text:
This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (
Based on a three year action research project, this study examines one strand of that research, namely the impact that 'purpose',
This study focuses on supporting trainee teachers on a one year history initial teacher education (ITE) program (known as a Postgraduate Certificate in Education or PGCE) in England in their attempts to include greater diversity in their teaching in high schools; in other words, trainee teachers should regularly be able to find ways to integrate diversity into the curriculum they teach, which would be done in a meaningful and sensitive fashion, rather than as a tokenistic measure. The study arose out of concerns that trainee teachers and teachers from the dominant social group often find it difficult to teach a curriculum that includes material which covers a diverse range of social groups, even though societies are multi-ethnic and multicultural. This paper addresses one aspect of a three year study, namely the extent to which a focus on the purpose of teaching curricular topics could change the beliefs, values and actions of trainee teachers so that they teach a more diverse curriculum.
In this section I start by exploring what is meant by diversity before explaining why there is a particular focus on cultural and ethnic diversity in this study. This leads into a discussion about the place of diversity within the history curriculum generally and concerns about the dominance of a mono-ethnic history curriculum, which is seen in many countries [
Diversity as a concept is a contested notion, covering a range of possible differences between individuals and groups and also differences within groups. It is therefore a complex term and open to dispute [
Cultural, ethnic and religious diversity: Pupils should explore cultural, ethnic and religious diversity and racial equality. Diversity exists within and between groups due to cultural, ethnic, regional, linguistic, social, economic, technological, political and religious differences. Cultural understanding should be developed through the range of groups and individuals investigated, for example minorities and majorities, European and non-European. People and societies involved in the same historical event may have different experiences and views and may develop a variety of stories, versions, opinions and interpretations of that event.
For the purpose of this study the focus was on cultural and ethnic diversity; although this reflects a narrow aspect of diversity, the National Curriculum in England has often been criticized for failing to address cultural and ethnic diversity effectively [
This lack of cultural and ethnic diversity is not unique to England and is seen as a factor in the disengagement and relative underachievement of some students from minority ethnic backgrounds [
A lack of cultural and ethnic diversity does appear to be a concern within the area of history education generally. Clearly history is a construct, and as such the history that is written about and taught often reflects particular values and viewpoints. History can be used to ignore or explore a diverse past. It has therefore been seen as an important means of teaching a more inclusive and diverse view of society [
Within England the evidence shows that the history curriculum has limited appeal to students from minority ethnic backgrounds. A report for the Department for Education and Skills [
The lack of cultural and ethnic diversity within a curriculum does appear to be related to the profile of the teaching population, which in the western world is predominantly white and middle class. As Gay [
To bring about a change in such attitudes, values and beliefs and therefore to influence classroom practice, requires a shift in the way trainee teachers and teachers think. However this appears difficult to achieve. Successive literature reviews [
In many ways these findings are unsurprising given what is known about the difficulties of changing the way trainee teachers think about teaching and the limited impact of interventions. Virta's [
The nature of the problem is further outlined by Korthagen
Teacher educators appear to be faced with an almost impossible task. Not only do student teachers show a strong resistance to attempts to change their existing preconceptions, but these preconceptions also serve as filters in making sense of theories and experiences in teacher education. The resistance to change is even greater because of the pressure that most student teachers feel to perform well in the classroom…In stressful conditions, people try even harder to keep their equilibrium…Thus teacher educators appear to be involved in the paradox of change: the pressure to change often prevents change.
However there appears to be an area that offers a means of bringing about change but which seems less well researched than other areas, and that is a focus on the purpose of teaching curricular topics. By purpose, I mean trainee teachers and teachers need to understand the rationale and/or possible range of rationales for teaching particular curriculum topics, and to understand how the rationale(s) actually informs curriculum choices. As Barton and Levstik [
Indeed, purpose is generally seen as an essential question in any issue related to curriculum. Tyler's [
There is a need to focus on purpose in relation to teaching particular topics, because, as Haydn and Harris [
If we hope to change the nature of history teaching, then we may have a greater impact by focusing on teachers' purposes than on their pedagogical content knowledge.
Although many justifications for teaching history have been advanced, it is possible to argue that cultural and ethnic diversity is an integral part of these reasons. Barton and Levstik [
The 'identification' stance is linked to a sense of identity, be that at a personal, community or national level, and history is a major factor in shaping our sense of identity [
The 'analytical' stance focuses on the role of analysis and how history helps people understand the present. This would logically require the study of topics related to contemporary issues, which will often relate to questions of diversity. This also implies studying a past that is familiar enough for us to make sense of the current situation. An alternative view argues that students also need to study the unfamiliar past [
The 'moral response' stance explores moral questions and values raised by a study of the past. Although the values base of an historical education is a notion some feel uncomfortable with [
Others adopt a different stance, arguing for the need to understand history as a discipline [
Thus when exploring the rationale for studying history, diversity has a place in each of these 'stances'. Importantly, this allows teachers to hold different ideas about the point of studying history, but emphasizes that diversity is inherent in each position. This helps trainees see the value of teaching a more diverse curriculum so hopefully helping them see a need to accommodate such ideas in their practice; this can also sit within their existing beliefs, rather than threatening them, which would probably result in resistance.
This section will outline the research approach adopted, which was action research, and will also explain some of the steps followed during the process. Writing about action research is a particularly difficult challenge as the process of research is iterative due to the interplay of action and theory, plus there is data collection and analysis at different stages of the action research cycle (and having several cycles of action research further complicates the process), making it difficult to neatly disentangle findings which emerged at different points in the process. Levin [
For the purposes of this article the findings will be drawn from interview data with the trainees who volunteered to participate in this study, as the interviews focused explicitly on the trainees' developing understanding of diversity and the issues they encountered, and reveals much about the importance of purpose. Trainees were interviewed at the beginning of the academic year to establish initial starting points so that later changes in the trainees' views could be identified, and so follow how the interventions shaped the way in which they thought about diversity and its place within the curriculum. A 'confidence continuum' (see
The 'confidence continuum'.
In 2007–8, seven trainees were interviewed at the start of the course and six at the end of the course (one trainee withdrew). In 2008–9 a further six trainees were interviewed three times (at the start, mid-point and end of the course); making a total of 31 interviews from 13 trainees.
The interviews lasted 40–60 minutes, were recorded with permission and transcribed in full. By using the same scenarios in each interview it was possible to track the trainees' position across the year using the confidence continuum.
The interviews were based around scenarios that focused on an aspect of diversity and history (see Appendix), and the trainees had to discuss their views on the issue presented, for example whether, in a department meeting they would argue for the inclusion of a particular unit of work, along with their reasons and/or concerns. The use of these scenarios proved valuable and they elicited a range of responses from the participants, showing that they did not feel there were particular responses that were being sought.
An action research approach was adopted as the focus was on improving my practice in order to influence the values, beliefs and actions of trainee history teachers, so that they would diversify the history curriculum they taught. Action research traditionally follows a cycle that starts with a reconnaissance stage to identify the issues that need to be addressed to improve a give situation, followed by an action plan to change the situation, which is implemented and monitored, and finally the impact of the intervention is evaluated. From here the cycle can be continued if required, or can move in a different direction. Reason and Bradbury [
a participatory process concerned with developing practical knowing in the pursuit of worthwhile human purposes. It seeks to bring together action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern to people, and more generally the flourishing of individual persons and their communities.
Reflection on my own practice in training teachers using Critical Race Theory (CRT) [
As a consequence I recognized a gap between my desire to develop my practice and insights into diversity, as well as a feeling of my inadequacies in being able to bridge this gap. Action research held out the prospect of enabling me to address these tensions as reflected in McNiff's [
Having identified an area of concern, I needed to explore the issue more deeply so as to understand the nature of the problem. During the initial stages of the study, an approach to data analysis, drawing on principles of grounded theory [
greater awareness of the needs of pupils from minority ethnic backgrounds;
greater awareness of 'self' (and the limitations of one's own knowledge and experience);
understanding appropriate pedagogical approaches to teaching diversity (to avoid insensitive handling of more diverse content);
appropriate selection of curriculum content (to present a more diverse curriculum);
and purpose (namely the reasons why subjects should be taught in the curriculum).
These issues (
The year long ITE course in England requires trainee teachers to spend two thirds of their time in schools and one third in the university setting, and this intervention focused on what the course tutor could do within the university setting. To help trainees feel more comfortable and confident in embracing cultural and ethnic diversity in their practice, I had to do this within my own practice, and so I made a conscious decision to 'infuse' my course with more cultural and ethnic diversity [
All the teachers who agreed to be part of this study were aware of the nature of the study and gave written consent for their participation. All of them were white and the overwhelming majority came from mono-ethnic backgrounds in terms of their upbringing, education and work experiences (see
Brief biographical information on trainee teachers who participated in the research.
|Trainee 2007–2008
|Degree and employment/school experience history
|White British
|2:1 in Ancient History and Archaeology, 5 years' work in financial services industry
|White British
|2:2 in History, worked in a Pupil Referral Unit
|White British
|2:1 in History and Politics, voluntary experience as a student, taking younger pupils on camps
|Louise *
|White British
|2:1 in History, career in tax sector
|White British
|2:1 in History, no school experience
|White British
|History degree from Princeton, career in financial sector, some experience as a cover supervisor
|White British
|2:1 in History, worked as a Learning Support Assistant (LSA) in a secondary school
|White British
|2:1 in History and Politics, worked as a LSA in a secondary school, travel and teaching in Ghana
|White British
|2:2 in History, work experience in secondary school settings
|White British
|2:2 in Modern History, worked as a cover supervisor at a secondary school
|White British
|2:1 in History and Drama, young leader for Brownies/Guides and work experience in a Pupil Referral Unit
|White British
|2:2 in History and Education Studies, worked as a LSA in a secondary school
|White British
|2:1 in History, worked as an activity leader on a youth camp
As an 'insider researcher', investigating my own practice, there was a tension between my role as course tutor and researcher, for example, I may make negative judgments as a researcher about the ability of trainee teachers to incorporate diversity in their practice, but as a tutor I needed to be supportive and maintain the confidence of my trainees. Zeni [
The rationale underlying this methodology is that when commenting on a dilemma, participants' beliefs and attitudes will be reflected in their responses, and the researcher can then cull the transcripts of their verbal responses to identify patterns. Thus, the methodology is designed to indirectly tap into participants' beliefs…and attitudes.
Using the confidence continuum it was possible to place trainees according to their levels of confidence in understanding the purpose of teaching different topics. However it was clear that some trainees exhibited greater levels of confidence than others, so further analysis was carried out, based around the category of 'purpose'. Using open coding [
Given the number of students involved and the richness of the data it is not possible to examine the views of all the students, so what follows is necessarily selective but the aim is to explore the range of views and positions that were expressed. The following sections contain six trainees, three from each cohort, with a trainee in each of the categories.
Four trainees were identified in this category. These were students who had a clearly defined and attuned understanding of the value of diversity and why it needed to have a higher profile in the curriculum. The course did not therefore challenge the way these students thought but served to reinforce or mould their level of understanding.
Anne was a trainee on the course in 2007–2008. She showed a good understanding of diversity issues on her arrival. She thought it was misleading to talk about teaching British history because the history of different people and places is interconnected and therefore difficult to separate them out; she believed pupils should gain a more holistic, balanced view of the past. In addition she saw history as having a role in countering racism and stereotypes. By the end of the course, these ideas were still intact but Anne was able to identify the specific purpose behind particular topics and was therefore able to talk about what would be appropriate content and pedagogical approaches. For example she thought teaching about the British Empire would help to explain why Britain had such a multicultural population and could therefore help to prevent racism, whilst a unit on the 'War on Terror' would help to break down unhelpful stereotypes about Muslims; at the start of the course she had said she would not teach the 'War on Terror' as it was too controversial but now she could see a clear purpose and consequently could see how to approach teaching the topic and would want to teach it. Interestingly, Anne was unclear about the purpose of other topics, thus she could not understand the point of teaching the Trans-Atlantic slave trade. This was a reaction to what she saw as inappropriate content in her second placement school, and when asked why the topic was taught she simply replied 'I'm not sure'. Overall she seemed much more convinced of the need to address diversity; when discussing a session about the challenges of addressing diversity and the reasons for examining diversity in the curriculum, Anne said:
…the fact that there is even an issue means that something needs to be addressed and I think that is probably why I'm a lot more now, like something needs to be done and I think if people don't because they're worried that they're going to upset someone, it's just going to get worse.
Even though Anne was placed in two predominantly white schools, the course had helped to affirm Anne's original positive disposition and understanding of diversity issues. This had also remained intact despite a particularly traumatic placement (due to problems with in-school support she was moved to another school where she was able to complete the course successfully).
Jane joined the course in 2008–2009 and was unusual amongst the trainees in having a strong sense of commitment to diversity issues from the outset of the course. This was mainly due to her degree studies which had included large elements looking at imperialism and colonialism, plus some time travelling and teaching in West Africa. Jane had clearly developed ideas as to purpose of teaching a diverse curriculum. To her a key purpose was the need to address ignorance: 'I think a lot of racism and religious animosity comes, stems from fear, stems from lack of understanding which creates fear.' A focus on diversity in history would help to address stereotypes and help students understand how and why the world is as it is today. By the midpoint of the course she was still very clear on why diversity mattered and therefore was clear as to why certain topics should be studied, However she was also increasingly aware of the complexity of the issues, for example she was uncomfortable with the idea that she may be promoting a particular moral position through her teaching, and she was not sure whether this was her role as a teacher. She was also acutely aware of the difficulties she faced in trying to bring diversity into her practice, thus the host school acted as an obstacle; Jane did diversify her host school's curriculum but was afraid that it would appear tokenistic given the constraints she faced.
The university based part of the course had provided much encouragement and support for her ideas; she recognized that the 'infused' nature of the course had been helpful. But she was worried about the future when she would be working full time in schools; as Jane expressed it: 'I am worried that it will all slip away when you're institutionalized.' She was clearly aware of the dangers of having to fit into a history department and the potential 'wash out' effect that could have, which raises questions about support beyond the end of the initial training period. By the end of the course she was very confident about teaching a more diverse history curriculum. Her second host school had given her a great deal of freedom and support, so she had developed very sophisticated insights and understandings about the need to teach a diverse curriculum and how this could be achieved in practice. Her only concern remained the question about the future and the extent to which she would be able to implement her ideas. It was clear she saw a need to fit into whatever school she worked in, plus she felt she lacked status as a young, newly qualified teacher. Jane saw the need for leadership and commitment from elsewhere:
Until teachers see it as a real priority which has got to come from higher up…it's got to come from senior leadership in the school and the government, because, I mean, one teacher I spoke to said, oh, you know it's just another, um, what was the word he used, you know, it's just another phase, it's just another initiative that's going to go and die a death.
Although Jane was firmly committed to addressing diversity in the curriculum she felt she would not be able to influence anything until she herself had achieved some level of responsibility for developing the history curriculum (e.g. as a head of department). She was concerned that by then her ideas may have been weakened.
Jane's level of commitment to diversity was in part due to the clear sense of purpose she saw in ensuring she taught a diverse curriculum. The course strengthened this belief, and she was able to build on this and develop her confidence in developing her pedagogy, subject knowledge and understanding the needs of pupils. Since leaving the course, I know through continued contact with her that her concerns about not being able to implement her ideas had proved without foundation, and she has been given responsibility for developing this facet of the history curriculum within her school.
