text:
Session 2010-11
|©Parliamentary copyright
|Prepared 23rd December 2010
Session 2010-11
The Schools White Paper 2010
UNCORRECTED TRANSCRIPT OF ORAL EVIDENCE To be published as HC 674
MICHAEL GOVE MP and DAVID BELL
Oral Evidence
Taken before the Education Committee
on Tuesday 14 December 2010
Members present:
Mr Graham Stuart (Chair)
Neil Carmichael
Nic Dakin
Bill Esterson
Pat Glass
Damian Hinds
Tessa Munt
Lisa Nandy
Examination of Witnesses
Witnesses: Rt Hon. Michael Gove MP, Secretary of State for Education, and David Bell, Permanent Secretary, Department for Education, gave evidence.
Q1 Chair: We move on to the White paper, which I welcome with its emphasis on the importance of teaching, not only in its title, but in its content. First, as the quality of teaching is so critical to education outcomes in this country, what is your analysis of why the quality of graduates entering the teaching profession in recent years has risen?
Michael Gove: In two words, Andrew Adonis, who recognised before any other Minister that, exactly as you say, and as the Select Committee argued, the quality of teaching is important. Andrew, in particular, thought that you needed to increase the proportion of graduates from top universities who were coming into teaching. He set out enthusiastically to support Teach First, which, as a charity, has changed the perception of teaching among many graduates from our top universities. I can't remember the exact stats or the exact year, but the number of people from Oxbridge and Russell group universities who were entering teaching was tiny before the advent of Teach First. Teach First became an elite route into teaching, and people now compete to get on the course and to become teachers in some of our most challenging state schools. That has had a beneficial halo effect on teaching overall.
Q2 Chair: Despite the low numbers, you think Teach First really has had a system-wide effect.
Michael Gove: It has had a halo effect. There are people who recognise that this is an elite route into teaching. Although they think that they might not be able to get on to Teach First, they have been turned on to teaching.
There are other things that Andrew did. In particular, I think he had an influence on Tony Blair when it came to some of the advertising that attempted to draw people into teaching. I don't want to get drawn into too many of the initiatives that he and others introduced, but things like the knighthoods conferred on outstanding head teachers like Michael Wilshaw and Kevin Satchwell reinforced how important they were. Things like the teaching awards, which David Puttnam and David Blunkett helped establish, were also influential.
Q3 Chair: They are now being cut, are they not?
Michael Gove: No, we're in negotiation with the teaching awards. If you want me to say a little more about that, I can.
Q4 Chair: No, if you're in negotiation, and they're not being cut back definitively, that'll do for now. Do you have a measure of the quality of graduates? We talk about certain systems in the world getting their teaching from the top deciles. Do we have agreed measures of what these deciles are? If so, is it possible for you to publish an annual score on that year's entrants into the profession so that we can monitor over time whether you are successful in promoting teaching and attracting graduates to it in the way Andrew Adonis did?
Michael Gove: Yes, we've got quite a lot of data on people who are entering teaching. I'll happily discuss with the Committee, and have the Department discuss with the Committee, what the best and most effective way of publishing information would be so that I can be held to account.
Chair: Thank you very much.
Chair: If we can have short questions and answers for this session, that would be tremendous.
Q5 Pat Glass: There are lots of international comparators in the White Paper, and a number of places stand out. You talk a lot about Singapore, South Korea, Finland, Alberta and Hong Kong, but there are not many comparisons with countries that we would see as closer in terms of education, like France, Germany, Belgium, Italy and Ireland. Do you think these comparators are fair? There is a particular focus on Finland, but there were 600 vacancies for teaching there last year, with 6,000 applications. It will be hard not to get the top 10% there. Should we not have had better comparisons with similar countries with similar education systems?
Michael Gove: I think we've got to compare ourselves against the world's best. In fact, the PISA figures for 2000 showed that, at that point, we were doing relatively well in comparison with some of these countries. Some of them were education back-markers five, 10, 15 or 20 years ago, but they have dramatically improved their performance. I have to say that one of the biggest influences on me as I've been thinking about education policy has been the work of those people who have been making international comparisons and who have drawn lessons. Folk like Michael Barber have shown us that countries like Poland can turn around their education systems by making radical reforms. Places very similar to us, like Ontario, by having the right sorts of reforms, can really drive up attainment. I have been to Singapore and Hong Kong, and what is striking is that many of the lessons that apply there are lessons that we can apply here.
The point about some of the European countries is that they now are looking to find out what they can adapt from the highest-performing countries in education. In Germany, when the last set of PISA results came out and showed that it was falling behind, there was what they called PISA shock, which was just that sense of the whole education system being convulsed by a recognition that they were not the high performers they imagined they had been. You now find that Education Ministers and Departments are looking abroad. What's been really interesting and flattering is the way in which Barack Obama's Education Secretary came over here to find out what we were doing, and was struck by some of the things that we were saying in the White Paper, and said that these are the things they want to implement there. You get cross-fertilisation across the world.
Q6 Pat Glass: I agree that we should always learn from the best, but these are pretty niche markets, aren't they? We're not really comparing like with like.
Michael Gove: I think we are. I think one of the striking things about the recent PISA figures is that countries like Canada and New Zealand, which are very similar to us culturally, are forging ahead. The other thing is that I urge the Select Committee to visit Singapore, Hong Kong and China. [Laughter.] I passionately urge you to do so, and you'll see what we can learn.
Q7 Lisa Nandy: The PISA report makes really interesting reading, but it suggests very strongly that increasing competition between schools doesn't raise standards, and in fact where it does have a positive impact it has a positive impact for middle class students at the expense of the disadvantaged. So given that you're so keen on relying on the PISA evidence, will you rethink your free schools policy?
Michael Gove: No, because that is a superficial reading of the evidence.
Q8 Bill Esterson: By who?
Michael Gove: By the people who passed Lisa that assertion.
Q9 Lisa Nandy: Well, it was the PISA report that passed me that evidence, and it is quite striking actually. It states boldly that competition between schools does not increase performance.
Michael Gove: Volume 4 of the PISA evidence looks particularly at the systems that will drive improvement, and I think on page 90 it runs through some of the arguments on competition. It makes the point that if there is a barrier to school choice as a result of people not having enough resources-in other words, if you have a school choice system where you have to buy your way into a school-then for people from poorer homes that is a problem. That issue doesn't apply here because by definition we do not have any form of even minimal fee for entry to schools.
The report also points out that in some of the highest performing education systems, like Hong Kong and Singapore, there's a high level of school choice and more than 90% of families exercise choice of one school over another. Finland, which is another high-performing country, is another country that, even though people praise it for its comprehensive state system, does have a high element of school choice. In the Sir John Cass lecture that Andrew Adonis gave just a couple of years ago, he pointed out that more than half of Helsinki parents opt to send their child to a secondary school different from the one the local authority allocated to them; so school choice is operating in Finland to drive up standards.
When Andreas Schleicher, the author of the PISA report, gave a presentation to education journalists and others, he explicitly pointed out that competition could be a very powerful tool in helping to drive up school standards, but there are two very important things that you need to bear in mind if competition is to work. The first is that you need autonomy at school level. There's no point having competition if the school principal or head teacher can't actually influence what happens in their own environment. The second thing that you need is reliable data about how schools perform.
Let me take an issue head on. Some people have said, "Look, you're very fond of Sweden, but Sweden doesn't seem to be doing as well in PISA as it used to do." It's still doing better than England in some respects. The truth about Sweden-Andreas Schleicher made this explicit-is that you need not only autonomy, but reliable data as well. One of the problems that they have in Sweden is that they have not had enough externally set and marked tests and they have not had a rigorous enough inspection system. There has been autonomy without proper accountability. Even within the Swedish system, the schools that have been outperforming the rest have been those free schools where there is a great degree of autonomy and where they have competed. The evidence from a range of academic studies shows that there has been no increased segregation as a result of the establishment of these schools, but that they have raised attainment.
Q10 Lisa Nandy: Just to be clear, you do not accept that there is a risk that disadvantaged students will lose out under this system, as PISA suggests.
Michael Gove: Explicitly, what PISA points out is that disadvantaged parents in countries where you have to pay to exercise school choice are more reluctant to exercise choice than wealthier parents. Wealthier parents, when asked how they rate the importance of various things, put quality of education ahead of cost of education, because as a proportion of their marginal income it matters less. That is a precise point.
As for poorer children losing out, the evidence that I have seen from the increased degree of autonomy and choice in places such as Singapore and in chartered schools in America shows that they have been able to address these problems. One of the striking things about visiting Singapore is that it inherited a situation where Malay children did much worse than Indian children, who did slightly worse than Chinese children, but all those have converged over time. Part of the reason for that is that Singapore has a strong school choice system.
Q11 Neil Carmichael: Michael, thinking of past points on the interesting jobs in Finland-you said that there were 6,000 applicants for 600 jobs-what do you think are the main drivers that encourage people to want to be teachers in Finland?
Michael Gove: It is simply the most prestigious thing that you can do. There is a strong social consensus in Finland that education matters. Therefore, teachers enjoy a very high level of prestige. Of course, if you confer prestige on a job and ensure that there is a basically decent salary, people are drawn towards it. One of the prime reasons why people pursue a job is not only the material reward-although that is important-but how they are seen by others. In Finland, to be a teacher is to be seen to be a success. They occupy a very privileged place in the life of the nation. They are the guardians of the intellectual life of the country.
I mentioned Teach First earlier. It succeeds because it sends out a signal that it will not accept just anyone. You have to have a very good degree and then-just because you're smart does not mean that you will get on it-you have to show that you have the emotional intelligence and the character to be a good teacher. Because it is a highly competitive entry process, lots of people apply. It is the same thing with fast-track entry to the civil service-because they do not accept just anyone to become an administrative or executive-level entrant to the civil service, there is competition for those places. The civil service can afford to say, "Okay, we will take these high fliers. Thank you very much for your kind offer, but we shan't take you." The initially perverse truth is that the harder you make it to get into a job, the more people will want to do it, because if you make it, people know that you are special. That is what they have done in Finland.
Q12 Neil Carmichael: Do you think that Teach First is the key, or do you think more needs to be done to increase that sense of prestige?
Michael Gove: More needs to be done.
Q13 Neil Carmichael: What?
Michael Gove: As well as raising the bar on entry into the profession, there are a number of things that we can do to reaffirm the fact that teachers, lecturers and academics are all part of a group of education professionals who are responsible for the most important thing in our country, which is safeguarding its intellectual life. Therefore, we should encourage teachers to spend time deepening their subject knowledge and, if they want to, acquiring masters qualifications. Certainly, they should be encouraged to attend things such as the Prince's Teaching Institute summer schools or to develop professionally. The teaching unions can help us to do that. I have been struck by the fact that people like Mary Bousted at the ATL have been very keen to do it.
The other thing that we can do is to make teachers feel safe in the classroom. One of the reasons why many people who would otherwise think of going into teaching-who are academically gifted and enjoy being with young people-resist going into it is the feeling that they will not be safe. There was a striking article in The Mail on Sunday at the weekend by a modern languages teacher who ran through many of the problems with behaviour that lead teachers to question whether or not they want to continue. That is one of the reasons why we are seeking in the White Paper to tackle some of the obstacles that prevent people going in.
Q14 Neil Carmichael: In an answer to an earlier question, you talked about the autonomy of schools. Obviously, implicit in that is the role of head teachers. We would have to accept that one or two teachers are not up to standard through poor degrees, poor outcomes and so forth. We have admitted that. How far do you think head teachers should be able to go in deciding who does the teaching and where?
Michael Gove: I'd like to see heads exercise progressively greater autonomy over this. It is important that we concentrate on those people who are doing their jobs well. It is important that we accentuate the positive and that when looking at everything in education, we try as much as possible, particularly at an individual school level, to take the glass half-full view. That is why we have tried to make it easier for Ofsted and others to celebrate great practice. There will be some teachers who are not performing as well as they should. In the White Paper, we have said several things about that. The first is that we want more observation by heads and others of teachers, so that those teachers who are weaker can observe good teachers, and learn from them and, in turn, be observed and receive advice on how they can improve. I actually think that, for many teachers who are going through difficult periods and who are underperforming, we can get them back on track through the right, focused intervention. I have been very struck by the fact that some of the most successful head teachers who have been helping in the weaker schools have done just that.
Let us take a head teacher like Sue John at Lambton whom the Permanent Secretary was kind enough to point me towards. Through the London Challenge, she was helping weaker schools. It has often been the case that she and her team identified poorer performers and put in place the intervention to get those people teaching in a great way. George Berwick and other great head teachers in London have done the same. Certain people will have gone into teaching, sometimes with high ideals, but are not in the right job and, in those circumstances, we need to support head teachers to help those individuals move into another area.
Q15 Chair: What will that look like? How will that change? At the moment, it is going to take years. Unless there is enormous willpower on the part of both governors and head, it is easier to leave someone be.
Michael Gove: We're working with heads and with lawyers to simplify the process. There is a balance to be struck. The first thing is to make sure that people are supported to improve what they are doing. The second thing is to make sure that people's employment rights are properly protected, but ultimately the most important thing is to ensure that children have the best possible teachers in the class. That means that some people in the profession do need to be moved on.
Q16 Chair: The previous Secretary of State would have said exactly the same. Why should we believe that you will be any more successful in creating a streamline system that is quicker and still fair to the profession?
Michael Gove: You would be absolutely right to be terribly sceptical until we come forward with the changes that we want to make.
Q17 Neil Carmichael: That has answered the question for me. Well done. How do we measure the performance of teachers? It is clearly something that we need to be good at, if we are to start making decisions that are implicit in the answer to the last question.
Michael Gove: The most important measure is how the children progressed in your care. Whatever the level of prior attainment, are they doing better now? Are you succeeding in beating whatever the average was in the level of improvement that you generate for children? That is the most important thing.
Q18 Neil Carmichael: So what sort of incentives do you envisage being at the disposal of a head teacher to encourage teachers to teach better and teach well?
Michael Gove: It is a bit like the conversation we had earlier about local authorities. It is ultimately for heads to decide. If you have someone who is a strong leader, they will know best how to motivate people in their care. Sometimes that will be a bonus arrangement, and sometimes it will be a recognition of other factors that can enhance their enjoyment of the job. I have been struck by the fact that in academies that have been most successful in attracting and retaining great staff and generating real benefits for children, the principals have taken advantage of the greater degree of freedom in unique ways in particular circumstances. By definition, they have done the sorts of things that no Minister could ever have thought of, because they have a better understanding of the individuals. But yes, sometimes, a straightforward bonus payment helps.
Often it is the case that bonuses are better allocated to groups rather than individuals. So if everyone working within, for the sake of the argument, the maths department can raise attainment for all children, then every member of the maths department can get a bonus, rather than saying, "Neil has done better than Tessa, so Neil gets the cash." Ultimately, it is best for each school to decide what the arrangement should be.
Q19 Neil Carmichael: Since you mention maths, that is obviously one area-physics being another-where we need to improve interest in becoming a teacher in. Have you any plans to deal with the immediate shortfall that we have?
Michael Gove: Yes. What I'd like to do is say to teachers with mathematics and science degrees that we will help to pay off any student debts that they have for as long as they are in teaching. Again, we will come forward with some proposals in the new year. We've obviously been having a debate recently about student funding. Because the Department for Education supports teacher training through the TDA, it gives us an opportunity to support those people who embrace the sorts of degrees and qualifications that we need in the classroom.
Q20 Neil Carmichael: Do you think a teacher's first job is to improve academic standards?
Michael Gove: Yes.
Q21 Neil Carmichael: Does that in some way contradict our objective of also encouraging vocational training, or is it the first stage towards vocational training? Is there some sort of signposting system that we are going to introduce in schools?
Michael Gove: The important thing is that we shouldn't regard someone who decides to pursue a vocational course as someone who has cut themselves off from academic learning too early. There is a debate about what stage that should be. Following on from Pat's point, if you look at continental European countries, they expect children to the age of 16 to have a broad base of academic knowledge, whether they are going to do an academic course or vocational study. I think that in order to succeed in vocational study, you should expect children to be able to use their own language fluently, understand basic scientific concepts with confidence and certainly have a level of mathematical knowledge. My own view is that I would like children by the age of 16 also, increasingly, to have mastery of a foreign language and to have acquired that little bit of extra knowledge that comes from studying one of the humanities.
Q22 Neil Carmichael: There's a serious shortage of engineers and so forth in this country. We have some sectors, for example, auto-electronics, where there is virtually nothing at all. How do we start filling those gaps?
Michael Gove: A number of ways. First, we can change some of the institutional arrangements. We are equalising funding between FE colleges and schools in order to recognise FE colleges' long-standing concern that they have been seen as the poor relation. Secondly, we are setting up a new generation of schools-university technical colleges, which will be among the most prestigious schools in state education, and are explicitly designed to attract people to engineering. Thirdly, we are, as we discussed earlier, attempting to get more science, technology, engineering and mathematics graduates into teaching. The final thing-it is a tiny thing, but I hope it will have an effect-is that the Department for Education will be sponsoring prizes in engineering for school students in state schools, one for male students and one for female students.
Q23 Neil Carmichael: Finally, I want to touch upon the question of service leavers coming into the teaching profession. What are they going to bring?
Michael Gove: I've been struck by the fact that the No. 1 preferred outlet that people leaving the services have for their sense of public service is education and training. People who leave the services, if they're asked what they would like to do, overwhelmingly say, "I want to teach or to work in training." Almost by definition, people who leave the services are leaving mid-career, so you will have people leaving in their 30s or 40s who, whether they're officers or NCOs, will have spent their time instilling in young people a sense of pride, self-discipline and commitment and often training them to do enormously difficult tasks in stressful circumstances for life-and-death matters. They can bring to the classroom an air of authority that means that some more challenging students, particularly male students, will instantly recognise them as role models. They can bring the knowledge that comes from having dealt with children and young people, often in very challenging circumstances, who have been put on the straight and narrow. They'll bring a sense of public service, because that's what has characterised their career, and they will also help to reinforce a broader lesson that we want to give, which is that whatever you've been doing, if, in mid-career, you feel that teaching is drawing you in and that it's a vocation that you wish to pursue, we will welcome you. I've been struck by the fact that at a number of schools that I've visited, there have been former service personnel who are now in teaching, or one or two in pastoral support, who are doing a brilliant job.
