies in the criteria of the position.
Last night Will Bruin picked up his third goal of the year and it turned out to be a game winner against the Montreal Impact.
On this night his finish took a deflection and gratutiously nestled into the Montreal goal behind Troy Perkins but his willingness to shoot must be applauded! After two stunning goals against NE in the 4-0 win , Bruin now has 3 in 2 games! What a way to start the season!
Still for me, the contributions from the man go far deeper in this match. His overall effort, willingness to lead the line from the front and lead his teammates through effort was impressive.
On this night his defensive work was exceptional for a striker, numerous times he came back in midfield to disrupt Montreal attacks vertically and at times was even in his own penalty area defending during the run of play and on set pieces.
Oh, and lets not forget that his near post run dragged a Montreal defender out of the middle so Giles Barnes could find the trailing Andrew Driver.
The goals are pouring in for Bruin right now which is a great sign but it is a great time to take stock in his OVERALL game and CONTRIBUTIONS in other areas. Does healthy pressure and attendance have some motivating factor in all of this?
Regardless of what the answer is, this healthy pressure is a clear statement the game is growing and maturing in MLS.
Twitter: GlennDavisSoc


text:
Does anyone know the trick to seating the die properly so the case doesn't resist or get stuck. I used Hornady one shot on the brass and on the die. No luck. It's the full length sizing die and the instructions aren't very good that come with the die set.
Any help would be much apprecated?