This category embraced the majority of students, with five trainees in this category. Trainees either had never seriously had to consider diversity issues before this point or held inappropriate or naïve ideas; for example trainees did not recognize how they might inadvertently create or reinforce stereotypes through content selection or felt such topics could be bolted onto the end of a course once other mainstream topics had been taught. The emphasis on diversity in the course served to challenge and to shape their thinking strongly, although in some cases their commitment to diversity was fragile.
Carol, who joined the course in 2007, was typical of many trainees who admitted that they had never considered diversity was an issue they would have to consider on a teacher training course. Not surprisingly her interview at the start of the course revealed a lack of clarity or sophisticated thought about diversity and the reasons why it should be a consideration when deciding what historical content to teach; for example she said she would welcome the chance to teach more diverse topics because they sounded interesting rather than appreciating the value of teaching such topics to students. Instead she spoke more confidently about potential pedagogical approaches she could try when teaching different topics. By the end of the course there was a greater level of sophistication and depth to her thinking; thus she argued that history should not be parceled up into 'national' history, 'black' history and so forth, but should be seen in a more holistic and complex way. Although she had become more certain and confident in her views, at the same time it was evident that she had also become much more uncertain in other ways. Indeed, when discussing whether a traditional British history program was appropriate, she was more assured in her view that it ought to be 'more mixed'. She noted that what was taught was essentially English history rather than British, and although she believed that most pupils did not really take much notice of what history they were taught, she felt there was a need to diversify the curriculum. Her views were based upon her school experience; as both her placements had been in predominantly white mono-cultural settings she was able to observe the limitations of teaching a traditional curriculum, but had not had the experience of teaching a more diverse one. Her views were shaped by her experience on the course and serious self-reflection; as she explained in relation to national history:
I think it should be definitely more mixed. There's no reason why it just has to be British history. I was doing some reading about it and talking about its culture, it's not a nation anymore, we can't just define it as one nation.
Carol was also certain that she would teach topics like the slave trade and be happy to do so, although she was aware that her opportunities to teach such topics, and therefore her experience, was limited. However, apart from the reasons for teaching about the 'War on Terror', her views showed a limited understanding of the purpose of teaching different topics, and she struggled to articulate her ideas; when asked why the Transatlantic Slave Trade ought to be taught she replied:
Um, I don't know. [pause]. I suppose, links to the Empire to, er, the country did bad things, it happened…um, I don't know what I'd want, I don't know really.
Carol was still more confident talking about pedagogical approaches, although again she stressed she had not had the experience of doing this so was unsure how successful her ideas would be. Similarly her lack of experience meant she had had few opportunities to teach pupils from minority ethnic backgrounds and so she was unsure how this would affect the way she taught.
What was evident throughout the interview was Carol's clear understanding of her current stage of development. She described herself as 'naively confident'. She was prepared to tackle diversity in the curriculum, but was aware that she still had to gain a deeper understanding of a number of issues, in particular the rationale for teaching specific topics. Overall, Carol was firmly placed within the uncertain category on the 'confidence continuum', yet in many ways this was an improvement on her initial starting point. The experience of addressing diversity issues on the course had made her ask profound questions of herself and of the nature of the curriculum, but which were as yet unresolved. She was however concerned about how she would be able to follow these ideas into her first year as a teacher:
what I think will be a problem for me in the first year of teaching is that you'll just get through the lesson, just to get through the lesson and it's not for another year or so when you can really reflect on the actual lessons and what your aim, really aims are in the lesson and have you, are you actually achieving them.
So although, Carol had developed considerably during the year, doubts remained as to the extent to which ideas about teaching a more diverse curriculum were firmly embedded.
Emma was a trainee on the course in 2008–2009, and like Carol admitted that she had never considered diversity issues prior to the start of the course. She had been brought up in a rural monocultural area, her education had been in essentially all-white settings and so in many respects her lack of prior experience with diversity was similar to many of the other trainees. During her first interview she was very unsure about the purpose for studying a range of the topics discussed; for example when asked what the point of studying the British Empire was, she answered 'I don't actually know to be honest.' Her views on some topics were slightly more convincing, for example she saw that a study of British history could help develop a sense of identity although she was aware that 'Britishness' was a very loose term in relation to identity formation. By the time of the second interview, Emma spoke more about the type of content she would introduce into the curriculum but did not elaborate as to the purpose, apart from an explanation that British history was inextricably linked to other parts of the world and so appreciated that British history was diverse and therefore the topics chosen should reflect this. It was evident in her interviews that she was grappling with the issues raised by diversity and acknowledged that the 'infusion' of diversity throughout the course was responsible for this. By the end of the course however she had come to realize the importance of purpose and was increasingly able to identify this within the topics she had taught:
I know it's towards the end that I started to get it... I can see it through the Holocaust and I think almost doing that topic has made me realize with other topics what their purposes are and it's almost like the penny's dropped and I look at things slightly differently to how I did before.
This proved pivotal in helping her understand not just why certain topics ought to be taught, but it allowed her to see how she could approach teaching them; for example in the interview she explained how she had struggled to see the point in teaching a unit on the Indigenous Peoples of North America, but once she had made her breakthrough she could explain how she would approach this unit much more effectively. She had also come to realize the weaknesses in the school's approach to planning, which focused much more on what to teach and how to squeeze it into the curriculum rather than considering what they wanted to achieve and therefore what should be taught. As Emma said 'the purpose should be what's driving the lessons and your choices.' Although Emma recognized the progress that she had made, she was also conscious that moving into a full time post might make it difficult for her to develop her thinking and practice further, partly due to the new demands this would place on her, but also because her new department may not see diversity as a priority.
This category encompassed three trainees who made little headway in their thinking or understanding, even if they had been positively disposed to the issue of diversity from the outset. What set this group apart from the others were the difficulties they encountered during the course which served to disrupt their progress and so they never same to see diversity as a priority or a means of addressing the concerns that they encountered.
James was on the course in 2007–2008 and was a mature student who had a huge passion for his subject. He was aware that he had much to learn to be an effective teacher and that this would include understanding how to engage students of all ages and backgrounds. As such he was perfectly aware that students from minority ethnic backgrounds may find some history topics more engaging than others purely because of their sense of identity. Thus he felt very positive about topics such as the British Empire, which he felt would be engaging to a wide range of pupils. However he was very concerned about his level of subject knowledge and was cautious of teaching anything that addressed racism—he was afraid that pupils might use this as an excuse to disrupt the lesson or accuse him of being racist. He saw history could help to address stereotypes, but his choice of stereotypes that could be addressed was interesting; in both interviews he referred to a black historian who had investigated the effect of the slave trade on West Africa and reportedly found many West Africans who felt the area had benefitted from the trade, and therefore focused on disrupting 'black' perceptions of the slave trade. By the end of the course his ideas had not changed. He seldom spoke about purpose when discussing any of the topics and when asked about teaching the Trans-Atlantic slave trade, although he could identify the issue of stereotyping as above, he said:
But I don't know what the purpose, I've never taught this or come across it, so I wouldn't actually know what the purpose is of teaching that, I'd have to think about it.
However his position is understandable when put into context. James struggled throughout much of the course, both in terms of planning lessons that were appropriate and therefore having to address the ensuing behavioral problems. As he said: 'I'm just looking every day as it comes' and 'I try just to survive tomorrow'. For him, addressing the question of purpose was not paramount because he could not see how it would help him to address the very real issues he faced in his teaching, although in reality it may well have helped considerably.
Jake was on the 2008–2009 course and like James realized diversity would be an issue he would have to explore. He could see the value of making the curriculum more diverse and spoke confidently about his ideas during the initial interview, about the point of addressing diversity in a general sense; thus he saw the history curriculum as a means of countering discrimination, raising issues of identity and encouraging tolerance. However, he was unable to give specific reasons why particular topics should be taught. In the interview at the midpoint in the course, Jake's understanding of the purpose of different topics had developed unevenly. He could see that topics such as the Trans-Atlantic slave trade had a role to play in addressing stereotypes and demonstrating that Britain's past was more diverse than is often portrayed. However many of his ideas were still inchoate; when talking about the purpose of teaching the history of the British Empire he merely said 'it's an important topic' but when asked for further explanation was unable to offer anything else. By the end of the course his ideas were still relatively undeveloped. He still saw the value of diversity generally but he continued to struggle to articulate why certain topics ought to be taught. It seemed that he had stalled in his development, and probably is a reflection on the difficulties he encountered during his final teaching placement. His mentor had become increasingly frustrated at the limited range of pedagogical strategies Jake used and pupils had become increasingly restless and bored with his approach. Consequently he became very focused on simply 'getting through'.
In this scenario the importance of the context of learning becomes particularly acute. To an extent all trainees encountered difficulties trying to include diversity into the curriculum that they taught. A socio-cultural analysis of the process of learning to teach helps to explain the difficulties. Many of the trainees spoke of the 'busyness' of the course and the difficulty of finding time to think about how to address this issue plus a lack of time to reflect. There were also concerns expressed about how the extent to which diversity was a priority, either for themselves or for the host departments in which they were working. On top of this was the issue of personal disposition and the extent to which trainees were willing to take any opportunities to bring diversity into the curriculum that arose or whether they made opportunities for to teach a more diverse curriculum.
A focus on purpose does appear to impact on the ability of at least some trainee history teachers to engage with cultural and ethnic diversity within the curriculum. Although the impact is not uniform, an analysis of the data shows that there are important issues which warrant further attention. In particular the need to engage with fundamental questions about curriculum, the role of subject specific courses where diversity permeates the program, the learning context within which trainee teachers operate and what happens to trainees once they move into full time employment emerge as areas for further reflection; and each of these are discussed in turn below.
The focus on the purposes of the subject and its relationship to diversity does appear to have some positive effect on the majority of students, even if it only serves to create uncertainty, as this shows that trainee teachers are grappling with the ideas raised. Although the impact of a focus on purpose is uneven, the value of understanding why a topic should be taught was regarded as valuable by the majority of trainees, and did provide important leverage to support most trainees in thinking differently about what should be taught and why. It is acknowledged that it is difficult to change teachers' beliefs [
Although not all trainees were able to respond to the issues such deliberation generated, it does appear to be a significant lever in developing the thinking of the majority of trainees involved in this study, and as such would benefit from further research. On its own, a focus on purpose is not enough to change the way trainees thought and acted, hence the need to provide support in areas such as subject knowledge development and examining appropriate pedagogy, but it did provide a suitable stimulus to force trainees to question their existing ideas, attitudes and beliefs.
The research literature [
While the results from this study show that trainees reacted in different ways to the questions of purpose and diversity, it is possible to identify some trends and ideas that would benefit from further research. Trainees who entered the course with well-developed ideas found the reinforcement from the course helpful. For most trainees the course was important in making them explore these issues (often for the first time) and helping them to appreciate their significance. Although this latter group had a better understanding of the complexity of diversity issues, they still needed further development as they moved into full time employment.
Some trainees, even those who were keen to develop their understanding of diversity, made little headway in teaching a more diverse curriculum. For trainees who are having a 'tough' time in school, paying attention to diversity can become less of a priority, as they simply strive to survive. A way forward seems to be to work closely with the trainees and school based mentors to explore the basis of the problems the trainee is encountering, which in many cases is to do with fundamental issues such as what they are teaching and why; there is a need for teachers to engage with these fundamental questions about purpose in history [
A major concern that emerged strongly was the question of continued support for trainees once they finish the course. For example, Carol was reflecting very seriously on the issues raised by the end of the course, but finished the course with these unresolved and so there is the potential for these to remain unresolved without further support and challenge. Even where trainees had reached a point where they were confident about putting their ideas in to practice, there were serious concerns about their ability and opportunity to do so. This seems to be very closely associated with their perceived status as new and inexperienced teachers; even Jane, who was the strongest advocate of diversity, said:
in terms of teaching in the next few years, then I've got to sort of do what the school wants me to do, so, um, that would stop me from doing anything major but I don't suppose, it wouldn't stop me from drip feeding diversity into the traditional, British curriculum…I think a lot of us have said, actually, it would be really good if, like a lot of elements of the course we can come back and do when we get made head of departments, how a lot of the things are actually things that we almost can't use until we're at that position by which time they've been forgotten and been sucked into system.
In one sense this represents a 'chicken and egg' situation—trainees will feel greater encouragement to address diversity in the curriculum where schools address diversity seriously, but schools are unlikely to do this until sufficient teachers come through training willing to address diversity seriously. This is where the role of partnership in teacher training can offer solutions, but in turn this requires those in teacher training to have the insights needed to provide such support [
As Cabello and Burstein [
Although this study shows that this is not an easy goal in itself, the findings suggest that there is sufficient change in the understanding and practice of many trainees to warrant further attention on the idea of purpose, which requires trainee teachers to engage with fundamental questions about the purpose of education, and the purpose of teaching particular subjects and therefore the purpose of specific topics within the curriculum. The findings from this study suggest that a focus on purpose is a promising line of further enquiry, both for practitioners and researchers.
The author declares no conflict of interest.
a) The National Curriculum includes a large amount of British history from 1066 to C20th, covering political, religious, social and economic developments. You are teaching in a school that has a mixed ethnic population and includes a diversity of religions. In this context how appropriate do you think it is for young people to learn about the political development of Britain and events such as the Norman Conquest, the Reformation, the development of Parliament and so forth? How comfortable would you feel about teaching such topics? If you were teaching in a predominantly white, monocultural setting, how appropriate do you feel this type of history would be?
b) You are teaching the British Empire—you could focus on areas such as why it grew, the benefits of the empire, the perceptions of those ruled by the British, the downside of British rule, the contribution of the colonies to the British Empire and so forth. What 'story' would you want pupils to understand? What would influence your decision in deciding which angle to adopt? What concerns would you have teaching this topic? Would the nature of the school population alter how you would approach this topic? How comfortable would you be teaching this topic?
c) You are teaching about the Transatlantic slave trade. What would you want to cover when teaching this topic and why? What concerns would you have teaching this topic? Would the nature of the school population alter how you would approach this topic? How comfortable would you be teaching this topic?
d) Your department is discussing whether to include a GCSE unit on the 'War on Terror' as part of the coursework. This will involve looking at Afghanistan, the war in Iraq, 9/11 and so forth. The school has a large number of Muslim students. Would you argue for or against introducing this unit? Why would you adopt this stance? Would it alter your view if the school population did not include any Muslim students? How comfortable would you be teaching this topic?
e) Your department, in a white, monocultural school, is discussing whether to include more multicultural topics within the curriculum, either more units on other cultures beyond Europe or the experience of ethnic minorities within Britain—currently 70% of curriculum time deals with 'traditional' British topics. This will involve doing less 'traditional' British history due to time constraints. Do you argue for doing more multicultural history, if so why and what multicultural topics would you include, or do you argue for the importance of keeping British history. How comfortable would you be teaching these topics?