Q24 Chair: Secretary of State, it costs £38,500 to produce a Teach First teacher, £25,000 for an employment-based training place and £12,500 for a PGCE place. What are the cost implications of putting more initial teacher training in schools-in the new teaching schools-and increasing the number of Teach First places?
Michael Gove: Those costs reflect, broadly, economies of scale, because the smaller the scheme, the more it costs. The cheaper cost of higher education institution-based initial teacher training reflects the fact that more people are going through that route. School-based initial teacher training costs more at the moment because it occupies such a small part. We believe in making better use of those outstanding schools that have already done a superb job in helping to prepare people for a career in teaching.
Q25 Chair: You think you can do it cost-effectively?
Michael Gove: Yes. I think the critical point is that the money is there. Schools need to respond by saying, "Yes, we would like the opportunity to become a teaching school," and we want to make sure that funding across the piece is as fair as possible.
Q26 Nic Dakin: In reality, Secretary of State, the vast majority of the time of somebody on an HEI-led course is spent in school-it's a school-based scheme. The Ofsted report that was published recently said that the quality of training led by HE institutions was higher than the quality of school-based training. I'm really adding to Graham's question about whether you can do it cost-effectively. It's also a value-for-money issue, isn't it?
Michael Gove: Yes, and the NFER, I think, also said that some of the existing teaching schools, which we would like to expand, were producing amazing, outstanding results, so there's definitely scope to expand there. Again, other countries, such as Finland and the United States, have an approach to school-based initial teacher training through their teaching or lab schools that is a model that we want to build on because they are centres of excellence. We have to balance cost, a drive towards innovation, and rewarding those schools that do it well, but I've been struck by the fact that a couple of schools that I visited, including Durand primary school in Lambeth, do their own teacher training all through and do it superbly. It's also the case that a number of higher education institutions-the university of Cumbria, Roehampton and others-are doing a great job, and one of the things that we want to do is to encourage them to set up their own schools as exemplars.
Q27 Chair: What assessment have you made of the impact of raising the bar to a 2:2 degree before you'll fund initial teacher training on the shortage subjects, such as maths and physics, where quite a large percentage of teachers have poor degrees? Will that just exacerbate the shortage of people?
Michael Gove: We anticipate that creating new incentives for graduates with good degrees in those subjects to enter teaching will deal with any problems that might arise by raising the bar, but the evidence shows that raising the bar overall, as part of a programme of enhancing the prestige and esteem of the profession, means that you get more good people.
Q28 Tessa Munt: I would like to make three quick points. The first goes back to something you were saying to Lisa earlier, which is that there are no costs to choice in this country. I would observe that if you are in a rural area and you are from a family that is disadvantaged financially, there is a very large cost, in that school transport costs kill choice stone dead. It is prohibitive for anyone to select anything other than their local school. We shouldn't think that we have a completely free education system in terms of choice.
Michael Gove: It is a fair point, and it is one that was made very effectively to me by Sir Alan Beith when we were visiting Alnwick on Friday. He pointed out that if you live in Alnwick, the two nearest schools are, in one direction, in Berwick, which is 30 miles away, and the other, I think, is in Morpeth-I can't be certain, but anyway, it is 25 miles away.
Tessa Munt: You don't even have to go that far north. We can go south-west and find that sort of thing.
Neil Carmichael: We can go north. I'm from Northumberland.
Q29 Tessa Munt: I'm not interested in there. It's all me, me, me.
I'd like to look at the behaviour aspects in relation to the White Paper, and make an observation-I'm sorry, but it's back on transport again. You might consider qualifying the idea of issuing same-day detentions, because again, it wouldn't matter if you were to give my son six weeks' notice of an after-school detention; he wouldn't be able to get home because he has one bus on which he can travel. I have concerns about that. In my view it conflicts with the suggestion that we should have respect in the relationship between pupils, parents and schools. It completely conflicts with the idea of respecting parents.
Michael Gove: I remember having this conversation with Nic in the slightly more confrontational and robust atmosphere of the House of Commons Chamber. Ultimately, what we are talking about is a permissive power. At the moment, teachers can't issue same-day detentions. We are saying that, if they think it appropriate, they should. The reasons why I say that are, first, because I trust teachers to make that judgment. I do not believe that teachers will use that power-in the same way as I do not believe they will use any power-arbitrarily or foolishly. Secondly, it is part of an overall package, whereby we say that teachers have to exercise authority. It is really important that we send a clear signal that teachers' views have to be respected.
As you know, following on from the conversation that I had with Lisa, I am very keen on parental choice. It is absolutely right. Once they have made the choice of school, however, parents have to respect teachers' authority. One problem that we have in schools at the moment is that parents think that they can second-guess teachers on all sorts of questions to do with the discipline of their children. That is corrosive of adult authority overall, so I think it's really important that we send a message from the Department for Education that, in schools, teachers are in charge. There are all sorts of other things that we have been doing, over time, to make sure that children's rights are protected and that a clear framework is there, but ultimately, I think it is really important that parents know that it is their job to support teachers in maintaining authority, and not their job to unnecessarily challenge it.
Q30 Nic Dakin: On the curriculum, you spoke earlier about the importance of more students taking foreign languages and humanities, and putting English back. Why have you not decided to include some sort of creative or performing art activity in that envelope of courses?
Q31 Bill Esterson: Or RE?
Michael Gove: Bill makes the point about RE. To my mind, the most important thing to do was to say that this is a minimum curriculum entitlement. Theoretically, you can expand for ever. One of the things about the curriculum is that there are lots and lots of desirable things within it. My judgment, however, was that we would say that these are five basic areas of learning that constitute the sort of core academic knowledge, or the boundaries of the core academic knowledge, that 16-year-olds should have. I accept that there is a debate going on, and as Bill points out, there are some people who argue that when we talk about the humanities, restricting it to history and geography and not including RE is too narrow. I don't want to prejudge the way in which aspects of that debate on the national curriculum will go. I have put out there what my view is at the moment. There is now a debate, and we'll see.
Q32 Nic Dakin: The other thing I was interested in was the graph published in the White Paper showing the uptake in vocational subjects. It seems to me that the thrust of policy may make that go backwards, when the rhetoric is that we ought to develop a much stronger vocational pathway.
Michael Gove: You're absolutely right that we need to improve vocational education. The increase in vocational qualifications has been something like 3,000% since 2004, but I don't think anyone would say that our vocational education is 3,000 times better than it was six years ago. The reason why the number of those qualifications has increased is the tariff that they've been given in the performance tables. I'd like to move us back to a situation in which a more rational choice is made both by schools and by individual students. Some of the vocational qualifications offered in schools are hugely valuable; they don't just help some students who might otherwise become disengaged to remain engaged, but they confer real benefits on students. There are other qualifications, however, which are, frankly, overvalued in the league table. They are worth more than one GCSE and are taken by students because the school thinks that it will inflate its position in the league table. We've asked Alison Wolf to help us to recalibrate that, so that vocational qualifications bear an appropriate value. I asked Alison because everyone knows that she is a champion of vocational education-Britain's leading expert in the area-and therefore won't allow vocational education to be squeezed out by any other consideration.
Q33 Nic Dakin: Isn't there a conflict between trusting head teachers to develop a curriculum that suits their young people and being rather centrist in what you're saying there?
Michael Gove: I think the problem has been that the existing league tables have encouraged and created perverse incentives, and I think any head in a moment of candour would tell you that. The same head would also point out that vocational qualifications perform a number of useful functions. The important thing to do is move from the current situation to a better balance.
Q34 Nic Dakin: But in an area like north Lincolnshire, where I live, we have seen a significant increase in the performance of students in getting five A* to Cs, but that has also pulled up behind it the performance of those with five A* to Cs plus maths and English. Some of the criticisms round the edges are correct, but I think that the relevance of the vocational curriculum has helped to drive that performance. I hope that within what you're doing, you will continue to trust head teachers to develop the curriculum within the framework that best suits their young people.
Michael Gove: Yes.
Q35 Damian Hinds: Following on from that, Secretary of State, it strikes me that we always talk about the division between academic and vocational, but in the new economy, particularly in the service age, there is a whole slew of jobs that are neither academic nor vocational, but require certain interpersonal skills, and basic literacy and numeracy. How, in this schools system, do we ensure that employers, who can train staff in the specific skills required for their line of work, receive the raw material, as it were, with the interpersonal and communication skills, which are becoming increasingly important?
Michael Gove: You're absolutely right, because one of the points made by Michael Barber and others is that-it stands to reason really-we are training people for jobs that we can't anticipate. I was in three schools in the north-east last Friday, and I was asking children in a school in Stanley what they wanted to do when they were older. Two of them said that they wanted to be computer games designers and another one said that he wanted to be a web designer. Those jobs did not exist when we were at school-certainly not in a form that we would recognise.
By definition, what you want to do is train the mind, and without wanting to get into brain science, different intellectual disciplines train the mind differently. The connections in your brain-the neural pathways-are stimulated by science differently from the way they are stimulated by English or learning a modern foreign language. That mix of subjects, together, helps develop the mind-analytical skills and different types of intelligence-effectively. The parallel to that is, how do you make sure people do the sorts of things that employers increasingly say they want? These are things which I do not believe you can codify in terms of subject knowledge. They are there in good schools. Employers say to me, as I imagine they do to you in your constituency, that they want young people to turn up on time, write a proper business letter, wear a tie-
Damian Hinds: Smile.
Michael Gove: Smile. Articulate things properly-all the rest of it. Without wanting to be too fogeyish about it, these are things that the best schools instil in their children whether or not it is an academic, vocational or whatever curriculum, because they are led by a strong head who has a clear sense of the ethos of the school. If I invented a readiness for work GCSE, in a top school that would be delivered brilliantly. In a weak school with a head teacher, it would be like RE in a weak school with a head teacher. It would be an opportunity for people to doze for an hour on Friday afternoon. Those sorts of things, classically-the readiness for work that you described-are delivered across the school, through every subject, in the way in which the head leads his or her school.
Q36 Bill Esterson: That doesn't mean you shouldn't do it.
Michael Gove: It absolutely means that you should do it, but it also means that, going back to the argument that Nic pointed out about local and central, there are some things that a Department for Education can provide. There are some things that a national curriculum can provide, but my view is that the national curriculum should only be there for a proportion of what happens in schools and that heads should have control over a lot of what happens in schools. Many of the activities that individual heads will choose will instil that. Some heads may say that their school is brilliant for music. The skills that are learnt by being part of an orchestra or a choir prepare you for work. Other schools may say, actually, we are really good at our competitive team sports or the Duke of Edinburgh's award, or we have a commitment to serve our community through practical citizenship-all of which instil these things.
Q37 Damian Hinds: Secretary of State, speaking of skills and disciplines that cross-cut different subjects-and you talk about readiness for work-can we also talk a little bit about readiness for life? In the Frank Field reports, on foundation years one of the things he recommends is not having a GCSE in parenting, but having parenting skills-bringing up children, as we used to call it-interspersed into various different subjects in the curriculum. A specialist subject of mine is debt. I would be much happier if, in the foundation level GCSE maths, as children learn the applied part of maths, why not learn about APRs and interest rates, and how not to get into crazy levels of debt? Is it possible to have that and what is the mechanism for making sure that these kinds of key life skills, which I think pretty much everybody agrees would be a good thing to have children learning in an active and creative way, are really a core part of what is happening in schools?
Michael Gove: When we launch the national curriculum review, there will be an opportunity to have a debate about what should and shouldn't be included. Without wanting to get into almost the most controversial area that any Education Minister can get into, it includes things like sex and relationships education as well. We will have a proper debate about what should be in the national curriculum and what we can leave to school discretion.
Q38 Lisa Nandy: How do you respond to the accusation that charter schools, which you cite heavily in the education White Paper, are only successful because of redistribution of pupils-the more motivated parents seek them out and leave others to sink behind?
Michael Gove: I respond to the criticism in two ways. I would invite people to look at the evidence of those charter schools that have been successful and it is almost overwhelmingly dependent on the jurisdiction in which they sit. So if you have states that allow any old soul to set up a charter school, then performance is much more patchy. If you have a fairly rigorous process of certification beforehand, then overall charter schools do much better.
Your second point, of course, is about the motivation of parents. I take the view that the overwhelming majority of parents are totally committed to their children's education. If you watch a film like "Waiting for Superman", you will see that there are children, from homes that are desperately poorer, whose parents desperately want them to go to a charter school because that means that their lives will be transformed. That poses questions about why the other schools aren't so strong. The other thing that we do know is that in the same way as Teach First has a halo effect, charter schools have a halo effect. If you create, within a system, exemplar performers, that encourages innovation that others can emulate and helps standards improve in other areas as well. The research from people such as Caroline Hoxby certainly suggests that allowing innovation through charter schools is good for those at the schools and more broadly.
Q39 Lisa Nandy: I notice that the case for change relies heavily on Hoxby's research. Have you considered any evidence that is not put forward by an advocate of the movement? If so, what is it?
Michael Gove: I suppose the question is, did Caroline Hoxby become an advocate through looking at the research, or was she an advocate beforehand? I have had an opportunity to look at a range of research and have been struck by the fact that overall, those people who are most closely identified with the cause of raising attainment for children in disadvantaged circumstances have become converts to charter schools. Michelle Reid in Washington-there was a huge battle. No one can doubt that she was on the side of raising standards. There was Joel Klein in New York and Arne Duncan in Chicago.
Another example I would use is what happened in New Orleans. There was a good article in the Sunday Telegraph by Iain Burrell, making the point that, after hurricane Katrina, the administration that deals with schools in New Orleans had for the worst of reasons a clean slate. However, by reconstructing their education system and giving a prominent role to charter schools, they helped raise standards. The highest performing schools being charter schools, more schools became charter schools as a result. Again, Michael Barber was involved in that work. When Michael first worked in the Education Department and for No. 10, he was pictured as the arch-centraliser. The fact that he has now become a strong supporter of a greater degree of decentralisation makes that point, as does the work of McKinsey and others.
Q40 Nic Dakin: We've been looking at Ofsted, as you might have noticed, Secretary of State. Most of the evidence that we've had suggests that Ofsted has grown too big. Would you agree, and will you be looking at separate inspection services for children, adult skills, child care and so on?
Michael Gove: Because you've taken so much evidence and because the publication of the report is imminent, I am going to wait and read the report before replying. It seems to me that you have done a lot of work that it would be foolish of me to pre-empt.
Chair: We appreciate that, Secretary of State.
Q41 Neil Carmichael: We have done a lot of work. I want to press the point of accountability because it is very important. Throughout the last hour we have been talking about the enhanced role of the head teacher, the need for him or her to give leadership to the school. That is obviously quite right. Mindful that we are always talking about early intervention to solve the problems of children's education, the same applies to schools. The question is, how do we hold head teachers accountable? What mechanisms are we going to have to ensure that schools are going well, and that we know they are going well, rather than being disasters unfolding while nobody does anything about them? What do you envisage?
Michael Gove: At secondary level, we are going to revise performance tables. To my mind, the most important measure at the moment is five A to C, including English and maths. No measure is perfect but it has the merit of being relatively well understood. We are going to refine that. All schools that fall below a standard-which means that 35% of children at least get that; and that children are making the appropriate number of levels of progress-will be eligible for interventions. That will tackle the schools that are doing worst. It is also the case that Ofsted is to have a more focused inspection system, but I don't want to say more before I've had a chance to see the report. That can help identify under-performance.
The other thing is that vigilant local authorities can do that as well. One thing we have not had time to discuss so far is the way in which in more schools are choosing to become autonomous by embracing academy status. As they do so, I envisage local authorities being less the managers of chains of schools and more the commissioners and champions of quality. In those circumstances, local authorities will be even more assertive in challenging those schools that are under-performing.
Q42 Neil Carmichael: That would be very good. Obviously, local authorities need a role and that should be testing and probing schools to ensure they are meeting high standards. What role do you see for governors in academies in this context?
Michael Gove: I am keen that we learn from some of the benefits that academies have secured in terms of governance. Governing bodies could be smaller, tighter and more focused. My preference is for governing bodies to be composed of a set number of parent representatives, with others who bring specific skills to ensure that the school can be governed as effectively as possible. That means that governors will have the strength and confidence to be able to hold the head effectively to account for delivering on their vision. At the moment, governing bodies are too big, and governing body meetings take too long. Governors have responsibility for updating far too many policies, which my Department sadly still requires of them. We are trying to deal with that.
Neil Carmichael: Great. Thank you.
Q43 Tessa Munt: One last question. If it costs £4,000 a year to educate a mainstream pupil, and it costs £15,000 to pop a pupil into a pupil referral unit, is there not an incentive for head teachers to exclude pupils? With money following the pupil, it will increase the budget of a head teacher if the school excludes pupils. How will you deal with that tension?
Michael Gove: We propose a pilot scheme in the White Paper. I stress that it is a pilot scheme, but there has been some interest and enthusiasm for it. Take a specific local authority area-perhaps Somerset. All the schools agree that any single one of them can exclude a child if they wish to do so without an appeals panel forming a judgment. However, that school is then responsible for securing a place for the child in alternative provision, and it is responsible for the attainment of the child thereafter. That would mean that the school would have to think, "Where are we going to put this child so that we can continue to prosper?" If I wilfully and arbitrarily excluded children in order, for example, to massage my league table rating it would come back to haunt me. I cannot simply send the children to a PRU, which is expensive, because I will continue to have to pay the bill. You have to balance the costs and benefits. It is a big step, which is why I think we should pilot it in particular areas.
Overall, one of the things that I have been struck by is that most heads do not want to exclude children. Sometimes, when you have a new, strong head arriving in a school that has been weak, there need to be several exclusions as you tackle an entrenched behaviour problem, but most heads, after they have been in place for a year or two or three, regard exclusions as a failure. They want to do everything possible to avoid that. I believe that, of course, they have to retain the right-it is the ultimate sanction-but there is a lot more that we can do in order to prevent that happening by putting the discipline policies in place that nip the problem in the bud.
Chair: Thank you very much, Secretary of State and Permanent Secretary. I am sure that we can put you more through your paces next time. Thank you both for coming.
Michael Gove: Thank you very much.
|©Parliamentary copyright
|Prepared 23rd December 2010