text:
Mark and Bopper are able to arrive at the pit stop before the cousins despite having to complete a Speed Bump, while Art and JJ once again win in this leg.
"The Amazing Race" contestants continued their journey in Europe, kicking it off in Italy
in the Sunday, March 18 episode. From Turin, they had to take a train to Austria and headed to the Gasthof Zum Rassen restaurant in Bavaria.
In Bavaria, they faced a Detour which was a choice between Fairy Tale and Champion Male. In Fairy Tale, teams must follow a trail of gingerbread to a village and use the pieces they found along the way to complete a gingerbread house. In Champion Male, teams had to style a man's beard to match a champion from the World Beard and Moustache Championships.
After being the last team to arrive at the pit stop in the previous leg, Bopper and Mark had to complete a Speed Bump before doing the Detour. They had to yodel which wasn't an easy task, but they seemed to be enjoying it. Once they completed it, they chose the gingerbread challenge, trailing behind Kerri and Stacy.
Art and JJ, who opted for the beard challenge, finished the Detour first and headed to the Neuschwanstein Castle. There, they must find a clue that led them to an ice rink for Roadblock. In Roadblock, one team member must slide a Roaming Gnome across the ice and hit a bullseye in order to get the next clue.
After a few tries, Art and JJ completed the Roadblock before other teams arrived. They later drove themselves to the pit stop at Landhannes Farm. The border patrol agents arrived first at the pit stop and won a trip to Thailand. It was their third win in a row.
Back at Roadblock, Joey and Danny have completed the challenge and became the second team to arrive at the pit stop, followed by Vanessa and Ralph. Rachel and Dave were team number four, while Brendon and Rachel were team number five.
Kerri and Stacy trailed behind Bopper and Mark in heading to the pit stop, while Nary and Jamie were the last team to complete the Roadblock. However, Kerri and Stacy got lost on their way to the pit stop, giving a chance for Nary and Jamie to pass them.
Bopper and Mark were the sixth team to arrive, while Kerri and Stacy were team number seven. That meant Kerri and Stacy were the last team to arrive and got eliminated. Though disappointed, they were proud that they have set a good example for their children.