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Check It Later
by: movin'App • 8
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by: movin'App • 8
If you are a Read It Later user this app is for you! Check It Later lets you save rapidly any web page by just clicking the notification bar! No need to go trough a set of menus...fast and easy!
This app doesn't aim to be another Read It Later (RIL) client, it is designed to provide a fast way to save your links for future review. If you are looking for a full RIL app, just check the Android Market.
The app is completely free and functional for the first 20 links after which you can upgrade to the UNLIMITED version.
In case of using the backward and forward keys, the Android default browser may not update the last visited site in the history as it is using the browser cache to load it. In case you notice this behavior, please take into account that this is no attributable to the application. Thanks.
Just log in with your RIL account to start saving your links by clicking the icon in the notification bar.
To remove the icon, log out from the application.
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ONLY links from the default Android browser can be added. Firefox, Dolphin, Opera or any other alternative browser for Android are currently NOT SUPPORTED.
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subset: commoncrawl


text:
|Document Type:
|Master's Thesis
|Chandra S. Desu
|Email address:
|Chemically modified Ta2O5 thin films for dynamic random access memory (DRAM) applications
|Master of Science
|Materials Science and Engineering
|Committee Chair:
|Prof. Seshu B. Desu
|Chair's email:
|Committee Members:
|Dr. Carlos T. A. Suchicital
|Dr. Pooran. C. Joshi
|thin film,tantalum pentoxide,dielectric, insulating
|Date of defense:
|July 17, 1998
|Release the entire work immediately worldwide.
Increasing demand for high-density memories has necessitated the search for new materials with higher dielectric constants to satisfy the minimum charge storage density requirements. Several materials such as Ta2O5, BST1, BBT2 are being investigated to replace the currently used Si based oxide/nitride dielectrics. Among the materials under investigation, Ta2O5 is one of the most promising, especially from the fab compatibility point of view. Ta2O5 thin films offer a six-fold increase in dielectric constant compared to conventional dielectrics. However, the significant improvement in dielectric constant is offset by higher leakage currents compared to conventional dielectrics. Improvement in both, dielectric and insulating properties is required for the successful integration of Ta2O5 thin films into devices. In the current research work, it was demonstrated that by chemically modifying the tantalum pentoxide matrix, significant improvements in its electrical properties can be achieved which would enable the fabrication of a reliable high-density memory device.
In the present work, the effects of Al addition on Ta2O5 thin films were systematically studied. The structural and electrical properties of these chemically modified thin films were investigated in detail to establish their potential for device applications. The effects on dielectric and insulating characteristics due to incorporation of Al in Ta2O5 matrix were studied in capacitor configuration. A metallorganic solution decomposition (MOSD) technique was used to deposit thin films onto Pt coated Si(100) substrates. The capacitors were fabricated by sputter depositing Pt electrodes on the top surface of the films. The dielectric and insulating properties of pure and modified Ta2O5 thin films and their dependence on film composition, processing temperature, and the thickness were discussed and an attempt was made to provide theoretical understanding for the experimental observations.
The dielectric and insulating properties of Ta2O5 were found to be significantly modified by addition of Al. It was observed that Al addition has decreased the leakage currents approximately by an order of magnitude and improved thermal and bias stability characteristics of Ta2O5 capacitors. For example, the leakage currents in crystalline pure Ta2O5 thin films were found to be 4.5 x 10-7 A/cm2 in a 1MV/cm dc field which decreased to 3.4 x 10-8 A/cm2 for 10% Al modified Ta2O5 thin films. A typical dielectric constant of 42.5 was obtained for 10% Al modified Ta2O5 thin films. This is significantly higher compared to the commonly reported dielectric constant of 25 to 35 for Ta2O5 thin films. This enhancement was attributed to strong (100) orientation exhibited by both pure and modified Ta2O5 thin films. The high dielectric constant, low dielectric loss, low leakage currents and low temperature coefficient of capacitance suggest the suitability of Al modified Ta2O5 as a capacitor dielectric for future generation DRAM applications.
1Barium strontium titanate,2Barium bismuth tantalate
List of Attached Files