subset: commoncrawl


text:
|Dinner Menu
We are getting married on May 24th, 2015 at the Oaks Grandview Ballroom in Somersworth, New Hampshire. The Oaks is a country and golf club located off of Route 108 at the end of Hideaway Place. The Grandview Ballroom was renovated in 2013 to include beautiful hardwood flooring as well as an indoor-outdoor bar & heated patio. The Oaks has over 300 private parking spots. Fun Fact: The bride and groom had their junior prom at the Oaks in 2010!
Our ceremony is set to begin promptly at 5:00PM, provided the bride is running on time. The wedding ceremony should wrap up around 5:30PM, transitioning directly into our cocktail hour. During this time, light appetizers will be served along with drinks from the bar. Soft drinks will be provided free of charge. While our guests enjoy their pre-dinner snacks, the Bride and Groom will be cruising around the golf course taking pictures with their families and the bridal party. Rumor has it a golf cart may be involved...!
Around 6:30PM, our cocktail hour will be wrapping up and you may take your seats for dinner. We will be formally introduced as Mr. & Mrs. and will have our first dance as a married couple as well as the father and daughter dance. Dinner will begin around 7:00PM. Please see below to check out what's for dinner! Thank you so much for being a part of our special day.
- Emilee & Taylor
The Oaks
100 Hideaway Place
Somersworth, NH 03878
The Oaks Website
Via NH-11 East, head towards Rochester, NH. Continue onto N. Main Street, then slight right onto S. Main Street. Follow NH-108/Rochester Hill Rd. Hideaway Place is on your left, 3.3 miles down.
Via 95 North, take exit 4 for NH-16 north towards Rochester. Take exit 9 from NH-16 to NH-108. Hideaway Place is on your right, 4 miles from exit 9.
Fly into Logan International Airport/Boston MA. C&J Trailways (tickets here) departs hourly to Dover or Portsmouth, NH.
Do you #hashtag? Please use #MarksFamWedding2015 on your social media! We'd love to see your Save The Date magnet on your fridge!


text:
Tom Lane schrieb: > Andrew Dunstan <andrew(at)dunslane(dot)net> writes: > >>One thing that bothers me slightly is that we would need to look up each >>name (at least until we found a match) for each connection. If you had >>lots of names in your pg_hba.conf that could be quite a hit. > > > A possible answer to that is to *not* look up the names from > pg_hba.conf, but instead restrict the feature to matching the > reverse-DNS name of the client. This limits the cost to one lookup per > connection instead of N (and it'd be essentially free if you have > log_hostnames turned on, since we already do that lookup in that case). Or alternatively (documented) scan and translate the names only on restart or sighup. This would limit the overhead and changes to the confile-scanner only and would at least enable symbolic names in the config files. (Of course w/o any wildcards - that would be the drawback)
Next: From: Tom Lane Date: 2006-01-03 18:21:52 Subject: Re: Why don't we allow DNS names in pg_hba.conf? Previous: From: mark Date: 2006-01-03 18:15:45 Subject: Re: Why don't we allow DNS names in pg_hba.conf?


text: MILWAUKEE, Wis. ( TheStreet) -- Harley-Davidson ( HOG) stock plunged after the company reported a net loss in the fourth quarter. Harley-Davidson stock has fallen 4.7% to $24.40 in morning trading. Harley-Davidson reported a net loss of $218.7 million or diluted losses per common share of 94 cents vs $77.8 million or 34 cents in the same period last year. "Our full-year 2009 results were affected by the difficult economy, as well as the planned actions we took that resulted in restructuring charges of $224 million," Keith Wandell, Harley-Davidson's chief executive officer said in a statement. "We are confident we have made the right decisions for our future, and we are executing our strategy with focused intensity." The company posted net revenue of $764.5 million in the fourth quarter, down 40% compared with results from the same period the year before. A survey of analysts by Thomson Reuters estimated a loss of 32 cents a share on revenue of $764.4 million. Harley-Davidson said for 2010 the company expects to ship 201,000 to 212,000 Harley-Davidson motorcycles to dealers and distributors worldwide -- a reduction of 5% to 10% from 2009.


text:
What knex gun should I build next?
A Trench gun. Shell ejection, pump action and all.
A f2000. Fully automatic, large mag with red dot sight.
A hand held gatling with high bullet capitivity. ( Not a hand held gatling with a rod and a rubber band on each bullet holder thing like a bunch of tiny guns.)
A folding mounted turret with VERY high bullet capitivity.
None of these guns will need modified pieces that I can tell from my on paper plans. I would just like to see which of these everyone would be most excited to see. Don't be shy. Let me know what you think.
Pics are in order of what I said them in.


text:
Are You in a Relationship with Yourself?
Relationships: They are a significant part of our Earth curriculum and they consist of friendships, romances, colleagues and family. But how do relationships come about and why do we attract the people we do?
As you go in and out of your day-to-day, you are emitting energy. Sometimes this energy is high vibrational, other times it is on the lower end of the spectrum. Essentially when you attract someone, they are attracted to this energy force. You will therefore attract people who mirror the level of consciousness you are at. So, on some level, you are constantly in relationships with yourself.
The people that show up in your life are physical manifestations of an aspect of yourself. Maybe it's an aspect you most need to see, embrace, forgive or heal right now.
Likewise, when relationships end, it is due to a conflict in this once compatible energy level. One person may be evolving at a faster rate, or one may be threatened by his or her own resistance to change. But the shift is not to be taken personally; it is merely a reflection of awareness that is no longer a mirror image.
Other times individuals will admire our current level of evolvement and will rise to that occasion with us. These are the friendships and partnerships that we feel compelled to cultivate. They allow you the space to be more and more of who you are, and you get to enjoy growing and developing as souls into your fullness.
When your relationships begin to shift, do not react in fear. It is the universe's way of allowing that relationship to take a new form, in whatever form that may be, for each of your highest good.
If you enjoyed this article, you will also appreciate: "Life Doesn't Get Better By Chance, It Gets Better By Change".


text:
DULIN-L ArchivesArchiver > DULIN > 2000-02 > 0949717136
From: DAVID OSBORNE <>
Subject: Re:
Date: Fri, 04 Feb 2000 21:18:56 -0500
Betty Frain wrote:
> Hi David, and welcome!
> Why don't you give us some background on your line of Dulins, or at least a bit about how far you have gotten and what your brick wall is. Notice I didn't say if you have a brick wall. <g> One always appears somewhere.
> While we are at it, maybe this is a good time to have everyone speak up about their lines. This is a small list and it shouldn't clog your mail boxes too much. My line can be found at the Dulin page listed below. It is a little out of date, and I am considering moving it somewhere we can include all the lines. What do you all think?
> Betty Frain-Web Master
> Dulin Genealogy:
> http://www.uftree.com/UFT/WebPages/BettyFrain/DULINWP/index.htm
> Elgin Genealogy:
> www.elgins.com
> Frain Genealogy:
> http://www.uftree.com/UFT/WebPages/BettyFrain/FRAINWP/index.htm
> Researching ELGIN, DULIN, HAMMERLY, THRASHER, CROSS, THRIFT, CARTWRIGHT, MCLEAN, PETTIT, PENN, TAYLOR, ROBINSON, FRAIN
> ==============================
> The RootsWeb WorldConnect Project:
> 12.8 million individuals and counting.
> http://worldconnect.genealogy.rootsweb.com/
My name is Ron Bachman. I share this PC with David Osborne -- I am the
one interested in the Dulin family.
I have been researching the family for about three years and have had
some luck -- considering how little I knew about the family when I
started. My grandmother Margaret Ann Dulin (b. 1874, Pottawatomie
County, KS, d. 1949, Lyon County, KS) was the daughter of Benjmain
Franklin Dulin (b. 1843, Pickaway County, OH, d. 1880, Pottawatomie
County, KS). Benjamin was the son of Alfred (Franklin/Francis) Dulin
(b. ca. 1800, probably Hampshire County, (now West) Virginia, d. between
1843 and 1849, Pickaway County, OH), who was the son of William Dulin
(b. 1773, Fauquier County, VA, d. 1832, Hancock County, OH) and
Charlotte Flourance (b. 1773, Fauquier County, VA, d. 1866, Hancock
County, OH). I am 99% sure William was the son of William Dulin (b. ca.
1749 near Summerduck, VA, d. before 1819, Fauquier County, VA) and
Elizabeth Stone or Elizabeth Glasscock -- a lot of us have been trying
to figure that one out. This William was the son of William Dulin and
Clemmence Ball. I think the evidence supports the hypothesis that this
William was the eldest son of William Dulin of Fairfax County, but
that's still an open question.
Hope to hear from other Dulin researchers soon.
This thread:


text:
Dismiss Notice
Welcome To CK5!
Registering is free and easy! Hope to see you on the forums soon.
Score a FREE Membership sticker when you sign up for a Premium Membership and choose the recurring plan.
The panic of X-Mas and eBay and Gameboy DS
Discussion in 'The Lounge' started by sublmnl1990, Dec 23, 2004.


text:
ercuis wine thermometer
because he's totally hot, but pinot grigio shouldn't be
I'm sure by now, everyone has seen dip chillers, but this is a tea chiller! Now your freshly brewed tea can chill, without getting watery, until ready to serve
Wow your guests by serving beverages from this delightful server.Tags: Neiman Marcus, decanters, drinks, entertainment, beverages, party, servers, home accessories, cocktailsAdded 9 Years Ago from Neiman Marcus Online
these are simple and beautiful. perfect for entertaining.Tags: kitchen, glass, entertaining, summer, beverages, serveware, brunch, summer fun, serverwareAdded 9 Years Ago from Neiman Marcus Online
What's a picnic or barbecue without beer? This Refrigerated Beer Dispenser holds a full keg or two five-gallon kegs and keeps it carbonated for months of entertaining fabulousness!Tags: entertaining, beer, beverages, parties, barbecues, picnic, outdoor entertaining, refrigerated beer dispenserAdded 9 Years Ago from Neiman Marcus Online
A gallon of Margaritas at a time with the Margarator! Spectacular!Tags: entertaining, drinks, beverages, gift ideas, Christmas gift ideas, margarita machines, holiday gifts ideasAdded 10 Years Ago from Neiman Marcus Online
Perfect even if you're not allergic to coffee. After all, who doesn't love hot chocolate?Tags: coffee, drinks, beverages, lunch box, hot chocolate, mariebelle, Cool Hunting, SheFinds, aztecAdded 10 Years Ago from Neiman Marcus Online


text:
Fox Distorts The Facts To Attack Cape Hatteras Environmental Regulations
On Fox & Friends, co-host Brian Kilmeade falsely suggested that if environmentalists have their way, North Carolina's Cape Hatteras "could be just left to the birds, or maybe some turtles." In fact, environmental groups do not seek to have all Cape Hatteras beaches closed, and regulations in place to protect endangered species allow significant access to Cape Hatteras beaches for both pedestrians and off-road vehicles.
Fox & Friends Falsely Suggests All Cape Hatteras Beaches May Be Closed
Kilmeade: "One Of The Foremost Vacation Spots In The World ... Could Be Just Left To The Birds, Or Maybe Some Turtles." From the December 20 edition of Fox News' Fox & Friends:
KILMEADE: Business owners in Cape Hatteras, North Carolina -- Steve, that is the subject. They depend on the beach to attract tourists to make a living and they are losing their livelihoods, all because of this bird. The bird is endangered, evidently, and the government has closed down the parts of beach-- And since then, 50 businesses have closed, 400 homes have been foreclosed. Is this fair? Joining us right now is a local business owner affected directly, John Couch. John, what business do you have and how have you been affected?
JOHN COUCH: My business is called the Red Drum. We have an auto parts store, a repair center, a tackle shop, and a food mart. These closures have absolutely stifled my business during the summertime, and typically I lose about $30,000 because of these buffer zones that are so restrictive. And it pretty well closes off the beach and makes it hard for our visitors that come here to find out what is open on a daily basis.
KILMEADE: It's all because of this bird, which seems nice. It's called the piping plover. About 20 of them, and evidently they're endangered. But are they at the point now where they're more important than all the small business people who have thrived there for decades?
COUCH: Well, protecting the environment and protecting these birds are important.
KILMEADE: Right.
COUCH: We can all grab our hands and wrap around this. But these birds there, they have such mammoth protections. If this can be the bird nest, a thousand meters in all directions -- which is a mile and a quarter across -- closes down the beach. And there's only about 6 to 12 pairs of these birds. But as the birds -- these nesting areas -- they just choke off access. And then for the beach during the heart of the summertime when we make our money -- we're sitting there not being able to make a living in the summertime.
KILMEADE: John, it's absolutely beautiful there. It's one of the foremost vacation spots in the country and now it could be just left to the birds or maybe some turtles that want to nest. Here's the statement from the Audubon Society, from the Environmental Law Center. They say this: "The consent decree does not directly close any beaches to or use by or may require that beaches be closed or use i threatened piping plovers or other targeted shorebirds are attempting to nest in the are. All bird species appear to be benefitting from the lack of disturbances, increasing in numbers and fledgling more chicks." [Fox News, Fox & Friends, 12/20/10]
In Fact, The Regulation Only Applies To Certain Areas Of The Cape Hatteras National Seashore For Certain Periods Of Time. From National Park Service's Frequently Asked Questions document regarding beach access at the Cape Hatteras National Seashore:
3. I was planning a vacation to the Outer Banks this (spring, summer, fall), but I've heard that all your beaches are closed ("everything is closed"). Is that true?
That is absolutely NOT true! You have received bad information. While temporary resource closures to protect nesting shorebirds and sea turtles are expected to occur between mid-March and mid- to late-August, including at some popular sites, there will be many, many miles of beach open to both pedestrian and ORV access on any given day of any given week during those months. For example, on July 8, 2009, there were approximately 22 miles of beach open to ORVs and pedestrians, another 26 miles open to only pedestrians (that was a total of 48 miles of open beach!), while 19 miles of beach were closed or impractical to access due to resource protection closures in place at the time. By late August, most of the resource closures had been lifted. [National Park Service Frequently Asked Questions: Beach Access, accessed 12/22/10 [1]]
Environmental Coalition Seeks To Protect Threatened Species, But Does Not Intend To Ban All Vehicles. Preserve Hatteras, the coalition seeking restrictions on off-road vehicles at the Cape Hatteras National Seashore, says:
Do conservation groups want to ban vehicles from the Seashore?
No. Our goal continues to be and always has been to work out a solution based on law and science that protects threatened wildlife in balance with the responsible use and enjoyment of the park by all visitors. Everyone deserves a safe space on the national seashore - birds and turtles, as well as anglers, bird watchers, surfers, swimmers and those who just enjoy the serenity of one of the East Coast's most dramatic areas. [PreserveHatteras.org, accessed 12/22/10 [2]]
With Temporary Regulations In Place, Visitors To Cape Hatteras Actually Increased. In a November 16 press release, Defenders of Wildlife stated:
2010 was a record-breaking year at Cape Hatteras for wildlife and visitor occupancy under similar, temporary rules for off-road vehicle use within Cape Hatteras National Seashore. Those rules were implemented in April 2008, and include wildlife protections similar to the ones proposed today by the National Park Service.
At the same time, Dare County's visitor occupancy through August 2010 exceeded prior years for the same period. In addition, according to press reports, the Outer Banks Visitors Bureau reported that Hatteras Island visitors spent a record-setting $27.8 million on lodging during the month of July, which was an 18.5 percent increase over July 2009 and exceeded all preceding years.
"Numbers since 2008 demonstrate that under science-based wildlife management, nesting birds and turtles can rebound, tourism can thrive, and wildlife and people can share the beach at Cape Hatteras," said Walker Golder, acting executive director of Audubon North Carolina. "The park service's plan currently falls short of providing adequate science-based, year-round protections for the seashore's natural resources." [Defenders.org, 11/16/10 [3]]
NPS's Proposed Plan "Allows [Off-Road Vehicle] Use On The Majority Of The Seashore" And "Proposes New Parking Facilities, ORV Ramps, And Water Shuttles To Increase Visitor Access." From a November 16 press release issued by the Defenders of Wildlife:
"The park service's final rules must provide adequate vehicle-free space and protections for both pedestrians and wildlife, while still allowing responsible beach driving in some areas," said Julie Youngman, senior attorney, Southern Environmental Law Center. "We look forward to working with the park service to build on the success of this record-breaking year."
The park service's preferred plan in today's statement allows ORV use on the majority of the seashore. Twenty-eight of the seashore's 67 miles are set aside as year-round ORV routes, with only 26 miles designated as year-round vehicle-free areas for pedestrians, families, and wildlife. The remaining 13 miles of seashore are seasonally open to ORVs. The plan also proposes new parking facilities, ORV ramps, and water shuttles to increase visitor access.
"As demonstrated by record numbers of visitors and wildlife this year, it is entirely possible for Cape Hatteras to be responsibly shared and enjoyed," said Jason Rylander, attorney for Defenders of Wildlife. "We hope the park service's final plan will strike an appropriate balance that meets the needs of the Seashore's many users." [Defenders.org, 11/16/10 [3]]
Fox Blames "Environmentalists' Crusade" For Hatteras Regulations, But Bush Administration Agreed To Them
Fox & Friends: "Environmentalists' Crusade Closing Beaches & Hurting Livelihood." During the same segment, on-screen text read: "Environmentalists' Crusade Closing Beaches & Hurting Livelihood."
[Fox News, Fox & Friends, 12/20/10]
Nixon Signed Executive Order In 1972 Requiring Federal Land Managers To Develop Plans and Regulations To Manage ORV Use On Public Lands. From a Defenders of Wildlife brief seeking a preliminary injunction:
As a result of the growth in ORV [Off-Road Vehicle] recreation on federally protected lands, President Nixon signed Executive Order 11644 on February 8, 1972; in that Order he noted that the "popularity [of ORV driving on public lands] continues to increase rapidly. The widespread use of such vehicles on the public lands - often for legitimate purposes but also in frequent conflict with wise land and resource management practices, environmental values, and other types of recreational activity - has demonstrated the need for a unified Federal policy toward the use of such vehicles on the public lands." [Defenders.org, accessed 12/22/10 [4]]
Bush Administration's Park Service Agreed To Consent Decree Managing Off-Road Vehicles On Cape Hatteras Beaches. According to the National Park Service:
In October 2007, Defenders of Wildlife and the National Audubon Society, represented by the Southern Environmental Law Center (plaintiffs) filed a lawsuit against the NPS alleging inadequacies in management of protected species at Cape Hatteras National Seashore and failure of the park to comply with the requirements of the ORV executive order and NPS regulations regarding ORV use.
The species identified for protection included: the piping plover (federally-listed threatened), several species of colonial waterbirds (state-listed threatened and Species of Special Concern), the American oystercatcher (state-listed Species of Special Concern), and several species of sea turtles (federally-listed threatened and endangered).
In April 2008, a U.S. District Court Judge signed a consent decree to settle the lawsuit. The consent decree was agreed to by the plaintiffs and the NPS; and by Dare and Hyde Counties and a coalition of local ORV and fishing groups (Cape Hatteras Access Preservation Alliance) which participated in the lawsuit as intervenors. The consent decree, which is enforceable by the court, provides for specific species protection measures and requires the NPS to complete the ORV plan and required special regulation by Dec. 31, 2010 and April 11, 2011 respectively. [NPS.gov, accessed 12/22/10 [5]]
Reagan-Appointed Judge Approved Consent Decree Regarding Off-Road Vehicle Regulation At Cape Hatteras. According to a May 1, 2008, press release issued by the National Park Service:
Superintendent Mike Murray announced today that, under the Consent Decree signed on April 30, 2008 by U.S. District Court Judge Terrence Boyle, a new seasonal restriction on nighttime beach driving will go into effect immediately on the beaches of Cape Hatteras National Seashore. Beginning May 1, 2008, all Seashore beaches are closed to off-road vehicles (ORVs) between the hours of 10 p.m. to 6 a.m. [NPS.gov, 5/1/08 [6]]
- Boyle Was Appointed By President Reagan In 1984 With Jesse Helms' Support. As reported by a May 1, 2006, Salon.com article: "President Ronald Reagan appointed Boyle to be a federal district judge in 1984, with a push from former Sen. Jesse Helms, who once employed him briefly. President George H.W. Bush nominated Boyle to the appellate bench in 1991, but Boyle never made it to a Senate vote. He remains a favorite of conservatives, and currently holds a unanimous well-qualified rating from the American Bar Association. But Democrats and liberal advocacy groups have vigorously criticized him for his numerous rulings on disability, gender and racial discrimination cases." [Salon.com, 5/1/06 [7]]
- Posted In
- Environment & Science [8], Conservation [9]
- Network/Outlet
- Fox News Channel [10]
- Person
- Brian Kilmeade [11]
- Show/Publication
- FOX & Friends [12]