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GED Prep Classes
7 Essentials of GED Classes
There are not many people who can take the exam and pass it without some preparation. Taking classes is one of the best ways to learn what you need to know for the exam. Local colleges, churches and social organizations conduct classes for adult education, including preparation for this test. Good classes take care of the general needs of the student and are also able to address the particular problems that a student may have. Not all the classes, however, will be able to fulfill your requirements. This article will tell you about what differentiates a good class from a not-so-good one and will review some of the best classes.
Seven Essentials of GED Prep Classes:
- One of the essential features of the curriculum is that it should cover all the subjects of the exam. The course should include classes on English reading and writing, Mathematics, Science and Social Studies.
- The course should include a sufficient number of practice tests. These tests should be scored and the results communicated to the students along with suggestions for improvement.
- The classes on each subject should begin with the fundamentals of that subject. The instructors should move on to the advanced prep only when the students have mastered the basics.
- Tips and strategies for taking the exam should be offered.
- The scheduling of the classes should be done considering that the courses are usually meant for adults. Weekend and evening classes should be offered, as well as regular weekday sessions.
- The instructors should be competent and qualified. They must be able to clarify doubts and help the students through difficulties.
- The course must be affordable. The people who want to take the exam are usually adults who missed the opportunity to obtain their high school diplomas. Many of them want to take the test in order to improve their chances of finding meaningful employment. The courses should be priced, keeping this in mind.
Review of Some Prep Classes for the GED Exam:
1. CUNY Adult Literacy/GED Program in New York:
This program consists of classes offered to those who wish to prepare for the exam. The instructors are qualified and are dedicated to their work. The class size is small, about 15 students per instructor. This allows for individual attention to each student by the teacher. The instructors expect a high level of commitment from the students towards the course. You will be expected to attend the classes with regularity. Assignments must be completed and submitted on time. You can find these classes at the following link: http://literacy.cuny.edu/.
2. Clark College:
These classes are conducted multiple times in the day. You have to go to the venue and register personally for the classes. The minimum age requirement is 16 years. You are required to bring photo identification at the time of registration. Child care facilities are not offered and so you are not allowed to bring children with you. The fee charged is $25 per quarter. Clark College considers requests for financial help. The course also features accommodations for those with a disability. You can enquire about further details at the following number: (360) 992-2741, or use the following link: http://www.clark.edu/academics/basic_education/abe_ged/index.php.
3. GED Academy:
This is an online course that you will find useful, if you are finding it difficult to attend regular classroom sessions. The course begins at the basic level of the subjects. Practice tests are a part of the course and will help you to assess your progress. If you have a computer and an internet connection, then you can easily access these online classes. The link you can use to find out more is: http://www.passged.com.