text:
The Verge Review: 3.9/10
View Single Post
Posts: 547
Karma: 1309104
Join Date: Oct 2011
Location: SK,Canada/NV, USA
Device: iPadMini4, iPhone 6
Well....I have to disagree with some points in the article. When I was recently at a Cole's store, I handled a basic Kobo, and compared to my Sony PRS 650,
looked and felt 'cheap'. The Vox, to me, feels quite sturdy. Of course, I've never been in contact with a Nook or a Kindle, so I have no basis for comparison.
As for 'sluggish swiping' while turning pages...umm...you don't need to 'swipe'. My Sony requires swipes, and that's what I was used to and that's what I was doing with the Vox. It didn't work so well. But taps do. In fact, in the Kobo app, the page turns are so fast with a tap that you could accidentally turn more than one page. Aldiko and Overdrive have slower turns and the pages kind of slide. As for other apps, the 'slide' is quite sensitive, I find. (And I've accidentally sent my angry birds in the wrong direction when trying to pull back on the slingshot, too, LOL!)
wish I could successfully stop the orientation because sometimes when I'm reading, I walk around and the Vox is very sensitive to a change of position, which means it might want to change to landscape view when I don't want it to, and then I get to see that 'spinning wheel'.
And the battery life...I wish it was better. Here in the sticks we have frequent and unexpected power outages, so I normally keep everything on full charge. I'm finding when I'm at home, I've got the Vox on charge a lot, and on a recent 10 hour (one way) road trip, I had the Vox plugged in. Fortunately we have 110 in the truck, but a lot of vehicles don't have that. (Maybe a 'lighter' adapter would be a good idea?)
With a Kindle, you're stuck with Amazon, but with the Vox, I can buy books from Kobo, Kindle, or even Aldiko. Or Sony. Or even Nook, although I haven't tried the latter 2 yet. I can also borrow library books with the Vox, which I couldn't with a Kindle. And is the Kindle fire available in Canada yet? With all the same bells and whistles that U.S. folks have?
Overall...I'm happy with the Vox, and is sure is interesting, learning how to use it.
View Public Profile
Find More Posts by 49Kat
Track Posts by 49Kat via RSS


text:
Here's what's going on so far:
-Proud papa Carlos Delgado is back. So is Jose Valentin. I'll be watching Delgado in a minor league game.
-John Maine goes against the Dodgers this afternoon. Lino Urdaneta is also scheduled. Bullpen coach Guy Conti likes him and said he could be a factor next year if not later this summer.
-Actually Maine will pitch vs. Dodgers minor leaguers. The team is already back in LA for a series against the Angels. Wonder how all those people in Vero Beach are going to feel when nobody they recognize takes the field.
-Lastings Milledge's hand is still sore, but will try to take BP at Vero.


text:
The expressions on the faces shifted from suspicious to ethereal.
The ethereal Natasha Khan of Bat for Lashes is fast becoming another Stevie Nicks.
I remember telling people at the time, 'This kid is so ethereal and interesting.'
But at almost $400, it had better transport you to ethereal realms never before seen by human eyes.
The ink-stained wretches parted like the red sea as the ethereal being floated toward her car.
It was not an ethereal joy welcoming new souls to struggle, perchance to victory.
And it is these ethereal ripples which a physicist understands by the term "light."
In this ethereal realm are the currents that make possible wireless telegraphy.
This ethereal or psychic body is in correspondence with the ethereal world.
Wide o'er the ethereal walks extends thy sway, And o'er the infernal mansions void of day!Look upon us on earth!
ethereal e·the·re·al (ĭ-thēr'ē-əl)
Characterized by lightness and insubstantiality; intangible.
Of, relating to, or containing ether.


text:
When Devon C. Anders '88 was finishing his bachelor's degree at Eastern Mennonite University and heading into a career as a certified public account with a well-established firm, he probably ... read more about Accounting alumnus, head of InterChange Inc., named local Business Person of the Year
Ron Stoltzfus
Join EMU MBA Open House Online or On Site
People in Harrisonburg and around the world are invited to an MBA "open house" on Tuesday, May 8, from 6-7 p.m. People in the area are invited to the EMU ... read more about Join EMU MBA Open House Online or On Site
Royals Night Celebrates Athletics
Once a year, Eastern Mennonite University gets all of its student-athletes together in one place. Royals Night, as it is called, was on August 31 this year, as this year's ... read more about Royals Night Celebrates Athletics
Senior Accounting Majors Contend in Business Competition
They came, they collaborated, they crunched the numbers and were rewarded for their efforts in a grueling regional business competition sponsored by Goodman & Company, a major Virginia accounting firm. ... read more about Senior Accounting Majors Contend in Business Competition


text:
Here's Matt Pitzer's look at the upcoming weekend's fantasy football landscape:
Jay Cutler, QB, Chicago. After a five-interception game, Cutler comes home where he has thrown only two picks vs. seven touchdowns. He faces a depleted Philadelphia secondary that allowed San Diego quarterback Philip Rivers to complete 80% of his passes.
Calvin Johnson, WR, Detroit. Thanks to injuries and his team's poor offense, you have to search for spots to start Johnson. One is at home against Cleveland. Johnson had 84 yards last week, his best showing since Week 4 and before his knee injury.
LaDainian Tomlinson, RB, San Diego. The Broncos have struggled to stop the run, allowing an average of 157.3 yards during their three-game skid. Tomlinson is getting his act together with a season-high 96 rushing yards last week and four TDs in the past three games.
Ricky Williams, RB, Miami. Ronnie Brown is on injured reserve, so Williams should be a regular starter. That begins tonight against the Panthers as Williams comes off a season-high 102 yards last week and meets the league's No. 25 run defense.
Kurt Warner, QB, Arizona. Warner goes on the road this week, back to his original home in St. Louis. Warner has been lights-out on the road with 10 TDs in four games.
Joe Flacco, QB, Baltimore. The early season pass-happy days are gone for Flacco, with only one TD in the last three games and fewer pass completions in each successive game since hitting a season-high 28 in Week 6. This week, he faces the Colts' league-best scoring defense.
Justin Forsett, RB, Seattle. The fantasy world is abuzz with Forsett after his 123 yards and a TD in relief of Julius Jones. But Minnesota knows he is coming and has allowed a league-best two rushing TDs.
Thomas Jones, RB, New York Jets. The Patriots have plenty to be angry about, including how they lost to Indianapolis and their Week 2 loss to the Jets in which Jones had only 54 rushing yards. And the Jets' offense is playing worse now.
Santana Moss, WR, Washington. The Cowboys are giving up just 38.3 yards to opponents' No. 1 wide receivers over their last four games, and there is little reason to think Moss and Washington's dysfunctional passing game can do much better.
Kevin Walter, WR, Houston. Let's quit considering Walter until he does something meaningful. He has slipped behind Jacoby Jones as the team's second-best scoring threat at wide receiver, and the Texans face an improving Tennessee secondary.
Reggie Bush, RB, New Orleans. The Saints have upped Bush's playing time lately and he responded with a season-high 83 rushing yards and two TDs against St. Louis, giving him five TDs in five games. Tampa Bay's run defense is ranked 31st.
Chris Chambers, WR, Kansas City. Chambers has settled in quickly as a starter after only two weeks with the Chiefs. They will need him to be the No. 1 now that Dwayne Bowe is suspended, and he'll benefit if Steelers safety Troy Polamalu is out.
Lee Evans, WR, Buffalo. One of Buffalo's few bright spots is Evans, who has four TDs in the past four games. The coaching change adds some uncertainty, although Evans stands a good chance to score again if the Jaguars are without injured cornerback Rashean Mathis.
Josh Freeman, QB, Tampa Bay. In two starts, Freeman has helped the Bucs to 61 total points. The Saints, meanwhile, have allowed at least 20 points in each of the last five, allowed the Rams to hit their season-high of 23 and could be down three starters in the secondary.
Nate Washington, WR, Tennessee. He isn't putting up big numbers, but Washington has caught two of Vince Young's three touchdown passes. And the Titans have picked up their offense overall, which means more scoring chances against Houston.


text:
See below for an alphabetical list of the databases, e-book and e-journal collections to which Brunel Library subscribes. Access to these e-resources is restricted to the students and staff of Brunel University London for licensing and technical reasons. Some licence agreements may exclude access to databases and their contents from certain countries. It is your responsibility to comply with the terms and conditions of the relevant licence agreements - for more information see the copyright web page on databases - contact firstname.lastname@example.com if you have any questions.
For more information on how to access the databases see the e-Library web page. A small number of e-resources require a unique username and password instead. These are given on the password page on our intranet. Please do not share your credentials with anyone as you may be held responsible for any infringements.
To help you locate certain types of resource these guides may be helpful:
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z [Other]
Cambridge Core
Cambridge Journals Online provides full text access for over two hundred journals published by Cambridge University Press in the sciences, social sciences, and humanities. Also available: access to Cambridge Journals Digital Archive (bought by JISC Collections) comprising 171 journals.
Alternative link (if above doesn't work)
Cancer Handbook
A collection of over 100 specially commissioned peer reviewed chapters from Wiley Interscience.
Alternative link (if above doesn't work)
Carl Giles Digital Archive
The British Cartoon Archive is a library, archive and gallery dedicated to the history of British cartooning over the last two hundred years. Located at the University of Kent in Canterbury, it holds the national collection of cartoons of political and social comment published in British newspapers and magazines. The British Cartoon Archive Digitisation Project funded by JISC through its Digitisation Programme, has digitised the Carl Giles Archive, the single most important archive of British newspaper cartoons, and a key resource for British political and social history that has never before been open to the public. Thanks to this funding, staff, students and researchers at colleges and universities in the UK will be able to access and use the entire Giles Collection of 15,000 cartoon images, with some 5,000 pages of related paperwork, free of charge for educational purposes. You are encouraged to register your affiliation to Brunel University if you make use of this resource during your studies. See the terms and conditions for the recommended citation style.
Alternative link (if above doesn't work)
Child Development & Adolescent Studies
Produced by NISC, Child Development & Adolescent Studies provides references to the current and historical literature related to growth and development of children up to the age of 21. It contains abstracts and book reviews from hundreds of journals and a bibliography of thousands of technical reports, books, book chapters, theses and dissertations covering biomedical and social sciences worldwide.
Alternative link (if above doesn't work)
CINAHL Plus
The expanded version of the CINAHL index, CINAHL Plus provides an even wider scope of nursing and allied health journals, as well as a higher number of records, full-text and cited references. Content includes additional allied health literature and biomedical resources and records date back to 1937. In addition, CINAHL Plus provides Evidence-Based Care Sheets and Quick Lessons which provide concise overviews of diseases and conditions and outline treatment options. Use Article Linker (AL) to check for full text online sources if none is available in CINAHL Plus.
Alternative link (if above doesn't work)
Classical Music Library
Classical Music Library contains thousands of legally licensed recordings from EMI, Hyperion, Vox, Vanguard and other classical music labels, spanning early music to contemporary composers. You must use headphones when listening on PCs in the Library. These can be borrowed from the Help Desk
Alternative link (if above doesn't work)
Classical Scores Library
Classical Scores Library will contain 400,000 pages of the most important classical scores and manuscripts, allowing for the study and analysis of more than 15,000 scores. You can also access Classical Scores Library through the Music Online: Listening interface.
Alternative link (if above doesn't work)
Cochrane Library
Full text database of systematic reviews. Also hosts NHS Economic Evaluation Database (EED) which was produced by the Centre for Reviews and Dissemination (CRD) at the University of York, UK. until April 2015. EED assists decision-makers by systematically identifying economic evaluations from around the world, appraising their quality, and highlighting their relative strengths and weaknesses. No ID is required for access.
Construction Information Service (CIS)
CIS provides up-to-date construction information and legislation from more than 150 national organisations, including BSI - The British Standards Institution (NB: full text access is on BSOL not CIS), BRE, BSRIA, CIOB - The Chartered Institute of Building, CIBSE, CIRIA and The Institution of Structural Engineers (either full text or abstract access). CIS also provides access to limited versions of Engineer-it, Specify-it and SCI Blue Book (requires Internet Explorer).
Alternative link (if above doesn't work)


text:
Configuring Outlook Express for Alumni Email.
I am having problems configuring Outlook Express for my Alumni email account. I use Outlook Express for my Comcast, Yahoo, Gmail and other email accounts with no problems. I know how to configure POP3 and IMAP in Outlook Expresss. The SHU Alumni Website for the email solution does not seem to provide enough details to configure Outlook Express correctly. Does anyone know what ALL the correct settings should be?
1 vote
Idea No. 150


text:
Met Art presents a fascinating collection of the most beautiful nude girls and their erotic pictures in the world. Tube Porn. You will not find filth or dirty sexual games at Met Art, but only beauty of a perfectly shaped teen body. These girls will still let you enjoy their bodies in every detail, but they will do in the special style peculiar to Met Art only.
There's something about her spreading her legs so inviting...it's being like a gynecologist and a pizza boy...you can smell it, but you cant eat it.


text:
I would like to get a gum graft for the recession I have had recently. My concern is my gums are rather inflamed and I don't know if the procedure can be done while they are in their current state. How is inflammation address prior to and after a gum graft?
Gum Graft For Recession, But Gums Are Inflamed; How is this Addressed?
Doctor Answers 2
Gum Graft for Recession
The inflammation of the gums can be taken care of with a professional and cleaning and great Oral Hygiene home routine. This step is essential prior to addressing the gum recession, as surgery outcome greatly depends on it. You should see a Board Certified Periodontist to assess and treat your gums
Gum Grafts For Recession
You are very correct in that you must take care of any gingival inflammation prior to gum graft surgery. This is accomplished by having a scaling and root planing by your dentist if necesary, sometimes a general cleaning is all that is needed. Sometimes antibiotics may be prescribed as well if the inflammation is severe. This must be done prior to any sugery becuase once the inflammation is gone, the recession may be greater than it is now because healthy gums will "shrink" up and get tighter. Also a graft will get infected and fail if there is inflammation present. There are several techniques for gum grafts and each one has its own reason for being performed. This depends on the area that needs to be grafted and the amount of grafting necessary.
Learn more: http://drbdorfman.com
These answers are for educational purposes and should not be relied upon as a substitute for medical advice you may receive from your physician. If you have a medical emergency, please call 911. These answers do not constitute or initiate a patient/doctor relationship.