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Here's a litany of reasons why you should calm your nerves.
BroadVision (Nasdaq:BVSN) has been upgraded by TheStreet Ratings from a sell to hold.
Traders savvy enough to follow the low-priced names and trade them with discipline and sound risk management are banking ridiculous coin on a regular basis.
Unusual volume can be a major signal that hedge funds and momentum traders are piling into a stock ahead of a catalyst.


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Sky Bet Championship: Leicester's Nigel Pearson takes the draw against Reading
Nigel Pearson was content with a point after Leicester were held to a 1-1 draw with Reading at the Madejski Stadium.
Last Updated: 15/04/14 6:04am
Reading took the lead on 16 minutes via an Alex Pearce header but Danny Drinkwater levelled with a long range strike on 33 minutes.
The hosts had substitute Mikele Leigertwood sent-off for a second bookable offence late on but the Foxes could not capitalise, with the point taking Pearson's already-promoted side onto 90 points in the Championship, with four games left.
The Leicester boss told Sky Sports 1: "We had our moments but we also recognise that we were a bit sloppy at times tonight.
"I've got to get the balance right in terms of how I look at a performance like that - the state of the season, I want us to get ourselves back into form and grind our way (to a result).
"Because I think mentally as much as anything, with us being so dominant for long periods of the season, there is a temptation to ease back and we're not going to do that.
"Players are putting effort in but we're not quite hitting the standards that we have and we've got four games left now so we've got a lot to play for."
Pearson, whose side now need six more points to be confirmed as champions, added: "I'm pleased with certain aspects of our game tonight but we took a long time to get the levels of discipline as much as anything else that has been a big part of our season.
"So, all in all, I know we've had our chances to win it, but I think bearing in mind the problems Reading caused us in the first half, it would be a little bit miserly of me to be too greedy tonight.
"I mean, we've had to work hard for the point and once they got the goal and caused us problems from set-plays, I think we struggled to come to grips with it.
"So I'll have to look at it all again but it's a point in the right direction, we're into the 90s now and four games left so it's important that we finish the season positively for ourselves.
"It's not about anybody else, it's not about anything other than trying to maintain high standards of trying to get as many points as we can because if we do that, it doesn't matter what anybody else does."


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My brother left for the peace corps and left me his playstation 2. so while he's saving the world I will be fighting wizards and shit. Anyway, what are the best games.
I've got vice city, star wars battlefront 2, and mortal kombat deception. What else will keep me too busy to do any homework?


text: Second Lady makes first rate pitch for Obama-Biden By Ernest Luning on November 2, 2012 Dr. Jill Biden — wife of Vice President Joe Biden, known as America's second lady — told Obama supporters in Colorado that important gains for education, veterans issues and women's rights are on the line in the presidential election at stops on the Front Range this week. Biden, who has continued teaching English at a […]This content is only available to subscribers. Login or Subscribe Share this:EmailTwitterFacebook Current News, Ernest Luning, The Colorado Statesman, Title Item


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Mission StatementThe Alberta Family Histories Society is a non-profit organization formed in 1980 to promote and encourage an interest in family history research.
Alberta Family Histories SocietyMailing address: 712 - 16 Avenue NW Calgary, AB, CANADA T2M 0J8 Phone: (403) 214-1447. Phone before visiting.
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Tag Archives: forensic genealogy
Clues In Old Photographs
If you think you have squeezed every bit of information from your old photos, guess again. Have you ever considered using an ultraviolet light to date your photos? Colleen Fitzpatrick, PhD, forensic genealogist showed us how at a recent AFHS … Continue reading
Posted in Resources Tagged Colleen Fitzpatrick, dating old phots, forensic genealogy Leave a comment
Reminder: Colleen Fritzpatrick May 8
A quick reminder that noted Forensic Genealogist Dr. Colleen Fritzpatrick is speaking at the Alberta Family Histories Society on Saturday May 8, 2010. CLICK here for details.
Posted in Events Tagged Colleen Fritzpatrick, Events, forensic genealogy Leave a comment
Colleen Fitzpatrick PhD – Forensic Genealogy – AFHS May 8, 2010
Mark your calendars. AFHS has a special event! A Forensic Genealogist is coming to town. Who: Colleen Fitzpatrick, PhD When: Saturday May 8th, 2010 Topic: Forensic Genealogy Time: 9:30 a.m. to 3 p.m. (doors open 9:00 a.m.) Free admission for … Continue reading
Posted in Events Tagged Colleen Fitzpatrick, Events, forensic genealogy 1 Comment


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Would you like to save as your currency permanently or for this visit only?
The location is as good as it gets in Baddeck. Views of the water are spectacular, walking distance to almost everything in downtown. No air conditioning in our unit, but is available in some, you do need it since the lights in the parking lot require you to close your curtains even though the nights are moderately cool in late August. Their internet WIFI did not work, not for lack of trying. They apologized for that and had multiple Bell Atlantic people working on it. No fault on their part. Would definitely stay there again. The staff are extremely nice.
the breakfast room and living room were very pretty. the owners who served breakfast were delightful. room was comfortable, bathroom remodel was nice Stairs , no assistance with luggage check in person not knowledgeable tourist information not available on site stocking frig with a couple waters would be nice selection of DVD's terrible
Great Location, Wonderful People!
Location in Baddeck was excellent for exploring Cape Breton and town of Baddeck was very walkable from hotel Staff was very friendly Our room was not made up one day by housekeeping staff for some reason
Very cheerful staff, and a great location.
Stayed for a wedding. Room was large and inviting. Staff was excellent. Breakfast was amazing. Wedding supper one of the best ever. Grounds beautiful. Could not ask for more. Really there was nothing I could say I did not like.
Room is tiny. Wood floor is squeaking and you will get woke up by your neighbour getting up or go to bathroom for sure.
Good host, great breakfast. Squeaky floor, limited counter space to put clothes and stuffs in the washroom.
Clean, updated, AC, quiet, spacious, excellent host, bacon for breakfast
Our hosts were extremely charming and made us feel at home! The home was cozy and we enjoyed ourselves there. No, we liked everything!


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FSP Demands Apology from Concord City, PDConcord bureaucrats have libeled Free State Project participants in BEARCAT grant application. Here is the statement from Free State Project President, Carla Gericke: The Concord NH Police Department has made false and misleading statements in a grant application for $258,024 in federal funds from the Department of Homeland Security ("DHS") to receive a Lenco Bearcat armored vehicle, hereinafter the "Tank."
The DHS grant application states: "The State of New Hampshire's experience with terrorism slants primarily towards the domestic type. We are fortunate that our State has not been victimized from a mass casualty event from an international terrorism strike however on the domestic front, the threat is real and here. Groups such as the Sovereign Citizens, Free Staters and Occupy New Hampshire are active and present daily challenges. Outside of officially organized groups, several homegrown clusters that are anti-government and pose problems for law enforcement agencies."
As president of the Free State Project ("FSP"), a NH-based non-profit organization with the sole mission of attracting 20,000 pro-freedom people to the Granite State, I am alarmed and appalled at the cleverly worded insinuation that the FSP is a domestic terrorist threat, or that "Free Staters" are "active and present daily challenges" to the Concord Police Department.
Individuals who sign up for the FSP generally subscribe to the non-aggression principle, an ethical stance which asserts that "aggression" is inherently illegitimate. "Aggression" is defined as the initiation of physical force against persons or property, the threat of such, or fraud upon persons or their property. Our website specifically states: "Anyone who promotes violence, racial hatred, or bigotry is not welcome."
Sadly, the DHS grant application only came to light through an ACLU public records request, and not as a result of transparent governance. Launched earlier this year, the ACLU program, "The Militarization of Policing in America," with the slogan "Towns Don't Need Tanks," aims to determine the extent to which local police departments are now using federally subsidized military technology and war-like tactics in their communities.
>From the ACLU's March 6, 2013 press release: "'Equipping state and local law enforcement with military weapons and vehicles, military tactical training, and actual military assistance to conduct traditional law enforcement erodes civil liberties and encourages increasingly aggressive policing...' said Kara Dansky, senior counsel for the ACLU's Center for Justice."
I concur. In the same way the tenor of policing changed when "peace officers" became "law enforcement officers," no good can come from tanks in small, peaceful communities. In fact, the secrecy of the DHS grant application and the false and misleading allegations therein are prima facie examples of the erosion of civil liberties and aggressive policing referred to by the ACLU.
The New Hampshire Constitution states: "All men are born equally free and independent; therefore, all government of right originates from the people, is founded in consent, and instituted for the general good." To discriminate against "Free Staters" for their pro-liberty, pro-peace, small government ideological beliefs, and to defame an organization in the manner set forth in the DHS grant is unconscionable, and unconstitutional.
On behalf of FSP participants, I hereby respectfully demand:
- A retraction and amendment of the grant application to remove all references to "Free Staters." You are reminded that a condition of receipt of the grant's funding is: "Funding may be suspended or terminated for filing a false certification in this application or other reports or document as part of this program."
- An itemized list by calendar day of the "daily challenges" presented by "Free Staters" to the CPD. Please list individuals, not a class of people.
- A written letter of apology from both the City and CPD, which includes the following statements: "The Free State Project is not a domestic terrorist organization," and "Free Staters do not pose 'daily challenges' to the Concord Police Department." A copy of this letter will be posted on the Free State Project's website, and distributed to our media contacts. Your immediate attention to this important matter is appreciated.
Yours in peace and liberty,
Carla Gericke
President, Free State Project
This letter was sent via email and USPS mail on August 2, 2013 to: Thomas Aspell (Concord City Manager), John Duval (Concord Police Chief), Brian LeBrun (Concord Deputy City Manager) with the reference: "False and Misleading Concord Bearcat DHS Grant Application CFDA #97.067" with cc to Devon Chaffee, Executive Director, NHCLU.
Carla Gericke
President, Free State Project
This letter was sent via email and USPS mail on August 2, 2013 to: Thomas Aspell (Concord City Manager), John Duval (Concord Police Chief), Brian LeBrun (Concord Deputy City Manager) with the reference: "False and Misleading Concord Bearcat DHS Grant Application CFDA #97.067" with cc to Devon Chaffee, Executive Director, NHCLU.
Last Ten Headlines at Free Keene:


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AS the weather gets warmer Alcester Victoria Silver Band members have been polishing off their brass in time for their upcoming spring concert.
The merry music will take place at St Nicholas Church, Alcester on March 22 at 7.30pm.
Tickets are £5, available from Guys Menswear, Classic Clutter or Alcester Flowers, or on the door.
Music from The Beatles, Andrew Lloyd Webber and Karl Jenkins will be just some of the highlights.


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Is Ryan Phillippe's Ex Alexis Knapp Pregnant with his Baby?
been seen" with Amanda Seyfried recently, Ryan Phillippe may have a few loose ends to tie up with ex Alexis Knapp — because she might be carrying his baby!Though he's "
Us Weekly claims the model has been telling people her growing bump belongs to Ryan, a source reveals:
"She has been telling people he is the father."
The insider goes on to explain that Ryan doesn't know if he's the father or not — somebody call Maury! The report is adamant, however, that the actor is a responsible guy and will take care of the kid if it is his:
"He loves being a dad and takes being a dad really seriously … He will do the right thing."
His next role (besides another possible run at fatherhood) sees him sharing the screen with Matthew McConaughey in Lincoln Lawyer. Ryan plays a rich Beverly Hills playboy who is accused beating a prostitute.


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15:30 [PhD][New] Andrea Röck Quantifying Studies of (Pseudo) Random Number Generation for Cryptography
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You can also access the full news archive.
Further sources to find out about changes are CryptoDB, ePrint RSS, ePrint Web, Event calender (iCal).


text:
Welcome to MyBillRegistry (MBR). We are an independent, driven company that designs and develops innovative, forward-thinking solutions to meet the needs of individual users, organizations and brands. We believe that our platforms and apps can make a substantial difference in the way individuals and organizations overcome life's challenges.
Our objective is reflected through the programs and user experiences we support. You'll find examples of our approach in our current and upcoming products.
Most importantly, our people—not just names and titles, but what they do, what they're passionate about and how they've contributed to MyBillRegistry. We hope you like what you see, comment on what you like and spread the word.
Using MBR individuals and organizations (Classrooms, College Students, Eldercare Recipients etc.) can request and receive targeted financial assistance with monthly bills in a secure, efficient and user friendly way. MBR uses Sustained Peer-to-Peer Micro-Giving to request and collect funds from contributors, consolidate those funds and distribute them directly to various product and service providers. (Tuition, Classroom Supplies, Rent, Utilities, Cellular or Internet Service, etc.)
"…This solution is one of the most innovative I've seen…" Steve Ellis, Executive VP, Enterprise Payment Strategies – Wells Fargo
Our mission is to provide innovative tools to power the future of online fundraising. We've created the next generation of web and mobile solutions for individuals and organizations managing their own online fundraising. We provide well-designed, easy-to-use solutions that set new standards. By focusing our efforts on the fusion of design and engineering, we create solutions that satisfy the needs of our users.


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Sweetcorn cake (Brazil)
Julia Stanbrook, a BMS PEPE teacher-trainer, shares a wonderful recipe from Brazil.
This wonderful recipe was passed down from fellow BMS worker Suzana Greenwood and it is delicious.
- 1 small can sweetcorn with the juice
- 2 tsp margarine
- 200ml coconut milk
- 3 cups of sugar
- 3 eggs
- 2 1/2 cups maize flour
- 1 tsp raising agent
1) Mix all the ingredients together in a liquidiser.
2) Grease a cake tin – preferably a savarin-type tin.
3) Bake at 180-200° C for about 30min.
4) To check it is cooked test with a knife; when it comes out clean it is time to take it out of the oven.