text:
Frank Lewis
January 19, 2010 at 4:19PM
Governor Ted Strickland today announced his pick of Yvette McGee Brown as his running mate for lieutenant governor, replacing Lee Fisher, who's running for U.S. Senate. Ohio Republican Party chair Kevin DeWine wasted no time revealing either his ignorance or deliberate duplicity (you decide): "He's had nearly a year to make this selection, and the best he could come up with in the face of an unprecedented fiscal emergency is a social worker with no experience in public finance or state government," said DeWhiner-in-chief at GOP headquarters.
Frank Lewis
January 18, 2010 at 5:07PM
In a city fretting over whether New York might eventually pluck Lebron James (who makes $15.7 million a year) by making him a salary offer the Cavs can't match*, the Cleveland Orchestra players negotiating over their median $140,000 salaries might seem like small potatoes. After all, the orchestra is perennially ranked among the best in the world.
Frank Lewis
January 18, 2010 at 12:46PM
Talking Points Memo reports on under-the-radar wingnuttery deep in the bowels of Texas:
The conservative bloc on the Texas State Board of Education won a string of victories Friday, obtaining approval for an amendment requiring high school U.S. history students to know about McLeroy and his ultraconservative crew have unparalleled power to shape the textbooks that children around the country read for years to come. How dangerous is this?
Frank Lewis
January 14, 2010 at 2:15PM
Unlike some observers, I think that Democratic candidate David Pepper had an excellent shot at defeating Taylor. He was outpacing her anemic fundraising, he's got an excellent resume in Cincinnati/Hamilton County politics, and he's a clear, focused speaker who's good at explaining how the auditor's office can be used creatively to bolster the state's economy and how fair apportionment benefits citizens — a pitch with an appeal to independents as well as Democrats.
Frank Lewis
January 14, 2010 at 12:31PM
Pat Robertson, founder of the Virginia-based Christian Broadcasting Network and host of its 700 Club talk show, said yesterday that this week's earthquake in Haiti was due to a "pact to the devil" that country made 200 years ago to help free the country from French colonial control. Maybe it's time to evacuate Virginia.
Frank Lewis
January 13, 2010 at 3:56PM
What was that smell in the room as Ken Lanci announced his campaign for Cuyahoga County executive Wednesday? We can guess how some political observers would answer that one.
Frank Lewis
January 13, 2010 at 2:11PM
House Minority Leader John Boehner still wants to kill the healthcare bill:
"The bottom line is, I believe we can beat this bill," Mr. Boehner said. "The American people are with us."
Sure they are.
Frank Lewis
January 13, 2010 at 11:51AM
Former Parma Heights Mayor Marty Zanotti this week's cover story and current Lakewood Mayor Ed FitzGerald have been sniping at each other over the latter's candidacy for the new county executive position. Zanotti says FitzGerald's a hypocrite, because he opposed Issue 6, which created the new office (and scraps the three-commission system).
Frank Lewis
January 12, 2010 at 11:25AM
As neither Gov. Strickland nor Republican gubernatorial candidate John Kasich has named a running mate yet, speculation has been running rampant statewide. Youngstown Mayor Jay Williams has been prominently mentioned as a running mate for Strickland, although Strickland has been taking his own sweet time making an announcement (Lt. Gov. Lee Fisher launched his bid for U.S. Senate last winter).
Frank Lewis
January 11, 2010 at 11:14AM
Law, order and reform in Cuyahoga County? Yeah right.
Frank Lewis
January 11, 2010 at 11:02AM
After seven years in federal prison, and four months on the job market, ex-congressman Jim Traficant debuted a WTAM talk show host on Saturday. In a press release, Program Director Ray Davis said, "I am all about giving people a second chance in life." Scene had planned on asking him if he was comfortable having that kind of guy around, but WTAM didn't return our call or e-mail.
Frank Lewis
January 8, 2010 at 12:22PM
It's been two months since the last episode of "As the Medical Mart Deal Turns." The last chapter — played out at Cleveland City Hall — included a shifty developer, a disgusted mayor and a whole lot of questions about where exactly to build the much-touted medical showcase complex. In November, MMPI, the Chicago-based developer of the project, infuriated city officials when it dissed Cleveland's Public Hall by saying the building was too shabby to include in its designs (and thus reneged on a plan to include the hall in the complex).
Frank Lewis
January 7, 2010 at 10:05AM
Live Nation purchased the House of Blues chain/promotions company in 2006. On Wednesday, House of Blues stopped selling tickets via Ticketmaster and now sells online exclusively via LiveNation.com.
Frank Lewis
January 6, 2010 at 3:05PM
After 29 years, Cuyahoga Heights record store Time Traveler is closing. It may be Northeast Ohio's most visible independent music retailer; Rolling Stone regularly runs the shop's Top 10 bestsellers on its charts page.
Frank Lewis
January 6, 2010 at 2:48PM
RTA officials this week received an earful from angry riders who take exception to the pubic transit authority's plans to shrink services in April due to budget issues. More than 100 people braved the blustery weather for a marathon, two-hour-plus meeting Monday at the Cleveland Public Library, where they peppered officials with criticism and words of warning over the looming cuts.
Frank Lewis
January 5, 2010 at 3:37PM
When Cheryl Stephens was sworn in last night as the newest member of Cleveland Heights City Council, it was clear from some of the faces in packed council chamber just how many friends and allies she's acquired in her years of working in development for various branches of county and municipal government. (She currently works for the county land bank).
Frank Lewis
January 5, 2010 at 11:07AM
Local bloggers have been busy collecting info on potential Cuyahoga County executive candidates. Two more names popped up this week: South Euclid Mayor Georgine Welo and a local businessman named Ken Lanci.
© 2017 Cleveland Scene


text:
Originally Posted by gnurider7
forecasting for the east coast is very tough, especially more than 2-3 days out. its not like forecasting large storms out of the SPAC or NPAC and u know swell is coming a 7-10 days ahead of time. hes pretty accurate for the central america region where i spend most of my time surfing so i have no complaints. i say keep up the good work and thanks for the free forecast site. but yea im in jersey right now for a few months and i can see why people get annoyed, which is primarily from the lack of waves
you nailed it right there
All Discussions
Global Surf Talk
Surfboards and Surfboard Design
Weather and Surf Forecasting
Surf Travel
Non Surf Related
Hawaiian Islands
Caribbean Islands
Puerto Rico
Mexico / Central America
Central America
Mexico Pacific
Mexico Gulf
USA Mainland
Mid Atlantic
East Florida
West Florida
Southern California
California North
Contact | About | Advertise |
Terms | Privacy |
©2017 Carbon Media Group Action


text:
This unit of work on children's toys and games uses the digital resources listed below.
My Grandmother's Toy Box is an illustrated storybook about toys kept through several generations of a family. When used in the classroom it provokes discussions among students about what life was like for their parents and grandparents.
Australian Toys is an image gallery of toys from 1810 to 2009, which provides teachers with a flexible teaching resource. It can be used to encourage children to talk about the past in ways that will be relevant to them. Printed images form a valuable aid for collaborative group work. In this way students are able to practise their growing mastery of the vocabulary of time.
Toys Now and Then is an interactive toy timeline. It allows students to make now and then comparisons and to practise using appropriate vocabulary.
These resources focus on key questions identified at Foundation to Year 2 levels of the Australian Curriculum:
The digital resources provide opportunities for children to pose questions about the past and develop their understanding of the key historical concepts of change and continuity by making comparisons of toys that children have played with over time. The interactive nature of the resources facilitates inquiries where students explore points of view and communicate their understandings. Students bring their own expertise about toys and games to analyse toys from the past.
This work is licensed under a Creative Commons Attribution 3.0 Australia License
I have just been browsing through my daily diary I kept at the age of 13 of my voyage on the caste felice . I sailed from Southhampton on July 31st 1968 arrivin...
To read the latest tweets from @museumsvictoria
Follow Museums Victoria on
Hello Adrian!
These items are not currently on display – as you can imagine, it is not good for things to be out all the time, so they are rotated through stor...


text:
|Nicholas Wourms <nwourms@xxxxxxxxxxxxx>
|Re: XFS as a module for RH AS or ES
|Eric Sandeen <sandeen@xxxxxxx>
|Wed, 25 Jun 2003 14:24:26 -0500 (CDT)
Nicholas - Any idea if they stripped just fs/xfs, or all of the xfs support infrastructure? (which is really not that much anymore). Having an "xfs-ready" kernel would be a very nice thing, you could then just load the module into it, even if they rm -rf'd fs/xfs. -Eric On Wed, 25 Jun 2003, Nicholas Wourms wrote: > Seth Mos wrote: > [SNIP] > > We bought the basic ES product for $350 only to find that it doesn't > > support the raid controller in the new server it is supposed to be > > installed on. Yay. Red Hat says that the machine is not listed in their > > hardware compatability list and as such will not do anything with the > > support call. To make it even sillier, the driver for the raid > > controller in question is in the rpm but not available during installer > > time... aaarrrgh. > > Hi Seth, > > I spoke with Rik van Riel the other day regarding an enterprise kernel > beta I found on rawhide and he said the 2.4.2{0|1} version of the Red > Hat enteprise kernel should be going into "official" freeze any day now. > Based on that, he predicts that a formal release of that kernel should > happen soon (mid July?) (I'm assuming a new version of the AS/ES product > will be released as well). Unfortunately, while it uses the more > current -rc-ac patchset (which had xfs support), apparently they > stripped the xfs bits from it. Still, it should be better then screwing > around with 2.4.9 :-). Perhaps you might want to e-mail him and express > interest in helping to get xfs support into anaconda (since xfs is > pretty popular in the enterprise). > > Cheers, > Nicholas > > >
|<Prev in Thread]
|Current Thread
|[Next in Thread>
|Previous by Date:
|FAQ - debian installer, Ionut Georgescu
|Next by Date:
|Re: XFS as a module for RH AS or ES, Nicholas Wourms
|Previous by Thread:
|Re: XFS as a module for RH AS or ES, Nicholas Wourms
|Next by Thread:
|Re: XFS as a module for RH AS or ES, Nicholas Wourms
|[Date] [Thread] [Top] [All Lists]


text:
City crews to take on Main St. rebuilding project
Low bidder almost double project cost of in-house work
By BRUCE ALSOBROOK, News-Telegram Managing Editor
May 8, 2008 - The city of Sulphur Springs will take on the task of rebuilding Main Street with its own crews after bids to remodel the thoroughfare were prohibitively high.
City Council members voted during their regular monthly meeting Tuesday to allow the city manager and staff to do the work that will widen sidewalks and add streetlights and trees to the road.
Bids from three private contractors to implement the design developed last year by design consultants specializing in community planning ranged from a low of $757,000 to as high as $1.3 million.
"The bids were terribly disappointing," City Manager Marc Maxwell said early in the meeting while delivering his monthly report to the council. "We're going to recommend to you that we do this in-house."
Johnny Vance, director of community development for the city, told council members the initial estimated cost for city crews to do the work was $555,532. part of that figure -- about $80,000 -- was termed "soft costs." Vance said the term applies to resources that are already included in the budget, such as manpower and equipment, that would be used for another capital construction job if they weren't applied to the Main Street rebuild.
With some changes -- such as using lower-cost street lights and deleting an optional part of the design -- the potential cost for all other elements of the "Streetscape" for Main Street falls to $433,000.
City Financial Director Peter Karstens added that the original plan in 2007, which was essentially to rebuild the road and realign parking, was budgeted at $407,000.
"Considering that we're getting quite a lot more, if we can do it for $430,000, that's a bargain," he said.
Older Archives
Looking for News-Telegram Sports and News Archives for January 2004 - November 2008