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Property Location With a stay at Apartments De Hallen in Amsterdam Amsterdam West, you'll be minutes from Vondelpark and Leidseplein. This apartment is within close proximity of DeLaMar Theater and Melkweg.Rooms Make yourself at home in one of the 6 individually decorated guestrooms, featuring kitchens with refrigerators and stovetops. Flat-screen televisions with cable programming provide entertainment, while complimentary wireless Internet access keeps you connected. Conveniences include laptop-compatible safes and desks, and housekeeping is provided daily.Rec, Spa, Premium Amenities Make use of convenient amenities, which include complimentary wireless Internet access and babysitting/childcare surcharge. Getting to nearby attractions is a breeze with the area shuttle surcharge.Dining Take advantage of the apartment's room service during limited hours.Business, Other Amenities Featured amenities include multilingual staff and luggage storage. A roundtrip airport shuttle is available for a surcharge.
Near Vondelpark


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Today, while I was removing my makeup with my boyfriend watching, he mentioned that he used to think girls were prettier without makeup on, but he'd now changed his mind. FML
Profile completedYou've filled out the necessary details. Having done so will be much appreciated.
Keen reader – Level: student ninjaYou have voted for 15% of the entire collection of FMLs to date.
50 favoritesLove knows no boundaries. You've already added 50 FMLs to your favourites list!
Consolation prizeYour FML was denied. We had to at least give you a badge to cheer you up a bit.
Keen reader – Level: master ninjaYou have voted for 50% of the entire collection of FMLs to date.
It's in the can!Hey, you uploaded your photo, and you're cute as a kitten!
MobilityYou are connected to FML via the mobile site or an app. How modern.
Keen reader – Level: godlike ninjaYou have voted for 100% of the entire collection of FMLs to date.0%
The return of the thumbYou have thumbed 5000 comments.0%
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Who's the fairest of them all?This is now the third time you've changed your profile pic.67%
I agree, my mouse works.200 "I agree" votes is a good start.4%
YDI MasterYou made your 500th "You deserved it" vote.2%
JudgmentalYou have voted "You deserved it" over 100 times.10%
A new thumbYou've used your thumb on 1000 comments.0%
100 kick-ass comments100 of your comments are neither buried or moderated. Popular is your middle name!2%
One more and it's business timeYou've received 68 Hugs on your profile. Kinky.0%
Today, my wife posted on Facebook, "FUCK THA POLICE!" She got 40 likes. I'm a police officer. FML
Today, while spending the night at a friend's house, I was woken up by someone kicking me. I figured she was having a nightmare, and since we were sharing a bed, I reached over to wake her up. Turns out it was her boyfriend trying to push me off the bed because they were having sex. FML
Today, my parents bought purity rings for my twin brother and me for our birthday, and had them blessed by our priest. Neither of us are virgins. FML
Today, in the middle of explaining over the phone to my crush how I felt about him, I got a text from his best friend, who was apparently with him at the time. It said, "He doesn't like you, get over it. Stop rambling." FML


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BACUP Borough boss Brent Peters will lead his side into their third cup final in a dozen years next month – and he couldn't be happier.
Bacup overturned a one-goal deficit from the first leg of their North West Counties League Challenge Cup semi-final against Barnoldswick Town and with a well organised performance at the Silentnight Stadium to win 2-0 and book their place in the showpiece.
In that final they will play either Norton or Maine Road at the Tameside Stadium home of Curzon Ashton – and Peters is already turning his eye towards the game.
"While the win at Barnoldswick was a big victory for us, we have won nothing yet," declared the manager.
"We need to show the same focus, mindset and application in the final otherwise all the hard work at Barnoldswick and that terrific victory will count for nothing.
"But full credit to our boys, midweek games are never the best in terms of preparation."
With that time scale in mind, Peters broke with his usual tradition and decided to name his starting line-up and formation a day before the second leg – and he had to let his fingers do the walking as he hit the telephone to get his message through to his men.
He added: "I decided to inform individuals 24 hours earlier than normal the team and with the shape we wanted them to adopt against Barnoldswick.
"The shape we adopted was not one we have been able to work with the boys on, so I had to discuss this with most over the telephone in order for them to have had enough time to get it into their mindset. It wouldn't have worked an hour before kick off.
"Every one of them took their instructions on board and played the system to perfection. It was a truly professional team effort from each and every one of us.
"I am convinced that giving the boys that extra time with everything connected to preparing for the game was the catalyst in how well they performed.
"It is unusual for every single player to perform at an acceptable level but in the semi final every single player played their part."
The cup final will be a fitting end to a tough season for Borough. The winter wipeout hit them more than most and they still have six league games to fit in, the latest of which comes tonight when they welcome Winsford United to West View.
Their latest match was on Monday when they claimed a 3-2 home win over St Helens Town.
Adam Dale and Adrian Bellamy put them 2-0 up and, although Andy Olsen made it 2-2 with a double before the interval, Matthew Maine bagged the winner six minutes from time.


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Natasha Loring
Natalee Holloway
When her 18-year-old daughter Natalee (Amy Gumenick) goes missing while on a class trip to Aruba, distraught mother Beth Twitty (Tracy Pollan) launches a tireless campaign to get to the bottom of the girl's sudden disappearance. Despite deepening mystery and dwindling chances of finding Natalee alive, Beth's determination to find her daughter never wavers. Based on a true story, this drama co-stars Grant Show and Catherine Dent.


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Seamless Gutter Installation Minneapolis MN
Seamless Gutter Installation in Minneapolis and surrounding area. Call us at 763-237-4318 for a estimate for seamless gutter and Downspout installation. With over 25 years experience Master 1 Exteriors will provide top quality Rain gutter material, outstanding workmanship and great customer service.
Call Us At 763-237-4318


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Diamond Accent Curved Frame Square Earrings in 10K White Gold
Item# 18521021
A brilliant look for any occasion, she'll enjoy this pair of 10K white gold earrings. These curved, square-shaped studs dazzle with micro-set diamond accents. Earrings secure with screwbacks.
Diamond carat weights (CT.) represent the approximate total weight (T.W.) of all diamonds in each setting and may vary no more than .07 below the stated weight. Typographic errors are subject to correction. Merchandise enlarged to show detail and may not always be exactly as pictured. Promotions, prices, styles and availability may vary by store and online.


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Can someone supply a valid link for the wineasio 0.7.5 deb package please? i did download the wineasio package from sourceforge and the sdk from steinberg but i am having trouble compiling it.
Can someone supply a valid link for the wineasio 0.7.5 deb package please? i did download the wineasio package from sourceforge and the sdk from steinberg but i am having trouble compiling it.
Last edited by ppine; March 4th, 2010 at 12:52 PM.
Please note that it requires internet access when installing.
This package can be redistributed safely.
Cool thanks , it works quite well on my system. The newstuff from FL9 demo it does not like tough, it eats my system. i have to start jackd from the system tray because the qjackctl tries to start it in realtime even if it's set not to. the only down side to this is i think it will now not make use of the patchbay xml thingy.
Last edited by ppine; March 5th, 2010 at 12:17 AM.
It will work.
So I have the latest development edition of wine and ubuntu, flstudio 9 works awesome, reg keys work, everything, gui is nice, but I want to change the sound system. I currently have it set to primary sound drive, which uses ALSA [it might even be pulseaudio] the quality itself is great, but there is a tick every second the note is held down, and the latency has to be extremely high, I am thinking of switching to oss, I was wondering if anyone has tried flstudio 9 with the most recent release of oss4, and if so did it work and how did you configure it?
i don't need midi
i am also using linux-rt
what about using cubase5?
i cant get it to work ...
my dongle gets access but the licences are not found.
i another case the dongle was not found.
anybody tried cubase5 to get running with wine/ubuntu?
First post now includes wineasio 0.7.5 debs (32bit and 64bit)
I'm a little new to Linux, and thanks to your help, I am very close to finally getting FL to work in Ubuntu.
For some reason, though, importing the regkey isn't working for me through regedit. The key IS valid: I had it up and running on my previous Windows installation. I see the regkeys in regedit too... FL just starts in the demo mode.
Is anyone else experiencing this problem? I'm using Ubuntu 9.10 on a Gateway FX p-7805u http://support.gateway.com/s/Mobile/...8/P-78nv.shtml.


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CHICAGO -- With world leaders descending on Chicago for the NATO summit May 20-21, some Catholic school teachers were incorporating lessons about the political-military alliance for their students.
And with thousands of people coming to the city to demonstrate and draw attention to focus on issues that include war, the environment and poverty, they included a lesson or two about the history of protests, too.
"Since the time of Christ, people have been protesting," said Mary Lee Calihan, principal of Old St. Mary's School. "What's a useful form of protest? What have people done? What has been effective?"
Calihan's school and a few others were closing for a couple days during the summit, which was to include the leaders of the 28 NATO countries as well as other world leaders. The meeting was taking place at McCormick Place convention center along the lakefront.
Security measures coupled with demonstrations promised to make getting around the downtown area and South Loop a nightmare. Churches in the area planned to stay open, but DePaul University's downtown campus was closing.
Old St. Mary's originally planned to be open May 18 and close May 21, but Calihan changed her plans after hearing that a local newscaster had announced the school would be closed both days.
"They made the decision for me," she told the Catholic New World, newspaper of the Chicago Archdiocese.
More seriously, she said, "we're on the path of everything happening between Grant Park and McCormick Place."
That means that, at best, it will be difficult for parents and teachers to get to the school because of the security measures in place and road closures in the surrounding area, she said. Even peaceful protests could completely cut off access, not only for parents and staff but for emergency vehicles.
"School administrators have to plan for the worst and hope for the best," she said.
The school closures didn't necessarily mean students would have days to make up, as some extra days were built into the school year.
Old St. Mary's Church planned to remain open for Masses despite the added commotion. The general thought was that parishioners are used to enduring Bears fans during football season and the Chicago Marathon in October, which goes right past its door, so they would be up for the NATO crowds.
Regarding the protesters, members of the Catholic Worker movement were holding nonviolence training for protesters, and on Monday kicked off "a week without capitalism."
On Wednesday, about 150 protesters marched to banks and government offices calling for a yearlong moratorium on evictions and foreclosures in the Chicago area.
As of Thursday, 12 people had been arrested at NATO-related demonstrations, according to Chicago police.
Media reports quoted Police Superintendent Garry McCarthy as saying 10 arrestees had been taken into custody in "voluntary" fashion. The Chicago Tribune daily newspaper reported one protester, a Los Angeles man had been, charged with a felony "for physically attacking a police officer."
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Movie Night Blanket by Cheryl Kubat
Welcome! You are browsing as a guestWould you like to see 9 projects made from this pattern and much more? create a free account What am I missing?
© 2013, Meg Manion Photography
© 2013, Meg Manion Photography
© 2013, Meg Manion Photography
Movie Night Blanket
This pattern is available for $7.00 USD buy it now
This pattern was inspired by my family's Friday night summer tradition of watching movies on a big screen in the back yard. Believe it or not, it can sometimes be chilly in the evenings here in New England! My children asked me to create something big and snuggly, so here it is! A perfect fall/winter project to keep you warm not only when you finish it but also while you are knitting it!


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Captains Unveil Major Re-Branding of All Concessions Stands
Unique Menu Items Will Also Be Introduced for 2013 Season
By Lake County Captains | March 11, 2013 1:24 PM ET
(Eastlake, OH) - The Lake County Captains, the Class A affiliate of the Cleveland Indians, have announced that all the concession stands at Classic Park will be re-branded and a variety of new menu items will be added throughout the ballpark for the 2013 season.
The Captains are entering its 11th season in Eastlake and the design changes are the first major re-branding of the appearance and image of the facility's concessions stands since the team arrived.
The newly re-named concessions areas will all feature a heavy nautical theme with names like the Captains Canteen, The Galley, Starboard Snacks, Midship Mexican, Portside Pizzeria and Nautical Nachos, to name a few.
The right field picnic area has been re-named the ERC Pavilion, following a multi-year partnership between ERC and the Captains. The tent-covered area will once again host groups of 20 or more in a unique dining and game-watching experience at Classic Park. ERC is a Northeast Ohio-based professional services organization that assists companies with Human Resources services including salary surveys, a HR Help Desk, Management Training, HR Consulting and group purchased savings. The organization also sponsors the state-wide ERC Health program and hosts the nationally acclaimed NorthCoast 99 program, which recognizes the top regional workplaces. "ERC is proud to support the Lake County Captains and we look forward to a long term partnership," said Pat Perry, President of ERC.
New menu items that will be introduced this season are a combination of items that were suggested by Captains fans via a social media campaign and the staff of Captains Concessions.
Some of the new menu items that were voted on by the fans and that will be introduced this season to Classic Park's concessions offerings include:
- Chicken Wings
- Beef Brisket Sandwich
- Apple Dumpling Sundae
- Foot Long Hot Dogs
- Lil' Devil Potato Munchers
- Chicken Tender Hoagie Sandwiches
- Fish Tacos
- Fresh, hand-pressed hamburgers
The Captains Wings and Pizza buffet returns every Thursday night home game and will feature Cleveland Pizza Company pizza and wings sauces provide by the Happy Moose Bar and Grill in Mentor. The Happy Moose wing sauces will be featured throughout the season on all wings served at Classic Park
Dan Dee will be the official snack food provider of the Captains in 2013 providing pretzels, tortilla chips and various flavors of potato chips throughout Classic Park.
Coca-Cola, which has been the official provider of soft drinks, juices and energy drinks at Classic Park since it opened in 2003, has renewed its agreement with the Captains and will have the pouring rights at the park for another five years.
The Moby Dick Sandwich Challenge that debuted last season will see a twist in 2013 as two contestants can team-up and will have one hour to finish the five pound fish sandwich. Fans who do not want to try the challenge, can enjoy The Guppy, which is a single-serve portion of the Moby Dick sandwich.
The Captains 2013 Opening Night Celebration is Thursday, April 4 at 6:30 PM as the Captains welcome the Lansing Lugnuts, an affiliate of the Toronto Blue Jays, to Classic Park.
Full season tickets plans, 7-, 12-, 20-, and 35-game mini ticket plans for the 2013 season are on sale now at great prices complete with several exclusive benefits. Information can be found at the Captains website: CaptainsBaseball.com.
This story was not subject to the approval of the National Association of Professional Baseball Leagues or its clubs.View More


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The Knowhow
The following steps should help you get your iPad synced to iTunes:
- Check you have the latest version of iTunes installed: http://www.apple.com/uk/itunes/
- Check you have connected your iPad to your computer using a USB 2.0 port
- Make sure your iPad software is up to date: With your iPad connected to your computer, click Check for Update in the 'Summary' section of iTunes
- Charge your battery: Using the 10W USB power adapter that came with the iPad, charge it for at least 20 minutes
If your iPad doesn't appear in iTunes or you can't sync the iPad:
- Disconnect other USB devices from your computer and connect your iPad to a different USB port on your computer
- Turn the iPad off and turn it on again
- Press and hold the Sleep / Wake button on top of iPad for a few seconds, until a red slider appears on screen. Slide the slider, then press and hold the Sleep / Wake button until the Apple logo appears.
- Restart your computer
- Reconnect the iPad to your computer
- Download and install (or reinstall) the latest version of iTunes
If the issue persists, refer to http://www.apple.com/support/ipad.


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|Rural-Urban fall banquet planned for October 23
|Kerry Craig | News-Telegram Assistant Editor
Oct. 13, 2006 - The Rural-Urban Association has scheduled a meeting for 7 p.m. Monday, Oct. 23, at Como-Pickton school.
The meeting will feature a free barbecue dinner with all the trimmings and should provide for a fun and relaxing evening.
Rural-Urban organizers ask that those plannint to attend to please bring two or three more people with them to mix and mingle with other guests.
The program will be presented by Como-Pickton school district.
Rural-Urban banquets have been held for more than 40 years and were created to generate a better relationship between the citizens of Hopkins County. The very first Rural-Urban meeting was held Nov. 12, 1964, at Cumby High School. More than 300 people attended.
Older Archives
Looking for News-Telegram Sports and News Archives for January 2004 - November 2008


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Rebecca Minkoff Gene Romper
Rebecca Minkoff Gene Romper
Gene romper by Rebecca Minkoff. A perfectly flouncy & not too tight salmony pink romper with tassle neckline hem detail and fully lined tailored shorts with waist sash invisible side zipper . Dry clean only
mira mira
Nestled in sunny San Francisco, Mira Mira is a playful and feminine neighborhood boutique filled with stunning clothing, jewelry, accessories and apothecary goodies. Mira Pickett is the woman behind the boutique and has a sharp eye when it comes to curating an amazing edit of unusual yet beautiful wares. Mira also considers Jeanne Damas to be one of her style icons so you know that her taste must be on point. The store opened its doors in 2011, introducing the Mission District to a stunning roster of emerging indie designers and labels. Whether you are looking for a unique gift or a wardrobe essential, it's pretty much impossible to visit this boutique without finding at least one thing that you can't live without.
Do you have questions about this product? We're here to help!


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Pacman needs new friends
June, 19, 2007
The sad part of the recent Pacman Jones story, in which he is a witness in a shooting, is that he can't shake the friends who keep putting him in positions to be in trouble.
To get back into the league in 10 games instead of serving his season-long suspension, Jones has to show he's cleaned up his life off the field. Staying out until 4 a.m. in strip clubs with friends wielding guns isn't going to get him back into the league. In fact, the odds are now shifting toward Jones having his one-year suspension extended before he can shorten it.
Jones talked to commissioner Roger Goodell about not being out past midnight and shedding some of his bad friends. Unless that happens, Jones may never get back in the league.


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Cast: Alex Chance, Beverly Paige, Lacey Leveah, Christie Nelson, Tiffany Fox, Bella Luciano, Reagan Ross, Eve Winters, Joey Ambrosiano, Madison Blaze, Aiyana Flora, Summer Rae
AMKingdom is always on the lookout for new ways to help you jerk off to your favorite fetish. We now introduce "The Fucking Machine." Watch these sex vixens get fucked by a huge dildo on a fucking machine. Enjoy the moment while they rub their clit with their fingers or vibrator to cum as they are being fucked.
This is the only Joey Ambrosiano video. Adult stars also making their debut in this video: Madison Blaze, Summer Rae.


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Vanessa Carlton
Super Pop Hits: Vol. 2
Get the gang together and get ready to belt out pop's biggest tunes from the late 1990s and the early 2000s. An assortment of 15 songs for a range of voices means there's a song here for everyone to sing. Selections include Michelle Branch's "All You Wanted," Coldplay's "Clocks," Vanessa Carlton's "A Thousand Miles," Our Lady Peace's "Somewhere Out There," Kelly Clarkson's "Miss Independent" and John Mayer's "Your Body Is a Wonderland."


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Finding Home (Paperback)
Special Order
What if a secret in your past is the key to healing a broken family's heart? When a car crash during a blizzard leaves a woman stranded in the New England countryside with no memory, she's taken in by Vincent, a banker whose adorable six-year-old daughter, Jadie, has cystic fibrosis and hasn't spoken since her sister died and her mother disappeared two years ago. But when this stranger arrives, calling herself Kate, Jadie suddenly begins speaking again--claiming that she can talk to her sister's ghost and that Kate is an angel sent to help them. As Kate struggles with startling flashbacks to a past life that doesn't seem to be her own, powerful questions arise: What happened to Jadie's mother? What secrets is Vincent hiding? Why has Jadie been silent for so long? Finding Home is an involving and heartfelt drama about a stranger helping a complicated family to heal--and how the most unexpected moments in life are the ones that lead us home.
Praise For…
"Complex and captivating . . . Rose is fast becoming an accomplished writer . . . and her clever books an unmissable treat."—Lancashire Evening Post (U.K.)
"Definitely a book to set aside time to read, because it is utterly riveting."—Closer magazine (U.K.)